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AN ANALYSIS OF ENGLISH FOR NURSING CURRICULUM AND ITS ALIGNMENT WITH THE NEEDS OF STUDENTS AND HEALTHCARE STAKEHOLDERS IN A PRIVATE UNIVERSITY IN SOUTH KALIMANTAN PROVINCE, INDONESIA
ABSTRAK Meskipun program English for Specific Purposes (Bahasa Inggris Tujuan Khusus) dirancang untuk memenuhi kebutuhan komunikasi spesifik suatu disiplin ilmu, penelitian yang mengkaji sejauh mana komponen kurikulum saling selaras serta sesuai dengan kebutuhan pembelajar dan pemangku kepentingan di bidang kesehatan masih terbatas. Penelitian ini bertujuan untuk menyelidiki keselarasan kurikulum English for Nursing dengan kebutuhan bahasa akademik dan dunia kerja mahasiswa serta pemangku kepentingan kesehatan di sebuah universitas swasta di Provinsi Kalimantan Selatan, Indonesia. Kajian ini menggunakan kerangka triangulasi yang mengintegrasikan Objectives Model dari Tyler (1949), Grassroots Model dari Taba (1962), dan Language Curriculum Development Framework dari Richards (2001) untuk menganalisis tujuan, konten, strategi pembelajaran, dan praktik asesmen dalam kurikulum. Penelitian ini menggunakan desain studi kasus kualitatif dengan menganalisis dokumen berupa profil mata kuliah, dua silabus, dan dua modul pembelajaran, serta wawancara semi-terstruktur dengan dua puluh satu partisipan yang dipilih secara purposif, terdiri atas mahasiswa keperawatan, alumni, dosen ESP, dosen keperawatan, koordinator program, dan manajer perawat. Temuan menunjukkan bahwa kurikulum menyediakan struktur dasar bagi kompetensi komunikatif umum dalam konteks klinis dan telah memuat beberapa konten spesifik keperawatan. Namun demikian, keselarasan antara tujuan, isi pembelajaran, dan asesmen hanya bersifat parsial, dengan adanya kesenjangan nyata dalam autentisitas konteks serta keterbatasan penggunaan tugas-tugas yang relevan dengan dunia kerja seperti simulasi, role-play, dan dokumentasi keperawatan. Analisis kebutuhan mengindikasikan bahwa keterampilan berbicara, menyimak, dan menulis merupakan keterampilan yang paling krusial untuk kinerja akademik maupun klinis, namun keterampilan tersebut belum mendapat penekanan yang memadai dalam praktik pengajaran dan asesmen. Keterlibatan pemangku kepentingan dalam perumusan kurikulum, khususnya dari alumni, manajer perawat, dan mahasiswa, juga masih minim, sehingga menimbulkan ketidaksesuaian antara pembelajaran di kelas dan harapan dunia kerja. Selain itu, kurikulum belum merujuk pada kerangka internasional seperti Common European Framework of Reference for Languages (CEFR), yang membatasi keselarasan dengan standar global keterampilan kerja perawat. Penelitian ini merekomendasikan peningkatan autentisitas tugas pembelajaran, penguatan keselarasan asesmen dengan tujuan pembelajaran, integrasi kerangka internasional dalam asesmen, serta peningkatan partisipasi pemangku kepentingan dalam desain kurikulum. Penekanan juga perlu diberikan pada kolaborasi interdisipliner, sensitivitas budaya, dan komunikasi berpusat pada pasien. Secara teoretis, penelitian ini memperluas kajian kurikulum ESP dengan menerapkan analisis keselarasan berbasis multi-kerangka. Secara praktis, penelitian ini memberikan wawasan berbasis data bagi pendidik ESP, pengembang kurikulum, dan pembuat kebijakan untuk meningkatkan program English for Nursing di Indonesia. Dari perspektif kebijakan, penelitian ini menekankan pentingnya pengembangan kurikulum pendidikan tinggi yang berbasis kebutuhan dan melibatkan pemangku kepentingan. Keterbatasan penelitian ini mencakup lingkup lokasi tunggal dan tidak adanya observasi kelas; penelitian selanjutnya disarankan untuk mengkaji di berbagai institusi, menggunakan desain longitudinal, serta mengeksplorasi model integratif yang menggabungkan pengajaran bahasa dengan pelatihan klinis. Kata Kunci: keselarasan kurikulum, English for Nursing, ESP, analisis