Needs Analysis: English for Nursing

LSU 3206 Final Project Report

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Contents

Title Page

Acknowledgements ... 2

PART A

The Importance of Needs Analysis to the ESP Courses ... 3

PART B

Background Information 5

The Programme of Study ... 5

Target Group ...... 7

Details of the Survey .. 8

Results of the Survey . 10

Recommendations .. 23

Limitations of the Survey .. 26

Concluding Remarks .. 29

References ... 30

Annexures 31

A: Group Questionnaire with collated answers

B: Individual Questionnaire


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Acknowledgements

Thank you to:

The Man who has always given me the strength to keep going whenever I have

wanted to give up

All at home, especially Nirosha and Pierre, for letting me use and reuse their

computers, and to Nirosha and Nimmi for providing immeasurable support

Sunesh for coming to the rescue and for Microsoft Word 2007

Those names too numerous to mention, but whose immense sincerity and

patience have borne my exclamations, sighs and e-mails throughout the

compilation of this project report.


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PPAARRTT AA::

TThhee IImmppoorrttaannccee ooff NNeeeeddss AAnnaallyyssiiss ttoo tthhee EESSPP CCoouurrsseess

Raheem (2010) says, One can spend nine years teaching English to students in

a school, but one cannot spend nine years teaching a scientist how to speak English.

ESP, or English for Specific Purposes, is an approach to the teaching of English that is

driven by identified and prioritised learner needs so as to defeat the constraints of time

faced by the professionals who undertake such courses. ESP practitioners from

Hutchison and Waters (1987) to Robinson (1991) to Dudley-Evans (1998) have all

agreed on one undeniable characteristic of ESP: i.e. that it caters to the needs of a target

situation and the needs of learners involved. As is evident in the diagram below, needs

make up the largest proportion of the ingredients of an ESP course: in other words,

without the consideration of needs, an

ESP course is redundant and

ineffective. Hutchison and Waters

(1987) tell us that ESP is different

from General English not because of

the existence of a need but rather an

awareness of the need. In order to

become aware of a need, the ESP

course designer must therefore carry

out a survey or analysis involving

stakeholders of the course. Also,

because ESP refers to English for Specific Purposes, these needs are specific too. In this

report, needs are Specific to the staff of the Department of Nursing. However, the

A basic diagrammatic representation of what an

ESP course constitutes


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stakeholders of a course are not just one group of individuals course designers must

analyse Target Needs (in this report, the needs of the Dept. of Nursing) which are

concerned with the use of language, in order to identify what people will do with the

language; in addition, Learner Needs (in this context, needs of students following the B.

Sc Nursing) must be analysed in order to discover how people learn to do what they do

with language. Often, there are discrepancies between Target Needs and Learner

Needs, and Dudley-Evans and St John (1998) state, rather alarmingly, that The

findings from a needs analysis are not absolute but relative, and there is no single,

unique set of needs. Nevertheless, it is essential that both specific Target Situation

Needs and specific Learning Needs are taken into account. Without the specificity of

needs, there is no specificity of purpose for the course (i.e. there is no awareness of

needs); as a result, the course ceases to be an ESP course and is left once more in the

categorization of General English.

In the following report, we assess the Target Needs Analysis carried out for

students following the BSc Nursing as a preliminary step to the design of a custom-

made ESP course. What must be kept in mind is that language courses must ultimately

improve the language skill of the learners involved; ESP courses then, must ultimately

improve definite requirements of learners language ability, because ESP learners do not

have nine years (i.e. ample time) to achieve proficiency. Thus ESP courses should

improve specific requirements in the BSc Nursing students language proficiency,

because their time to achieve proficiency is limited too. In order to achieve this

objective, course design must be meticulously planned: Needs Analysis, as explained

above, is the most crucial part of this meticulous planning process. In other words,

Needs Analysis is the hinge on which the door of a successful ESP course swings.


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PPAARRTT BB:: TThhee SSuurrvveeyy

(a) Background Information

Programme of Study

The following information has been derived from the BACHELOR OF SCIENCE

(NURSING) DEGREE - PROGRAMME GUIDE FOR STUDENTS 2011/2012 provided

by the Open University of Sri Lankas Faculty of Natural Sciences. The data has been

summarised in bullet point form for the sake of clarity and word economy.

