ACHIEVEMENT AND SELF-EFFICACY OF NURSING CLINICAL SKILLS WITH OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) OF NURSING STUDENTS
DOI:
https://doi.org/10.14456/nrru-rdi.2020.51Keywords:
Keywords : Learning achievement, Self-Efficacy, Nursing Clinical SkillsAbstract
The purpose of this research was to study the state and problems of pre-service science teacher supervision in Rajabhat universities. The samples were 96 faculty supervisors, 100 school mentors and 335 pre-service science teachers of Rajabhat universities, selected by using a multi-stage sampling method. The research instruments were questionnaires asking about the state and problems of pre-service science teacher supervision for: 1) school mentors and faculty supervisors; and 2) pre-service science teachers. The data were analyzed quantitatively using frequencies, percentages, arithmetic means, standard deviations and qualitatively using content analysis. The research results revealed that most supervisors supervised pre-service science teachers according to their major subjects. The ratio of pre-service science teachers to school mentors was 4 to 1. The ratio of pre-service science teachers to faculty supervisors was 6 to 1. The supervisors were highly confident in their knowledge of supervision and had different steps in their supervision. Overall, all pre-service science teachers received more knowledge and skills in science teaching from their school mentors than their faculty supervisors. More technology was used to support them in the supervision process. As for the supervision problems, there were 6 issues: 1) the supervisors had a lot of work apart from supervision; 2) the supervisors had insufficient knowledge of active learning; 3) the lack of a specific supervision model in science; 4) the lack of technology media that specifically supports supervision; 5) there was no revision of supervision manuals; and 6) insufficient allowances for supervision.
References
Bandura, A. (1977). Social learning theory. Englewood Cliffs, New Jersey : Prentice Hall.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, New Jersey : Prentice Hall.
Chutjearjeen, S., Singhasem, P., & Wuttisukphaisan, S. (2017). Effects of a Perceived Self-Efficacy Promoting Program for Life Skill Enhancement on Sexual Health Behavior of Students. The Southern College Network Journal of Nursing and Public Health, 4(2), 268-280. (In Thai)
Evans, R. W. (1988). A dream unrealized: A brief look at the history of issue unturned approaches. The Social Studies, 80(4), 178-184.
Khunrit, B. (2016). The Academic Self-Efficacy and Adversity Quotient of Student in Program Business Computer, SuanDusit University, Trang Center. Proceeding of Research presentation in the 7th Hatyai National and International Academic Conference, Hatyai University (23 June 2016). (In Thai)
Lhimrut, N. (2008). Objective Structured Clinical Examination. Medical Education Resources of Prince of Songkla University. Songkla: Medical Faculty of Prince of Songkla University. (In Thai)
Lohapaiboonkul, N., & Pharakal, B. (2014). The Effects of an Objective Structured Clinical Examinations (OSCEs) Test to Evaluate The Knowledge and Clinical Skills in Basic Medical Treatment and Perceive of Preceptors from Community of The Clinical Skills of Nursing Students. Nursing Journal of Public Health, 13(2), 24-34. (In Thai)
Thipayapharaphonkul, B., Junphet, A., & Phasertmuaeng, D. (2016). Manual of Assessment Nursing Clinical Skills with OSCE. Nontaburi : Yudtarin printing. (In Thai)
