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The relationship between psychiatric and mental health nursing students' satisfaction and achievement after the implementation of the continuous quality improvement process in a psychiatric and mental health nursing program in Thailand

หน่วยงาน สถาบันวิจัยและให้คำปรึกษาแห่ง มหาวิทยาลัยธรรมศาสตร์

รายละเอียด

ชื่อเรื่อง : The relationship between psychiatric and mental health nursing students' satisfaction and achievement after the implementation of the continuous quality improvement process in a psychiatric and mental health nursing program in Thailand
นักวิจัย : Manyat Ruchiwit
คำค้น : Nursing , Health education , Higher education , Psychiatry , Mental health , Nursing students , Achievement , Quality improvement , Psychiatric and mental health nursing , Thailand
หน่วยงาน : สถาบันวิจัยและให้คำปรึกษาแห่ง มหาวิทยาลัยธรรมศาสตร์
ผู้ร่วมงาน : -
ปีพิมพ์ : 2545
อ้างอิง : Ph.D., George Mason University, 2002, 227 pages , 9780493524559 , http://dspace.library.tu.ac.th/handle/3517/4264 , http://dspace.library.tu.ac.th/handle/3517/4264
ที่มา : -
ความเชี่ยวชาญ : -
ความสัมพันธ์ : -
ขอบเขตของเนื้อหา : -
บทคัดย่อ/คำอธิบาย :

The purposes of this study were to examine the relationship between students' satisfaction and achievement after the implementation of the continuous quality improvement (CQI) process in a psychiatric and mental-health nursing program in Thailand. The study also identified what activities of the CQI process instructors attributed most to students' achievement and their satisfaction with the program. The significance was that the findings were useful in effectively managing psychiatric and mental-health nursing education and may well form the basis of a strategy for not only improving the quality of nursing education but other areas of education as well. The method was action research with a triangulation approach. The population consisted of undergraduate nursing students enrolled in a psychiatric and mental-health nursing program in their fourth year of study, and nurse educators in a psychiatric and mental-health nursing department who taught those students. The entire population as identified above comprised the sample: 49 students and four nurse educators. Students were divided into two groups--each group comprised of 24 and 25 students from the 1999 and 2000 academic year respectively. Students were asked to complete the questionnaires, and the nurse educators were asked, in an interview, to share the CQI learning experience in the program in which they taught. The findings of the quantitative portion of the study showed that there was a statistically significant positive correlation for the cognitive domain outcome, and a statistically significant moderately positive correlation for the psychomotor domain outcomes between students' satisfaction and students' achievement. The statistically significant positive correlations between students' satisfaction and students' achievement evaluated as cognitive and psychomotor domain outcomes were also shown in both years--the correlations in the 2000 academic year were positively stronger than the correlations in the 1999 academic year. The prediction equations demonstrated that out of the four hypothesized predicting variables, the course and the subject matter predicted a significant variance in the achievement evaluated as cognitive and psychomotor domain outcomes of students. The qualitative findings demonstrated that the CQI process helped the instructors improve their teaching abilities and techniques related to teaching psychiatric and mental-health content and practice skills. In addition, measuring students' needs week by week and using the SPC tools and the FOCUS-PDCA methods were the CQI activities the instructors attributed the most to the students' achievement and satisfaction with the program. The conditions existing that made it difficult for the instructors to implement the CQI process were how to help people understand and learn the new process without resisting the change and how to deal with major differences in organizational structure, including how to manage minor differences that may cause problems later. The most important themes that emerged from this study data were: working on a team; assessing students' needs week by week both quantitative and qualitative methods; being facilitators; utilizing the SPC tools and the FOCUS-PDCA methods; statistical data management, i.e., control charts; immediate response/feedback of students' needs; and discussing the major differences involved in the organizational structure. Implications for nursing education, administration, and research are offered. An experimental study or a quasi-experimental study for future research concerning randomized longitudinal studies is strongly recommended.

บรรณานุกรม :
Manyat Ruchiwit . (2545). The relationship between psychiatric and mental health nursing students' satisfaction and achievement after the implementation of the continuous quality improvement process in a psychiatric and mental health nursing program in Thailand.
    กรุงเทพมหานคร : สถาบันวิจัยและให้คำปรึกษาแห่ง มหาวิทยาลัยธรรมศาสตร์ .
Manyat Ruchiwit . 2545. "The relationship between psychiatric and mental health nursing students' satisfaction and achievement after the implementation of the continuous quality improvement process in a psychiatric and mental health nursing program in Thailand".
    กรุงเทพมหานคร : สถาบันวิจัยและให้คำปรึกษาแห่ง มหาวิทยาลัยธรรมศาสตร์ .
Manyat Ruchiwit . "The relationship between psychiatric and mental health nursing students' satisfaction and achievement after the implementation of the continuous quality improvement process in a psychiatric and mental health nursing program in Thailand."
    กรุงเทพมหานคร : สถาบันวิจัยและให้คำปรึกษาแห่ง มหาวิทยาลัยธรรมศาสตร์ , 2545. Print.
Manyat Ruchiwit . The relationship between psychiatric and mental health nursing students' satisfaction and achievement after the implementation of the continuous quality improvement process in a psychiatric and mental health nursing program in Thailand. กรุงเทพมหานคร : สถาบันวิจัยและให้คำปรึกษาแห่ง มหาวิทยาลัยธรรมศาสตร์ ; 2545.