The effect of clinical teaching by using KWL with the Think Pair Share technique in a subject of Nursing Care of Persons With Mental Health Problems Practicum
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Abstract
Background: Regarding student-centered teaching and learning, instructors must believe that learners can create new knowledge by themselves. Generally, learners have learnt through active interaction with other people and engaging with their environment.
Objectives: To compare learning outcomes of nursing students before and after clinical teaching. To explore the perceptions of nursing students towards clinical teaching by using the KWL Plus technique with the Think Pair Share technique.
Methods: The study used a Quasi-experimental research method. The sample consisted of 40 third year nursing students studying the subject Nursing Care of People with Mental Health Problems Practicum. Purposive sampling was used in the study. The research instruments included five clinical teaching plans, 50 items of learning tests and open-ended questions. The data were analyzed using descriptive statistics, dependent t-tests and content analysis.
Results: The result of the study showed that there were statistically significant differences between the average scores of learning before and after clinical teaching (t = -3.198, p <0.05), The perceptions of nursing students towards clinical teaching were as follows: 1) learning management; to activate students’ curiosity in order to make connections between their prior knowledge and new information, 2) learning atmosphere; a positive atmosphere, students liked and appreciated the learning management method, and 3) benefits; students deeply understood the content and it remained in their long-term memory. Moreover, the nursing instructors were able to evaluate the progress of nursing students during the teaching and learning process.
Conclusions: The results of the study demonstrate the effectiveness of clinical teaching by using the KWL Plus technique in conjunction with the Think Pair Share technique. Therefore, the effect of clinical teaching and learning should create a learning atmosphere that encourages students’ interest by participating in learning activities and putting them into action.
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บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวิทยาลัยพยาบาลบรมราชชนนี จังหวัดนนทบุรี
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับวิทยาลัยพยาบาลบรมราชชนนี จังหวัดนนทบุรี และคณาจารย์ท่านอื่น ในวิทยาลัยฯ แต่อย่างใด ความรับผิดชอบองค์ประกอบทั้งหมดของบทความแต่ละเรื่องเป็นของผู้เขียนแต่ละท่าน หากมีความผิดพลาดใด ๆ ผู้เขียนแต่ละท่านจะรับผิดชอบบทความของตนเองแต่ผู้เดียว
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