Learning Outcomes and Desired Characteristics of Graduates in Regular and Bilingual Groups of Bachelor Program in Nursing Science, Faculty of Nursing, Mahidol University
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Abstract
Purpose: This study aims to examine and compare the learning outcomes and desired characteristics of graduates who enrolled in the regular group and the bilingual group, and describe the learning experiences of the bilingual group.
Design: Descriptive research design.
Methods: Thirty graduates of the regular group and 21 graduates of the bilingual group, who graduated in the 2017 academic year, were selected using convenience sampling. Participants completed two questionnaires: the learning outcomes of the Thai Qualifications Framework of Higher Education, and the desired characteristics of graduates of Mahidol University. Descriptive statistics and Mann-Whitney U Test were used to analyze the quantitative data. Qualitative data on the learning experiences were collected using focus group interviews with graduates in the bilingual group. These data were analyzed using the content analysis method.
Main findings: Between the regular and bilingual groups of participants, there was no difference in the mean scores of the learning outcomes and the desired characteristics of graduates (p > .05). However, graduates of the bilingual group had a higher English proficiency test score for job enrollment at Mahidol University than those of the regular group. Learning experiences from being students in the bilingual group included English skill improvement in classes with no extra cost, increased chance to enroll in the student exchange programs, and learning in a small group with an active learning method. However, the bilingual group has to work hard to comprehend lessons in their classes.
Conclusion and recommendations: Graduates of the bilingual group had a high level of satisfaction in teaching and learning, therefore the program should enroll more students in the bilingual group. The nursing institute should prepare faculty members for this program by enhancing and supporting their English teaching competency. To increase student’s ability in learning English the institute should facilitate environment and activities to promote English communication for students. Pattern of teaching and learning should also be developed for achieving the bilingual students’ needs.
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