Recommendation for Developing Transformative Learning Management for Nursing Students of Boromarajonani College of Nursing, Saraburi

Abstract

This research was based on a qualitative research design aimed at studying the teaching and learning situations that promote transformative learning among nursing students in the Bachelor of Nursing Program (Revised Program 2018), Boromarajonani College of Nursing, Saraburi, and synthesizing the recommendations for teaching methods promoting self-transformational learning for students in the Bachelor of Nursing Program (Revised Program 2022), Boromarajonani College of Nursing, Saraburi, by collecting data from relevant studies and in-depth interviews from 2 groups of informants, namely 12 nursing instructors and 10 nursing students with practical experience.

According to the findings, Boromarajonani College of Nursing has been providing instruction that promotes self-transformational learning for nursing students in accordance with the Bachelor of Nursing Program (Revised Program 2018) starting from the 2018 academic year. Theoretical learning was provided for certain subjects and practical learning in every subject was provided for certain groups. Instruction was provided in the following 4 steps: 1) Providing students with the experiences designed; 2) Have students contemplate for themselves individually. 3) Organizing activities to reflect on others through conversations; 4) Summarizing ideas from learning to apply or solve problems, then evaluating  by using curriculum-based learning in outcome assessments. In the area of benefits from transformative learning management from the teacher's point of view, it helps to improve the learning outcomes of students in all areas of knowledge, including skills, ethical behaviors, rational analytical thinking, knowing their potential strengths and where they should be developed, listening to and understanding others more along with helping change attitudes about learning. From the student's perspective, apart from improving learning outcomes, transformative learning had positive psychological effects while reducing stress from assignments. This study yields key recommendations on education guidelines to promote transformative learning for the Bachelor of Nursing program (Revised Program 2022) as follows: 1) Management should establish clear policy to provide transformational learning with coverage of all nursing subjects; 2) Instructors should be prepared by changing their mindset, creating transformational learning management leaders to keep up with changes and having the knowledge to manage transformational learning, which can be expanded into learning under a new way of life;  3) Learners should be prepared to understand learning goals and procedures; 4) Learning support should be prepared for transformation.