The Effects of Pre-Internship Preparation on Learning Outcomes According to Thai Qualifications Framework for Higher Education in the Practicum of Maternal and Newborn Nursing and Midwifery Practicum I, Boromarajonani College of Nursing, Uttaradit
Article Sidebar
Main Article Content
Abstract
This research is a quasi-experimental research, one group pretest-posttest design to examine the effects of pre-internship preparation in Maternal and Newborn Nursing and Midwifery Practicum I and learning outcomes according to Thai qualifications framework for higher education. The participants consisted of 36 students who were a third year nursing students in Boromarajonani College of Nursing, Uttaradit were recruited. Instruments were collected by three components; namely, 1) the Performance Assessment Tool for Clinical Practice in Obstetrics Nursing, 2) the questionnaire on nursing student’s learning outcomes according to Thai qualifications framework for higher education, and 3) the questionnaire on nursing students’ satisfaction on pre-clinic program. Data were analyzed by using descriptive statistics and paired t-test.
Results found that 1) The score of performance on clinical practice in maternal and newborn nursing and midwifery practicum I before implementation of pre-clinic program was fair level mean 2.39 (SD = .27), and good level mean 3.08 (SD = .22) after implementation. 2) The average score of performance on clinical practice in maternal and newborn nursing and midwifery practicum I was higher than before implementation at a statistical significance of p< .001 3) The average score of learning outcomes according to Thai qualifications framework for higher education after implementation of nursing practical skill preparation was higher than before implementation at a statistical significance of p< .001 4) The satisfaction scores of nursing practical skill preparation resulted in the high level with the average scores as 4.25 (SD= .12)
This research shows that preparation before internship affect the learning outcomes according to the Thai Qualifications Framework for Higher Education in the Practitioners of Maternal and Child Nursing and Midwifery 1. Therefore, teaching and learning should be prepared before practicum for effective learning outcomes
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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 .
References
Gagne, R. M. (1985). The conditions of learning ang theory of instruction. New York: CBS College Publishing. (in Thai).
Higher Education Commission Ministry of Education. (2017). Announcement of the higher education commission re: guidelines for compliance with the national higher education qualifications framework. (in Thai).
Jamjang, S., Attametakul, V. & Pitaksin, D. (2018). The effect of readiness preparation for nursing practice in ward of 2nd year nursing students, Boromarajonani college of nursing, Ratchaburi. Journal of Science & Technology, 20(3), 147-163. (in Thai).
Jampathet, N., Boontan, W. & Phantasi, P. (2015). Student and teaching factors in correlation with happy learning in fundamentals of nursing, practicum of nursing students, Faculty of Nursing, Hauchiew Chalermprakiet University. HCU Journal of Health Science, 19(37), 1-14. (in Thai).
Jantavat, P. (2020). Preparation of nursing student for stress relief during oractice in delivery room. Kuakarun Journal of Nursing, 25(1), 184-191. (in Thai).
Lapchiem, P. (2020). The results of pre-clinic program on knowledge and nursing practical skill preparation in maternal-child nursing and midwifery of the third year nursing students at Boromarajonani college of nursing, Chiang Mai. Journal of Boromarajonani College of Nursing, Surin, 9(2), 42–54. (in Thai).
Macneil, C. (2001). The supervision as a facilitator or informal learning in work teams. Journal of Workplace Learning, 13(16), 246-253. (in Thai).
Nash, R., Lemcke, P. & Sacre, S. (2009). Enhancing transition: An enhanced model of clinical for final years nursing students. Nurse Education Today, 29(1), 48-56. (in Thai).
Rungnoei, N. & Seesawang, J. (2019). Effects of self-development supportive for the pre- practicum preparation at Intensive care unit on knowledge and skills among nursing students. Journal of Phrapokklao Nursing College, 27(2), 29-38. (in Thai).
Saetan, C. & Kampun, S. (2014). Stress and coping strategies of nursing students in clinical practice preparation of maternal and child health nursing and midwifery 1. Journal of Boromarajonani College of Nursing, Bangkok, 30(3), 54-63. (in Thai).
Soontonmalai, K. (2018). Factors prediction and stress reduction guideline for stress in maternal-newborn nursing and midwifery practicum 1 of police nursing students at police nursing students at police nursing college. Journal of The Police Nurses, 9(2), 128-138. (in Thai).
