Effect of S SMILE Instructional Model based on Contemplative Education for Enhancing Nursing Student’s 5 Skills subject to Thai Qualifications Frame Work for Higher Education

Authors

  • Cathareeya Rattanawumol Faculty of Nursing Naresuan University
  • Chommanard Wannapornsiri Faculty of Nursing Naresuan University
  • Manika Petcharat Faculty of Nursing Naresuan University
  • Thidarat Khamboon Faculty of Nursing, Naresuan University
  • Chaowanee Longchoopol Faculty of Nursing, Naresuan University
  • Kamonroj Wongchanhan Faculty of Nursing1, Naresuan University
  • Jirarat Ruetrakul Faculty of Nursing, Naresuan University

Keywords:

S SMILE Instructional Model, Contemplative education, Thai Qualifications Framework for Higher Education

Abstract

This research is a quasi-experimental study, one group pre-test post-test design, with an aim to investigate the effects of the application of S SMILE Model based on contemplative education for enhancing nursing student’s 5 skills subject to Thai Qualifications Framework for Higher Education. The sample group included 80 first-year nursing students in the Faculty of Nursing Naresuan University who had enrolled the course “Humanized Nursing Care”. The research instruments consisted of 1) Experimental tool which was the instructional model “S SMILE Model” based on contemplative education comprising 6 components as follows: 1) Space 2) Self-reflection 3) Meditation 4) Integral Life Practice 5) Listen Actively and 6) Evaluation 2) Data collecting tools were questionnaire for evaluating 5 skills subject to Thai Qualifications Framework for Higher Education and questionnaire for assessing satisfaction toward given instructional model. Statistics used for data analysis included percentage, mean, standard deviation, t-test.

The research findings suggested that by applying the instructional model, post-test scores for nursing student’s 5 skills subject to Thai Qualifications Framework for Higher Education were significantly higher than that of pre-studying ones at statistical significance of 0.001 while satisfaction score was significantly above the required level with statistical significance of .001.

References

Chewawiwan N, Chongniramaisatit T. Lessons for the 21st Century. UK: The Random house group limited; 2019. (In Thai)

Songkhang I. A medical complain situation in public health. In : National Health Security Office provided the meeting for capacity development in customer service center; 2019 January 9; Avani Khon Kaen Hotel. Khon Kaen; 2019. p1.

Assadornsaranee S, Phukrongnak K. Contemplationoriented transformative learning in order to cultivate integrity in the learners.Journal of education Faculty of education Srinakharinwiroj University 2010; 18(2): 225-241. (In Thai)

Palmer PJ, Scribner M. The courage to teach: exploring the inner landscape of a teacher’ life. 10th ed.San Francisco: John Wiley& Sons; 2007.

Mezirow J. Learning to think like an adult: Core concepts of transformation theory. In: Taylor E, Cranton P, editors. The Handbook of Transformative Learning: Theory, Research and Practice. San Francisco: Jossey-Bass; 2012: 73-96.

Mezirow J. Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass; 2000.

Saraketrin A, Rongmuang D, Chantra R. Nursing Education in the 21st Century : Competencies and Roles of Nursing Instructors. Journal of The Royal Thai Army Nurses 2019; 20 (1). 12-20. (In Thai)

Palmer PJ. The courage to teach guide for reflection & renewal. 10th ed. San Francisco: John Wiley & Sons; 2007.

Department of nursing. Critical of Course syllabus for second semester of graduate years 2014; 2015 April 15 ; Hangnokyong Meeting Room , Faculty of Nursing, Naresuan University; Phitsanulok ; 2015: 5. 10. Anagwit N. Contemplative education curriculum development for nursing student. Dissertation of Docteral Degree, Khon Kaen University; 2012 [In Thai].

Anan K, Boontham A, Cheaplamp S, Songsawangthum M, Chaopipat Y, Bualuang T. The Development of Empathy in nursing students using the Comtemplative Education. Journal of The Royal Thai Army Nurses 2018; 19 (September-December) 68-77. (In Thai)

Rattanawimol C, Kaewurai W, Hingkanont P. The Instructional Model Development focusing on Standardized Patient with Circle of Trust to Enhance Learning Happiness forNursing Student. Journal of Nursing and Health Sciences 2015; 9(3):179-192. (In Thai)

Khammanee T. Concept of Teaching. Bangkok: Chulalongkorn University Press; 2017. [In Thai]

Wongsaree C. Teaching to Critical thinking in Generation Z Nursing Student : A Review of Literature. Journal of The Royal Thai Army Nurses 2019; 20 (1). 21-30 (In Thai)

Knaak S, Karpa J, Robinson R. They are Us – We are Them : Transformative learning through nursing education leadership. Journal of Mental Health commission of Canada; 29 (3).116-120

Espey M. Enhancing critical thinking using team-based. Higher Education Research & Development 2017; 37(1). 15-29 17. Joyce BR, Weil M. Models of Teaching. 6th ed. Boston: Allyn and Bacon; 2000

Downloads

Published

31-08-2020

How to Cite

1.
Rattanawumol C, Wannapornsiri C, Petcharat M, Khamboon T, Longchoopol C, Wongchanhan K, Ruetrakul J. Effect of S SMILE Instructional Model based on Contemplative Education for Enhancing Nursing Student’s 5 Skills subject to Thai Qualifications Frame Work for Higher Education. J Royal Thai Army Nurses [Internet]. 2020 Aug. 31 [cited 2024 Nov. 5];21(2):262-7. Available from: https://he01.tci-thaijo.org/index.php/JRTAN/article/view/224683

Issue

Section

Research Articles