การพัฒนารูปแบบการประกันคุณภาพการเรียนการสอนสาขาพยาบาลศาสตร์ : การประยุกต์ใช้แนวคิดการประเมินความต้องการจำเป็นและการประเมินพหุพื้นที่/ หฤทัย อาจปรุ = Development of an instructional quality assurance model in nursing science : an application of needs assessment and multi-site evaluation approaches / Haruthai Ajpru
The purpose of this study was to develop an instructional quality assurance model in nursing science. The study was divided into 3 phases. The first phase was to study the information for instructional quality assurance model development. The data were obtained from (1) 37 assessment reports and (2) 19 administrators, 374 nursing instructors and 654 nursing students. The 7 research instruments comprised (1) the data recording form about model of instructional quality assurance, (2) the data recording form and a coding handbook, (3) the instructional quality assessment form about results of external assessment, (4) the questionnaire about types of instructional quality assurance in nursing science, (5) the needs assessment questionnaire, (6) the semi-structured interview and (7) the questions for group discussion. The second phase dealt with the development of an instructional quality assurance model in nursing science and the third phase dealt with the audit and the assessment of the developed model. The subjects were 9 specialists and the instrument was the evaluation form. The data were analyzed through descriptive statistics, relationship analysis, one-way analysis of variance, hierarchical stepwise regression analysis and exploratory factor analysis by using SPSS program. The PNImodified index was used to analyze needs and the LISREL program was used to analyze confirmatory factor analysis. The hierarchical linear model meta-analysis by using HLM program and content analysis were also used. Research findings were as follows: (1) the factors which affected the instructional quality of nursing science were the instructional quality assurance model that developed by the institutions, CU-QA84, the number of pages excluding the appendix of the assessment report and the quality of the report, (2) there were 3 models of instructional quality assurance needs such as 111, 011 and 000, and (3) the instructional quality assurance model in nursing science was systematic consisting of input, process and output. The operation was based on 3 principles: objectives, thinking principles and operational principles. There were 6 standards and 18 indicators for instructional quality assurance in nursing science. Curriculum standard comprised 3 indicators, instructional support standard 4 indicators, nursing instructor standard 2 indicators, instruction standard 4 indicators, learning evaluation and assessment standard 3 indicators and nursing student / graduate standard 2 indicators. There were 21 elements for guidelines for instructional quality assurance. The experts assessed this instructional quality assurance in terms of appropriateness, usefulness, accuracy, feasibility and innovation. This instructional quality assurance model was ranked from good to very good in all of the above categories.