The Bachelor of Science Nursing Degree:

Is currently a two-year programme (Level 5 and 6) supplied by the Department

of Health Sciences of the Faculty of Natural Sciences

Commenced in July 1994 and is offered to registered nurses at the request of the

Ministry of Health

Was initiated with academic assistance provided by The Athabasca University

and funded by The Canadian International Development Agency (CIDA) for a

period of five years (1992 - 1997)

Believes that nurses must respond appropriately to the continually changing

health care environment

Enables, among other aspects, the appropriate use of communication skills in the

nurse-client relationship, as well as with other members of the health team


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Provides courses that, among other aspects, should:

a) Use concepts from the humanities and the behavioural sciences to

understand oneself and others, the relationships between people, and the

functioning of communities;

b) Contribute to the development of a graduate who will demonstrate a

sensitivity and responsiveness to the needs of others;

c) Promote clear and effective reading and writing in English so that one

will have access to further knowledge that will enable one to share with

the international nursing community;

Has enrolled 15 groups of registered nurses between 1997 and 2010

subsequently giving rise to 351 Graduate Nurses

Recently expanded into a five-year programme, with the introduction of Levels

3 and 4 (three-year Diploma Programme) in association with Hemas Hospitals

(Pvt.) Ltd.


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(a) Background Information (Continued)

Target Group

The following information has been derived from the Open Universitys BSc (Nursing)

Programme Guide as well as information provided by the interviewees prior to the

administering of the Group Questionnaire. The data has been summarised in tabulated

bullet point form for the sake of clarity and straightforward reference.

Name Mrs. S. L. H. Vithanarachchi Mr. B. S. S. De Silva

Position Head of Department

Senior Lecturer Lecturer

Educational

Qualifications

Diploma in Nursing (Ministry of

Health)

B.Sc. Nursing (OUSL) in 1994

MSN (Brit. Columbia)

R.N.

Diploma in Nursing (Ministry

of Health)

Post-Basic Diploma in Nursing

B.Sc. Nursing (OUSL)

MN (RES) (Melbourne)

R.N.

Professional

Experience

On the teaching staff of OUSL

since 1998

Promoted to Senior Lecturer in

2004

Appointed Head of Department

in late 2004

Worked as a Nurse for 28 years

at National Hospital

Worked as a Nurse for 3 years in

Iran and Oman

Worked as a Nurse for 3 years in

the Private Sector

On the teaching staff of OUSL

since 2006

Pending appointment as Senior

Lecturer

Worked as a Male Nurse for 5

years at Neurosurgical Unit of

National Hospital

Worked as Ward Master for 2

years at Neurosurgical Unit of

National Hospital


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(b) Details of the Survey

The data below has been summarised in bullet point form for the sake of clarity and

straightforward reference.

Preparation of Questionnaire: 6th March 2011 at OUSL Premises

Questions were discussed and planned prior to finalising the

questionnaire required

Once finalised, the questionnaire was typeset and circulated amongst all

members of the Level 5 B.A. in ELT Batch

Survey Format: Printed text questionnaire, mostly MCQ-type

Each question was posed orally to the interviewees while a hard copy of

the questionnaire was also provided to each interviewee.

Date of administering questionnaire: 11th March 2011

Persons Interviewed / Target Group:

Mr. B. S. S. De Silva

Time: 10.30 am

Venue: Dept of Nursing/ OUSL


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Mrs. S. L. H. Vithanarachchi

Time: 11.45 am

Venue: Dept of Nursing/ OUSL

Additional Individual Questions:

03 (THREE) questions were prepared independently by the writer of this

report in relation to course content.

These 3 questions were administered to the staff member Mr. B. S. S.

De Silva at around 11.30 am at the Dept of Nursing/ OUSL

.


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(c) Results of the Survey

In this section, we will analyse and discuss each question and answer individually

on the Interview Questionnaire, and the subsequent effect it will create on the ESP

course in terms of Content and Time. Where possible, parallels have been drawn

between the questions of the Survey administered, and the work of ESP

Practitioners. A detailed Table of Needs has been derived and is included at the end

of this discussion.

