Stakeholders' Needs for the Development of the Master of Nursing Science Program at the Faculty of Nursing Chiang Rai College: A Descriptive Study

ความต้องการของผู้มีส่วนได้ส่วนเสียในการพัฒนาหลักสูตรพยาบาลศาสตร มหาบัณฑิต คณะพยาบาลศาสตร์ วิทยาลัยเชียงราย: การวิจัยเชิงพรรณนา

Abstract

The development of a high-quality Master of Nursing Science program that responds to societal and healthcare system needs requires input from relevant stakeholders. This descriptive study aimed to examine stakeholders’ needs and opinions regarding the development of the Master of Nursing Science Program in Adult and Gerontological Nursing at the Faculty of Nursing, Chiang Rai College, and to propose guidelines for curriculum development. The participants were 411 internal and external stakeholders selected using multi-stage random sampling. Data were collected using a stakeholders’ needs questionnaire and analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation.

               The results revealed that stakeholders’ needs for studying in the Master of Nursing Science program was at a high level (mean = 3.79), as was their intention to pursue a master’s degree within two years after completing a bachelor’s degree (mean = 3.78). Overall, needs for curriculum development across all dimensions including graduate attributes, curriculum structure, teaching and learning management, instructors, learning resources and facilities, and student development were rated at high to highest levels. The key priorities included ethical and moral attributes, professional ethics, the ability to apply knowledge to practice, learner-centered teaching and learning approaches, and instructors’ expertise

               In conclusion, the findings suggest that the Master of Nursing Science Program in Adult and Gerontological Nursing should focus on producing graduates with advanced professional competencies, strong nursing leadership, ethical and moral attributes, professional ethics, the ability to apply knowledge to practice, learner-centered teaching and learning approaches, and instructors’ expertise and the ability to effectively respond to the dynamic changes in healthcare systems and societal contexts.