kebutuhan, keterlibatan pemangku kepentingan, pendidikan keperawatan, Indonesia. ABSTRACT Although English for Specific Purposes (ESP) programmes are intended to address discipline specific communication needs, limited research has examined the extent to which their curriculum components align with one another and the needs of learners and healthcare stakeholders. This study investigates the alignment of an English for Nursing curriculum with the academic and workplace language needs of students and healthcare stakeholders at a private university in South Kalimantan Province, Indonesia. The study used a triangulated framework integrating Tyler’s Objectives Model (1949), Taba’s Grassroots Model (1962), and Richards’s Language Curriculum Development Framework (2001) to analyse curriculum objectives, content, instructional strategies, and assessment practices. This study adopted a qualitative case study design involving document analysis of a course profile, two syllabi, and two learning modules, as well as semi-structured interviews with twenty-one purposively selected participants comprising nursing students, alumni, ESP lecturers, nursing lecturers, a programme coordinator, and nurse managers. Findings revealed that the curriculum provided a foundational structure for general communicative competence in clinical contexts and included some nursing-specific content. However, alignment among objectives, instructional content, and assessment was only partial, with obvious gaps in contextual authenticity and limited use of workplace-relevant tasks such as simulations, role-plays, and nursing documentation. Needs analysis indicated that speaking, listening, and writing were the most critical skills for academic and clinical performance, yet these were insufficiently emphasised in teaching practices and assessments. Stakeholder involvement in curriculum formulation, especially from alumni, nurse managers, and students, was minimal, contributing to misalignments between classroom instruction and workplace expectations. The curriculum also needed references to international frameworks, such as the Common European Framework of Reference for Languages (CEFR), which limited its alignment with global nursing employability standards. The study suggests enhancing the authenticity of instructional tasks, strengthening the alignment of assessment with learning objectives, integrating international language proficiency frameworks into the assessment, and increasing stakeholder participation in curriculum design. Emphasis should also be placed on interdisciplinary collaboration, cultural sensitivity, and patient-centred communication. Theoretically, this study extends ESP curriculum research by applying a multi-framework alignment analysis. Practically, it provides data-driven insights for ESP educators, curriculum developers, and policymakers aiming to improve English for nursing programme in Indonesia. From a policy perspective, it underscores the importance of institutionalising needs-based, stakeholder-informed curriculum development in higher education. Limitations include the single-site scope and the absence of classroom observations; future research should examine multiple institutions, adopt longitudinal designs, and explore integrated models combining language instruction with clinical training.
KODEPRODI88003#Pendidikan Bahasa Inggris_S3, Universitas Pendidikan Indonesia
AN ANALYSIS OF ENGLISH FOR NURSING CURRICULUM AND ITS ALIGNMENT WITH THE NEEDS OF STUDENTS AND HEALTHCARE STAKEHOLDERS IN A PRIVATE UNIVERSITY IN SOUTH KALIMANTAN PROVINCE, INDONESIA (Text)
HTML Summary of #140590 AN ANALYSIS OF ENGLISH FOR NURSING CURRICULUM AND ITS ALIGNMENT WITH THE NEEDS OF STUDENTS AND HEALTHCARE STAKEHOLDERS IN A PRIVATE UNIVERSITY IN SOUTH KALIMANTAN PROVINCE, INDONESIA
L Education (General)
LB2300 Higher Education
LB2361 Curriculum
PE English
RT Nursing