Changes in English Speaking Performance Following Clinical Scenario-Based Learning among Nursing Students

Abstrak

English speaking competence is an important skill for nursing students to support effective professional communication in increasingly globalized healthcare settings. This study aimed to examine changes in nursing students’ English speaking performance before and after participation in Clinical Scenario-Based Learning (CSBL). A quantitative approach with a one-group pre-test–post-test design was employed involving 44 nursing students who participated in five CSBL sessions. English speaking performance was assessed before and after the intervention and analyzed using the Wilcoxon Signed-Rank Test. The findings showed that the median English speaking performance score increased from 60.00 at the pre-test to 80.00 at the post-test, while the mean score increased from 59.27 to 79.36, with a mean difference of 20.09 points. Statistical analysis demonstrated a significant difference between students’ speaking performance before and after the intervention (p < 0.001). These findings indicate an improvement in English speaking performance following the CSBL intervention. However, because the study used a one-group design without a comparison group, the observed improvement cannot be attributed solely to CSBL. Learning through clinical scenarios provides a meaningful communicative context in which students can integrate English language skills with relevant nursing communication situations. Therefore, CSBL may be a promising instructional approach for supporting the development of English communication skills in nursing education, although controlled or comparative studies are needed to further examine its specific contribution.