The Effectiveness of the Nursing Innovation Course, Using Transprofessional Education Approach on Readiness for Transprofessional Skill and the 21st Century Skill
Keywords:
Innovation in Nursing, transprofessional Education, Project Based Learning, STEM FrameworkAbstract
This study aimed to develop and evaluate the effectiveness of innovative nursing care course using Transprofessional Education (TPE), Project based learning, and STEM framework. Qua-si experimental research was used. The participants were 121 of the 3rd year nursing students. Measurements included The 21st Century skill questionnaire and RIPLS questionnaire were employed. Cronbach's alpha coefficient was used to test the reliability, resulting The 21st Century skill questionnaire = .86 and RIPLS .78. Online survey was implemented at pre-intervention and post intervention (2 weeks after completed program). Qualitative data was obtained from reflective journal at the end of intervention. Demographic statistic and independent paired t-test were used for quantitative data while content analysis was used for qualitative part.
As a result, there was an innovation of learning administration, using project based learning for transprofessional education. Twenty four integrated innovation instruments were produced. The results showed that there was a significant different on the the 21st century skills and RIPLS (p≤0.01), reflecting greater improvements after engaged into this course. Qualitative data also confirmed the quantitative results. Even though participants only worked together briefly and the assignment was very tough and challenging, they reported positive changes such as increasing team work skill, respecting, sharing of learning, having positive relationship, and increasing critical thinking skill.
In conclusion, TPE offers students real world experiences. This study showed the effectiveness of new learning method, using TPE approach.
References
Brandt, B., Lutfiyya N. M., King, J., & Chioreso, C. (2014). A Scoping Review of Interprofessional Collaborative Practice and Education Using the Lens of the Triple Aim. Journal of Interprofessional Care, 28(5), 393-399.
Brashers, V., Erickson, J. M., Blackhall, L., Owen, J. A., Thomas, S. M., & Conaway, M. R. (2016). Measuring the Impact of Clinically Relevant Interprofessional Education on Undergraduate Medical and Nursing Student Competencies: A Longitudinal Mixed Methods Approach. Journal of Interprofessional Care. 30(4), 448-457.
Frenk, J., Chen, L., Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., et al. (2010). Health Professionals for a New Century: Transforming Education to Strengthen Health Systems in an Interdependent World. The Lancet, 376(9756), 1923-1958.
Harris, A., & Bruin, L. R. (2017). Training Teachers for Twenty-First Century Creative and Critical Thinking: Australian Implications from an International Study, Teaching Education. doi.org/10.1080/ 10476210.2017.1384802
Hulme, R., Cracknell, D., & Owens, A. (2009). Learning in Third Spaces: Developing Trans Professional Understanding Through Practitioner Enquiry. Educational Action Research, 17(4), 537-550.
Phanich, W. (2012). The Method of Leaning Construction for Students in 21st Century. Bangkok: Tathata Publication Co., Ltd (in Thai)
Phanich, W. (2015). Transformative Learning. Bangkok: S.R. Printing Mass Production. Co., Ltd (in Thai)
Siripatrachai, P. (2013). STEM Education: The Development of Science, Technology, and Research on Brain, and the Proposition Concerning the Skills Necessary for the 21st Century. Executive Journal, 33(2), (49-56). (in Thai)
Turner, K., Leungratanamart, L., Niranrat, S., Jarnarerux, J., Wattanakul, B., & Reunreang, T. (2015). Twenty First Century Skills of Nursing Students of Boromarajonani College of Nursing, Chonburi. Nursing Journal of The Ministry of Public Health, 25(2), 178-193.
Watchorn, V., Larkin, H., Ang, S., & Hitch, D. (2013). Strategies and Effectiveness of Teaching Universal Design in a Cross-Faculty Setting. Teaching in Higher Education, 18(5), 477-490. (in Thai)
World Health Organization. (2010). Framework for Action on Interprofessional Education & Collaborative Practice (WHO/HRH/HPN/10.3)
Downloads
Published
Issue
Section
License
1. บทความหรือข้อคิดเห็นใด ๆ ที่ปรากฏในวารสารเครือข่าย วิทยาลัยพยาบาลและการสาธารณสุขภาคใต้ ที่เป็นวรรณกรรมของผู้เขียน บรรณาธิการหรือเครือข่ายวิทยาลัยพยาบาลและวิทยาลัยการสาธารณสุขภาคใต้ ไม่จำเป็นต้องเห็นด้วย
2. บทความที่ได้รับการตีพิมพ์ถือเป็นลิขสิทธิ์ของ วารสารเครือข่ายวิทยาลัยพยาบาลและการสาธารณสุขภาคใต้
