Instructional Model to Promote Health Promotion Competencies in Nursing Students by Using Transformative Learning Theory Combine with Collaborative Learning Theory.

Abstract

The objective of this research was develop and study the effectiveness of an instructional model.  The research processes on 2022 June-2024 July, devided into 2 phases: 1) 5-step model development according to the design and development process of ADDIE Model and 2) study the effectiveness of the model by using pre-experimental design to compare the results after giving experimental conditions.  Sample group was the second year nursing students devided into 2 groups of 24 students each, the    experiment group were performed in 5 weeks.  The research tools were 1) the instructional model and 2) the assessments of 5 health promotion competencies.  Data were analyzed by descriptive and analytic statistics using One way MANOVA. 

The results showed that the instructional model to promote health promotion competencies in nursing students composed of 3 phases of learning management: 1) prepare learners, 2) manage learning in 5 stages:  stage 1 encounter difficult and confused situations and examine self emotion, stage 2           hypothesis evaluation of self-belief and openness to change perspectives, stage 3 exploring to find          alternative practices and plans for adjustment new perspectives for trying new behaviors, stage 4 seeking knowledge and skills necessary for professional health promotion and stage 5 experiment with new roles to build confidence and integration into new behaviors and the last phases 3) summarize and           disseminate the learning outcomes.  Only health promotion competencies in personal characteristics, managements, and activities were found significantly higher in the experimental group than in the control group (F=3.47, p<0.01), Partial Eta Squared = 0.29. There is no difference in networking and research& knowledge management.