Language education and nursing may at first appear to be unrelated. However, upon closer inspection, a number of similarities between these two disciplines can be observed. For nursing students who mainly hope to focus on their core nursing course requirements, and who consider English classes as unnecessary and time-consuming distractions, an interdisciplinary teaching approach that incorporates elements of nursing models and theories might enable these students to establish a connection between their specialty and English language education. Because nursing students learn about nursing models and theories and the relationship between the nurse and the patient, they could be led to adopt a similar relationship between the instructor and the learner. In this presentation the presenter will introduce three examples of nursing paradigms, a nursing model (Roy’s Adaptation Model); a nursing theory (Leininger’s Culture Care Theory of Diversity and Universality); and a middle-range theory (Mishel’s Uncertainty in Illness Theory) to demonstrate how an understanding of nursing models and theories can possibly aid nursing students to better understand language learning models and theories such as behaviorism, cognitivism, constructivism, and connectivism. The presenter will then show how the introduction of general scientific theories such as complex systems theory (chaos theory), which has been incorporated in both language learning as well as nursing theories, can also serve as a bridge connecting the fields of nursing science and language education. If time permits, members of the audience will be asked how English-learning motivation among students in other disciplines could be raised.
Eric Fortin, St. Mary's College, Japan
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