Development of Mental Health and Psychiatric Nursing Practicum Instructional Model to Enhance Problem-Solving Skill of Nursing Students

Abstract

         The purposes of this study were 1) to develop of mental health and psychiatric nursing practicum instruction model to enhance problem solving skills of nursing students and 2) to evaluate the quality of the learning model. This research was divided into 2 phases. Phase I, the component of 1) contextual study and synthesize the draft e instruction model, it consisted of survey research and documentary to be instruction model 2) focus group; constructing and testing the efficacy of the instructional model; Phase 2: studying the results from the pre-experimental instructional model, with a sample of 24 nursing students; They were selected by Purposive Sampling. The design of this study pre-experiment design study with only one experimental group measuring the problem solving ability and learning achievement by one-shot case study. There were 2 kinds of instruments used in this study: 1) 5 Knowledge Management Plans, teaching session for 10 hours, and 2) evaluation tool which included the problem solving ability scale and learning achievement test. Statistic used for data analysis were mean, standard deviation and one sample t-test. The results showed the components of the instruction model consisted of (1) principles, (2) objective, (3) instructional procedure, and (4) evaluation. While the instructional procedure focused on 4 steps called the “OPMA Model”  ; (1) Orientation, (2) Planning, (3) Monitoring, and (4) Assessment and evaluation. In addition, the efficiency of the instructional model consist of (1) Problem – solving abilities of nursing students after being taught by the instructional model were higher than the pre-test. Seventy-five percentage of the sample passed the criteria of 60 percentage of learning achievement. (2) Knowledge of test abilities were higher than the pre-test. Eighty - three percent of the twenty samples pass the criteria of 60 percent of test. (3) The experiment group had significant difference in average of problem solving skill examination and it was higher than the pre-test (p = 0.05). (4) The experiment group had significant difference in average of test and it was higher than the pre-test (p = 0.01).