The Development of the Instructional Model based on Coaching and Cooperative Learning Management Concepts to Develop Nursing Students' Practice Skills with Critical Thinking, and Teamwork Skills
Article Sidebar
Main Article Content
Abstract
The objectives of this research were to 1) study basic information for developing a learning management model using the coaching concept with the cooperative learning management concept to develop critical nursing practice skills and teamwork skills and 2) develop and assess the quality of a model for developing nursing students' practice skills with critical thinking and teamwork skills by using coaching and cooperative learning management concepts. The first phase was to synthesize information for model development. The research target group was 7 nursing education experts, 18 nursing professors, 55 4th year nursing students and 10 3rd year nursing students which is voluntary in providing information. The research tools included 1) document analysis form 2) structured interview form 3) opinion questionnaire and 4) group discussion points. The second phase was to developed and assess the quality of a model through expert reference seminars. The target group was 7 experts by specific selection. The research tools were draft of model, seminar topics referenced by experts and format suitability evaluation form. Data were analyzed by using data analysis and descriptive statistics. The research results were found as follows; 1. practice skills with critical thinking, and teamwork skills are important and essential skills for nurses. Learning activities are characterized by active learning, discussion, stimulation of ideas, expression of opinions, and learning by doing. Teacher as a coach use power of question and provide feedback. 2. The model consisted of five component 1) principles 2) objectives 3) learning management processes. 4.) measurement and evaluation and 5) factors supporting learning management. The learning process consisted of six steps, (NSIIER Model) namely: New Knowledge Preparation, Setting goal, Introduction, Implementation, Evaluation and Reflection. The quality of the model was appropriate at a high level (= 4.25, SD = .46). It shows that the model is suitable for use in developing nursing students' practice skill with critical thinking, and teamwork skill.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Abraham, R. (2021). Cooperative learning in nursing education: A review. International Journal of Research and Review, 8, 484–487. https://doi.org/10.52403/ijrr.20210458
Amornrojanavaravutti, W. (2019). Integrated educational management model emphasizing coaching process and growth mindset to enhance nursing students’ creative citizenship characteristics. Journal of Research and Curriculum Development, 9(2), 262–283.
Azizi-Fini, I., Hajibagheri, A., & Adib-Hajbaghery, M. (2015). Critical thinking skills in nursing students: A comparison between freshmen and senior students. Nursing and Midwifery Studies, 4(1), e25721. https://doi.org/10.17795/nmsjournal25721
Buosonte, R. (2019). Research and development of educational innovation. Chulalongkorn University Press.
Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction (6th ed.). Pearson/Allyn & Bacon.
Faithfull-Byrne, A., Thompson, L., Schafer, K. W., Elks, M., Jaspers, J., Welch, A., Williamson, M., Cross, W., & Moss, C. (2017). Clinical coaches in nursing and midwifery practice: Facilitating point of care workplace learning and development. Collegian, 24(4), 403–410. https://doi.org/10.1016/ j.colegn.2016.06.001
Homchaiyawong, D., & Nillapun, M. (2016). The development of an instructional model focusing on coaching and mentoring to enhance elementary teachers’ competencies of student teachers. Silpakorn Educational Research Journal, 8(1), 198–213.
Inbamrung, D., Rattanaphinyowanich, T., & Juntipwaree, J. (2020). The enhancement of critical thinking competency for nursing students. Journal of BSRU Research and Development Institute, 5(2), 12–20.
Johnson, D. W., & Johnson, R. T. (2018). Cooperative learning: The foundation for active learning. In Active learning—Beyond the future. IntechOpen. https://doi.org/10.5772/intechopen.81086
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (8th ed.). Pearson Education.
Kanoksinlapathum, H. (2019). Development of a coaching model for enhancing historical thinking of upper secondary school students [Doctoral dissertation, Srinakharinwirot University].
