Teaching-learning Technology Development on Maternal and Newborn Nursing and Midwifery
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Abstract
The purpose of this action research was to study needed and develop teaching-learning technology on maternal and newborn nursing and midwifery and evaluate this developmental technology satisfaction among the 3rd and 4th baccalaureate nursing students educational program in 2014 at faculty of nursing, Naresuan University. The three research processes of this cycle included need assessment of teaching-learning technology by 68 participants, technology development, and satisfy evaluation of this teaching-learning technology measured by 63 participants. The instruments of this study were comprised of: 1) demographic data questionnaire 2) needed maternal and newborn nursing and midwifery technologies open-ended questions, and 3) teaching-learning technology satisfaction questionnaires. The reliability of quantitative instrument was over .80. Data were analysis using descriptive statistics for quantitative data, and content analysis for qualitative data. The results revealed that:
The needed maternal and newborn nursing and midwifery technologies including E-learning and Computer Assisted Instructor mentioned by 24 participants equally, and also WEBSITES and Mobile Applications related needed topics mentioned by 16 participants equally. After develop the maternal and newborn nursing and midwifery technologies based on participant’s needs, the overall satisfaction level is high level of every topic. According to the open-ended questions, the participants appreciate all assisted technology that it helps them to succeed learning outcomes. They expected the nursing instructors helping them by developing teaching-learning technology all learning topics.
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Journal of Nursing and Health Science Research attribution-non-commercial 4.0 international (CC BY-NC 4.0). For more detail please visit https://creativecommons.org/licenses/by-nc/4.0/ . The ideas and opinions expressed in the Journal of Nursing and Health Science Research are those of the authors and not necessarily those of the editor .
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