Nursing and midwifery students' perceptions of sign language training in Ghana: relevance, instructional methods, and assessment practices.

INTRODUCTION

Effective communication between healthcare practitioners and patients is essential in ensuring quality healthcare delivery and the attainment of positive health outcomes. However, many healthcare providers lack adequate training to communicate appropriately with patients with hearing loss or hard-of-hearing patients, resulting in avoidable barriers to quality care. Despite the recent integration of sign language training into the curriculum of nursing and midwifery, research examining its application and effectiveness remains limited.

OBJECTIVE

This study examines the perceived relevance, teaching methods, and assessment practices of sign language training in Ghana.

METHOD: A cross-sectional survey design was employed using a standardised questionnaire to collect data from a convenience sample of 468 s and final-year nursing and midwifery students who had completed a sign language course. Data were analysed using descriptive statistics in IBM SPSS (version 23).

RESULTS

Students recognised the importance of sign language training in providing care for people with hearing loss and the hard-of-hearing community (mean = 3.85, standard deviation = 1.067) and promoting diversity in healthcare (mean = 3.81, standard deviation = 1.045). However, they expressed limited confidence in applying these skills in practical settings (mean = 2.93, standard deviation = 1.207). While students appreciated the engaging instructional methods (mean = 3.70, standard deviation = 1.126) and the validity of assessment practices (mean = 3.77, standard deviation = 1.010), they emphasised the need for more practical training, timely feedback, and continuous skill development to enhance communication with deaf and hard-of-hearing patients.

CONCLUSION

The findings highlight the value of sign language training but reveal gaps in students' confidence and practical application. Recommendations include increasing practical training opportunities, standardising assessment and feedback mechanisms, and integrating professional interpreters where necessary. Future research should explore the long-term impact of sign language training, evaluate teaching methods, and assess deaf and hard-of-hearing patients' perspectives on interactions with healthcare professionals.

CLINICAL TRIAL NUMBER: Not applicable.