Browsing by Author "Yuwadee Luecha"

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    Development of Self-directed Learning Readiness Instrument for Thai Undergraduate Nursing Students
    (Thailand Nursing and Midwifery Council, 2010-04-01) Manee Arpanantikul; Rujires Thanooruk; Yuwadee Luecha
    The purposes of this study were to develop and test the psychometric properties of self-directed learning readiness instrument for Thai undergraduate nursing students. The study process began from developing self-directed learning readiness instrument by reviewing, synthesizing and analyzing related academic data and researches, and then developing the conceptual framework; 50 items were generated with 5-point-likert scale ranging from very true to untrue. The developed instrument was tested the psychometric properties including its validity and reliability; the results were as followed. The content and language of all items were tested by the experts and the content validity index was 0.97. The alpha coefficient of the 50-item-instrument tested in 30 students was 0.92 and the test-retest was 0.90. The unidimensionality of the instrument was tested and there were 48 items left. Then, factor analysis of this instrument was conducted with 333 students. The result showed that there were 5 components with 31 items being remained which accounted for 44.89 % of total variance. The first component was the ability of self-directed learning comprising 13 items. The second component was the characteristics of a self-directed learner comprising 7 items. The third component was the ability of self-management comprising 5 items. The fourth component was the ability of self-searching comprising 3 items and the fifth component was the ability of self-evaluation comprising 3 items. The internal consistency reliability was done; the alpha coefficient of 31 items being tested with 333 students was 0.93. The concurrent validity was tested; the finding showed that the students’ self-directed learning readiness scores of the developed instrument significantly correlated with those scores of the instrument developed by Fisher and colleagues (r = .62, p = 0.01). Therefore, the developed self-directed learning readiness instrument has the adequate psychometric properties, which could be used in nursing research and other related fields.
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    An Evaluation of Health Promotion Competencies of Undergraduate Nursing Students
    (Thailand Nursing and Midwifery Council, 2010-04-01) Siriporn Khampalikit; Yuwadee Luecha; Julaluk Baramee; Areewan Klunklin; Kanogwan Suwanpatikorn; Wongduan Suwannakeeree; Prissana Puvanun; Pulsuk Siripul; Sukunya Prachusilpa
    This research aimed to compare health promotion competencies of undergraduate nursing students as perceived by students and instructors. The study samples comprised 508 senior nursing students from 10 faculties of nursing who were studying in second semester of 2006 academic year, and 257 instructors in the same undergraduate programs. All instructors taught both theoretical and practical nursing courses in the programs.  Two self- report questionnaires used for data collection in this study included demographic data form and the Professional Nurse’s Health Promotion Competencies Questionnaire. It consisted of 5 subscales: personal characteristic in health promotion, nursing activities in health promotion, management in health promotion, development of health promotion network, and research and knowledge management in health promotion. Cronbach’s alpha coefficient of the questionnaire was .96. Research coordinator for each nursing faculty distributed the questionnaires to students and instructors, simple randomly selected from 50 percent of the population. Mean, standard deviation and an independent t-test were used to compare the health promotion competencies as perceived by students and instructors.  Research findings showed that mean scores of the total scale of health promotions competencies of undergraduate nursing students as perceived by students and instructors were 3.50 and 3.38, respectively. Subscale mean scores of students’ perception ranged from 3.12 to 3.69 while subscale mean scores of instructors’ perception ranged from 2.72 to 3.65. There were statistically significant differences between mean scores of the total scale perceived by students and instructors at p \< .05. Statistical differences were also found in the management in health promotion subscale, development of health promotion network subscale, and research and knowledge management in health promotion subscales.  Research findings suggested that nursing faculties should establish health promotion competencies appropriate to educational level and expectations of stakeholders, and informed the students regarding the expected competencies in order to prepare them to meet the expectations.