ABSTRACT
Objective Everyone has the right to obtain information through understandable language. Nevertheless, it has been pointed out that in Japan, a language barrier prevents it. Plain Japanese (easy Japanese) has been proposed as a solution. Plain Japanese is a language form simplified to be suitable for non-native Japanese peoples’ Japanese abilities. However, there are limited studies on healthcare professionals’ use of plain Japanese. The objectives of this study were to examine changes, moreover associations between knowledge and rephrasing skills among nursing students.Method Eighty nursing students were subjected to this study. We conducted a lesson on “plain Japanese”. Data were collected before and after the lesson using questionnaires. We compared the number of knowledge items and rephrasing scores before and after the lesson. After the lesson, we also compared the number of knowledge items between the high rephrasing score group and the low rephrasing score group. We compared perceptions about communication with non-native Japanese people before and after the lesson.Results Seventy-two nursing students participated in this study. There was a significant difference in the number of knowledge items before and after the lessons（from 2 to 8) (p<0.05). Rephrasing skills scores were increased as well (from 3 to 4) (p<0.05). The positive answers about “plain Japanese” increased after the lesson. However, the median number of knowledge items among the high rephrasing score group was 10 and the median number among the low rephrasing score group was 8 after the lesson. There was no significant difference between the two groups (p>0.05). Conclusions Overall, both the number of knowledge items and rephrasing skills scores were increased. However, it is unknown whether the increase in rephrasing skills were improved based on increased knowledge. Students will more specific knowledge and repetitive practice to improve skills in using plain Japanese.