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The purposes of this research and development were to: 1) develop the nursing practicum instructional process based on experiential learning theory and contemplative education to enhance nursing empathy of nursing students; and 2) examine the effects of using the developed nursing practicum instructional process on nursing empathy of nursing students. Research procedures were 6 phases as follows: (1) studying and analyzing basic data, (2) developing the nursing practicum instructional process based on experiential learning and contemplative education, (3) examining the effects of using the developed instructional process with the first group of nursing students, (4) improving the developed instructional process after implementing with the first group of nursing students, (5) investigating the effects of using the developed instructional process with the second group of nursing students, and (6) proposing the completed instructional process. The subjects were 16 third-year nursing students selected by purposive sampling. The developed instructional process was conducted during 4 weeks of Nursing Care for Persons with Mental Health Problem Practicum. The processes continued 6 hours per day, 5 days per week. The research instruments were (1) nursing empathy test, (2) nursing empathy performance test, and (3) reflective journal form. Data were analyzed using t-test and content analysis.
The results demonstrated that the developed instructional process is a cycling process that involves five steps: (1) building self-awareness, (2) opening to nursing experience, (3) reviewing and contemplating the experience, (4) reflecting on the experience, and (5) learning conclusions and transformation. After applying the developed instructional process, the nursing students had significant higher empathy post-test scores than pretest scores (p=.05). The nursing empathy ability of the student were developed.
บทความที่ได้รับการตีพิมพ์ เป็นลิขสิทธิ์ของวารสารวิทยาลัยพยาบาลบรมราชชนนี กรุงเทพ ไม่สามารถนำไปตีพิมพ์ซ้ำในวารสารฉบับอื่น