Restricted Access Thesis
The primary research question in this study was: How does a theoretical framework of communicative competence, as presented by the Centre for Canadian Language Benchmarks (2002), apply to the speaking and listening tasks in an Associate in Science Degree in Nursing? Observation of nursing students participating in skills labs, simulation, and clinical labs helped to describe communicative competence in the context of a nursing degree at a two-year college. Through interviewing nursing instructors, the research also sought to determine which of the five competencies from the theoretical framework were perceived as the most important to be successful in the program and which aspects non-native nursing students appeared to struggle with most when speaking with instructors, patients, and colleagues.
Seydow, Megan Alexandra, "Describing communicative competence in a college nursing degree program" (2012). School of Education Student Capstones and Dissertations. 483.