Group Questionnaire

1. In what medium will the B.Sc. Nursing be conducted?

a) English

The question above was included in the questionnaire in order to assess the type of

English which the students of the BSc (Nursing) require, and how it will be used. As is

evident, the students will not merely require the usual English as a Second Language

(ESL) course, because the medium of instruction itself is English. It goes without saying

that reading material as well as assignments submitted by the BSc students will be in

English, while in-class discussions will also be in English. The ESP course designer will

need to bear this in mind in order to ensure specificity.

2. What is the duration of the B.Sc. Nursing course?

2 academic years

The purpose of this query was to determine, according to how much time the BSc

(Nursing) students would spend on their course, the upper limit of time when the target

language will be used. The ESP course designer would benefit from this information


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since, if required, levels/modules could be introduced at various points of these two

years according to the type of language being used at that point in time. The

interviewees also noted Students are recommended to follow the B.Sc. Nursing course

over 4 years because of the workload might be too much since the students are

employed full time. This too is valuable information as the course designer will have to

balance specificity according to the needs of the staff and students, in order that students

who undertake the degree programme and follow the ESP course, will have achieved

the required proficiency irrespective of whether they finish the course in 2 years or 4

years.

3) From which level of the course will English be required?

From Level 5 onwards.

From 23rd

March, the new procedures will come into effect and English will be

required from level 3 and level 4.

Although initially aimed at pinpointing the actual need for English in relation to

Question 1 of the Target Situation, this question gave rise to integral information for the

ESP course designer. Till now, the course has required the use of English only at BSc

level (i.e. Level 5); however, in a recent development, the course expanded into the

Diploma Levels 3 and 4. This means that the ESP course designer may have to consider:

- catering to all 4 levels of the course

- designing an evolving ESP course

- conducting yet another Needs Analysis once BSc Level 3 gets underway

in order to ensure maximum exactness of the ESP course.


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4) Why do the students of the B. Sc. Nursing course need English?

a. For studies

b. For work

c. For training

d. As a qualification

e. Other : Overseas Travel

This question was included to gauge the staffs view of the students necessities. The

target need identified here is the diversity of uses that the students will require English

for. With reference to response (d) the interviewer group was informed by Mrs.

Vithanarachchi that although the Degree was awarded to students upon successful

completion of the course, the Degree Certificate would not be awarded to previously

identified BSc students who had not fulfilled the English course currently in operation.

With the interviewees inclusion of Overseas Travel, we gather more information about

the linguistic context of the target language. As such, while ensuring that the ESP

course meets the precise needs of studies, work and training for Nursing, the ESP course

designer will need to keep in mind that a change may be necessary in the course having

an effect on the award of the degree; also, the course designer will need to cater to the

possible change of country context and the relevant language required.

5) Is there an age limit for the B.Sc. Nursing course?

There is no age limit applied by the Open University.

The motive behind this question was to assess the age group or groups that the ESP

course would have to cater to. Although no group is specified, the interviewer group

was told Students will be around 25 years of age by the time they complete the


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minimum entry qualifications by Mr. De Silva. This Target Situation information will

serve to guide the ESP course designer when selecting specific material in terms of

maturity level. It may also serve to construct lessons in the Syllabus Design stage, in

terms of how much information will be taught and for how long a duration.

6) What is the background of the students registering for the B.Sc. Nursing course?

a. Employed

The above enquiry was a means of inferring the amount of time (limited) available to

the BSc Nursing students and the expanded context in which the language will be used.

In addition to this, the interviewer group found out that students registering for the BSc

were all employed as nurses. All three facts will play a significant role in the

formulation of the ESP course in terms of both Content and Time. The ESP course

designer may eliminate previously planned content with this new information, and

structure lessons keeping in mind the prior hands-on nursing experience each of the

students have had.

7) Where will the English language be used?

a. Lecture Halls

i. With lecturers

ii. With Peers

iii. For presentations

iv. Other : Assignments


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b. Hospitals

v. With Doctors

vi. With Nurses

vii. With Patients

c. Other places/environments/situations : Seminars / Workshops

d. What will be the English Language Proficiency of the individuals that the students

will interact with?

