- 1. ContextStudy ofNursingEducational AcademyinTeaching-Learning
Management andSelf-Adjustment
TowardstoProfessionalNursesofNursingStudentsin Southern
BorderProvincesofThailandCase Study :Boromarajonani
CollegeofNursing Suratthani,Thailand
2. 3. Reseachers:SaowapaAgadisakM.Ed.NongyaoChaithong
M.NS.SununthaThongpat Ph.D. (Nursing)KrongthongAomsinM.NS.
4. 5. Oral Presenter:YupawadeeThepmaneeB.Ed.(English) , B.A.
Information Science Poster Presenter :SaowapaAgadisakM.Ed.
6. 7. Researchsyear:2009
8. 9. This descriptive research aimed to study the contexts of
nursing educational academyin teaching-learning management and
self-adjustment towards to professional nurses ofnursing students
in SouthernBorder Provinces of Thailand , Case Study
:BoromarajonaniCollege of Nursing , Suratthani , Thailand .
10. 11. The purposive sampling technique was used to select 30
persons out of 200 persons ( 24 females , 6males) who were the
students of Professional Nurse Graduate Increment Project for
Southern Border Problem Solution.
12. 13. Data were collected by :- In-depth interviewing -
Participatory & Non-participatory Observation -
Self-reportingFrom December 2008 to July 2009
14. 15. The data were analyzed using general qualitative analytic
methods by contentanalysis : - Grouping - Coding- Categorizing -
Theme
16. 17. The results of this research werefound asfollowings:
18. 19. The majority of students were single Islamic females, aged
21-25 years old from the middle socio-economic level in
SouthernBorder Provinces of Thailand.
20. 21. On the first semester , the students were confronted to the
problems of daily living, teaching-learning situation , but later
on , they tried to adjust themselves in cultural diversity.
22. 23. The living and self-adjustment ofstudents
24. 25. All of the female students lived in the dormitories inside
college. But all male students lived outside college where were
available by college. Students opinions about the dormitories that
there were narrow too old , too crowed and inadequate of bathroom ,
toilets and furniture. Students adjusted themselves very much but
someone viewed that living in dormitory make them to be close-up
together and it would be good to help them in learning.
26. 27. Most of the students toldaboutrules and regulations that
they were notfamiliar with the strict colleges rules. They had to
follow the rules both in and out college so as to maintain of good
images to be professional nurses in the future.
28. 29. About food , all students earned about 60 baht per day from
the governments fund. The college provided Muslim cookers to
prepare the meals according to the rules of Islamic religion.
Students opinions showed that the meals were not delicious and were
not variety. Some students tried to solve this problem by selecting
the Halal food outside college , paying by their own money or
someone took food which were sent fromtheir hometown.
30. 31. About the environment in the college , students viewed that
the area for relaxing and bench were not enough , they could not
take shelters from the sunlight in the midday so they had to relax
in the classroom or library. After the class was over , there were
not enough study rooms for doing their homework , they had to do it
in bed.
32. 33. For Muslim religious practicingplace (Lamas room) , college
had prepared only one room for Muslim students to perform their
religions activities. Female students used their bedrooms in the
dormitories for religious practicing while male students went to
Moseyed outside the college on Friday. All of the students gave
opinions that they were strictly and intentionally to practice
religious activities in the Lamas room everyday so college should
provide enough place to do this.
34. 35. 36. 37. The situation of teaching-learning
38. 39. As curriculum was the same as Bachelor Degree in Nursing
curriculum for the normal graduate nursing students , students were
prepared for the basic nursing knowledge and the adaptation for
daily living in the new environment. They were arranged to learn
from simple to complicated subjects with extra classes and tutorial
classes, including retaking for the failed subjects. The students
opinion about their learning on the first semester that it was not
difficult for them to study general subjects , but it was hard
increasingly on the second semester about professional nursing
knowledge such as anatomy , pathology .
40. 41. Most of the students complained that there were too many
subjects which were arranged to study on the samesemester , they
had not enough time to review or self-study. The teacher often
changed teaching schedule so it was very confused , students viewed
thatthey had to study more on Saturday , sometime on Sunday,
therefore they felt tiredly and boring. But they tried to overcome
these problems tolerantly.
42. 43. This research findings indicated that teaching-learning
problems were related to three factors.
44. 45. Factor 1 : Learning management of the college regarding the
entire program was not enough learning support and a non-learning
atmosphere in the classrooms.
46. 47. Factor 2 : Learning problems caused by inexperienced
instructors.
48. 49. Factor 3 : Learning problems of the students involving slow
learning participation and unsuitability of learning
behavior.
50. 51. Five needs were identified to enhance the problem solving
among students.
52. 53. First was to revise the entire program and divide the
classrooms into small groups.
54. 55. Second was to create a suitable examination.
56. 57. Third was to improve learning support.
58. 59. Fourth was to develop a supportive system such as computer
lab and library.
60. 61. Fifthwas to change the learning methods.
62. 63. After one year of their studies , the students attitudeto
professional nurses were positive increasingly and found that they
could perform well and intended to finish nursing education
completely.
64. 65. The relationship between friends , seniors and teachers
:
66. 67. Students opinion showed that they impressed and well
feeling to all teachers because of paying attention to them warmly.
For their relationship to friends and seniors , they expressed that
, at the first time, they were not familiar with Thai-Buddhist
friends , they didnt dare to talk to them and they were afraid of
seniors.
68. 69. After that , they could adjust themselves extremely to
friends and seniors whom they could ask for assistance in both
private needs and giving some advice for their studying.
70. 71. The students showed their feelings that there were no
religious gaps between Thai-Buddhist and Thai-Muslim. They could
live together peacefully and happily.
72. 73. The attitudes to professional nurses
74. 75. Before the students could pass the examination to study
professional nurses , some of them didnt like to be nurses. They
thoughtthatnurse was hard working job , no private time and had to
devote oneself to others, but their parents requested them to
study.
76. 77. Some of them impressed to be professional nurses because
they viewed that professional nurses were honor , dignity , beauty
in white dress and look like angel.
78. 79. After one year of their studies, studentsattitudes had been
changed , they aimedto be nurses , they had positive thinking to
professional nurses and they intended to finish their studies
within 4 years and went back to work as professional nurses in
southern border areas.
80. 81. In conclusions, as mentionedso far, the researchs results
can be applied as guidelines for administratorsorinstructors to
develop Professional Nurse Graduate Increment Project for Southern
Border Problem Solutionandthe plans of teaching-learning management
that can be solved to the nursing students problems and support
students needs.
82. 83. 84. 85. Different But NotSeparated..... .....
86. Unity in DiversityinBoromarajonani College ofNursingSuratthani
, Thailand