The Effects of Authentic Learning with Reflective Practice on Humanized-Care Behavior of Nursing Students
Keywords:
authentic learning, reflection, humanized care, nursing care plan, nursing studentAbstract
Humanized-care behavior is considered as one of the nursing instructional goals applied in the nursing colleges under the jurisdiction of Praboromarajchanok Institute. The authentic learning with reflective practice is a plausible way to enhance the aforesaid behavior among nursing students. The purpose of this research was to investigate the effects of the authentic learning with reflective practice on humanized-care behavior among nursing students. This study was conducted by using quasi-experimental research with a one-group pretest-posttest design. The samples selected by purposive sampling were 19 second-year nursing students enrolling in course entitled the Practicum of Nursing Care of Person with Health Problems 1. The research instruments consisted of learning plans, nursing-care plans, journal writing (IOC=0.85, 0.83, 0.80, respectively), 5-rating scale questionnaire on humanized-care behavior (IOC = 0.79 and Alpha =0.84) and semi-structured interview on instructional management (IOC = 0.87). The data were then analyzed using mean, standard deviation, Wilcoxon Signed-Rank Test and content analysis. The results indicated that the samples’ mean scores on humanized-care behavior; both overall and each aspect after learning; were statistically significantly higher than those before learning at the .05 level. Additionally, the samples commented that authentic learning with reflective practice provided more genuine understanding about diseases and clients’ real-life problems, which resulted in students’ willingness to help those clients. Besides, it enhanced systematic and analytical thinking that enabled students to notify nursing-care plans in accordance with clients’ real-life conditions. Based on the findings in this research, it clearly showed that authentic learning with reflective practice could practically enhance humanized-care behavior among nursing students, which would be further implemented as the foundation of nursing instruction and students’ humanized-care behavior enhancement.
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บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสารวิทยาศาสตร์สุขภาพ วิทยาลัยพยาบาลบรมราชชนนี สรรพสิทธิประสงค์ ข้อความที่ปรากฏในบทความแต่ละเรื่องเป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับวิทยาลัยพยาบาลบรมราชชนนี สรรพสิทธิประสงค์ และคณาจารย์ท่านอื่นๆ ในวิทยาลัยพยาบาลฯ ความรับผิดชอบเกี่ยวกับบทความแต่ละเรื่องผู้เขียนจะรับผิดชอบของตนเอง
