Abstract
Introduction: Taiwanese Students have found it challenging to engage in English-Medium Instruction (EMI) course, due to English not being their native language, particularly in leadership courses. Many students experience difficulties in comprehending the course content thoroughly before participating in discussions, which affects their ability to express themselves clearly. To address this, the I(ntroduce)-P(resent)-R(einforce)-D(ebrief) teaching model, as proposed by Lai (2023), was implemented in an international leadership course. This four-stage cyclic model incorporates multimodal inputs and interactive activities to enhance students' understanding and application of nursing leadership.
Methods: This study employed semi-structured face-to-face interviews to explore students' experiences pre- and post-the leadership course, which consisted of three sessions lasting two hours each. The course followed the IPRD model, where students were introduced to leadership concepts, participated in discussions on global leadership topics, and engaged in a student-led session. The final phase involved a debrief, where students reviewed and reflected on the key points discussed during the session. Interviews were conducted to gather qualitative insights into students’ learning experiences and the impact of this teaching approach. Thematic analysis was used for the analysis.
Results: Eight postgraduate students voluntarily participated in the interviews. Three key themes emerged: (1) Preparation before discussions increased students' confidence; (2) Student-led discussions were perceived as more relaxed compared to faculty-led sessions; (3) Leadership, as a concept, is best understood through an international lens, as it is difficult to grasp in a solely domestic context. These insights underscore the importance of global engagement in leadership education.
Discussion: The findings highlight that the IPRD model facilitated better comprehension and confidence in students, particularly through preparation and student-led discussions. International collaboration was deemed essential in nursing education to broaden the students' perspectives on leadership, fostering a more holistic understanding of the subject matter.
Conclusion: The IPRD model effectively enhanced student engagement and learning outcomes in EMI leadership courses, particularly in the international context, which could serve as a valuable framework for future international courses.
Notes
References:
Lai, C. J. (2023). Teacher-Student Interaction for English-Medium Instruction (EMI) Content and Language Learning and the Effects of Implementing Multimodal Input of Classroom Interaction: University Students’ Perceptions. English Language Teaching, 16(1), 1-52.
Sigma Membership
Lambda Beta at-Large
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Global Leadership, Competence, Cultural Exchange Programs or Study Abroad
Recommended Citation
Chen, Lu-Yen Anny; King-Okoye, Michelle; and Lin, Cheng-Pei, "Using The Introduce-Present-Reinforce-Debrief Model In International Nursing Leadership Education" (2025). International Nursing Research Congress (INRC). 54.
https://www.sigmarepository.org/inrc/2025/posters_2025/54
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Using The Introduce-Present-Reinforce-Debrief Model In International Nursing Leadership Education
Seattle, Washington, USA
Introduction: Taiwanese Students have found it challenging to engage in English-Medium Instruction (EMI) course, due to English not being their native language, particularly in leadership courses. Many students experience difficulties in comprehending the course content thoroughly before participating in discussions, which affects their ability to express themselves clearly. To address this, the I(ntroduce)-P(resent)-R(einforce)-D(ebrief) teaching model, as proposed by Lai (2023), was implemented in an international leadership course. This four-stage cyclic model incorporates multimodal inputs and interactive activities to enhance students' understanding and application of nursing leadership.
Methods: This study employed semi-structured face-to-face interviews to explore students' experiences pre- and post-the leadership course, which consisted of three sessions lasting two hours each. The course followed the IPRD model, where students were introduced to leadership concepts, participated in discussions on global leadership topics, and engaged in a student-led session. The final phase involved a debrief, where students reviewed and reflected on the key points discussed during the session. Interviews were conducted to gather qualitative insights into students’ learning experiences and the impact of this teaching approach. Thematic analysis was used for the analysis.
Results: Eight postgraduate students voluntarily participated in the interviews. Three key themes emerged: (1) Preparation before discussions increased students' confidence; (2) Student-led discussions were perceived as more relaxed compared to faculty-led sessions; (3) Leadership, as a concept, is best understood through an international lens, as it is difficult to grasp in a solely domestic context. These insights underscore the importance of global engagement in leadership education.
Discussion: The findings highlight that the IPRD model facilitated better comprehension and confidence in students, particularly through preparation and student-led discussions. International collaboration was deemed essential in nursing education to broaden the students' perspectives on leadership, fostering a more holistic understanding of the subject matter.
Conclusion: The IPRD model effectively enhanced student engagement and learning outcomes in EMI leadership courses, particularly in the international context, which could serve as a valuable framework for future international courses.
Description
The Introduce-Present-Reinforce-Debrief (IPRD) teaching model was implemented in an English-Medium Instruction (EMI) international leadership course to support Taiwanese nursing students. Through semi-structured interviews, three themes emerged: enhanced confidence through preparation, relaxed student-led discussions, and the importance of global perspectives in understanding leadership. The IPRD model effectively improved student engagement and learning outcomes.