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16 ต.ค. 2558





Relationship Between Basics factors and Health behavior in Elderly of
Napru sub-district,Meung district,Nakhonsithammarat province.
Yupin  sapkaew*
RN,BS,MNS
Borommaratchonnanee Nakhonsithammarat  Nursing College.
Waranipa  krungkaew**
          RN,BS,MNS
Borommaratchonnanee  Nakhonsithammarat  Nursing College.

Abstract

The objectives of this study are 1) to explore the level of  health behavior among elderly; and 2) to examine  basic factors that associated with health behavior among elderly. Participants were 272  older people aged over 60 years, The data were collected using   the General Characteristic Questionnaire, health behavior Contain  6 Elements  1) health hygiene 2)food and Nutrition 3)exercise 4) mental health  5) to prevent occurrence   and  6) Environmental Health.  The Questionnaires were validated by 3 experts. Then, Alpha Cronbach co-efficient was used to test reliability questionnaires. There was 0.97 respectively. Data were analyzed using Statistical Package for Social Science (SPSS) program. 
Result
1.The majority of  elderly were  female (53.7%) an age range of 60-69 years (48.2% ), thai elderly (100 % ) , Buddhism (99.6 % ) , elementary education  (81.2 % ),  married status (58.8% ), family Income  between less than 5,000 baht (51.8% ), Sufficiency of income: enough funds available  and Keep (51.8%), person disease: none  diabetes(79.4%),none hypertension (67.6%),none ischemic heart disease (95.6%) and none hyperlipidemia (83.5%), mostly no smoking (78.3%), no alcohol use (91.2%),no gambling (87.1%), no drug addiction(94.1%),mostly normal body mass index (58.5%)

2. Health behavior in elderly of Napru sub-district,Meung district,
Nakhonsithammarat province by overview high level(=2.68 ,S.D.=.12) and  list of each domains:1) Personal hygiene was high level(=2.65 ,S.D.=.14) 2) Nutrition was high level(=2.56 ,S.D.=.16) 

3) exercise was high level(=2.57 ,S.D.=.20) 

4) Mental health was high level(=2.53 ,S.D.=.24)

5)  Prevent an accident  was high level(=2.87 ,S.D.=.20) and 6) Environmental hygiene was high level(=2.86 ,S.D.=.20)
          3. Basics factors : sex, ages,  marital status,education and person disease non associated with health behavior in elderly.


Recommendations
1. Should be study  quality  research for explore about elderly health promotion that need to know.
2. Should be study about role of elder excellence  center to elderly health promotion in community.
3. Should be study about Internal factors associated health behavior.



Key words : Elderly,Health behavior




















17 ส.ค. 2558


Educational Quality Assurance Development of Colleges under

the Jurisdiction of Praboromarajchanok Institute Ministry of Public Health



Benjawan  Thanormchayathawat 

Abstract

                The purposes of this research were 1) to analyze the results of educational quality assurance assessment and 2) to study the process of educational quality assurance of colleges under the jurisdiction of Praboromarajchanok Institute, Ministry of Public Health. Regarding quantitative research, this study applied data from the results of the quality assurance accredited by internal and external quality assessment committee (Public Organization). Only three colleges were employed to investigate in terms of qualitative research by analyzing from lesson learned how to do best practice. The collecting instruments applied in this research were using observations, in depth interviews, focus group discussions, and document analysis. 


               Active Learning Strategies toward Learning Outcomes Based on Thai                  Qualifications Framework Level: The Nursing Students’ Perspectives
_________________________________________________________________________________
                                       Uthoomporn Dulyakasem RN., MNS

                                        Jatuporn Tantanokij RN., MNS
                                   Thatsanee Jiamsawat RN., MNS Candidate


