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Nurses continually shift among medical, academic, and social language proficiencies. This mixed-methods study piloted an English language exam for nursing—the Canadian English Language Benchmark Assessment for Nurses (CELBAN)—with 13 nursing students and examined how CELBAN results related to literacy habits in reading, writing, speaking, and listening. Students also completed questionnaires and interviews and performed C-tests and role plays. CELBAN and C-test performance were related, with low reading and writing self-efficacy and poor reading habits linked to lower results. 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Mitchell\u003Cbr>University of Manitoba, [kim.mitchell@umanitoba.ca](kim.mitchell@umanitoba.ca)[ ](kim.mitchell@umanitoba.ca)Marnie Kramer\u003Cbr>University of Manitoba, [marnie.kramer@umanitoba.ca](marnie.kramer@umanitoba.ca)[ ](marnie.kramer@umanitoba.ca)M. Gregory Tweedie\u003Cbr>University of Calgary, [gregory.tweedie@ucalgary.edu.qa](gregory.tweedie@ucalgary.edu.qa)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2025.1.17158](https://doi.org/10.5206/cjsotlrcacea.2025.1.17158) |  |\n\nRecommended Citation  \nMitchell, K. M., Kramer, M., & Tweedie, M. G. (2025) . “Better caught than taught”: A study exploring habits of nursing student literacy. The Canadian Journal for the Scholarship of Teaching and Learning, 16(1) .  \n[https://doi.org/10.5206/cjsotlrcacea.2025.1.17158](https://doi.org/10.5206/cjsotlrcacea.2025.1.17158)  \n“Better Caught than Taught”: A Study Exploring Habits of Nursing Student Literacy  \nAbstract  \nLiteracy is complex and impacts safety in nursing. When using language, nurses are constantly switching between medical language proficiency, academic language proficiency, and social language proficiency. The purpose of this mixed-methods study was to trial an English language exam specific to the nursing profession – the Canadian English Language Benchmark Assessment for Nurses (CELBAN)– in 13 nursing students and identify how language testing scores related to habits of literacy in reading, writing, speaking, and listening. In addition to writing the CELBAN exam students competed several questionnaires and participated in a one-on-one interview where they discussed their literacy habits and completed a series of literacy activities including C-tests and role plays. Findings indicated that the students’ performance on the CELBAN and C-test was related. Integrated data collection showed that students with low reading and writing self-efficacies and poor reading habits tended to also have poorer performance on the CELBAN and C-tests. Presently, medical language literacy is a facet of nursing practice that is “better caught than taught.” Overall, this study adds to the literature by demonstrating that students have reading, writing, speaking and listening habits that are amenable to intervention through attention to pedagogical practices such as simulated learning and formalized supports.  \nLa littératie est un concept complexe qui a une incidence sur la sécurité dans le domaine des soins infirmiers. Lorsqu'ils utilisent le langage, les infirmiers et les infirmières passent constamment de lamaîtrise du langage médical à celle du langage académique puis à celle du langage social. L'objectif decette étude à méthodes mixtes était de tester un examen d'anglais spécifique à la profession infirmière – le Canadian English Language Benchmark Assessment for Nurses (CELBAN)– auprès de 13 étudiantset étudiantes en soins infirmiers et d'identifier le lien entre les résultats des tests linguistiques et les habitudes de littératie en lecture, en écriture, en expression orale et en compréhension orale. En plus de passer l'examen CELBAN, les étudiants et les étudiantes ont répondu à plusieurs questionnaires et participé à un entretien individuel au cours duquel ils ont discuté de leurs habitudes en matière de littératie et réalisé une série d'activités de littératie, notamment des tests C et des jeux de rôle. Les résultats ont montré que les performances des étudiants et des étudiantes au CELBAN et aux tests C étaient liées. La collecte de données intégrées a montré que les étudiants et les étudiantes ayant une faible efficacité personnelle en lecture et en écriture et de mauvaises habitudes de lecture avaient égalemen","cbCaifb08ZLKYlJY","https://ap.wps.com/l/cbCaifb08ZLKYlJY","pdf",306435,21,"English","# Abstract\n## Study purpose and design\n## Participants and procedures\n## Key findings\n## Implications for nursing pedagogy","[{\"question\":\"What is the purpose of the study on nursing student literacy?\",\"answer\":\"To pilot the CELBAN exam for nursing students and identify how language testing scores relate to students’ literacy habits in reading, writing, speaking, and listening.\"},{\"question\":\"How were CELBAN results connected to students’ literacy habits?\",\"answer\":\"Students’ CELBAN performance was linked to their performance on C-tests, and integrated data showed that low reading and writing self-efficacy and poor reading habits corresponded to poorer CELBAN and C-test results.\"},{\"question\":\"What conclusion does the study draw about learning medical language literacy?\",\"answer\":\"Medical language literacy in nursing is framed as “better caught than taught,” and literacy habits can be targeted through pedagogical practices such as simulated learning and formalized supports.\"}]","“Better Caught than Taught” - A Study Exploring Habits of Nursing Student Literacy | PDF",1792030351,53]