Main Article Content
This study used a Straussian grounded theory approach to explore the perspectives of 32 Thai
undergraduate nursing students from all levels on the topic of how they developed their nursing skills in
the process of caring for clients. Data were collected by using in-depth audio-taped interviews, as well as
observations and field notes that enabled concurrent data validation with methodological triangulation.
Following coding analysis of the data, an early emerging category related to the issue of continuing
practical studies where being worried and afraid about practicing and being concerned about not understanding case problems were significant conditions that motivated the students’ learning. A second category emerged later in the analysis, namely learning how to provide nursing care, where supervisors’ expectations of students as learners within the hierarchical culture of Thai nursing was identified as the most powerful condition to motivate student learning. In some participants, an internal motivation, i.e. a desire to learn, marked them as successful learners. This enabled them to accomplish the full process of Developing Effective Strategies for Nursing Care, which emerged as the core category. The findings could be used to guide nursing instructors about how to enable the students to successfully integrate theory into clinical practice.
and methods of problem solving among undergraduate nursing students, Boromarajonani college of nursing, affiliated to Praborommarajchanok institute. Ratchaburi, Thailand: Boromarajonani College of Nursing, Jakreerat.
Arkal, S., & Chutchavarat, P. (2004). The effectiveness of practical nursing education at the Boromarajonani
college of nursing, Phayao. Phayao, Thailand: Boromarajonani College of Nursing, Phayao.
Aulino, F. (2014). Perceiving the Social Body. Journal of Religious Ethics, 42(3), 415-441. doi:10.1111/jore.12064
Begley, C. M., & Glacken, M. (2004). Irish nursing students’ changing levels of assertiveness during
their pre-registration programme. Nurse Education Today, 24(7), 501-510. doi:http://dx.doi.org/ 10.1016/j.nedt.2004.06.002
Çelebioğlu, A., Akpinar, R. B., Küçükoğlu, S., & Engin, R. (2010). Violence experienced by Turkish nursing
students in clinical settings: Their emotions and behaviors. Nurse Education Today, 30(7), 687-691.
Chan, Z. C. Y. (2013). A systematic review of critical thinking in nursing education. Nurse Education Today,
33(3), 236-240. doi:http://dx.doi.org/10.1016/j.nedt.2013.01.007
Colucciello, M. L. (1997). Critical thinking skills and dispositions of baccalaureate nursing students--
A conceptual model for evaluation. Journal of Professional Nursing, 13(4), 236-245.
Facione, P. A., Sanchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking.
The Journal of General Education, 44(1), 1-25.
Gibbons, C., Dempster, M., & Moutray, M. (2010). Stress, coping and satisfaction in nursing students.
Journal of Advanced Nursing, 67(3), 621-632. doi:10.1111/j.1365-2648.2010.05495.x
Glynara, P., Dumsengsawat, N., Dulayakeserm, A., Kanyuk, P., Rakthai, D., Plainbumroong, D., . . .
Watcharawiwat, A. (2008). Evaluation of the Bachelor of Nursing Science programme B.E. 2545.
Songkhla, Thailand: Boromarajonani College of Nursing, Southern Campus Network.
Hepper, E. G., Sedikides, C., & Cai, H. (2013). Self-enhancement and self-protection strategies in China:
Cultural expressions of a fundamental human motive. Journal of Cross-Cultural Psychology, 44(1),
Hermann, A. D., & Arkin, R. M. (2013). On claiming the good and denying the bad: Self-presentation styles
and self-esteem. Individual Differences Research, 11(1), 31-43.
Hicks-Moore, S. L. (2005). Clinical concept maps in nursing education: An effective way to link theory and
practice. Nurse Education in Practice, 5(6), 348-352. doi:http://dx.doi.org/10.1016/j.nepr.2005.05.003
Hsu, L. L. (2006). An analysis of clinical teacher behaviour in a nursing practicum in Taiwan. Journal of Clinical Nursing, 15(5), 619-628. doi:10.1111/j.1365-2702.2006.01332.x
Klausner, W. J. (2000). Reflections on Thai culture. (5th ed.). Bangkok: The Siam Society under Royal Patronage.
