Evaluating French Language Training in Ghanaian Nursing and Midwifery Education: Relevance and Effectiveness
Albert Opoku
Nursing and Midwifery Training College, Tepa-Ashanti, Ghana.
Mustapha Bin Usman
*
Nursing and Midwifery Training College, Tepa-Ashanti, Ghana and Department of Planning, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.
Thomas A. Asafo Adjei
Nursing and Midwifery Training College, Tepa-Ashanti, Ghana.
Bright Owusu-Afriyie
Nursing and Midwifery Training College, Tepa-Ashanti, Ghana.
Collins Nyamekye
Nursing and Midwifery Training College, Tepa-Ashanti, Ghana and Wesley College of Education, Mampong-Ashanti, Ghana.
*Author to whom correspondence should be addressed.
Abstract
Introduction: In a globalised world where healthcare providers are increasingly coming into contact with patients from diverse language backgrounds, communicating effectively in the patient’s language is essential. Considering that French-speaking countries border Ghana, including French language competency will not only enhance the care of patients but also increase the employability of health professionals in French-speaking countries. This notwithstanding, the plausibility of integrating French into the nursing and midwifery education remains underexplored.
Objective: This study seeks to address this gap by assessing nursing and midwifery students’ proficiency in French, exploring their attitudes towards integrating the French language into the curriculum, and examining the effectiveness of instructional methods and assessment techniques used in French language courses.
Methods: The study employed the descriptive cross-sectional design using the multi-stage sampling technique to select 400 nursing and midwifery students from 8 of Ghana’s 15 regions. A structured online questionnaire (response rate: 81.5%, 326/400) was used for data collection, after which descriptive statistics were employed for data analysis using IBM’s SPSS software.
Results: Students reported low French language proficiency with mean scores for speaking (M=2.42, SD=1.05), comprehension (M=2.40, SD=1.06), and writing in French (M=2.36, SD=1.11). These notwithstanding, respondents agreed on the curricular relevance of French (M=3.48, SD=1.14) and expressed willingness to learn (M=3.33, SD=1.13). Interactive methods (for instance, student participation: M=3.69, SD=1.06; multimedia: M=3.46, SD=1.24) and varied end-of-semester examinations (M=3.53, SD=1.15) were positively rated, even though improvements were required in practical skills.
Conclusion: Even though students recognize French for career advancement, there remain proficiency gaps and anxiety about practical language use. This could be bridged through prioritizing immersive clinical scenarios, standardized proficiency benchmarks, and institutional investments in language labs or trained tutors.
Keywords: French language proficiency, nursing education, language training, instructional methods, healthcare communication