The Integration Process of Experiential learning, Coaching, and Positive Development for Developing the Competency and Pride in the Profession of nursing students

Abstract

The clinical knowledge is essential for the development of professional nursing. This article aims to present the concept and case study for an integrated process of experiential learning, coaching, and positive development for developing the competency and pride in the profession among 16 third year nursing students who practice in Practical Mental Health and Psychiatric Nursing subject divided into 2 groups of 8 subjects in each group on the ward during the 6 weeks study period, 3 weeks in each group. The point of learning process is focus to motivate and encourage students to enhance the competency of critical thinking to distinguish self-awareness, appreciation, and pride in nursing. After training, clinical experience showed that students achieve competency in knowledge (before=12.81(3.54), after=24.81(3.47)) and skills to practice nursing in psychiatric and mental health (before=25.00(4.4), after=53.25(4.36)), increased in parallel with the development of learning 4 issues: 1) eliminate the fear and prejudice to the nursing of psychiatric patients with the positive development process, 2) increasing an awareness and understanding of self, leading to an understanding and empathetic to psychiatric patients, 3) increasing the happiness with the learning process, and 4) appreciate and feel proud to Nursing. The results of the integration process and narrowing of the clinical learning process positively enhance from a combination of theoretical and practical learning for students through collaboration with teachers and nursing instructors.