Stakeholders’ Needs for Graduate Competencies and Educational Management of the Bachelor of Nursing Science Program at Boromarajonani College of Nursing Nakhon Phanom: A Qualitative Study
Keywords:
Nursing competence, Nursing curriculum, Outcome-based education, Qualitative research, StakeholdersAbstract
In an era of rapid health system transformation driven by technological advancements and rising societal expectations for quality care, nursing education must adapt its curricula to develop graduates whose competencies meet contemporary healthcare demands. This qualitative research aimed to explore stakeholders’ needs regarding graduate competencies and educational management within the Bachelor of Nursing Science program at Boromarajonani College of Nursing, Nakhon Phanom. Thirty key informants were purposively selected from seven stakeholder groups, including administrators, multidisciplinary professionals, nurse educators, nursing students, alumni, service users, and community leaders. Data were collected through in-depth interviews, focus group discussions, and document analysis. The data were analyzed using inductive content analysis. The trustworthiness of the findings was ensured through data and methodological triangulation, as well as member checking.
The research findings revealed four main themes: (1) Desired Professional Competency: emphasizing digital health literacy, systems thinking, and the integration of simulation-based learning; (2) Ethics and Professional Morality: focusing on adherence to professional codes of conduct combined with humanized care; (3) Communication and Collaboration: highlighting language proficiency and multidisciplinary teamwork within a broader multicultural context; and (4) Learning and Self-Development: aiming to cultivate leadership and a growth mindset for adapting to future challenges. These findings align with the Program Learning Outcomes (PLOs) of the 2026 Bachelor of Nursing Science curriculum.
In conclusion, the study reflects the desired graduate competencies based on stakeholders' expectations. These findings provide crucial empirical evidence for curriculum development and nursing education management to effectively respond to health system dynamics and specific regional contexts.
References
Ahmed, S. K. (2024). The pillars of trustworthiness in qualitative research. Journal of Medicine Surgery and Public Health, 2, 100051. https://doi.org/10.1016/j.glmedi.2024.100051
Aryuwat, P., Holmgren, J., Asp, M., Radabutr, M., & Lovenmark, A. (2025). Clinical resilience in nursing education: Insights from Thai instructors on supporting student growth. Nursing Reports, 15(5), 180. https://doi.org/10.3390/nursrep15050180
Bhatarasakoon, P., Chiaranai, C., & Lockwood, C. (2024). Undergraduate knowledge needs: Pedagogy for evidence-based nursing and allied health. Nursing & Health Sciences, 26(1), e13105. https://doi.org/10.1111/nhs.13105
Candela, A. G. (2019). Exploring the function of member checking. The Qualitative Report, 24(3), 619–628. https://doi.org/10.46743/2160-3715/2019.3726
Dumrongpakapakorn, P., Punaglom, N., & Prommasaka Na Sakonnakorn, N. (2025). Navigating the BANI Era in nursing education programs: Aligning competencies with AUN-QA criteria for future-ready nursing professionals. Pacific Rim International Journal of Nursing Research, 29(3), 431-442. https://doi.org/10.60099/prijnr.2025.271235
Efendy, M. A., & Aggari, M. I. (2025). A comparison of nursing core competency frameworks in ASEAN countries: A document analysis. Journal of Nursing Practice, 8(4), 732–739. https://doi.org/10.30994/jnp.v8i4.875
Flick, U. (2018). An introduction to qualitative research (6th ed.). SAGE.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.
Lkhagvaa, K., Tsogbadrakh, B., Gochoosuren, G., Badamdorj, O., & Stark, A. (2024). The effect of outcome-based education on clinical performance and perception of pediatric care of the third-year nursing students in Mongolia. PLOS ONE, 19(6), e0305298. https://doi.org/10.1371/journal.pone.0305298
Lyhne, C. N., Thisted, J., & Bjerrum, M. (2025). Qualitative content analysis-framing the analytical process of inductive content analysis to develop a sound study design. Quality & Quantity, 59(6), 5329-5349. https://doi.org/10.1007/s11135-025-02220-9
Nagai, M., Oikawa, M., Komagata, T., Basuana, J. D. B., Ulyabo, G. K., Minagawa, Y., Matsuoka, S., Egami, Y., Honda, M., & Tamura, T. (2024). Clinical competency of nurses trained in competency-based versus objective-based education in the Democratic Republic of the Congo: A qualitative study. Human Resources for Health, 22(1), 38. https://doi.org/10.1186/s12960-024-00921-0
Nantsupawat, A., Wichaikhum, O. A., Abhicharttibutra, K., Udkunta, K., Poghosyan, L., & Shorey, S. (2023). Factors influencing evidence-based practice among under- graduate nursing students: A cross-sectional analysis. International Journal of Nursing Sciences, 10(3), 367-372. https://doi.org/10.1016/j.ijnss.2023.06.002
Nirotnun, U., Prachyayapruit, A., & Methakunavudhi, P. (2020). Development of an international nursing college model in Thailand. Journal of The Royal Thai Army Nurses, 21(1), 75-86. (in Thai)
Noble, H., & Heale, R. (2019). Triangulation in research, with examples. Evidence-Based Nursing, 22(3), 67–68. https://doi.org/10.1136/ebnurs-2019-103145
Pukkhaow, L., Shabutra, P., & Tongvichean, S. (2022). Registered nurse’s competency in caring for emerging infectious diseases. EAU Heritage Journal Science and Technology (Online), 16(3), 104-114. (in Thai)
Rungruang, J., & Suwannawung, S. (2024). Predicting factors of perceived 21st century competency among nursing students. Nursing Journal CMU, 51(4), 266-279. (in Thai)
Schafer, R., & Phillippi, J. C. (2025). Updating and advancing member-checking methods: Use of video and asynchronous technology to optimize participant engagement. International Journal of Qualitative Methods, 24. https://doi.org/10.1177/16094069251315395
Sriprasert, K., Aungwattana, S., & Tamdee, D. (2023). The effect of a tele-nursing-based self-management program on health behavior of persons with uncontrolled diabetes mellitus in a community. Nursing Journal CMU, 50(3), 99–115. (in Thai)
World Health Organization. (2020). State of the world’s nursing 2020: Investing in education, jobs and leadership. World Health Organization. https://www.who.int/publications/i/item/9789240003279
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Nursing Journal CMU
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสารพยาบาลสาร
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับมหาวิทยาลัยเชียงใหม่ และคณาจารย์ท่านอื่นๆในมหาวิทยาลัยฯ แต่อย่างใด ความรับผิดชอบองค์ประกอบทั้งหมดของบทความแต่ละเรื่องเป็นของผู้เขียนแต่ละท่าน หากมีความผิดพลาดใด ๆ ผู้เขียนแต่ละท่านจะรับผิดชอบบทความของตนเองแต่ผู้เดียว
