Development of Active Learning through Professional Learning Community Model for Nurse Educators

Authors

  • ขวัญตา บุญวาศ
  • จินดามาศ โกศลชื่นวิจิตร
  • สุภาพร วรรณสันทัด
  • ยุพาภรณ์ ติรไพรวงศ์

Keywords:

Active learning, professional learning community, development of instructional model

Abstract

         This research and development aimed to develop and evaluate the active learning through professional learning community model for nurse educators. The study comprised 6 steps: 1) situational analysis, 2) model development, 3) first- round tryout of the model, 4) second- round tryout of the model, 5) model implementation, and 6) model evaluation. The sample was 42 nurse instructors of Boromarajonani College of Nursing Bangkok and 143 third- year nursing students who registered in the Bachelor of Nursing Program at Boromarajonani College of Nursing Bangkok in academic year B.E. 2560-2561. The result of the study revealed that: 1. The active learning through professional learning community model for nurse educators was PLERNS model that included 6 components: 1) P- Plan, 2) L- Learning management, 3) E- Evaluation, 4) R- Reflection, 5) N- New design, 6) S- Support. 2) Knowledge, attitude, and practice skill related to active learning of the nurse instructors after implementing the PLERNS model was significantly higher than before implementing the model. 3. The nurse instructors’ satisfaction towards the model was increased from the first-round tryout, the second- round tryout, and model evaluation (Mean = 51.63, 61,18, and 71.50, respectively) 4. Percentage of students who were rated as “pass” on learning outcome related to knowledge was greater by semester (1/2560, 2/2560, and 2/2561 semester passed 9.79, 64.34, and 67.13 %, respectively), 5. Percentage of students who had learning outcome of cognitive skills over passing criteria was increased by semester (1/2560, 2/2560, and 2/2561 semester passed 14.69, 100, and 100 %, respectively). 6. Mean of students’ satisfaction on learning by implementing the PLERNS model was rising by semester (1/2560, 2/2560, and 2/2561 semester = Mean 4.26, 4.26, 4.37, respectively), Finding from the study demonstrated that the PLERNS model is effective in developing knowledge, attitude, and practice related to active learning in nurse educators and developing knowledge and cognitive skill of nursing students.

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References

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Published

2019-03-29

How to Cite

1.
บุญวาศ ข, โกศลชื่นวิจิตร จ, วรรณสันทัด ส, ติรไพรวงศ์ ย. Development of Active Learning through Professional Learning Community Model for Nurse Educators. JHNR [Internet]. 2019 Mar. 29 [cited 2022 Sep. 28];35(1):290-302. Available from: https://he01.tci-thaijo.org/index.php/bcnbangkok/article/view/191029

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Research articles

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