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Nola Cline

Professor Hautman

English 2098, Sec. 015

12/07/22

Ethnography of a Discourse Community Research Notebook

Introduction and Methodology

Discourse Community
University of Cincinnati Nursing Class of the spring of 2024.

Introduction
For over 130 years, the University of Cincinnati (UC) has educated thousands of students in the
field of nursing. Every year the university successfully graduates around 300 students with their
undergraduate degree in nursing, making it a very popular choice for prospective students
looking to get their degree. Each graduating class has a diverse and culturally competent group
of individuals who are looking to pursue a career in nursing. For the purpose of my research I
specifically focused on the graduating class for the spring of 2024. The class is based at the UC
medical campus, known as proctor. The class participates in discourse through clinicals, classes,
labs, and their class groupme. Because of the group's extensive jargon, it is vital for all members
to be fluent or well-spoken and knowledgeable on the specific jargon used in the academic and
professional setting of their major. The medical field overall is known for its complex topics and
tailored language used between those working in the hospital or other medical sites. As students
study nursing they must also align themselves with this new jargon. From an outsider
perspective, I found this discourse community to be very interesting and complex. How
information and classes are presented, the jargon, and overall how members stay successful in
this group. After doing extensive research I came to the conclusion that in order to be successful
in this community it is absolutely important to have an understanding of the jargon and lexis
used within it. Only those in the community have an extensive understanded of the different
terms. This just shows how important this discourse community values the jargon. In order to be
successful in UC nursing class of the spring of 2024 members must have a fluent understanding
of the specific jargon and lexis the nursing community uses.

Methodology
Gathering information was done rather formally. My roommate is a part of the UC nursing class
of the spring of 2024, because of this I was able to have contact with an individual who is
completely immersed in the discourse community and has an excellent understanding of the
group's discourse. I first started off by having an interview with my roommate Kayla Crawford,
because of how complex and foreign this discourse community was to me I wanted to make sure
I could walk away with a complete understanding of the different texts I would be analyzing. She
walked me through each of my artifacts explaining the how, why, and what of each text. I then
ended our interview by asking her questions focused on the jargon of the discourse community.
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Following the interview I then sat down and really analyzed all of the texts Kayla had just
explained to me and made notes of the different jargon, roles, and functions each text played in
the communities discourse.

Textual Artifact #1
Interview with Kayla Craford, a UC Nursing Student in the class of the Spring of 2024.

Figure 1. Picture of Kayla Crawford, a UC Nursing Student in the class of the Spring of 2024.

Crawford, Kayla. Image of Kayla Crawford. 18 July. 2022. Kayla Crawford's personal collection.

Results
After interviewing Kayla, it became very evident just how important having an excellent
understanding of the jargon is in being a belonging, successful member of the community. After
all, as an outsider I could not even begin to comprehend the different texts without having Kayla
describe the jargon to me. Even if I tried to sit down and research every single little piece of
jargon I would be so lost with the layout and purpose of each text. Our interview helped me put
into perspective just how vital it is to have that excellent understanding of the jargon. As Kayla
mentioned in the interview it plays such a vital role in how you care for your patients as well as
fill out all the medical and academic forms needed to also succeed in the community. Kayla’s
insight of the discourse of the community was thoughtful, clear, and further helped me draw my
conclusions.

Analysis
Before trying to analyze the other artifacts I chose to look into for this research I decided to set
aside a time I could sit down with Kayla and have her really explain the different artifacts to me
as well as have her explain different jargon the group uses and its role in the levels of success in
the community. I started the interview by having her walk me through each of the artifacts; the
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care plan, medication sheet, registration sheet, and the class group-me. I won't go into a lot of
detail over our conversation on those artifacts, as they will be discussed in full detail later in my
findings, but after Kayla walked me through each of these texts, jargon became a huge topic of
our conversation. I then went through four questions that were all focused on the process of
introduction into the discourse community, the role jargon plays in this, and the behaviors
associated in the community because of this. Kayla described the jargon of the discourse
community as the basis of all other texts, “If you don't know the different abbreviations it is
extremely hard to be successful in the community, she stated. It is one of the first things you
really learn as a nursing major in your fundamentals class. They have a test over all the different
terms you will use and hear in clinical” (Crawford). Kayla explained how if someone who was
not a part of the group walked into the hospital and tried to be a nurse without having this
understanding of the jargon, they could put someone's life in danger. “For example, seeing NPO,
this means nothing by mouth. If someone was to walk into the hospital and be a nurse for a day
and didn't understand the jargon, they could make a fatal mistake of giving them solid
foods”(Crawford). This information aligned with how I had seen the role jargon had in this
discourse community. But with anything you need practice. I asked Kayla her thoughts on what
makes your jargon successful in the community and she said practice. “Having Co-ops, attending
labs, and clinical all play an important part in really using the medical phrases and terms. I really
don't think I would be as successful without practicing with these scenarios” (Crawford). This all
aligns with a statement Perri Klass made in her writing Learning the Language, “Everyone new
to a group…has to learn its code, in language and in behavior, as part of the initiation process.
This is how we enter and become part of a discourse community”(Klass 670). This supports the
thought that in order to become a part of a discourse community you must learn its jargon or
language, and this holds very true to the initiation process of becoming a part of the UC Nursing
class of the Spring of 2024.

