scholarly journals Simulasi Manajemen Bencana Dapat Meningkatkan Pengetahuan dan Skill Mahasiswa Keperawatan: Literature Review

2019 ◽  
Vol 19 (2) ◽  
pp. 242
Author(s):  
Putu Juni Andika ◽  
Sri Sundari
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Disaster Management ◽  
Nursing Student ◽  
Positive Impact ◽  
Learning System ◽  
Student Knowledge ◽  
Knowledge And Skills ◽  
High Level ◽  
Very High

Indonesia has a very high level of disaster vulnerability. Earthquake disasters can occur at any time without being predicted. It is important to implement disaster management simulations in nursing learning to improve the knowledge and skills of nursing students. This paper purpose to find out whether disaster simulation can improve the knowledge and skills of nursing students. This literature uses inclusion and exclusion criteria, articles obtained and reviewed from databases namely Google Scholar (2008 - 2018) and PubMed (2008 - 2018). The search strategy and terminology used in English is as follows: simulation OR disaster or earthquake OR knowledge OR nursing student.  Ten articles were obtained from search results. Eight articles mention earthquake disaster simulations significantly increasing student knowledge and skills. While the two articles stated that disaster management simulation does not increase knowledge but increases attitudes or familiarity in the team and satisfaction. Disaster simulation is one of the methods and strategies in a learning system that has a positive impact, especially in the field of nursing education, especially in response to earthquake management?

scholarly journals The Relationship Between Adversity Quotient and Career Adaptability of Internship Nursing Students

2018 ◽  
Vol 1 (1) ◽  
pp. 24
Author(s):  
Annida Nur Shalihah ◽  
Kurniawan Yudianto ◽  
Nur Oktavia Hidayati
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
P Value ◽  
Career Adaptability ◽  
Contributing Factors ◽  
Response Profile ◽  
Spearman Correlation Test ◽  
High Level ◽  
The Relationship ◽  
Very High

