Analytical Thinking in Nursing Students: Development of an Instructional Model Based on VARK Learning Styles
Keywords:
VARK, Didactic Teaching, Analytical Thinking, Public Health Program in Community Health StudentsAbstract
This research and development study aimed to develop an instructional model on analytical thinking skills in students, based on both the didactic teaching approach in nursing and VARK learning styles. The object of study was a Public Health program in community. The instructional model was conceived, developed and assessed at Sirindhorn College of Public Health in Suphanburi. It consisted of : 1) VARK assessment, 2) Youtube clip VDO, 3) Kahoot online program, 4) Mentimeter online program, 5) Reports, and 6) Reflective thinking by words. There were three main steps in this study. First of all, an assessment of VARK was carried out in 76 public health students in year 3 and year 4. The VARK questionnaire presented content validity with IOC yielding 1.00. Secondly, the instructional model was evaluated by three experts in order to be improved. Lastly, the instructional model aiming to improve thinking skills was evaluated in 74 students. The analytical thinking questionnaire presented content validity with IOC between .67 - 1.00. Reliability was examined using Cronbach’s alpha coefficient, yielding a value of .801. Descriptive statistic and inferential statistic paired t-test were applied to analyze data. The results for this study were as follows.
- The student’s learning styles were Visual (47.37), Auditory (22.37%), Read/Write (17.10%), and Kinesthetic (13.16%), respectively.
- After receiving the program, analytical thinking was higher (M= 3.88, SD= 0.43) than before teaching (M= 3.66, SD= 0.34) with statistically significant p-value at .001 (p<.001).
The findings suggested that, in order to develop analytical thinking skills effectively in students, the VARK should be performed and integrated with didactical teaching.
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