Development and evaluation of an EMP course to teach fMRI technology and brain science in handwriting for university nursing students

Abstract

In traditional nursing education, brain science is often limited to physiology, anatomy, and pathology, with little emphasis on advanced diagnostic tools like fMRI or the brain’s functional processes, such as language learning and handwriting. This study developed an English for Medical Purposes (EMP) course to teach university nursing students about fMRI technology and brain science related to handwriting, highlighting the importance of interprofessional education. The study aimed to (a) assess the course’s effectiveness in enhancing students’ knowledge in fMRI, brain science, and handwriting; and (b) evaluate the students’ satisfaction and perceptions toward the course. A single-group quasi-experimental design with pre/post-tests involved 49 nursing students. Data were collected using the Brain Science Related Knowledge Test (BSKT), assignments, and a Course Satisfaction Questionnaire (CSQ). Results showed significant improvements in students’ knowledge of fMRI and brain science in handwriting, with high assignment scores and overall course satisfaction. Students also reported increased awareness of reading professional English journals and learned about fMRI safety issues. This pioneering EMP course effectively introduced nursing students to fMRI technology and brain science in handwriting, potentially enhancing their understanding of normal brain function and its contrast with brain injury cases.