Effects of an integrated education program in the holistic community health management on outcome measures among students enrolled in Certificate of Public Health Programme Background Methodology Conclusions After the intervention, the students had a higher mean scores of creative thinking, emotional coping, behavior coping than before intervention. While the mean scores of categorical thinking, and superstitious thinking & esoteric thinking after intervention had less than before intervention. Because learning activities of the students were in a small groups and a large groups which they had opportunities to learn and exchange their ideas among their friends. While teacher asked some questions to pointed the issues that could reflect the students to consider themselves. Asking questions allowed the students to have a freedom of thought and not decision right or wrong. However, teacher still learn how to ask a good questions and understand students’ idea that could help them to progress in the learning process. An integrated education program is the approach which would encourage students understood people’s life. This approach aim to develop students' skills in understanding the reality of people and can provide services to people with caring. Teacher do as a facilitator to enhance students’ attitude not to take their ideas to jump to conclusions or judge what they see. This learning occurred with in the community setting. (Suriya Wongkhongkathep, 2010) Sirindhorn College of Public health used this approach in the holistic community health management subject among the students to enhance their attitude and experiences which they could apply their knowledge in the real life world. Objective General objectives: To study the effects of an integrated education program in the holistic community health management on outcome measured among the Certificate of Public health students. Specific objectives: To examine the effect of an integrated education program on creative thinking, team building, critical thinking, and self esteem among the students Research instruments: Part 1: Composed of a) General information; age, sex b) Creative thinking was adopted from Vithakorn Chiangkul, (1997). It was 20 items and comprised of 5 parts; emotional coping, behavioral coping, Categorical thinking, Naive optimism, and Superstitious thinking & esoteric thinking. c) Team building was adopted from Suthep Pongsriwat (2005) It comprised of 11 items of rating scale. d) Critical thinking was adopted from other research and PBRI. It was 4 parts; interpretation, analysis, synthesis, evaluation. e) Self esteem was adopted the one translated and modified by Thepworachai (1999) which was developed from Jame Battle’s self esteem. It was 34 items and using 2 choices, right& wrong. Part 2: An integrated education program focusing on teaching students to learn people’ life in the community. Adjusted their attitudes, practice how to observe and interview. Went to the community with the questions “how people earn their living.” Using a small group and large group to share their experiences for 16 times. Teacher would understood the text and identified issues which could help students to consider themselves. Data collection Collected data before and after intervention during June- October Data Analysis : Paired t – test Results Angkhanaporn Sornngai, Dr.P.H Prajob Lamlak, Ph.D Jongdee Kajornchaikul, M.A., Sopha Budtra, M.A, Luetawud Banyen, M.A. Surang Kaesawat,M.A. Rasamee Suknarin, M.S. Acknowledgement I am deeply indebted to Assoc. Prof. Dr. Vichai Posayajinda and Dr. Suriya Wongkongkathep for their encouragement and kindness to help me further understand my students. I am also very grateful for the honor that I received from the staff of the 1 st International Conference on Qualitative Research in Nursing & Health with theme “Situating & Stipulating Qualitative Health Research in Today’s Practices”. * Sirindhorn College of Public health, Phitsanulok province, Thailand. * Sirindhorn College of Public health, Phitsanulok province, Thailand. Hypothesis Creative thinking NMeanS.D.tdfp- value Creative thinking in total Before intervention *** After intervention Emotional coping Before intervention *** After intervention Behavioral coping Before intervention *** After intervention Categorical thinking Before intervention *** After intervention Naive optimism Before intervention *** After intervention Superstitious thinking & esoteric thinking Before intervention *** After intervention After intervention, the mean scores of creative thinking, team building, critical thinking and self esteem have a better change in compared to before intervention. Conceptual framework An integrated education program * Creativity thinking skill. * Team building skill. * Critical thinking skill. * Self esteem Methodology This quasi – experimental was one group pretest–posttest. Sample : 77 Certificate of Public Health students at Sirindhorn college of Public health, Phitsanulok province who preferred to fill questionnaires. This quasi – experimental was one group pretest–posttest. Sample : 77 Certificate of Public Health students at Sirindhorn college of Public health, Phitsanulok province who preferred to fill questionnaires. Term definitions Creative thinking refers to the characteristics of the students to assess their sensitivity to the problem both promoting the creative thinking; emotional coping which is an internal sense of self and behavioral coping which they could face with the outside world more effectively. Team building refers to the students assees from their own perspective about the characteristics of the group which they join are a good team or not; clearly the roles of members, communication, trust, responsibilities of members etc. Critical thinking refers to the students’ ability of thinking in the interpretation, analysis, synthesis, and evaluation. Self esteem refers to the feeling of the students who assess themselves as they are significant and be accepted by the society. An integrated education program refers to the activities for teaching the students 1) to adjust students’ attitudes how to learn to understand the reality of people, 2) learning through actions from the community by observation, interviewing, and recording, 3) teacher pointed the issues from the records to reflect the students to consider themselves, seeing the truth with out thought of his decission to jump to conclusion. Process evaluation: Positive: “ Friendly approach” “Learning from practice rather than memorizing from textbooks” “Learned and shared experiences from the community” “Teaching methods help me to know and want to learn more.” “Enjoined” Negative: “Should instruct community techniques and then practice.” “Need more teaching materials such as CD, VCD” It was found that most of the students were female 74 percents and aged were year of percents.