Native Speaker

Non native speaker

This question seeks to determine the contexts where the language will be used. The

physical settings where the language will be used are lecture halls and hospitals, where

the situations in which the language will be used will be numerous. The human context

indicates using language with individuals from lecturers to patients, meaning the

breadth of the target language will be significant. Meanwhile the linguistic setting

shows the use of target language for presentations, on assignments, at seminars and

workshops, inter- or intra-university. Additionally, the linguistic context of the language

used (Hutchison & Waters, 1987 Who will the learner use the language with?) can

also be derived from the information above we realize that the language will include

both kinds of speakers, so the course designer has an idea of what type and level of

language the ESP course should include.

8) What is the Basic English qualification required to register for B.Sc. Nursing?

There is no requirement for a Basic English qualification as an English grading test

is conducted by the university.


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9) Has there been a placement test conducted to assess the level of the students

proficiency in the English language prior to this Needs Analysis? If so, how will

they be graded?

Yes, a grading test for English test is conducted to assess the level of the students

proficiency in the English language. The Nursing Department is unaware of the

details of the grading since it is conducted by the Language Studies Department.

The Department of Nursing interviewees referred here to the grading test carried out by

the Language Department for the courses LSE 1305 and LSE 2305. What must be kept

in mind here is that whether grading has been conducted or not, an ESP-specific

assessment must be conducted ahead of the newly formulated course. However, current

grading is carried out by the Language Department. The above questions in fact pose a

challenge as to the course designer as the answers prove inconclusive.

10) What are the subject areas / content areas included in the B.Sc. Nursing course?

(The content areas, obtained from the Programme Guide for Students 2011/2012 can

be found in the Appendix Group Questionnaire)

The answer to this question will serve the ESP Course Designer in two ways:

1. The target needs are that English is required from the inception of the

course. Keeping the subject areas in mind, the course designer can

now allocate subject-specific language to the course framework.

2. Among the BSc content areas are Primary Health Care I (Level 5) and

Primary Health Care II (Level 6), as well as Concepts in Nursing

Practice (Level 5) and Management in Nursing Practice (Level 6).

Hutchison and Waters tell us that the level of content areas are


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determined by the target needs analysis there are stark subjects in

level 5 which have follow-ups in the next level. The course designers

task is to categorize how much of the target language for each of these

developing subjects, is included, and whether the language content

will develop alongside too.

11) What language skills do you think the B.Sc. Nursing students need to use more

during the B.Sc. Nursing course?

a. Reading

b. Writing

According to Hutchison and Waters, the ESP course designer must identify how the

language will be used, in terms of medium, channel and types of text/discourse. This

section of the Needs Analysis shows that the media will be restricted to reading and

writing, while the channel will be written texts, and the types of texts used could range

from academic BSc Nursing textbooks to Diagnosis Cards. Thus the ESP course has

been narrowed-down specifically according to medium, channel and types of text used.

12)

a. Should the ESP course begin:

i. Before commencement of the B.Sc. Nursing course

ii. Concurrent to the B.Sc. Nursing course

b. What would be an appropriate frequency of ESP day schools?

ESP day schools would be preferred to have as often as possible.

c. What would be an appropriate duration for the ESP course?

During the 1st Semester.


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d. Would weekdays or weekends be more appropriate for the ESP day

schools in relation to the B.Sc. Nursing day schools?

Weekends would be more appropriate.

Question 12 fulfils Dudley-Evans and St Johns criteria of including What do you

need/want from the course? and Hutchison and Waters When will the language be

used? In short, the Target Need of course administration is frequent ESP day schools

on weekends concentrated during the first semester or prior to the first semester. This is

yet another indication of the need for the students following the BSc Nursing to be

prepared with English from the very start of the programme; they earlier they are

prepared, the better. Thus we identify a specificity that must be catered to in the ESP

programme.

13) What are the resources available for the ESP course?

a. Location - This depends on the resources available at the Regional

Centres

b. Technical Facilities - This depends on the resources available at the

Regional Centres

c. Course Material - The Nursing Department does not provide Course

Material for the English Language course. That course material is

handled by the Language Studies Department.

The purpose of this segment of the analysis is to take the Dudley-Evans and St John

criterion one step further by analysing what assets the Nursing Department itself can

provide, if necessary, to the ESP Course. If location, technical facilities and course

material (E.g. Guide to Concepts in Nursing Practice) are known, then the ESP course


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designer can comprehend whether aspects of the course are feasible or not. However,

the answers here are inconclusive once again, leaving specificity in the lurch.

