รูปแบบการจัดการศึกษาที่เสริมสร้างอัตลักษณ์นักศึกษาพยาบาล วิทยาลัยพยาบาลในสังกัดสถาบันพระบรมราชชนก กระทรวงสาธารณสุข
An education program to promote identity of students in a nursing college under the jurisdiction of Praboromarajchanok Institute for Health Workforce Development the Ministry of Public Health
Keywords:
education program, identity of nursing studentAbstract
ABSTRACT
This study is a Research and Development (R&D) aiming to develop an education program to promote identity of students in a nursing college under the jurisdiction of Praboromarajchanok Institute for Health Workforce Development, the Ministry of Public Health. It is a mixed method study consisting of multi-phase and longitudinal design. Samples were nursing students in Boromarajonani College of Nursing, Suphanburi, who entered in academic year 2013. The samples were followed up for consecutive years until they graduated in 2016. This research was composed of four phases starting from December 2012 to February 2018. The first phase was analyzing identity of students in nursing colleges under the jurisdiction of Praboromarajchanok Institute for Health Workforce Development. The second phase was the development of a program to promote identity of nursing students. The third phase was to conduct the program for the samples. The fourth phase was to investigate the effectiveness of the program.
The results showed that a program to promote identity of nursing students comprised of six components, including: 1) Concept based on the belief that the process of nursing student development occurs continuously according to the curriculum; 2) Aim to provide education that continuously improves identity of nursing students and reflects on the identity of graduates; 3) Principle includes integrative education provision emphasizing ‘active learning’, appropriate extra-curriculum that suits students in each year, and environment that favors the identity development of nursing students; 4) Education process that develop four aspects of identity, such as attitude, professional personality, professional competency and ethics, to be consistent with the goal and focus point of each year; 5) evaluation of output and outcome of the process; and 6) Key success factors such as understanding, coordination, student participation, and quality assurance.
The effectiveness of the program assessed from the output and outcome revealed that: 1) Identity scores of students after completing the program in 1st, 2nd, 3rd, and 4th year were significantly higher every year at p< 0.01; 2) Identity scores of students after completing the program in each aspect and in total were significantly higher than 3.50 which is higher than the criteria.
References
1. Suwannachin, C., and Jantarapanya, P. Student’s Identity Construction in Higher Education. Panyapiwat Journal Vol.7 N0.2 May-August 2015 267-280 (in Thai)
2. Oyserman, D., Elmore, K., and Smith, G. Handbook of self and identity. London: Guilford Press; 2012.
3. Black, P. B., and Chitty, K. K. Professional nursing concept & challenge. Missouri: Mosby; 2011.
4. Nawsuwan, K., Wisalaporn, S., and Sattayarak, W. D. Strategies to develop the nursing students’ identity in Nursing Colleges, Ministry of Public Health. Hatyai Journal, 2015; 13(2): 177-132. (in Thai)
5. Dechakup, P., and Yindeesuk, P. Skill 5C to develop learning and teaching-standard base. Bangkok: Chulalongkorn Press; 2008. (in Thai)
6.Bonwell, C.C., and Eison, J.A. Active Learning: Creating Excitement in the Classroom. ERIC Clearinghouse on Higher Education Washington DC: George Washington Univ. Washington DC; 1991.
7. OHEC. Prepare to produce graduated student in 21st century. OHEC Newsletter, 2011; 2(27): 2-4. (in Thai)
8. Lairio, M., Puukari, S., and Kouvo, A. Studying at university as part of student life and identity construction. Scandinavian Journal of Education Research, 2013; 57(2): 115-131.
9. Weerungkorn, J. The direction of students’ development to promote Thai graduate’s identity towards global scale. (online). 2011(Retrived 2016/5/27); from http://newgrad.sa.ku.ac.th/index.php. (in Thai)
10. Onsri, P. 21 Contemplative education: education for human development in 21st century .
Journal of The Royal Thai Army Nurses, 2014; 15(1): 7-11. (in Thai)
11. Thonggarb, M. Creating and Developing a Model of Student Affair Administration for Private Higher Education. SSRU Graduate Studies Journal (online).2015 (Retrived 2017/9/27); 8(2): 208-220. from http://journalgrad.ssru.ac.th/index.php/issue14/article/view/391/382. (in Thai)
12. Nilapan, N. The characteristic of leaders in participatory administration, the local municipality school, are office 1. Dissertation for doctoral degree of Education (Educational Administration), Silapakorn University, Nakornpathom, 2013. (in Thai)
13. Kaewmanee, S. The model of participatory administration of committee to promote efficiency of the primary school. Dissertation for doctoral degree of Education (Educational Administration), Naresuan University, 2013. (in Thai)
15. Bunjerdkit, T., Phumipattrakum, P., Thanaphongsathorn, W., ang Chumnan, B. The development strategies of students’ identity of Nakhon Sawan Rajabhat University. Journal of the Association of Researcher, 2013; 18(2): 55-68. (in Thai)
16. Wattanasrisin, J., and Saeloo, J. Student identity reinforcement model fellows to the family of Boromarajonani College of Nursing, Nakorn Si Thummarat. Nursing Journal of the Ministry of Public Health, 2015; 25(3): 27-42. (in Thai)