A competitive job market is a challenge that needs to be faced by every university graduate. It is expected that every graduate has capability to keep face with expansion in job sectors. To be able to adapt to the job situation, a specific intelligence to face in facing every challenge and obstacle namely adversity quotient, is required. This study aimed to identify the correlation between adversity quotient (AQ) and career adaptability of internship nursing students. This study was descriptive correlational. Samples were recruited using a total sampling tecnique (n=142). Data were collected using a questionnaire consisting of a demographic survey, an Adversity Response Profile (ARP) Quick TakeTM and a Career Adapt-Abilities Scale (CAAS). Data were analyzed using descriptive statistics and Rank Spearman correlation test. The result of this study indicated that no students were in quitter category, only 0,7% of them were in quitter to camper transition, 76,8% of them were campers, 21,8% of the students were in camper to climber transition, 0,7% of all respondents were climbers. No students had a very low career adaptability, only 1,4% of them had a low career adaptability, while the proportions of students with a high and very high career adaptability were 75,4% and 23,2 % respectively. No significant correlation was found between AQ and career adaptability (p value >0,05; Spearman’s ρ +0,122). It can be concluded that most of internship nursing students at Faculty of Nursing Universitas Padjadjaran were campers and had a high level of career adaptability. There was also no significant correlation between AQ and career adaptability. Further research needs to explore about contributing factors related to career adaptability in internship nursing students.Keywords: Adversity quotient, career adaptability, internship nursing student. Hubungan Adversity Quotient dan Adaptabilitas Karier pada Mahasiswa Profesi NersAbstrakDalam menghadapi pasar kerja yang semakin ketat, setiap lulusan universitas diharapkan memiliki kemampuan untuk menghadapi tantangan dan beradaptasi dengan perkembangan pada dunia kerja. Untuk mengatasi hal tersebut diperlukan adanya kecerdasan dalam menghadapi setiap tantangan dan hambatan yang disebut adversity quotient (AQ). Penelitian ini bertujuan untuk mengetahui hubungan AQ dan adaptabilitas karier pada mahasiswa profesi ners. Penelitian ini menggunakan metode deskriptif korelatif. Responden penelitian berjumlah 181orang mahasiswa program profesi ners angkatan 32 dan 33 di Fakultas Keperawatan Universitas Padjadjaran yang di ambil dengan teknik total sampling dengan response rate 78,45%. Instrumen yang digunakan pada penelitian ini yaitu Adversity Response Profile (ARP) Quick TakeTM dan Career Adapt-Abilities Scale (CAAS). Teknik analisis data yang digunakan dalam penelitian ini menggunakan skoring ARP QuickTakeTM, skoring CAAS, serta uji korelasi Rank Spearman. Hasil penelitian menunjukkan bahwa tidak seorangpun responden yang berada pada kategori quitter, sebanyak 0,7% dari responden berada pada kategori transisi quitter ke camper, pada kategori camper sebanyak 76,8%, pada kategori transisi camper ke climber sebanyak 21,8%, dan pada kategori climber sebanyak 0,7%. Tidak ada mahasiswa dengan adaptabilitas karier sangat rendah, hanya 1,4% mahasiswa dengan adaptabilitas karier rendah, sedangkan mahasiswa dengan adaptabilitas karier tinggi dan sangat tinggi masing-masing proporsinya sebanyak 75,4% dan 23,2%. Tidak terdapat hubungan bermakna antara AQ dan adaptabilitas karier (p value >0,05; Spearman’s ρ +0,122). Simpulan dari penelitian ini yaitu sebagian besar mahasiswa profesi ners Fakultas Keperawatan Universitas Padjadjaran memiliki AQ dengan kategori camper dan memiliki adaptabilitas karier tinggi. Meskipun demikian, tidak terdapat hubungan bermakna antara AQ dan adaptabilitas karier. Bagi peneliti selanjutnya diharapkan untuk melakukan penelitian terkait faktor-faktor yang mempengaruhi adaptabilitas karier pada mahasiswa profesi ners.Kata kunci: Adversity quotient, adaptabilitas karier, mahasiswa profesi ners.

PROFESSIONAL IDENTITY OF NURSING STUDENTS IN LITHUANIA AND POLAND

2018 ◽  
Vol 3 ◽  
pp. 415-422
Author(s):  
Egidijus Skarbalius ◽  
Ludmila Marcinowicz ◽  
Aelita Skarbalienė
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Clinical Experience ◽  
Healthcare Professionals ◽  
Professional Identities ◽  
Knowledge And Skills ◽  
Roles And Responsibilities ◽  
Study Process ◽  
High Level

Nurses' professional identities develop throughout their lifetimes, from before entering nursing education, throughout their years of study and clinical experience, and continue to evolve during their careers. Education is, however, a key period as it is during this time students gain the knowledge and skills that separate nurses as healthcare professionals from people representing their professions. In order to purposefully shape the professional identity of nursing students, there is a need of knowing the level at which students identify themselves with the profession when graduating from a university. The aim of the study is to reveal the professional identity of nursing students in Lithuania and Poland and to make recommendations for improving the study process on the basis of the results of the study. A quantitative survey was conducted in the spring of 2017. The results of the research reveal that the professional identity of nursing students is rather of high level, the decision to work as nurses is strong, but there are some gaps in understanding of roles and responsibilities of nursing. 

scholarly journals PELATIHAN E-LEARNING UNTUK MENGUATKAN PERAN DOSEN DALAM MENINGKATKAN MOTIVASI BELAJAR MAHASISWA KEPERAWATAN

2020 ◽  
Vol 4 (1) ◽  
pp. 241
Author(s):  
Kristina Lisum ◽  
Sondang Ratnauli Sianturi
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Learning Strategy ◽  
Positive Impact ◽  
Teaching Strategy ◽  
Face To Face ◽  
Technological Developments ◽  
E Learning

