An Instructional Model for Enhancing 21st-Century Learning Skills among Army Nursing Students

Abstract

This classroom action research was aimed to study the effectiveness of an instructional model for enhancing 21st-century learning skills among Army nursing students. The participants were 82 third-year army nursing students who took Nursing Research Course using a purposive sampling method. One Group Pre-test Post-test design was applied. The Instructional model consisted of 6 sequential steps as follows: 1. Assignment 2. Classroom questioning 3. Transfer of learning 4. Idea sharing 5. Verbal presentation and 6. Effective reflection. The participants were invited to complete the Questionnaires. Each item was measured on a 1-5 Likert-scale. The validity of the questionnaire was conducted by 3 experts, and the Cronbach’s alpha coefficient was 0.86.Data analysis was done by means, standard deviations and the dependent t-test. It was found that an overall of the subjects’ scores of 21st-century learning skill for both pre-test and post-test were in a good level ( = 3.98 and 4.07 respectively). There was no significantly statistical difference in 21st -century learning skills between before and after the intervention. The average score of overall satisfaction towards the instructional model was in a moderate level. ( = 2.91). When considering each item separately, the item “opportunity to ask questions and share their opinion ”had the highest mean score which was in a moderate level ( = 3.27). Whereas, the item “learning activity enhance understanding” had the lowest mean score. ( = 2.56). It was shown that Instructional model should be applied for learning provision. The findings would not only help nursing educators but also provide practical recommendations for teaching improvement. For example, assignments and classroom questionings should be done at the end of the class. The others four steps: transfer of learning, idea sharing, verbal presentation and effective reflection must be based on learners’understanding.