การใช้หลักสูตรพยาบาลศาสตรบัณฑิต พุทธศักราช 2545 ในวิทยาลัยพยาบาล สังกัดสถาบันพระบรมราชชนก สำนักงานปลัดกระทรวง กระทรวงสาธารณสุข / สุรีย์ แสงรุ่งศรี = The implementation of bachelor degree programme in nursing science curriculum B.E. 2545 in nursing institutes under the Praboromarajchanok Institute of Health Work Force Development Division, Office of the Permanent Secretary, Ministry of Public Health / Suree Sangrungsri
The purposes of this research were to study state and problems in the implementation of the bachelor degree program of Nursing Science Curriculum B.E. 2545 in Nursing Institute under the Praboromarajchanok Institute of Health Work Force Development Division. Data were collected through interviewing 25 administrators and surveying 134 teachers with questionnaire. Data were analyzed by percentage. The research findings were as follows: Most of the Nursing Institutes organized activities to analyze core curriculum, provided supplementary documents and curriculum manuals. They prepared curriculum implementation plans, study program, lesson plans, resources for teaching and supervision plans. The institutes prepared their staff and they also prepared themselves. They had the criteria for selecting and assigning teachers. They provided and developed teacher's aids and always cheeked the text books and supplementary books in the library. They set the academic atmosphere, the environment, and building facilities, also workplaces were coordinated in advance. They had the criteria for budgeting management. The teachers were allowed to adopt the curriculum. Extra activities were provided so as the remedial teaching. Lesson plans were prepared. The teaching method which most used for theoretical subjects was a lecture while nursing consultation was most used in practicing subjects. Students were closely supervised by teachers and they were informed regarding the regulations and evaluation in advance. Testing was the most used method for content evaluation and assessment forms were used for students while practicing. The curriculum implementation problem were as follows. Lack of understanding among teachers regarding content of the curriculum, insufficient amount of time due to duties assigned, materials and equipment were limited, inappropriated amount of books and texts and also lack of communication, inappropriated amount of teacher-supervisors and students. There were limited amount of classrooms and laboratories and transportation. The teachers lack of teaching skills especially community-based learning method and evaluation tools construction.