ABSTRAKPengabdian masyarakat ini bertujuan untuk meningkatkan pengetahuan  dan kemampuan seorang dosen, khususnya dosen keperawatan dalam memberikan suatu strategi mengajar yang disesuaikan dengan era digital, yaitu dengan penggunaan e-learning. Proses pembelajaran di institusi pendidikan tinggi, saat ini tidak hanya terbatas pada pertemuan atau tatap muka saja, tapi terus berkembang seiring dengan perkembangan teknologi. Dengan menggunakan strategi  pembelajaran e-learning, belajar dapat menembus ruang dan waktu sehingga diharapkan dapat meningkatkan motivasi belajar mahasiswa, khususnya mahasiwa keperawatan. Untuk itu solusi yang diberikan adalah memberikan suatu pelatihan kepada sekelompok dosen yang ada di salah satu institusi pendidikan keperawatan swasta di Jakarta Pusat. Pelatihan ini diberikan kepada dosen supaya dosen dapat menggunakan strategi mengajar e-learning  ini sehingga dapat memberikan dampak yang positif bagi mahasiswa keperawatan. Rencana tindak lanjut sebagai saran adalah  mengadakan pelatihan penggunaan strategi e-learning ini kepada mahasiswa keperawatan  di institusi tersebut dan adanya komitmen bersama dalam menggunakan e-learning sebagai salah satu strategi pembelajaran. Kata kunci : e-learning; motivasi belajar; strategi pembelajaran. ABSTRACTCommunity Service aims to increase the knowledge and ability of a lecturer, especially nursing lectures in providing a teaching strategy adapted to the digital era, namely the use of e-learning. The learning process in higher education institutions is currently not only limited to meetings or face to face, but continues to grow along with technological developments. By using e-learning learning strategies, learning can penetrate space and time so that it is expected to increase student motivation, especially nursing students. For this reason, the solution provided is to provide training to a group of lecturers in one of the private nursing education institutions in Central Jakarta. This training is given to lecturers so that lecturers can use this e-learning teaching strategy so that it can have a positive impact on nursing students. The follow-up plan as a suggestion is to hold training on the use of e-learning strategy for nursing student at the institution and the existence of a joint commitment to using e-learning as one of the learning strategies. Keywords : e-learning; learning motivation; learning strategy.

scholarly journals Analysis of the Impact of Hours of Simulation on HESI Scores

2018 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Nursing Students ◽  
Student Learning ◽  
Student Performance ◽  
Cognitive Skills ◽  
Nursing Student ◽  
Positive Impact ◽  
Student Knowledge ◽  
Clinical Placements ◽  
Undergraduate Nursing ◽  
The Impact

Statement of problem: Undergraduate nursing programs are challenged to develop high cognitive skills in students and prepare them for practice readiness. Limited clinical placements that offer a narrow exposure to clinical experiences to prepare nursing students adequately to apply their knowledge are a growing concern. Simulation experiences allow students the opportunity to acquire competencies necessary to apply knowledge to practice. Is there a direct relationship between increased hours of simulation to students’ readiness for practice? Purpose: To determine if there is a relationship between hours of simulation received and student performance on HESI exam to better explain the relationship of simulation to student knowledge acquisition and application. Goals: Provide evidence of impact of simulation on nursing student knowledge. This study will provide information that may guide undergraduate nursing curriculum development specifically surrounding clinical hours. Objectives: To determine if there is a relationship between the number of hours of simulation received and student performance on a standardized exam. Plan: Challenges for clinical placements required innovative strategies to meet the clinical requirements within this organization. The use of simulation in place of clinical hours was being done, but cohorts were receiving different numbers of hours. A retrospective look at each of the cohorts was done to determine simulation hours received. Data was collected from each cohort’s HESI exam results and compared. Outcomes and Results: The analysis of data revealed that 6 hours of simulation is a minimum number of hours that will have a positive impact on student learning, and 12 hours showed the greatest impact on students within this study. The data does not appear to reach saturation one cannot prove that only 6 or 12 hours of simulation should be considered as all levels are statistically significant. One cannot prove that additional hours is a waste of time or that student learning has reached a plateau.

