ผลของการจัดการเรียนรู้โดยใช้ชุมชนเป็นฐานต่อสมรรถนะจัดการสุขภาวะชุมชนของนักศึกษาพยาบาล: การจัดโครงการส่งเสริมสุขภาพในชุมชน

Wansiri Srisuk; Rungarun Sueksongkram; Orapin Sutthisahat

Authors

Wansiri Srisuk Phrapokklao Nursing College, Chanthaburi, Faculty of Nursing, Praboromarajchanok Institute
Rungarun Sueksongkram Phrapokklao Nursing College, Chanthaburi, Faculty of Nursing, Praboromarajchanok Institute
Orapin Sutthisahat Phrapokklao Nursing College, Chanthaburi, Faculty of Nursing, Praboromarajchanok Institute

Keywords:

Community-Based Learning, Community Health Management Competencies, Nursing Students

Abstract

This quasi-experimental one-group pretest–posttest study aimed to compare nursing students’ community health management competencies after participating in community-based learning through a health promotion project. The participants were 146 third-year nursing students purposively selected from those enrolled in the Nursing and Community Health Management course during the 2025 academic year. The research instruments included a 25-item competency assessment covering knowledge, attitudes, and skills in community health management, which demonstrated an overall content validity index of .94 and a Cronbach’s alpha coefficient of .974, as well as reflective worksheets. Quantitative data were analyzed using descriptive statistics and the paired t-test, while qualitative data were analyzed using content analysis.

The results showed that, prior to implementation of the project, the students’ mean competency scores in knowledge, attitudes, and skills in community health management were at moderate levels (M = 18.70, 31.71, and 45.73, respectively). Following participation in the community health promotion project, competency scores in all three domains increased significantly (knowledge: M = 22.24, SD = 2.51, t(145) = 14.137, p-value < .001; attitudes: M = 36.35, SD = 3.46, t(145) = 13.654, p-value < .001; skills: M = 53.69, SD = 5.52, t(145) = 14.453, p-value < .001). The overall competency across all three domains also increased significantly (t(145) = 15.204, p-value < .001). Qualitative results reflected four major themes: 1) linking theoretical knowledge to practice in the community, 2) experiential learning through community-based learning, 3) awareness and development of students’ competencies, and 4) positive attitudes toward the community-based learning approach.

This study suggests that community-based learning through a specific community health promotion project can effectively enhance nursing students’ community health management competencies in terms of knowledge, attitudes, and skills. This approach is appropriate for integration into teaching and learning in community nursing education.

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