APHEIT Journal of Nursing and Health

Lessons Learned from Successful Knowledge Management in the Digital Age of the Faculty of Nursing, Ratchathani University, Udonthani Campus

นันทาวดี ศิริจันทรา — 2025-12-30

This mixed-method research aimed to extract the lessons learned from successful digital-era knowledge management practices at the Faculty of Nursing, Ratchathani University, Udonthani Campus. Nineteen academic staff were purposively selected, including three administrators, five knowledge management personnel, and eleven course instructors. The research instruments included semi-structured interview and a focus group discussion guide, with content validity index of 0.80 and 0.81, respectively. Additionally, a questionnaire assessing organizational knowledge management capability was used, with an item-objective congruence index of 0.83 and a Cronbach's alpha coefficient of 0.91. Data obtained from in-depth interviews and focus group discussion were analyzed using content analysis. Personal data and organizational knowledge management capability were analyzed using percentage, mean and standard deviation.

The finding revealed that the knowledge management process primarily focused on organizational knowledge creation according to the SECI model. Factors contributing to the success of digital-era knowledge management in the Faculty of Nursing included: 1) people, comprising administrators, academic staff, and students, 2) tools and technologies, particularly knowledge storage system, and 3) knowledge management process guided by the SECI model, Marquardt’s conceptual framework, and the KMAT tool. These factors collectively contributed to the successful digital-era knowledge management within the Faculty of Nursing. Overall, the organization’s knowledge management capability was rated at a highly effective level (M = 2.95, SD = 0.81).

The findings suggest that organization should develop integrated digital knowledge management systems that incorporates leadership, technology, and the SECI process to enhance organizational culture, learning innovation, and the sustainable effectiveness of knowledge management.

Strengthening Mental Health Nursing Competencies in Family Care Teams

สนธยา มณีรัตน์ — 2025-12-30

This qualitative study aimed to explore the current situation, barriers, challenges, and mental health and psychiatric service system within primary health care, as well as to examine stakeholders' perspectives on the necessity for and approaches to developing mental health and psychiatric competencies among Family Care Team Nurses (FCTNs) at the sub-district level. Seventy key stakeholders from the primary health care system participated. Data were collected through in-depth interviews with 40 participants using a semi-structured interview guide and focus group discussions with 30 participants guided by a focus group discussion guide. Data were analyzed using content analysis. The findings related to the situation, barriers, challenges, and the mental health and psychiatric service system revealed three major themes: 1) the complexity of mental health conditions and limitations of mental health and psychiatric services at the primary care level; 2) role expansion beyond primary care nursing and the vulnerability of nurses’ roles within the community mental health and psychiatric system; and 3) structural constraints and drivers influencing mental health and psychiatric service delivery by primary care nurses. In addition, stakeholders’ perspectives on the necessity for and approaches to developing mental health and psychiatric competencies among sub-district FCTNs reflected the PRIMARY model, which encompasses seven domains of desirable nursing competencies.

The findings provide essential baseline evidence for the development of competency assessment tools and competency-based curriculum guidelines to enhance primary care nurses’ capabilities, thereby improving the quality of care for individuals with mental health and psychiatric conditions in community settings.

Factors Associated with Bullying Behaviors among Lower Secondary School Students

จันทร์ฉาย เนตรสุวรรณ — 2025-12-30

This descriptive study aimed to examine the relationships between biological, psychological, environmental, and social factors and bullying behaviors among lower secondary school students. The sample comprised 242 lower secondary school students, with the sample size calculated using the G*Power program. The research instruments included a personal characteristics and bullying behaviors questionnaire, an emotional quotient test, the Rosenberg Self-Esteem scale, and a social support scale. Content validity of the instruments was evaluated by experts, and reliability testing of the emotional quotient test, Rosenberg’s Self Esteem scale, and social support questionnaires yielded Cronbach's alpha coefficients of 0.82, 0.97, and 0.91, respectively. Data were analyzed using descriptive statistics, and chi-square tests to examine relationships among variables. The strength of associations among significantly related factors was assessed using Cramer’s V.

The findings revealed that psychological, environmental, and social factors were significantly related to bullying behaviors at the 0.05 significance level. Regarding psychological factors, emotional quotient demonstrated a moderate association with bullying behaviors (Cramer’s V = 0.392). For environmental factors, parenting practices showed a low level of association (Cramer’s V = 0.183), while playing violent games exhibited a moderate association (Cramer’s V = 0.322). For social factors, social support was found to have a low level of association with bullying behaviors (Cramer’s V = 0.127). Biological factors were not related to bullying behaviors among lower secondary school students.

Based on the study findings, educational institutions should organize extracurricular activities to enhance students' emotional intelligence, promote rational parenting practices among parents, and provide continuous social support.

The Development and Effectiveness of a Multimedia Electronic Book Entitled “Postpartum Self-Care Guidebook”

ธัญญารัตน์ กุลณีจิตต์เมธี — 2025-12-31

This research and development study aimed to develop a multimedia electronic book entitled “Postpartum Self-Care guidebook” for primiparous postpartum mothers and to investigate the effectiveness of the developed e-book. The study was conducted in two phases. Phase 1 involved the development and efficiency testing of the multimedia e-book. Phase 2 focused on evaluating the effectiveness of the multimedia e-book on knowledge and satisfaction among primiparous postpartum mothors. The samples comprised 40 primiparous postpartum mothers selected through purposive sampling. The research instruments included: 1) a multimedia e-book entitled “Postpartum Self-Care guidebook”; 2) a knowledge test on postpartum self-care practices, with content validity index of 0.87 and a KR-20 coefficient of 0.62; and 3) a satisfaction questionnaire regarding the use of multimedia e-book, with Cronbach's alpha coefficient of 0.80. Data were analyzed using descriptive statistics and paired t-tests.

The finding revealed that the multimedia e- book entitled “Postpartum Self-Care guidebook” consisted of eight chapters and demonstrated an efficiency of 85.67/84.89, exceeding the established criteria of 80/80. Knowledge scores after learning through the multimedia e-book were significantly higher than those befor learning (p< .001). Overall satisfaction with the multimedia e-book (M = 4.45, S.D. = 0.26) and all subscales were at the highest level, with the design and presentation domain achieving the highest mean score (M = 4.60, SD = 0.37). The findings suggest that the multimedia e-book is effective in enhancing knowledge and can be utilized as a supplementary educational medium for providing health education to primiparous postpartum mothers.