ประสิทธิผลของโปรแกรมการเรียนรู้โดยใช้โครงงานเป็นฐานในวิชาการบริหารการพยาบาล ต่อทักษะการคิดอย่างมีวิจารณญาณ และการทำโครงงาน ของนิสิตพยาบาล ชั้นปี 3 มหาวิทยาลัยพะเยา

Siriporn Sangsrijan; Waratya Kulnitichai; Patcharin  Sungwan

Authors

Siriporn Sangsrijan School of Nursing University of Phayao
Waratya Kulnitichai School of Nursing University of Phayao
Patcharin Sungwan School of Nursing University of Phayao

Keywords:

Project-Based Learning, Nursing Administration, Critical Thinking, Nursing Students

Abstract

This one-group pretest–posttest quasi-experimental study aimed to compare the critical thinking skills of third-year nursing students at University of Phayao, before and after participating in a new project-based learning program in their Nursing Administration course, and to compare the mean score of their project work skills after the intervention with the 80% criterion. The sample consisted of 109 third-year nursing students, purposively selected according to specified criteria. Participants received a project-based learning program in nursing administration, conducted in six sessions over 16 weeks. Data were collected using a general information questionnaire, the project-based learning program, a critical thinking skills assessment tool, and a project performance evaluation form in Nursing Administration. All instruments were validated for content and reliability, with Cronbach’s alpha coefficients of .93 and .81. Data were analyzed using descriptive statistics, paired t-test, and one-sample Wilcoxon signed-ranks test. The results were as follows.

1. After participation in the program, the mean scores of students for overall critical thinking skills (notably the subscales of analysis, evaluation, inference, and explanation), were significantly higher than before the intervention (p-value < .05). However, no significant differences were found in the subscales of interpretation and metacognitive self-regulation.

2. After participation in the program, the mean scores of project work skills in Nursing Administration, both overall and in each subscale, were significantly higher than the 80% criterion (p-value < .001).

These results suggest that project-based learning can be adopted as a core instructional approach in the Nursing Administration course, with projects designed from real-life situations, continuous discussion and reflection activities, and clear evaluation criteria. This approach can enhance critical thinking skills and better prepare nursing students for professional practice.

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