Twenty First Century Learning Skills and Satisfaction with Active Learning in the subject of Nutrition Therapy as Perceived by Nursing Students, Prince of Songkla University

Abstract

             This descriptive study aimed to examine the perceived level of twenty first century learning skills and satisfaction with active learning in the subject of Nutrition Therapy in undergraduate nursing students, Prince of Songkla University. The sample was 143 first year nursing students. The data was collected between August and September 2020. The research instruments were 1) Demographic Data Questionnaire, 2) the Perceived Learning Skills in the Twenty First Century Questionnaire, and 3) the Satisfaction of Active Learning in the subject of Nutrition Therapy Questionnaire. The reliability test demonstrated Cronbach’s alpha coefficient of these tools were 0.96 and 0.97, respectively. Data analysis was performed to obtain percentages, mean, and standard deviation. The results of the study revealed that the overall mean scores of the perceived levels of twenty first century learning skills of nursing students and satisfaction with active learning in the subject of Nutrition Therapy for undergraduate nursing students were high (Mean = 4.22, SD =  .36; Mean = 4.27, SD =  .67), respectively. The first three sub-domains of the twenty first learning skills for nursing students were 1) cross-cultural understanding (Mean = 4.46, SD = .42), 2) career and learning skills (Mean = 4.27, SD = .43), and 3) collaboration, teamwork and leadership (Mean = 4.27, SD = .44), respectively. The first three sub-domains of satisfaction were 1) evaluation (Mean = 4.31, SD = .50), 2) learning activities (Mean = 4.28, SD = .41), and 3) learning content (Mean = 4.25, SD = .44), respectively. The results affirmed that active learning approaches facilitated the promotion of twenty first century skills of nursing students effectively, which could be applied in other subjects in the nursing curricula.