ประสิทธิผลของโปรแกรมบูรณาการด้วยแนวคิดสถาบันพระบรมราชชนกโมเดล  (สบช. โมเดล) และบุคลิกภาพของไมเยอร์ บริจส์ ต่อภาวะสุขภาพจิตของนักศึกษา

Matthawan Leeyutthanont*; Kornrawee Sombat; Kanokporn Thipdee; Kanokwan Sidaeng; Korapat Lanketbut

Authors

Matthawan Leeyutthanont* ฺBoromarajonani of Nursing, Suratthani
Kornrawee Sombat Boromarajonani College of Nursing, Surat Thani, Faculty of Nursing, Praboromarajchanok Institute
Kanokporn Thipdee Boromarajonani College of Nursing, Surat Thani, Faculty of Nursing, Praboromarajchanok Institute
Kanokwan Sidaeng Boromarajonani College of Nursing, Surat Thani, Faculty of Nursing, Praboromarajchanok Institute
Korapat Lanketbut Boromarajonani College of Nursing, Surat Thani, Faculty of Nursing, Praboromarajchanok Institute

Keywords:

Integrated program, Praboromarajchanok Institute Model (PI Model), Myers–Briggs Type Indicator (MBTI), Mental health, Students

Abstract

Mental health is associated with personality traits and students’ adaptation to academic and daily life challenges. Promoting personality awareness through the Myers–Briggs personality types (MBTI) concept integrated with the Praboromarajchanok Institute Model (PBRI Model) may help reduce stress and depression among students. This quasi-experimental study employed a two-group pretest–posttest design to examine the effects of an integrated program based on the PI Model and MBTI personality concepts on students’ mental health. The sample consisted of 42 first-year nursing students who were assigned to either an experimental group or a control group using matched-pair procedures based on sex, age, grade point average, income, and prior knowledge of mental health, followed by odd-even random assignment. Each group included 21 participants. The experimental group participated in the integrated program for two weeks, comprising five sessions of 120 minutes each, in addition to receiving routine mental health care information. The control group received only routine mental health care information. The research tools, which include an integrated program, have a content validity of 0.67-1.00. The stress and depression assessment scales showed Cronbach’s alpha coefficients of .84 and .85, respectively. Data were analyzed using descriptive statistics, independent t-tests, and paired t-tests. Results showed that after the intervention, the experimental group's mean depression scores were significantly lower than before the intervention (t=4.23, p<.001), while the control group showed no statistically significant change in depression scores (t=1.59, p>.05). No significant between-group difference was found post-intervention, and the experimental group's mean stress scores showed no statistically significant difference. These findings suggest that the integrated program may help reduce depression in the experimental group to some extent, but did not demonstrate a clear effect relative to the control group. Future studies should incorporate additional stress-reduction activities focusing on problem-focused coping skills and extend the intervention period.

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