Nursing student and faculty attitudes about a potential genomics-informed undergraduate curriculum

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sarah Dewell ◽  
Carla Ginn ◽  
Karen Benzies ◽  
Cydnee Seneviratne
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Curriculum Development ◽  
Role Models ◽  
Nursing Student ◽  
Undergraduate Curriculum ◽  
Future Research ◽  
Curriculum Innovation ◽  
Or Education ◽  
Undergraduate Nursing

Abstract Objectives To explore attitudes about adding genomic content to an undergraduate nursing curriculum. Genomic knowledge is essential to nursing education, but challenges exist for curriculum innovation. Few countries have guiding documents from national nursing organizations on genomic competencies for practice or education. Information on attitudes about genomics may provide guidance for curriculum development. Methods Nineteen undergraduate nursing students and two faculty from a school of nursing with two sites in western Canada participated. Five focus groups and four interviews were conducted using a semi-structured focus group guide. Data were analysed using thematic analysis. Coding was inductive. Results Characteristics of participants, eight key themes, and four future focal areas were identified to guide future research and curriculum development. Conclusions Global development of genomics-informed curricula will require a focus on increasing knowledge, defining scope and role, increasing visibility of role models, and preparing to implement precision health.

scholarly journals From theory to simulation to teach care for burn victims: case report

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ana Railka de Souza Oliveira-Kumakura ◽  
Juliany Lino Gomes Silva ◽  
Natália Gonçalves
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Nursing Student ◽  
Undergraduate Nursing Students ◽  
Burn Victims ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Simulated Environment ◽  
E Learning

Abstract Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

scholarly journals Second Year Nursing Students’ Experiences of Clinical Placement in a Rural Health Centre

2018 ◽  
Vol 3 (2) ◽  
pp. 107
Author(s):  
Vistolina Nuuyoma ◽  
Daniel Opotamutale Ashipala
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Rural Health ◽  
Positive Impact ◽  
Health Centre ◽  
Learning Context ◽  
Rural Health Centre ◽  
Satellite Campus ◽  
Health Centres ◽  
Second Year

Introduction: In nursing education, it is expected that students take theoretical and practical courses. Practical components are an integral part of learning in nurses’ training, which is effected through placement of students in different clinical settings. In Namibia, hospitals, clinics and health centres are popularly utilized as a clinical environment for placing nursing students at all levels of studies. However, little is known on how students experience the placement at the health centres. In 2016 Nursing students from a satellite campus were placed at a health centre.Methods: The study followed qualitative research principles, and it was explorative, descriptive and contextual in nature. Data were collected from reflections submitted by second year nursing students from a UNAM satellite campus upon completion of their two weeks placement at a health centre in 2016. Data were analyzed using content analysis as a data analysis strategy. Trustworthiness of this study was ensured by applying the criteria of Lincoln and Guba, namely: credibility, transferability, dependability, and confirmability of the study.Results: The five themes that emerged from the study are: ‘interpersonal factors’, ‘students’ reactions to the learning context’, ‘enablers of students’ learning at a rural health centre’, ‘challenges experienced by students’, and ‘recommendations made by students on learning in a rural health centre’.Conclusion: It is evident that good interpersonal interaction between nursing staff, students and patients appear to have a positive impact on learning. Students reflected on limited supply of equipment, and limited cases available as challenges experienced during their placement. Furthermore, students made suggestions to improve placements in a rural health centre.

scholarly journals I Am a Nursing Student but Hate Nursing: The East Asian Perspectives between Social Expectation and Social Context

2020 ◽  
Vol 17 (7) ◽  
pp. 2608 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Decision Making ◽  
Nursing Education ◽  
Nursing Students ◽  
Filial Piety ◽  
Nursing Student ◽  
East Asian ◽  
Bachelor's Degree ◽  
Career Counselling ◽  
Key Factors ◽  
Social Expectation

