title: The Role of Linguistic Modification in Nursing Education.
abstract: BACKGROUND
  English-as-a-second-language (ESL) nursing students fail to graduate from programs at alarming rates. For many of these students, academic failure results from poor performance on multiple choice examinations, which frequently contain linguistic errors. A remedy for these errors is to linguistically modify examination questions. This study assessed the effects of linguistic modification on examination scores.
  
  
  METHODS
  Scores of ESL and non-ESL nursing students were compared on an experimental multiple choice examination and a control examination.
  
  
  RESULTS
  After exclusion, 67 ESL and 252 non-ESL students completed the experimental examination; 68 ESL and 257 non-ESL students completed the control examination.
  
  
  CONCLUSIONS
  Both ESL and non-ESL students scored higher on the experimental examination than on the control examination. For ESL students, the increase in observed means between the experimental and control examination was 0.6%; for non-ESL students, the increase was 0.48%. [J Nurs Educ. 2016;55(6):309-315.].
authors.forename: Brenda S
authors.initials: BS
authors.lastname: Moore
authors.forename: Michele C
authors.initials: MC
authors.lastname: Clark
mesh_terms: D000328:Adult; D003144:Communication Barriers; D032882:Comprehension; D004508:Education, Nursing, Baccalaureate; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006801:Humans; D008037:Linguistics; D008297:Male; D019303:Multilingualism; D015402:Nursing Education Research; D011932:Reading