การพัฒนารูปแบบการเรียนรู้นอกระบบโรงเรียนเพื่อเสริมสร้างความฉลาดทางอารมณ์และความฉลาดทางจริยธรรมสำหรับพยาบาลวิชาชีพ / วรรธณา บุญประเสริฐ = Development of a non-formal learning model to enhance emotional and moral quotients of registered nurses / Wantana Boonprasert
This study was a research and development of a non-formal learning model to enhance emotional and moral quotients of registered nurses. The research purposes were to 1) study state, problems, and needs of nurses that related to enhance emotional and moral quotients of registered nurses; 2) develop a non-formal learning model based on Transformative learning theory and Neo Humanist concept integration; 3) implement the developed non-formal learning model; and 4) study the supporting factors and the conditions which effect to the non-formal learning model. The research samples were 362 nurses who work in 300-beds hospitals under Ministry of Public Health in Bangkok and suburb. Then tried out the developed learning model with 40 volunteer nurses; 20 were in the experimental group and 20 were in the control group in Banphaeo Hospital. The experimental group had to learn the content for 14 days and practice for another 21 days. The data were compared by using the scores of emotional and moral quotients pre-test and post-test, and analyzed by using t-test statistics at .05 level of significance. This research findings were as follow: 1) The overall evaluation shown the scores of emotional and moral quotients of the 362 registered nurse samples were at good level (Mean= 3.92, 3.81) and the learning needs to enhance both quotients of samples were at 93.93%. 2) The development of a non-formal learning model to enhance emotional and moral quotients of registered nurses is DREAM Group model consisted of 6 essential components: Dialogue, Reflection, learner’s Experience, learning’s Atmosphere, Motivation and Group process. The learning processes cycle of the model started from a) creating and supporting relaxing atmosphere for learners; b) sharing with learners’ experiences; c) self-assessment; d) reflecting on the meaning scheme perspectives; e) rational discussing new frame of reference; f) valuing self-concept; g) enhancing motivation; and h) implementing and practicing to valued habit. 3) The experimental results shown the experimental group post-test scores were higher than the pre-test scores and also higher than the control group at .05 level of significance. Overall of the satisfaction were at the excellent level (Mean= 4.85). 4) The supporting factors were learner’s need to learn, organizational policy, and human resource development plan. The conditions which effect to the non-formal learning model were learning time duration, learner’s motivation, and learning group process.
