การศึกษานำร่อง : การพัฒนารูปแบบการจัดการเรียนรู้โดยการโค้ชเพื่อการรู้คิดร่วมกับการใช้แนวคิดเน้นประสบการณ์เพื่อส่งเสริมสมรรถนะการใช้ยาอย่างสมเหตุผลของนักศึกษาพยาบาล

Kanyalak chaisiri; Ubonwan  Songserm

Authors

Kanyalak chaisiri Faculty of Education, Silpakorn University
Ubonwan Songserm Faculty of Education, Silpakorn University

Keywords:

cognitive coaching, experiential learning, rational drug use competency

Abstract

This study was a pilot study with the objectives of: 1) developing a learning management model based on cognitive coaching combined with experiential learning to enhance rational drug use competency among nursing students, and 2) evaluating the quality of the learning management model based on cognitive coaching combined with experiential learning to enhance rational drug use competency among nursing students. The informants consisted of 97 participants. In Phase 1, these included 7 nurse educators, 5 nurse preceptors, 3 instructional experts, and 60 nursing students. In Phase 2, the participants comprised 5 experts responsible for assessing the quality of the model, 9 experts for connoisseurship to validate the model, and 8 nursing students. The research instruments used in this study were: 1) a document analysis form, 2) an interview guide, 3) a questionnaire, 4) a focus group discussion guide, and 5) a model quality assessment form for the learning management model. The data were analyzed using means, standard deviation, percentage, and content analysis.

The results indicated that: 1) The learning management model based on cognitive coaching and experiential learning to enhance rational drug use competency among nursing students consisted of six components: (1) Principles, (2) Objectives, (3) Content, and (4) Learning activities based on the PERCA Model, which includes five steps: Step 1 – Plan; Step 2 – Expand, divided into two sub-steps: Step 2.1 – Learn and Step 2.2 – Exchange Opinion; Step 3 – Reflect; Step 4 – Consult; Step 5 – Apply; (5) Evaluation, and (6) Factors influencing learning. 2) The quality assessment of the developed instructional model, conducted by five experts, revealed that the overall quality was at the highest level (M = 4.85, SD = .35). Regarding the component specification, the model was evaluated as highly appropriate, comprehensive, and coherent. Furthermore, each of the 6 components of the learning management model was rated as highly appropriate.

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