                                                       Abstract
       The purpose of this research was to study the Nursing students’ perspectives on Active Learning towards Learning Outcomes based on Thai Qualifications Framework Level in Maternal and Newborn Nursing and Midwifery I course. Population were 137 third - year nursing students from Boromrajonani College of Nursing, Nakhon Si Thammarat. The questionnaire was adequately validated by three experts and reliability was acceptable with Cronbach’s alpha coefficient at 0.98. Data were analyzed using descriptive statistic.
The results revealed that the Nursing students at the Boromrajonnani College of Nursing, Nakhon Si Thammarat have the view that the Active learning Approach, on the whole of Assignment technique, Case study technique, Small group discussion technique, Concept mapping technique, and Demonstration and Return demonstration technique could produce learning outcomes at the high level especially, in the areas of moral and ethical outcomes, Interpersonal Skills and Responsibilities as well as Knowledge then Cognitive skills and Numerical Analysis, Communication and Information Technology Skills respectively. Moreover, the students’ view that the Assignment technique and Demonstration & Return Demonstration technique could help them to have more Knowledge and Cognitive skills than other techniques. Thus, the instruction should be mixed in didactic strategies and head of academic administration should persuade instructors to use active learning in didactics for improving the students’ Learning Outcomes.
Introduction
             It is strongly argued, in modern educational theory that human-being is an active - being, also is consequently held that learning process must be an active learning. The active learning implies that learning must be participatory, interactive, integrated and the relationship between the teacher and learners must be horizontal. This assumption leads to a logical conclusion that in order to help a learner to effectively learn, learner’s center approach must be emphasized. The Boromrajonnani College of Nursing, Nakhon Si Thammarat has therefore adopted this learning process approach to help facilitate the learning process of the nursing students, However, before the learning outcomes of this approach is empirically tested. We would like to know, what the students, who are directly participating in the
class of Maternity and Newborn Nursing and Midwifery I course, which employs an Active learning approach, think about the effectiveness of the approach with regard to the learning outcomes.
Objective
             To study the Nursing students’ perspectives on the Active Learning Approach in relation to Learning Outcomes Based on Thai Qualifications Framework Level in Maternal and Newborn Nursing and Midwifery I course.
Methodology
Population: 137 Nursing students in the Maternity and Newborn Nursing and Midwifery I course at Boromrajonani College of Nursing, Nakhon Si Thammarat in 2013.
Data Collection Method: Structured questionnaire is used to collect the data from 137 Nursing students, who register in the Maternity and Newborn Nursing and Midwifery I course. The questionnaire consists of two parts. The first part aims to collect the profile information of the students. The second part aims to collect the perspectives of the students regarding the different dimensions of the learning outcomes that may be produced by the Active Learning Approach.
Findings
Background of the informants, among the 137 nursing students, their background may be categorized in terms of sex, age, experience in Active Learning approach and their GPA as shown in Table 1. From Table 1, it shows that the gender, of all the 137 informants, 94.20% were male and 5.80% were female. Age-wise, the informants’ ages are between 20 and 23. There are 108 informants (78.80 %), which are 21 years old. There is only one student, who is 23 years old (the oldest) and 13 students, who are 20 years old (the youngest). It is quite clear that this group of informants belong to the same age group. Their GPAs are as follows: 48.20% fall in between 2.51-3.00 and 35.80 % fall in between 3.01-3.50. However, 16% of them had no information.
Table 1: Showing background information of the
informants
Additionally, the students’ view that the Assignment technique and Demonstration & Return Demonstration technique could help them increase Knowledge and Cognitive skills more than other techniques.
Conclusion
These findings are of particularly important because the nursing profession, as a professional service provider, is required to have moral ethical and standards as well as the skill in building personal relations both with co-workers and patients. However, these findings are only the
reflection of the students who have little experience with the Active Learning Approach. In addition, each method may be employed with inexperienced instructors. It would be much more reliable and valid, when this approach is empirically tested by comparing this approach with other learning process approaches.
However, the high level of expectation of the students with regard to this learning process approach helps confirm the assumption that the active leaning approach is much more suitable for human learning.
Consequently, it is recommended that in order to improve the learning outcomes for the students, the active learning methods may be used at all levels of education in Thailand.
To effectively work and to live in harmony with nature for the 21st Century, the period which the rate changes are very rapid and complex, new qualities and new skills are needed. Additionally, the educational process needs to be changed or reformed radically in order to be able to produce the much desirable qualities and skills for the new generation of the students in all professions. One of the most foundations for humanity is moral and ethical standards. Whatever profession one is involved, a solid foundation in morality and ethics is required. Despite the fact that knowledge and skills are important for living; the life in the 21st Century, without strong moral and ethical standards, the society is bound to fail.
In conclusion, when the active learning approach shows that it could produce high level of moral and ethical outcomes, everyone engaged in educational activities should seriously take this approach and apply it in the educational institutions at all levels.
References
ศรัณยู ศรีสมพร (-). เทคนิคการสอนเชิงรุกที่
ส่งเสริมศักยภาพการเรียนรู้เชิงวิทยาศาสตร์.
ไม่ปรากฏสถานที่พิมพ์.
สุวิมล มณีโชติ. (2551). ผลการจัดกาเรียนการ
สอนแบบโครงงานต่อความสามารถในการคิดและการเห็นคุณค่าในตนเองของนักศึกษาวิทยาลัยพยาบาลบรมราชชนนี ตรัง. ตรัง: วิทยาลัยพยาบาลบรมราชชนนี ตรัง.
อังคณาพร สอนง่าย และ อนุกูล พุ่มคา. (2545). ผลของโปรแกรมการเรียนแบบ Active Learning ต่อความรู้สึกภาคภูมิใจในตนเอง การรับรู้ในความสามารถของตนเอง ทักษะในการแก้ปัญหา
และผลสัมฤทธิ์ทางการเรียนของนิสิตหลักสูตรสาธารณสุขศาสตรบัณฑิต วิทยาลัยการสาธารณสุขสิรินธร พิษณุโลก. พิษณุโลก: วิทยาลัยการสาธารณสุขสิรินธร พิษณุโลก.
เอกสารประกอบการประชุมสัมมนา. (2554).
กลยุทธการจัดการเรียนการสอนในชั้นเรียน. เชียงใหม่: โรงแรมอิมพีเรียล
แม่ปิง.