Research presentation about nursing students from the 3 southern provinces of Thailand

1. Context Study of Nursing Educational Academy in Teaching-Learning Management and Self-Adjustment Towards to Professional Nurses of Nursing Students in Southern Border Provinces of ThailandCase Study :Boromarajonani College of Nursing Suratthani, Thailand

3. Reseachers:SaowapaAgadisakM.Ed.NongyaoChaithong M.NS.SununthaThongpat Ph.D. (Nursing)KrongthongAomsin M.NS.

5. Oral Presenter :YupawadeeThepmaneeB.Ed. (English) , B.A. Information Science Poster Presenter :SaowapaAgadisakM.Ed.

7. Research’s year :2009

9. This descriptive research aimed to study the contexts of nursing educational academy in teaching-learning management and self-adjustment towards to professional nurses of nursing students in Southern Border Provinces of Thailand , Case Study :BoromarajonaniCollege of Nursing , Suratthani , Thailand .

11. The purposive sampling technique was used to select 30 persons out of 200 persons ( 24 females , 6 males ) who were the students of Professional Nurse Graduate Increment Project for Southern Border Problem Solution.

13. Data were collected by :- In-depth interviewing - Participatory & Non-participatory Observation - Self-reportingFrom December 2008 to July 2009

15. The data were analyzed using general qualitative analytic methods by content analysis : - Grouping - Coding - Categorizing - Theme

17. The results of this research were found as followings:

19. The majority of students were single Islamic females, aged 21-25 years old from the middle socio-economic level in Southern Border Provinces of Thailand.

21. On the first semester , the students were confronted to the problems of daily living, teaching-learning situation , but later on , they tried to adjust themselves in cultural diversity.

23. The living and self-adjustment of students

25. All of the female students lived in the dormitories inside college. But all male students lived outside college where were available by college. Students’ opinions about the dormitories that there were narrow too old , too crowed and inadequate of bathroom , toilets and furniture. Students adjusted themselves very much but someone viewed that living in dormitory make them to be close-up together and it would be good to help them in learning.

27. Most of the students told about rules and regulations that they were not familiar with the strict college’s rules. They had to follow the rules both in and out college so as to maintain of good images to be professional nurses in the future.

29. About food , all students earned about 60 baht per day from the government’s fund. The college provided Muslim cookers to prepare the meals according to the rules of Islamic religion. Student’s opinions showed that the meals were not delicious and were not variety. Some students tried to solve this problem by selecting the Halal food outside college , paying by their own money or someone took food which were sent fromtheir hometown.

31. About the environment in the college , students viewed that the area for relaxing and bench were not enough , they could not take shelters from the sunlight in the midday so they had to relax in the classroom or library. After the class was over , there were not enough study rooms for doing their homework , they had to do it in bed.

33. For Muslim religious practicing place (Lamas room) , college had prepared only one room for Muslim students to perform their religion’s activities. Female students used their bedrooms in the dormitories for religious practicing while male students went to Moseyed outside the college on Friday. All of the students gave opinions that they were strictly and intentionally to practice religious activities in the Lamas room everyday so college should provide enough place to do this.

37. The situation of teaching-learning

39. As curriculum was the same as Bachelor Degree in Nursing curriculum for the normal graduate nursing students , students were prepared for the basic nursing knowledge and the adaptation for daily living in the new environment. They were arranged to learn from simple to complicated subjects with extra classes and tutorial classes, including retaking for the failed subjects. The students’ opinion about their learning on the first semester that it was not difficult for them to study general subjects , but it was hard increasingly on the second semester about professional nursing knowledge such as anatomy , pathology .

41. Most of the students complained that there were too many subjects which were arranged to study on the same semester , they had not enough time to review or self-study. The teacher often changed teaching schedule so it was very confused , students viewed that they had to study more on Saturday , sometime on Sunday, therefore they felt tiredly and boring. But they tried to overcome these problems tolerantly.

43. This research findings indicated that teaching-learning problems were related to three factors.

45. Factor 1 : Learning management of the college regarding the entire program was not enough learning support and a non-learning atmosphere in the classrooms.

47. Factor 2 : Learning problems caused by inexperienced instructors.

49. Factor 3 : Learning problems of the students involving slow learning participation and unsuitability of learning behavior.

51. Five needs were identified to enhance the problem solving among students.

53. First was to revise the entire program and divide the classrooms into small groups.

55. Second was to create a suitable examination.

57. Third was to improve learning support.

59. Fourth was to develop a supportive system such as computer lab and library.

61. Fifthwas to change the learning methods.

63. After one year of their studies , the students’ attitude to professional nurses were positive increasingly and found that they could perform well and intended to finish nursing education completely.

65. The relationship between friends , seniors and teachers :

67. Students’ opinion showed that they impressed and well feeling to all teachers because of paying attention to them warmly. For their relationship to friends and seniors , they expressed that , at the first time, they were not familiar with Thai-Buddhist friends , they didn’t dare to talk to them and they were afraid of seniors.

69. After that , they could adjust themselves extremely to friends and seniors whom they could ask for assistance in both private needs and giving some advice for their studying.

71. The students showed their feelings that there were no religious gaps between Thai-Buddhist and Thai-Muslim. They could live together peacefully and happily.

73. The attitudes to professional nurses

75. Before the students could pass the examination to study professional nurses , some of them didn’t like to be nurses. They thought that nurse was hard working job , no private time and had to devote oneself to others, but their parents requested them to study.

77. Some of them impressed to be professional nurses because they viewed that professional nurses were honor , dignity , beauty in white dress and look like angel.

79. After one year of their studies, students’ attitudes had been changed , they aimed to be nurses , they had positive thinking to professional nurses and they intended to finish their studies within 4 years and went back to work as professional nurses in southern border areas.

81. In conclusions, as mentioned so far, the research’s results can be applied as guidelines for administrators or instructors to develop Professional Nurse Graduate Increment Project for Southern Border Problem Solution and the plans of teaching-learning management that can be solved to the nursing students’ problems and support students’ needs.

85. Different But Not Separatedแตกต่าง..... แต่.....ไม่แตกแยก

86. Unity in DiversityinBoromarajonani College of NursingSuratthani , Thailand