ผลตามของรูปแบบการสอนเพื่อการสร้างเสริมสุขภาพที่มีต่อโมเดลโค้งพัฒนาการของความรู้ ทัศนคติและพฤติกรรมส่งเสริมสุขภาพของนักศึกษาพยาบาล / ดวงเนตร ธรรมกุล = Consequential effects of a health promotion instructional model on the latent growth curve model of nursing students' knowledge, attitude, and health promoting behavior / Doungnetre Thummakul
The 3 objectives of this research were 1) to develop a health promotion instruction model using the problem-based and project-based learning for nursing students 2) to compare nursing students’ knowledge, attitude and health promoting behavior between groups having different techniques of learning, and 3) to study the long- term effects of a health promotion instruction model on nursing students’ knowledge, attitude and health promoting behavior and to validate the slope of nursing students’ knowledge and attitude on the slope of health promoting behavior in studying health promotion and illness prevention. The research design was quasi- experimental design. The sample consisted of 190 1st and 2nd year nursing students in the first semester of 2009, Boromarajonani College of Nursing, Nonthaburi Province, all of whom volunteered to participate in this research. The 2 sets of research instruments were 1) the test for health promoting knowledge, the questionnaires of attitude and health promoting behavior, each of which had reliability of 0.872, 0.897 และ 0.913 respectively and 2) a health promotion instruction model consisted of 5 instruments were 2.1) manual and guide for use of the health promotion instruction model, 2.2) lesson plans, 2.3) learning organizational plans, 2.4) supplementary documents for teaching, and 2.5) questionnaire for the manipulation check. The data were collected at 3 different times and analyzed using the analysis of latent growth curve model, ANOVA and repeated ANOVA. The research results were as follows: 1) The developed health promotion instruction model using the problem-based and project-based learning consisted of 4 learning organizational plans for 4 situations from 6 learning content areas. Each situation took approximately 4 hours from problem introduction to conclusion. The teaching process had 7 stages, namely: clarify terms and concepts, define the problem, brain storming, planning and formulate learning objective, collect additional information outside the group and carry out project, synthesize and test the newly acquired information, and identify generalizations and principles derived from studying this problem or project include evaluation and responding the manipulation check questionnaire. 2) The comparison of knowledge, attitude and health promoting behavior to detect the effects of instruction model indicated that the nursing students receiving a health promotion instruction model using the problem-based and project-based learning had higher knowledge, attitude and health promoting behavior than that receiving regular health promotion instruction model. 3) A health promotion instruction model had effect on nursing students’ knowledge, attitude and health promoting behavior that was statistically significant at .05. It was found that the initial health promoting attitude had an effect on the initial health promoting behavior and the slopes of health promoting attitude had an effect on the slopes of health promoting behavior that were statistically significant at .05. But the slopes of health promoting knowledge had no effect on the initials and the slopes of attitude and health promoting behavior.