Lapkin, S., Levett-Jones, T., Bellchambers, H., & Fernandez, R. (2010). Effectiveness of patient simulation
manikins in teaching clinical reasoning skills to undergraduate nursing students: A systematic
review. Clinical Simulation in Nursing, 6(6), e207-e222. doi:http://dx.doi.org/10.1016/j.ecns.2010.05.005
Lounekaew, M., Siriphan, S., & Kongsuwan, V. (2004). The competence in critical thinking of nursing students
by problem based learning method at Boromarajonani college of nursing, Narathiwat. Narathiwat, Thailand Boromarajonani College of Nursing, Narathiwat.
Nielsen, A. (2009). Concept-based learning activities using the clinical judgment model as a foundation for
clinical learning. Journal of Nursing Education, 48(6), 350-354. doi:10.9999/01484834-20090515-09
Oğuz, A., & Sariçam, H. (2016). The relationship between critical thinking disposition and locus of control
in pre-service teachers. Journal of Education and Training Studies, 4(2), 182-192. Retrieved from
Ponto, M., Ooms, A., & Cowieson, F. (2014). Learning styles and locus of control in undergraduate medical,
nursing and physiotherapy students: A comparative study. Prog Health Sci, 4(1), 172-178.
Retrieved from http://progress.umb.edu.pl/sites/progress.umb.edu.pl/files/172-178%20Ponto.pdf
Profetto-McGrath, J. (2003). The relationship of critical thinking skills and critical thinking dispositions
of baccalaureate nursing students. Journal of Advanced Nursing, 43(6), 569-577. doi:10.1046/
Roberts, D. (2009). Friendship fosters learning: The importance of friendships in clinical practice. Nursing
Education in Practice, 9(6), 367-371. doi:10.1016/j.nepr.2008.10.016
Salsali, M., Tajvidi, M., & Ghiyasvandian, S. (2013 ). Critical thinking dispositions of nursing students in
Asian and Non-Asian countries: A literature review. Global Journal of Health Science, 5(6),
172-178. Retrieved from http://dx.doi.org/10.5539/gjhs.v5n6p172 doi:10.5539/gjhs.v5n6p172
Schunk, D. H. (2012). Learning theories: An educational perspective. (6th ed.). Boston, MA: Pearson Education, Inc.
Sottipolanun, S., Chitthathairatt, S., & Chaisup, W. (2007). The evaluation of the efficiency of Bachelor of Nursing Science Programme (B.E. 2545) management, Boromarajonani College of Nursing, Bangkok. Bangkok, Thailand: Boromarajonani College of Nursing, Bangkok.
Suliman, W. A., & Halabi, J. (2007). Critical thinking, self-esteem, and state anxiety of nursing students.
Nurse Education Today, 27(2), 162-168. doi:http://dx.doi.org/10.1016/j.nedt.2006.04.008
Thailand Nursing and Midwifery Council. (2010a). The result of the first licence examination during the year
1998-2010. Retrieved from Bangkok, Thailand:
Thailand Nursing and Midwifery Council. (2010b). Testblueprints for nursing licence examination. Retrieved
from Bangkok, Thailand:
Thepworachai, A., Saratawanpad, N., & Meeboon, S. (2008). Factors affecting academic achievement of nursing students at Boromarajonani college of nursing, Praboromarajchanok institute for health workforce. Nontaburi, Thailand: Boromarajonani College of Nursing, Nontaburi.
Treesaranuwatana, S., Sirinapadol, C., Sothipoolmas, A., & Wongsalar, W. (2007). Critical thinking ability in bachelor of nursing students of Boromarajonani College of Nursing, Nakhonratchasima. Nakhonratchasima, Thailand: Boromarajonani College of Nursing, Nakhonratchasima.
Wood, A. M., Saylor, C., & Cohen, J. (2009). Locus of control and academic success among ethnically
diverse baccalaureate nursing students. Nursing Education Perspectives, 30(5), 290-294.
Zhang, H., & Lambert, V. (2008). Critical thinking dispositions and learning styles of baccalaureate nursing
students from China. Nursing & Health Sciences, 10(3), 175-181. doi:10.1111/j.1442-2018.2008.00393.x