14) What is the preferred evaluation procedure?

a. Continuous Assessment

b. Final Examination

c. Other: Presentations.

Dudley-Evans and St John (1998) say, As ESP practitioners, we are most likely to be

concerned with formative evaluation...the findings help to shape the course during its

lifetime. In order to determine whether a formative or summative assessment was

required, the above question was posed. What the ESP course designer understands

from the response given is that both continued assessment and a final examination will

serve to (ultimately) shape the course, while judging whether the learners acquired the

prescribed proficiency. The fact that presentations could be included is an addition to

the medium of how the language will be used (i.e. Speaking). Mrs. Vithanarachchi

explained that Presentations are already conducted by the BSc Students for the subjects

Concepts in Nursing Practice, Teaching and Learning, and in the Final Research

Project. She mentioned that the students will need to learn to reduce fear of speaking

before an audience and to improve presentation skills.


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Individual Questionnaire

1) Which of the following content areas do you think the new ESP course could

include?

i) Patient admissions

ii) Medical specimens

iii) Pre- / Post-Operative Patient Assessment

iv) Telephone Skills

The first question is aimed at sharpening the content areas that could be focussed on, in

the preliminary stages of ESP course design. These areas were derived from Cambridge

English for Nursing (by Virginia Allum and Patricia McGarr, 2010). The course

designer can now use the above four topic areas as a basis for determining what other

topics could be included as content, using information from Group Question 10 as a

guide as well.

2) i) Do the students cover Satirs categories or anything similar in the BSc course?

Yes

ii) Do you think it could be included in the ESP course?

Yes. English is vital to Nursing and Communication in order to build a nurse-patient

relationship.

The purpose of this question is once again to find out specifically whether the content

area of Communication is conducive to the ESP course. The question is structured

along the Programme Guideline specified in the Faculty of Health Sciences Guide:

Enables, among other aspects, the appropriate use of communication skills in the nurse-


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client relationship, as well as with other members of the health team. The response to

the question above serves to further taper the ESP content areas.

3. In the entire programme, do the students engage in role play at any point?

No. They used to, for communication. Now there is no longer any time.

The reason the above question was included was to decipher whether the role play

method could be used in the ESP course. Subsequent to administering the questionnaire,

however, it is evident that Speaking is a skill that is needed by the students (see Group

Question 14) Role play, if included by the course designer, could be one method of

enhancing the Speaking skills of students: a specific solution for a specific need.


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PASTE NEEDS TABLE HERE


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PASTE NEEDS TABLE CONTINUATION HERE


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(d) Recommendations

Although there were responses provided to the greater majority of questions in the

Survey Questionnaire, there were certain questions to which the answers were

inconclusive. If the Needs Analysis is inadequate, then remedial measures must be

taken to ensure adequacy and conclusiveness of Needs, at least for the time being.

Recommendations in this respect are briefly explained individually, below.

1. Conduct a Learning Needs Analysis - The Target Needs Analysis carried out

is one-dimensional as it only pinpoints the target groups needs. It is ultimately

the learners who will undertake the ESP course, and their needs may differ

vastly from the target group: a Learning Needs Analysis is vital. Hutchison and

Waters say learners may be well motivated in the subject lesson (here, BSc

Nursing subjects) or in their work (here, as nurses), but totally turned off by

encountering the same material in the ESP classroom. According to the Target

Needs Survey, needs of content areas are centred on BSc Level 5 and 6 subjects,

Hands-on experience and topics such as patient admissions this may totally

discourage learners. Naiman et al. (1978) as cited by Penny Ur (1991) say The

learner has a need to achieve and this achievement is linked directly to

motivation. If learners are not motivated, then the course is fractured; yet

another reason why a Learner Needs analysis (e.g. Why are the learners taking

the course? How do they learn?) is essential.

2. Conduct a Present Situation Analysis The ESP course designer has to find

out English Language Information about the learners using a Present Situation

analysis. Dudley-Evans and St John note that learners current skills and


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language use must be assessed, in order that learners lacks (or the gap between

the Present Situation and the Learning Needs) can be gauged.