Textual Artifact #2
CarePlan
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Figure 2. CarePlan, sheet used during discourse communities clinical.

Crawford, Kayla. CarePlan. Date of Access: 28 Nov. 2022.

Results
During my interview with Kayla she walked me through each section of the CarePlan and
described its purpose and source of information. The CarePlan identifies the patient's past
medical history (PMH), past surgical history (PSH), allergies, code status, admitting diagnosis,
treatment, medication, nursing diagnosis, labs, nursing intervention, goals/outcomes, evaluation,
and concept map. The majority of the information such as PMH, PSH, allergies, and labs can be
found on an online database called EPIC, that the hospital uses to store all patient information.
Throughout the whole document there is a lot of complex jargon used to fill out the sheet in the
most efficient way. Some examples being; DNR (do not resuscitate), FULL (nurses can use all
avenues to resuscitate), PT(patient), Ambulate (walk), S1(normal hearing sound), S2 (normal
heart sounds), Auscultation(lungs are clear for listening), LBM(last bowel movement), and so
much more. Each of these examples of lexi and jargon fit into one of the sections laid out on the
CarePlan that are needed to be filled out. There is a need to not only be able to read and dissect
the information from EPIC to put onto the CarePlan, but to also be able to successfully chart
information about your patient during your time with them during the clinical shift. This puts
members of the community's knowledge and understanding of the lexi and jargon to the highest
test, assigning them the responsibility of applying their knowledge of the complex jargon.

Analysis
The goal of this text within the discourse community is to help the student practice their
knowledge of medical terms, charting and other important skills needed to succeed in hospital or
other medical sites in their future careers when they graduate from the community. Every
member wants to successfully fill out these sheets not only for the gain in knowledge but also for
the grade and sake of their performance success during clinical. The sheet allows for the member
to communicate their skills and knowledge of the communities lexis and jargon to their clinical
director. “The use of these (ESL, EAP, WAC, NCTE, TOEFL, etc.) is, of course, driven by the
requirements for efficient communication exchange between experts” (Swales 473). This quote
from Swales acknowledges that the use and understanding of abbreviations and acronyms further
the efficiency of communication between those in the discourse community. With-out the expert
understanding of the jargon used in the CarePlan, a member of the community would not be able
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to communicate successfully with their expert peer, the clinical director. Members who do not
have an expert level understanding of the abbreviations and acronyms used may also not
efficiently or correctly fill out the CarePlan, causing issues in the line of communication between
other students and clinical directors in the community. The complication of incorrectly filling out
the CarePlan due to lack of knowledge of the community's discourse can result in fatal mistakes
in the patient's CarePlan. Something as simple as mistakenly putting FULL instead of DNR on a
patient's code status, can lead to complications of care integrity which could lead to the
expulsion of your membership in the broader nursing community after graduation. But just as
making a mistake on a CarePlan as a registered nurse has indefinite consequences, students who
do not correctly use the jargon in the CarePlan sheet are at risk of failing their clinical which
would result in expulsion from the community.

Textual Artifact #3
Medication Sheet

Figure 3. Medication Sheet, documentation of all medications the patient receives.

Crawford, Kayla. Medication Sheet. Date of Access: 28 Nov. 2022.

