Twenty-First Century Skills of Nursing Students at Mission Faculty of Nursing, Asia-Pacific International University

Abstract

Aim/Purpose: The increasing complexity of global health-care systems, driven by rapid technological advancement, expanding cultural diversity, and continuous shifts in societal health demands, has intensified the need for nursing graduates equipped with strong 21st-century competencies. These include analytical literacy, communication proficiency, ICT capability, creativity, adaptability, collaboration, and cross-cultural understanding. Therefore, the present study aimed to examine and compare the perceived 21st-century skills of nursing students at the Mission Faculty of Nursing, Asia-Pacific International University, based on age, gender, cumulative grade point average (GPA), and year level. 

Introduction/Background: This research is rooted in the growing emphasis on 21st-century learning frameworks within higher education, particularly in professional disciplines such as nursing. Thailand’s education reforms highlight the importance of preparing learners for global competitiveness, guided by frameworks such as Panich’s (2013) 3Rs, 8Cs, and 2Ls. However, empirical evidence regarding nursing students’ perceived competency development in multicultural academic settings remains limited.

Methodology: A descriptive research design was employed. The population consisted of undergraduate nursing students enrolled in Thai and international programs during the second semester of the 2024 academic year. Convenience sampling yielded 275 participants. Data were collected using a 78-item questionnaire developed based on Panich’s (2013) framework. The instrument demonstrated satisfactory content validity and excellent internal consistency (Cronbach’s α = .99). Descriptive statistics and one-way ANOVA were used for data analysis, with statistical significance set at p < .05.

Findings: The findings indicated that nursing students perceived their overall 21st-century skills at a good level (Mean = 4.06, SD = .63). When examined by framework components, Core Competencies for Modern Professional Practice (8Cs) demonstrated the highest overall mean score (Mean = 4.13, SD = .71), followed by Lifelong Learning and Leadership (2Ls) (Mean = 4.20, SD = .74), while Foundational Literacies (3Rs) showed the lowest mean score (Mean = 3.63, SD = .74), though still at a good level. At the domain level, Cross-cultural Understanding received the highest mean score, followed by Career & Learning Skills, Learning, and Computing & ICT Literacy, reflecting students’ strengths in multicultural engagement, lifelong learning orientation, and digital readiness. 

Contribution/Impact on Society: The study provides empirical evidence on the strengths and developmental needs of nursing students’ 21st-century competencies. The findings emphasize the importance of cultural competence, lifelong learning orientation, and digital readiness, while also highlighting the need to strengthen foundational academic literacies to support evidence-based practice and global professional communication.

Recommendations: Nursing educators should integrate experiential learning, simulation, and technology-enhanced instructional strategies to further develop higher-order competencies. Targeted interventions to strengthen reading and writing skills—particularly in English—should be embedded across the curriculum. Institutional support for faculty development in 21st-century skill–oriented pedagogy is also recommended.

Research Limitations: The use of convenience sampling and data from a single institution may limit generalizability. In addition, reliance on self-reported measures may introduce response bias.

Future Research: Future studies should employ longitudinal and multi-institutional designs to examine the developmental trajectories of 21st-century competencies and evaluate the effectiveness of specific pedagogical interventions in nursing education.