รูปแบบการจัดการศึกษาบูรณาการเชิงสร้างสรรค์เพื่อเสริมสร้างอัตลักษณ์บริการ ด้วยหัวใจความเป็นมนุษย์ของนักศึกษาพยาบาล วิทยาลัยพยาบาลบรมราชชนนี ราชบุรี Integrated Creatively Educational Management Model for Promoting Humanized Care Identity of Nursing Student

research and development

Abstract

The study aimed to develop an integrated creatively educational management model for promoting humanized care identity of nursing students, Boromarajonani College of Nursing, Ratchaburi and evaluate the effectiveness of integrated creatively educational management model created. The study was composed of four phases, 15 steps as following details; phase 1: analysis of fundamental data comprising three steps with using the document analyses and focus group of persons related, phase 2: creating a draft of the model and developing humanized care identity questionnaires, including conducting seven steps of model trails using operational participative meetings with experts and doing trails, phase 3: trying out the model adjusted, one step of using the model in a nursing course, and phase 4: evaluating the effectiveness and making approval on the model tested, comprising three steps using the humanized care identity questionnaires and connoisseurship. The results revealed as the followings.

1. The integrated creatively educational management model for promoting humanized care identity of nursing students, Boromarajonani College of Nursing, Ratchaburi was composed of 5 stages; 1) context analysis for developing the model, 2) building growth mindset and passion in learning of teachers and students, 3) conducting the learning process mentioned in the model with six steps of learning, 4) coaching and evaluating for learning, and 5) concluding lessons learned and sharing. Supporting factors were policies and strategies, teachers’ skills in building growth mindsets and passions of the students.

The effectiveness evaluation of the integrated creatively educational management model created showed that; 1) the average score of humanized care identity of the students after using the model was higher than the one before with 0.05 significance. Findings from qualitative data analysis were students having improved health service behaviours, acknowledging more values of providing nursing care, and having more self-understands and self-developments. 2) The teachers’ behaviours relating teaching and learning performances to promote humanized care identity was in very good level ( = 4.54 , S.D. = 0.42), and 3) the clients rated humanized care identity behaviours of the students at very good level ( = 4.52, S.D. = 0.45).