English Language Proficiency, Challenges, and Strategies for Improvement among Rural Iraqi Nursing Students

Abstract

This study explores the English proficiency, challenges, and learning strategies among final-year nursing students in rural Iraq. A descriptive cross-sectional research design was employed, involving 78 students from the fourth-year Nursing College, University of Telafer. Data were collected through structural questionnaires. Descriptive statistics and chi-square tests analyze the relationships between variables. The findings revealed most students (76.9%) had intermediate English skills, with limited confidence in medical English terminology and clinical communication. Challenges included lack of qualified teachers, limited practical exposure, and scarce interaction with native speakers. No significant correlation was found between overall proficiency and comfort with medical terminology or specific language skills. The study highlights systematic barriers in resource-limited settings that hinder language acquisition. The recommendations include implementing targeted practical language training, increasing access to digital resources, and fostering immersive clinical language experiences to enhance future nurses’ communication competence and healthcare delivery.