3. Expand the target group for the Target Needs Analysis

a) Two staff from the Department of Nursing is not a tangible number to represent

the needs of the entire Department. The Target Needs Analysis questionnaire

should be administered to the greater majority of, if not all, the Department

Staff.

b) As the course is progressing to include a partnership with Hemas Hospitals for

Levels 3 and 4, and because English will be required from Level 3 in the future,

it would be beneficial to include one or two staff members from Hemas Hospital

when administering the Target Needs questionnaire.

c) As several questions were redirected to the Language Department, at least one

staff member representing the Language Department should be administered

with the questionnaire

d) Resources available at regional centres were inconclusive when Location and

Technical Facilities were analysed as part of the survey. Thus at least one

representative from each regional centre (Kandy / Jaffna / Batticaloa /

Anuradhapura) must be administered with the Target Needs Survey.

4. Change the structure of questions on the Target Needs Analysis if the

target group specified above (Recommendation 3) is present at the same time, a

whole-group discussion can be held in order to discuss and determine target

needs in a holistic manner, instead of using a majority of time-saving MCQs.

5. Analyse Course Material ESP Materials are developed for a specific

situation, and since the Target Needs analysis has shown the core subject areas


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of the BSc programme, it is essential that BSc course material is analysed in

order to match needs (such as functions/notions in Nursing) to available

solutions. Also, the Nursing Department staff said no material is provided by the

Department for any ongoing English course this could prove detrimental. The

materials analysis could be done at the end of ESP course design.

6. Conduct Interim and Cumulative Needs Analyses Needs Analysis is a

continuous process, not merely a one-off questionnaire, as needs change and

learner groups change according to situation or context. Conducting Interim and

Cumulative Analyses of Target Needs, Learning Needs and Present Situation

can show differences when compared to Preliminary Needs Analyses these

existing differences in needs will only be made aware to the ESP course

designer through Needs Analysis. Additionally, the BSc (Nursing) degree

believes that nurses must respond appropriately to the continually changing

health care environment a continually changing health care environment

requires continuous analysis for the success of the ESP course.

7. Seek more information on the Ministry of Health Diploma in Nursing

since this Diploma is at present an entry requirement to the BSc Nursing, the

ESP course designer possesses inadequate information on the course and the

subsequent effects of the Diploma on the ESP course. More information on the

Ministrys Diploma course is essential, particularly to identify if English is used

as a medium of instruction.


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8. (e)Limitations of the Survey

Although the Survey Questionnaire was formulated to be as comprehensive as

possible, there were certain limitations identified. Below, these limitations are

outlined individually, and their subsequent effect on the needs data, briefly

explained.

1. Inadequate Needs analysed Needs must essentially be identified and

prioritised for the successful planning of an English for Specific Purposes

course. The above Survey Questionnaire delves only into the Target Situation

Needs; there is no provision for exploring Learning Needs or Present situation

needs. If needs are inadequate, then planning for ESP will be unsuccessful,

resulting in the eventual failure of the course.

2. Two staff members as representatives Since the above Survey is essentially

a Target Situation Analysis, the entire Target Group (i.e. the entire staff of the

Department of Nursing) should have been interviewed. Two staff members,

though sources of information, cannot represent the needs or opinions of an

entire department. This proves detrimental to the reliability of the Target needs

data.

3. MCQ type questions When Multiple Choice Questions are used, the

individual responding to them has been provided with only a limited amount of

choices. In this Survey, MCQs were used in order to save time and obtain

straightforward answers; however, for a holistic Target Needs Analysis to be

carried out, and options must therefore be at least open to discussion. There may

have been more in terms of valuable information, but as the interviewees were


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only provided with these questions: any additional information may have been

left out. Quantity of needs data was affected.

4. Batch wholly present for one interviewee but not for the other As one

interviewee (Mr. De Silva) was available before the other, the entire group

administered the survey questionnaire to him. Thereafter each set of individual

questions was administered one by one. At this point, only the members of the

group who had completed individual questioning stayed behind to interview the

second interviewee (Mrs. Vithanarachchi). As a group, we may have been able

to elicit more reliable / concrete information if both interviewees were present at

the same time (e.g. data left out by one interviewee may have been filled in by

the other concurrently). Here, quality of needs data was affected.