Results
Before analyzing this document on my own, I referred back to my interview with Kayla. During
our time she walked me through the purpose and definitions of the different things asked of on
the medication sheet. The medication sheet identifies the specific medication, and then has the
student list the generic/brand name, dosage, frequency, and route of the medication. The
frequency of the medication translates to the amount of wait time between, before administering
the next dosage. The route refers to the way the medication is administered through oral or IV.
When analyzing the jargon used in this section of the document I noticed the acronym,
“Q8hrsPRN” under the frequency section. This translates to, “every 8 hours as needed”, whereas
other medication was documented as just “Q8hrs”' meaning their frequency was on a set
schedule unlike the other charted medications with the opposing acronym. The medication sheet
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then asks the student to list the purpose/action, dosage range, and reason of the medications
order. The document has the student list the side effects, nursing implications/interventions, and
the predicted and actual patient outcomes. When analyzing these three sections I noticed a mix of
community specific abbreviations, acronyms, and terms used within the community such as;
respirations, emesis (vomit), RR (respiratory rate), saline, and ADLS (activities of daily living).
Each of the discourse community specific types of jargon play a huge role in the success of the
document's completion.

Analysis
This text further shows how the community tests the members' communication skills and
understanding of jargon. Not only does the member need to have an understanding of the headers
that section out these documents, but they also need to understand and be able to apply the lexis
and jargon used to fill it out. This can be seen in the first column of the document, where
members of the community must be able to properly fill out the frequency with the correct
acronym. By doing so they are ensuring their own success in the community by properly
completing the sheet so the communication between other members is eligible and efficient.
Members again have to do this in the last three columns as well. Drawing from their extensive
understanding and knowledge of the jargon to complete the sheet to ensure that there is proper
communication between all members that this document will come across. The idea of lexis and
jargon being used to ensure the successful communication between members ties back to what
John Swales has said. “It is hard to conceive, at least in the contemporary English-speaking
world, of a group of well-established members of a discourse community communicating among
themselves on topics relevant to the goals of the community and not using lexical items puzzling
to outsiders” (Swales 473). Without the use of the UC nursing class of the spring of 2024
different lexis and jargon members would not be able to successfully complete the goals set
within the community.

Textual Artifact #4
Registration Sheet
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Figure 4. Registration Sheet, document used to communicate academic classes to the community.

“Junior Spring Semester Registration.” Proctor College.

https://drive.google.com/file/d/1b3FK1hT0hryAo7xJo2Ysmt2tOfHMpNzN/view?usp=share_lin
k. Accessed 28 Nov. 2022.

Results
When analyzing this document academic practices and jargon became very apparent. Unlike
other college majors I am familiar with, the UC nursing class of the spring of 2024 and other
sections of this discourse community follow an extremely tight schedule. When looking back at
my discussion with Kayla, I recalled our conversation on just how strict this community's
academic discourse is. Kayla had mentioned how as a student she is sent a sheet like this every
semester to sign up for her classes, and if she does not pass the classes from the current semester
she is in, she is not allowed to stay enrolled in the classes for the following semester. Instead she
would be set behind a whole year in her academic journey, meaning she would be kicked out of
her current discourse community and placed into the UC nursing class of the spring of 2025.
This finding further supported my thoughts on how the jargon and lexis play a huge role in the
success in the community. When specifically analyzing this document I could see the tone of this
action Kayla described. Students are given 3 options to choose from, the schedule and layout is
extremely tight and without room for error. The document continues the use of abbreviations as
seen in the medical side of the communities discourse, with the use of abbreviations such as;
NCLEX Prep (National Council Licensure Examination), OB (obstetrician), and Peds (pediatric
nursing). These abbreviations are used to communicate academic goals to the community and
inform members about what classes are coming up. The document continues to use abbreviations
to list out different hospitals that are options for the members to choose for their clinical.

Analysis
This document shows a different side of discourse in the community. Although the lexis and
jargon used in the academic side of the community's discourse are not as complex, they are still
vital in understanding the purpose, goals, and behaviors the community practices. Members are
taught from their first introduction class that reading and understanding these academic
documents are vital inorder to succeed and continue to be a part of the community. “Discourse
communities have changing memberships; individuals enter as apprentices and leave by death or
in other less involuntary ways. However, survival of the community depends on a reasonable
ratio between novices and experts” (Swales 473). Members must be able to dissect and choose
what plan they feel will best work for them, and like Kayla mentioned if you fail to pass the
classes you chose, there is no room to continue on in the community. The community is set up in
a way to weed out those who do not truly have a understanding of their jargon, which contradicts
the Swales ratio of novices and experts, put still pushes the idea of how this community values
its changing memberships and the connection of lexis and jargon to this. Without the member
being able to comprehend and apply the academic and clinical jargon, they are given no choice
but to leave the community. This research further pushed me to my hypothesis that without a
fluent understanded of the community's jargon, members will not succeed.
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Textual Artifact #5
GroupMe

Figure 5. Screenshots of UC nursing class of the spring of 2024 GroupMe

Crawford, Kayla. GroupMe Screenshots. Date of Access: 28 Nov. 2022.

