องค์ประกอบของทักษะผู้ประกอบธุรกิจสุขภาพสำหรับนักศึกษาพยาบาล  คณะพยาบาลศาสตร์ สถาบันพระบรมราชชนก

Khunatpakorn Makkabphalanon; Chatupol  Yongsorn

Authors

Khunatpakorn Makkabphalanon Faculty of Education, Srinakharinwirot University
Chatupol Yongsorn Faculty of Education, Srinakharinwirot University

Keywords:

entrepreneurship skills, health business, nursing students, confirmatory factor analysis

Abstract

The transformative shifts in the 21st-century healthcare system are subjecting nurses to mounting challenges, including increased workloads and elevated attrition rates. Healthcare entrepreneurship has consequently emerged as a viable alternative career pathway; however, a systematic identification of the requisite entrepreneurial skill components for nursing students within the Thai context remains lacking. This study aimed to identify the components and validate the congruence of a healthcare entrepreneurial skills model for nursing students at the Faculty of Nursing, Praboromarajchanok Institute, using empirical data. A three-phase mixed-methods research design was employed. Phase 1 encompassed a systematic literature synthesis and in-depth interviews with nine experts. Phase 2 involved an examination of best practices derived from three groups of healthcare entrepreneurs. Phase 3 utilized confirmatory factor analysis (CFA) to validate the model, grounded in the theory of entrepreneurial competencies. The sample was comprised of 365 third-year nursing students. The healthcare entrepreneurial skills survey demonstrated acceptable content validity (Item-Objective Congruence: IOC) ranged from .67 to 1.00 and excellent reliability (Cronbach's alpha coefficient = .98). The findings revealed nine constituent dimensions of healthcare entrepreneurial skills:(1) organizational management, (2) business return management, (3) communication and public relations, (4) professional nursing competence, (5) leadership, (6) commitment, (7) emotional intelligence, (8) digital technology and health informatics, and (9) creative thinking and innovation. The model exhibited satisfactory goodness of fit with the empirical data (χ² = 1495.50, df = 895, p = .082, χ²/df = 1.67, GFI = .96, AGFI = .93, CFI = .97, RMSEA = .04, SRMR = .03), with all indices meeting the established criteria. The findings provide an empirically validated framework for curriculum development aimed at fostering healthcare entrepreneurial skills among nursing students.

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