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The sustainability effects of two reading interventions on Saudi nursing students’ comprehension of scientific research

Year: 2024
Type: article
Study design: Clinical Trial
Abstract: BACKGROUND: Scientific literature is presented in complex language, most frequently in English, and includes technical jargon that represents a challenge to comprehension of an English as a foreign language (EFL) nursing student. Yet scientific literature is a powerful and trustworthy source of evidence to guide nursing practice. PURPOSE: The aim is to examine two reading interventions (Translation vs Synthesization) and to determine which one produces long-term sustainability effects in scientific research reading comprehension. METHOD: A two-group posttest-only randomized comparative design was used in which 120 participants were randomly assigned to two groups. Several instruments were used to collect the data. RESULTS: Study findings showed that the synthesization group significantly produced better results when compared with the translation group on both the immediate (p = 0.01) and the delayed (p = 0.013) reading comprehension tests. It shows also that gender differences have a significant impact on reading comprehension with a favor to males in the long-term reading comprehension outcome (p = 0.038) of synthesization and females in the short-term reading comprehension outcome (p = 0.015) of translation. English proficiency was significant with determination, metacognitive, and social skills in the synthesization group (p = 0.00, p = 0.01, p = 0.007 respectively). CONCLUSION: The results suggested that synthesization could be an effective reading approach in improving EFL nursing students' reading comprehension of scientific literature.
Source: PLoS ONE
DOI: 10.1371/journal.pone.0309898
Language: English
Open Access status: gold
Estimated APC paid: $2,290
Award: G134353134
OpenAlex ID: W4403718884
FWCI:
Cites: 53
Cited by:
Related to: 10