Results
When analyzing the communities discourse practices within the GroupMe I noticed little to no
use of the usual lexis and jargon used in the academic and clinical settings of the community.
Instead I could see just the more basic way of how this community communicates with their
fellow members and how clinical and proctor instructors relay information to the students. When
talking to Kayla she mentioned how the GroupMe was the most important way of
communication outside of the students' usual use of email and canvas like other fellow students
in any discourse community at UC. This is where higher-ups in the community relay different
types of activities and events to lower-level members. Pictured above is an example of how
events are shared with the community, and the type of activities they can be. This chat is also
used to relay information about specific academic goals as well, and is used to keep students on
track. Although it is not pictured above, Kayla mentioned how her proctor professors will send
out the registration sheet in this chat that I analyzed above. This mix of fun and goal oriented
communication used within the group chat ensures that members are always reminded of the
goals and importance of their academic and clinical success.
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Analysis
This research helped me to further explore another side of the communities behaviors and
communication between members. The use of community specific jargon and lexi is very sparse
within this specific line of communication, but the purpose and goal of the community still
comes through with messages sent from proctor professors about academic and clinical practices.
Although there is less of a need to understand the community's jargon in order to be successful in
this specific genre within the discourse, it still plays a vital role in helping to continue to
communicate the communities relationship with jargon to its goals, purpose, and behaviors. “A
discourse community utilizes and hence possesses one or more genres in the communicative
furtherance of its aims” (Swales 472). The proctor professors utilize this genre of discourse to
continue to push the importance of the community's jargon and lexis and its relationship to
members' success. With the use of this group chat professors are able to communicate with
members in a personal setting unlike email, while still furthering the ultimate goal of the member
succeeding within the academic and clinical genres. This showed me just how the higher-levels
in the community leverage and use all avenues of discourse to further push the importance of its
specific jargon and lexi.

Conclusion
When I first started to research this discourse community, I had an idea of the complexities and
importance of jargon but did not expect the extent to which it is used within the community's
practices. I had assumed that the complex jargon and lexis would be seen as only vital to the
specific success of the community members' clinical and academic classes, but as my research
went on I started to uncover that the jargon and lexis are the foundation of success within this
community's practices. When members are first brought into the community they are taught the
importance of the jargon and lexis that they will see and use, and are expected to be as fluent as
possible in them. What I found most surprising about my findings was use of the jargon and lexis
in genres and texts that do not directly relate to the members' clinical and academic classes. The
way that the higher-level members made sure to incorporate the use of abbreviations and
acronyms seen in the jargon of the clinical setting, into the language and tone of the communities
academic and social communication further showed me the level of importance this community
put into the understanding of its specific jargon. Not only are members presented with different
texts that test their ability to succeed within the communities clinical setting, but they are also
always surrounded with the use of the jargon in the basis of their communities foundation as seen
when members have to schedule their classes. Members are expected to fluently use the industry
and community specific jargon and lexis to communicate efficiently with other members and
high-levels. “Part of nursing is being an effective communicator, you have to use a lot of precise,
diplomatic language” (Towsen). This quote was taken from a working nurse, and I feel after all
of my research I can confidently agree with her statement. In order to be a successful nursing
major in the UC nursing class of the spring of 2024 you must be able to communicate effectively
using the jargon and lexis. Without the proper use and fluent understanding of these, the member
is at risk of not succeeding in all levels of the communities discourse.
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Work Cited

Klass, Perri. “Learning the Language.” Perusall,

https://app.perusall.com/courses/english-2089-section-15-fall-2022/learning-the-language-kl
ass?assignmentId=hYgA6cu7TZS3X8xSF&part=1.

Swales, John. “The Concept of a Discourse Community.” Perusall,

https://app.perusall.com/courses/english-2089-section-15-fall-2022/the-concept-of-a-discour
se-community-_-swales?assignmentId=mcGoyLv6rJScXiEcG&part=1.

Towsen, Nat. “The Hidden Language of Hospital Nurses - Vice.” VICE , 17 Apr. 2015,
https://www.vice.com/en/article/dp5gey/the-hidden-language-of-hospital-nurses-400.