Indian Journal of Public Health Research & Development

Herdina Mariyanti ¹, Kee Jiar Yeo ²

Affiliations
1 Universitas Airlangga, Surabaya, ID
2 School of Education, Universiti Teknologi Malaysia, MY

Abstract

Clinical nursing education is one of a component in nursing education that conducts in a clinical setting involving real situation, teaching and learning process in the clinical setting.

Objective: The purpose of this article is to discuss about facilitating and inhibiting factor in clinical nursing education. Nursing student expects that through clinical nursing education, their skill and knowledge will improve and finally they will get their competencies. In this article emphasized that many factors that facilitating and inhibit nursing student learning experience during their clinical nursing education. Theorypractice gap is one of inhibiting factors in clinical nursing education. One of facilitating factors in clinical nursing education is supportive clinical learning environment.

Keywords

Inhibiting Factor, Barrier, Facilitating Factor, Clinical Learning, Clinical Nursing Education.

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Kee Jiar Yeo ¹, Seok Lian Tiw ²

Affiliations
1 Professor, School of Education, Universiti Teknologi Malaysia (UTM), Johor, MY
2 Student, School of Education, Universiti Teknologi Malaysia (UTM), Johor, MY

Abstract

Learning English as a second language has been long implemented in Malaysia since post-independence in 1967. However, many research findings have established that language anxiety remains as an obstacle, which hinders students from mastering English in their second language classrooms. This paper presents the exploration on the relationship between English speaking anxiety and self-efficacy among 289 elementary school students from the population of 1080 students in the zone of Nusajaya, Johor, Malaysia. The results were compared across different academic achievers and genders. A modified version of FLCAS (Foreign Language Classroom Anxiety Scale) by Horwitzs and Cope (1986) and English Speaking Self Efficacy (ESSE) which was adapted and adopted from QESE by Wang (2013) were used as the research instruments. Questionnaires were distributed to the respondents to assess their self-perception on speaking anxiety and self-efficacy. The findings realized the existence of a significant moderate negative relationship between English language speaking anxiety and self-efficacy. No significant difference between genders in the level of speaking anxiety was found but there were significant differences among different academic achievers in the level of speaking anxiety.

Keywords

Speaking Anxiety, Self-Efficacy, Second Language.

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