ผลของโปรแกรมการจัดการเรียนรู้แบบผสมผสานต่อความรู้ เจตคติ การรับรู้ความสามารถในตน และความสามารถในการปฏิบัติการพยาบาลอนามัยชุมชนของ นักศึกษาพยาบาล สถาบันการพยาบาลศรีสวรินทิรา สภากาชาดไทย

Kanogwan  Suwanpatikorn; Bussarin  Lhimsoonthon

Authors

Kanogwan Suwanpatikorn Srisavarindhira Thai Red Cross Institute of Nursing, Patumwan, Bangkok
Bussarin Lhimsoonthon Srisavarindhira Thai Red Cross Institute of Nursing, Patumwan, Bangkok

Keywords:

blended learning, community health nursing practicum, nursing student

Abstract

This quasi-experimental research aimed to investigate the effects of the blended learning program on nursing students’ knowledge, attitude, self-efficacy, and performance in community health nursing from March 7 to April 1, 2022. The instrument was 1) a community health nursing practice knowledge test, 2) student attitudes towards community health nursing practice, 3) self-efficacy in community health nursing practice, 4) a community health nursing practice assessment form, 5) a questionnaire about the opinions of students and teachers towards the program, and
6) the blended learning program for nursing students’ knowledge, attitude, self-efficacy, and performance of Community Health Nursing, Srisavarindhira Thai Red Cross Institute of Nursing. The instrument was verified the content validity by three experts. The reliability of the instrument was at a good level. The data were analyzed using descriptive statistics and paired t-tests.

The results showed that nursing students had average scores of knowledge, self-efficacy in community health nursing practice, and performance in community health nursing, which were higher than before joining this program and statistically significant at .05.

The blended learning program was able to increase knowledge, self-efficacy, and performance in community health nursing practice. Thus, this learning design can be an alternative to be applied to teaching and learning nursing practice in the new normal era.

Downloads

Download data is not yet available.

References

Boelens, R., van Laer, S., De Wever, B., & Elen, J. (2015). Blended learning in adult education: Towards a definition of blended learning. Adult Learners Online. Retrieved from http://www.iwt-alo.be/wp-content/uploads/2015/08/01-Project-reportBlended-learning-in-adult-education-towards-a-definition-of-blended-learning.pdf

Carman, J. M. (2005). Blended learning design: Five key ingredients. Retrieved from http://facilitateadultlearning.pbworks.com/f/Blended_20Learning_20Design_1028.pdf

Department of Disease Control. (2022). COVID-19 confirmed case. Retrieved from https://ddc.moph.go.th/viralpneumonia/eng/index.php

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15, 1-16. http://doi.org/10.1186/s41239-017-0087-5

Leidl, D. M., Ritchie, L., & Moslemi, N. (2020). Blended learning in undergraduate nursing education–A scoping review. Nurse Education Today, 86, 104318. http://doi.org/10.1016/j.nedt.2019.104318

Luangphituck, W., Noparoojjinda, S., Chompuming, W., & Poltana, P. (2020). Development of preparedness program for Praboromarajchanok Institute’s comprehensive examination in adult nursing with blended learning and simulation-based learning: A pilot study. Regional Health Promotion Center 9,14(34), 191-209.

Moon, H., & Hyun, H. S. (2019). Nursing students’ knowledge, attitude, self-efficacy in blended learning of cardiopulmonary resuscitation: A randomized controlled trial. BMC Medical Education, 19(1), 1-8. http://doi.org/10.1186/s12909-019-1848-8

Plemmons, C., Clark, M., & Feng, D. (2018). Comparing student clinical self-efficacy and team process outcomes for a DEU, blended, and traditional clinical setting: A quasi-experimental research study. Nurse Education Today, 62, 107-111.

Sáiz-Manzanares, M. C., Escolar-Llamazares, M. C., & Arnaiz González, Á. (2020). Effectiveness of blended learning in nursing education. International Journal of Environmental Research and Public Health, 17(5), 1589. https://doi.org/10.3390/ijerph17051589

Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio, Causal and control beliefs (pp.35-37). NFER-NELSON.

Thaewpia, S., Potchana, R., & Intaraphet, S. (2019) The impact of blended learning achievement, satisfaction, and self-directed learning in nursing students. Journal of Nursing Science & Health, 42(4), 121-131.

World Health Organization. (2022). Coronavirus disease (COVID-19) weekly epidemiological update and weekly operational update. Retrieved from https://www.who.int/emergencies/diseases/novel-coronavirus-2019/situation-reports

Yeom, G. J., Yang, J., Kim, J., & Kim, H. S. (2021). Development and effects of a mechanical ventilation education program with blended learning for nursing students. Journal of Korean Academy of Fundamentals of Nursing, 28(3), 361-371. https://doi.org/10.7739/jkafn.2021.28.3.361