Keramati, M. R., & Gillies, R. M. (2023). Perceptions of nursing students on the effect of cooperative learning on academic achievement and learning environment. Interactive Learning Environments, 31(10), 6724–6734. https://doi.org/10.1080/10494820.2022.2043388
Khorphon, S., Pankeaw, J., Sarobol, T., Choopun, K., Chomchan, S., & Boonlu, N. (2019). Promoting critical thinking skills in nursing students through reflective thinking. Nursing Journal, 46(1), 87–101.
Klaykaew, K., & Pitchada, P. (2021). Coaching for inspiring students to run volunteer spirit projects. Srinakharinwirot Academic Journal of Education, 22(1), 150–165.
Kruse, K. M. (2002). Introduction to instructional design and the ADDIE model.
Kumkoom, I., Kasatpibal, N., & Chitreecheur, J. (2017). Effects of coaching on nurses’ knowledge and practices regarding urinary tract infection prevention in older persons in long-term care facilities. Nursing Journal, 44(Suppl. 1), 1–12.
Macabasag, R. L., Albiento, K., Tabo-on, D. E., Barceñas, M., Batongbacal, C., Bonion, D., Geloryao, R., Idea, C., Saludo, J., Villaverde, D., Ropero, K., & Pascual, P. J. (2016). Leadership, management and team competencies of Filipino nursing student manager-leaders: Implications on nursing education. International Journal of Nursing Science, 6, 109–116. https://doi.org/10.5923/nursing.20160605.01
Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction (6th ed.). John Wiley & Sons.
Nillapun, M. (2015). Research methodology in education (9th ed.). Silpakorn University.
Papathanasiou, I. V., Kleisiaris, C. F., Fradelos, E. C., Kakou, K., & Kourkouta, L. (2014). Critical thinking: The development of an essential skill for nursing students. Acta Informatica Medica, 22(4), 283–286. https://doi.org/10.5455/aim.2014.22.283-286
Phaktoop, M., & Khuinak, U. (2018). Critical thinking in nursing. Journal of Nursing and Education, 11(2), 1–12.
Pongauksorn, P. (2018). Learning in the 21st century: Lesson learned from flipped classroom. Journal of the Royal Thai Army Nurses, 19(2), 47–54.
Pansuwan, K., & Pakanta, N. (2023). Quality and identity of graduates who graduated in the academic year 2019 from the Faculty of Nursing, Naresuan University. Nursing, Health, and Public Health Journal, 2(1), 18–28.
Sanders, M., & Moulenbelt, J. (2011). Defining critical thinking. Inquiry: Critical Thinking Across the Disciplines, 26, 38–46. https://doi.org/10.5840/inquiryctnews20112616
Sararat, K. (2021). Teamwork of medical personnel at Nong Bua Lamphu Hospital. Journal of Dhammasuksa Research, 4(2), 51–60.
Siriwan, W. (2019). General teaching methods (4th ed.). Silpakorn University.
Sripho, S., Khachat, S., & Chantorn, A. (2020). Qualifications of graduates according to the Thai Qualifications Framework for Higher Education and desirable characteristics according to Boromarajonani College of Nursing, Suphanburi. Journal of Boromarajonani College of Nursing Suphanburi, 3(1), 61–80.
Tamarpirat, N., & Oumtanee, A. (2017). Being a newly graduated nurse working under supervision of a mentor. Journal of the Royal Thai Army Nurses, 18, 32–37.
Urhan, E., Zuriguel-Pérez, E., & Harmancı Seren, A. K. (2022). Critical thinking among clinical nurses and related factors: A survey study in public hospitals. Journal of Clinical Nursing, 31(21–22), 3155–3164. https://doi.org/10.1111/jocn.16141
Wongyai, W., & Patthaphon, M. (2024). Cognitive coaching (6th ed.). Srinakharinwirot University Press.
Zhang, J., & Chen, B. (2021). The effect of cooperative learning on critical thinking of nursing students in clinical practicum: A quasi-experimental study. Journal of Professional Nursing, 37(1), 177–183. https://doi.org/10.1016/j.profnurs.2020.05.008