5. Regular referral to LSE 1305 and LSE 2305 - It was noticed that both

interviewees repeatedly referred to the two courses currently carried out as part

of the B.Sc. Nursing. We are uncertain as to whether these two courses are

formulated according to the ESP approach or not. The reliability of the needs

data is at risk if any misunderstandings occurred between current courses (LSE

1305 and LSE 2305) and future ESP Course (as yet not fully planned).

6. No knowledge of prior English courses With reference to (4) above, the

interviewer group was unaware of the existence of LSE 1305 and LSE 2305, the

nature of the two courses (i.e. ESP or not), the pre-requisite criteria for them, the

courses content or duration.

7. Regular redirection to Language Department For responses to questions 8,

9 and 13, the interviewees noted that the Language Department would know

better. This indicates a dearth of quality and quantity of needs data. The quality


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of the data is restricted because in the absence of a specific data, the response

becomes inconclusive. Quantity of data is affected because only staff from the

Department of Nursing has been interviewed, and this has proven inadequate.

8. Medium of Instruction of Diploma (Ministry of Health) uncertain the

Survey (Group or Individual Questionnaire) does not provide for the

determining of the language medium for the above Diploma, which is currently

a fundamental pre-requisite ahead of enrolling for the B.Sc. Nursing. Acquiring

this information would only serve to further specify the needs for the course. If

the Diploma is conducted in Sinhala or Tamil, then the ESP course would have a

general idea of the gap in English prior to the start of the course and the

proficiency level required at the end of the course.


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(f) Concluding Remarks

Firstly, it is evident from the results of the survey and the limitations faced that a

single Target Needs Analysis proves inadequate towards the successful planning of the

ESP course. Dudley-Evans and St John (1998) say information obtained from

clientswill only be as good as (a) the questions asked and (b) the analysis of the

answers. We have found limitations in the quality, quantity and reliability of questions

asked and answers analysed. Secondly, through the conduct of the Target Needs

Analysis, we have realized that a Learning Needs Analysis and a Present Situation

Analysis are essential in order to fill gaps and further specify needs which are vital to

the ESP course. Thirdly, it is apparent that evaluating needs is not a one-time matter

needs (in all forms) must be assessed continuously for best practice in ESP course

design.

Although Dudley-Evans and St John (1998) state that findings from a needs

analysis are not absolute but relative, and there is no single, unique set of needs, if any

of the aspects mentioned in the previous paragraph went unaccounted for, the ESP

courses would not improve specific requirements in the BSc Nursing students language

proficiency. The door of the successful ESP course would swing unsteadily and

ultimately, fail. As time is limited during an ESP course, we need to ensure needs are as

holistically specific as possible. Therefore the successful ESP course designer, through

this report, must learn:

A Target Needs Analysis alone proves inadequate

Learning Needs Analysis and Present Situation Analysis are essential

Needs Analysis is a continuous process, not merely a one-off survey

and must consequently take steps to resolve these aspects.


110000006 Page 30 of 31

References

Raheem, R. (2010). Lecture on English for Specific Purposes ( October 9th,

2010)

Hutchinson, T. & Waters, A. (1987) English for Specific Purposes: A learning-

centred approach. Cambridge: Cambridge University Press

Dudley-Evans, T. & St John, M. J. (1998) Developments in English for Specific

Purposes: A Multi-Disciplinary Approach. Cambridge: Cambridge University

Press

Allum, V. & McGarr, P. (2010) Cambridge English for Nursing: Pre-

Intermediate. Cambridge: Cambridge University Press

Bradley, J.C. & Edinberg, M.A. (1990) Communication in the Nursing Context.

Connecticut: Appleton and Lange

Author Unknown (2011) Bachelor of Science (Nursing) Degree: Programme

Guide for Students 2011/2012. Retrieved March 15th 2011 from

www.ou.ac.lk/science/health/images/stories/Nursing/Programmme_Guide_for_S

tudents_2010-2011.doc-web.doc

Naiman, N., Froelich, M., Stern, H. H. and Todesco, A. (1978). The Good

Language Learner. In Ur, P. (1991) A Course in Language Teaching.

Cambridge: Cambridge University Press


110000006 Page 31 of 31

Annexures

Annexure A - LSU 3206 Group Questionnaire

Annexure B LSU 3206 Individual Questionnaire

Documents

Needs Analysis: English for Nursing