Supportive Learning Model on the Learning Behaviors of Nursing Students

Abstract

Learning behaviors could be encouraged in many supportive models or activities. The student’s self analysis, a buddy system, a learning portfolio, and using a teacher as the center were 4 appropriated activities to be used as the supportive- learning model. This study used a quasi-experimental approach. The purposes of the study were to explore the effect of the supportive learning model. The study’s procedures included model development, model verification, model experiment, and model improvement. The supportive learning model included the student’s self analysis, a buddy system, a learning portfolio, and using a teacher as the center. The tool consisted of the learning behavior questionnaire and open-ended interview questions. The Cronbach’s alpha for internal consistency of the questionnaire was 0.77. Data were analyzed by using a paired t-test. The sample size included 45 students who were in the second year of the Bachelor of Science in Nursing program, had a grade point average (GPA)  2.40, and came to study under the southern nursing shortage problem solving project at the Boromarajonani College of Nursing, Saraburi (BCNS). The study’s results revealed that there was a statistically significant increase in learning behaviors after using the model. It can be suggested that the supportive learning model may yield benefits to other Nursing Colleges to help their students increase learning behaviors. The model needs to be confirmed with a larger sample size.