Challenges In Preposition Usage Among Peri-operative Nursing Students At Jos University Teaching Hospital (juth), Plateau State, Nigeria

Abstract

Effective communication is vital in healthcare, particularly for peri-operative nursing students, whose work demands accuracy in language and clarity in instructions. Prepositions, as crucial elements of English grammar, present a unique challenge for non-native speakers, especially in specialized fields such as nursing where linguistic precision is necessary for academic success and patient safety. This study investigates the difficulties associated with the use of prepositions among peri-operative nursing students at Jos University Teaching Hospital (JUTH), Plateau State, Nigeria. The research employs a mixed-methods approach, combining surveys, interviews, and written assessments to explore the prevalence and causes of prepositional errors. Findings indicate that mother-tongue interference, limited grammatical instruction, and inadequate exposure to professional English are significant factors. These challenges hinder students’ academic performance and their ability to communicate effectively in clinical settings, potentially jeopardizing patient outcomes. The study is grounded in the theoretical framework of second language acquisition and communicative competence, providing a nuanced understanding of the issue. Recommendations include the integration of targeted grammar instruction within nursing education, the adoption of communicative language teaching methodologies, and the use of digital tools for language learning. Addressing these challenges is critical for enhancing the academic and professional capabilities of nursing students, ensuring better healthcare delivery.