From the East Asian social and cultural perspectives and contexts, this study aimed to understand the relationships and behaviors between nursing students’ sense of filial piety and their decision-making behind selecting nursing education as their major. Forty-two traditional-age nursing students (i.e., six men and 36 women) at their final year of a bachelor’s degree program in nursing were invited. The findings indicated that many nursing students disliked their university major and the potential career pathway as a nursing professional, as none of them selected the major based on their choice and interest. The environmental context and family’s recommendations were the major impacts to influence the decision-making process of the participants. The result also indicated that filial piety, parents’ recommendations, and elderly people’s suggestions were the key factors to influence the selections and decisions of university major and career development pathways. The study provided a blueprint for related staff and professionals to create and design career counselling and services for East Asian youths to enable life investment and development.

scholarly journals Graduate experiences with transnational nursing education: a qualitative enquiry

2019 ◽  
Vol 32 (3) ◽  
pp. 562-573
Author(s):  
Vasanthrie Naidoo ◽  
Maureen Nokuthula Sibiya
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Student ◽  
Culture Shock ◽  
Nursing Program ◽  
Cultural Backgrounds ◽  
Content Type ◽  
Cross Border ◽  
Education Delivery ◽  
Graduate Experiences

Purpose The purpose of this paper is to share insights, research findings and discuss key issues related to graduate experiences with transnational nursing education (TNE). Design/methodology/approach The authors used a qualitative approach and sampled national and international nurse graduates to identify challenges and best operating practices in cross-border nursing program facilitation. Findings This research paper has provided a platform for graduates to lend their voices to the promotion of effective cross-border nursing education delivery and suggests that although international collaborations endeavor to maintain high academic standards in TNE, there is still a need to re-engineer, revise and adapt curricular content, learning, teaching and assessment practices to aid the nursing student. Research limitations/implications Identified challenges affecting the facilitation and delivery of cross-border nursing education programs can act as levers to improving service quality of present and future cross-border programs to the nursing student. This will assist future nursing students to recognize culture shock and embrace their decision to pursue nursing. Practical implications The experience of being involved in TNE for nursing students may not be that much different than students of other disciplines. While not able to be generalized to the entire population, the reports by the nursing students in this sample appear to be valuable and worthwhile to continue supporting and encouraging other TNE opportunities. Originality/value This paper explores cross-border nursing education experiences from national and international perspectives. The authors were able to explore inherent TNE challenges from diverse population and cultural backgrounds.

scholarly journals Perceptions of preparedness for nursing practice using a preceptorship model

2019 ◽  
Vol 10 (3) ◽  
pp. 19
Author(s):  
Danielle Charrier ◽  
Staci Taylor ◽  
Eileen Creel
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Student ◽  
Nursing Graduates ◽  
Senior Faculty ◽  
Student Preparedness ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Nurses Perceptions ◽  
Baccalaureate Graduates

Nursing graduates need to be “real world ready”, and able to meet the demands of the healthcare workforce. Research indicates that baccalaureate graduates have adequate theoretical base, but often lack competence in the clinical setting. Preceptorship programs are an effective way of developing clinical competence in the nursing student. The purpose of this study was to compare a traditional senior clinical course to a preceptorship model on students, faculty, and nurses’ perceptions of student preparedness for the nursing role. A formal preceptorship program with the support of a clinical nurse faculty member was developed to enhance the success of clinical nursing education. A quasi-experimental design with nonequivalent groups was used to determine the feasibility and effectiveness of a preceptorship model for senior nursing students comparing the students’, the faculty, and the nurses’ perceptions of the students’ preparedness for clinical practice after a traditional clinical and a preceptor clinical experience. The sample consisted of the fall 2017 senior semester cohort and the spring 2018 senior semester cohort, senior faculty who taught in those semesters, and nurses at the participating facilities. Overall, findings did not show a statistically significant difference between the traditional cohorts and the precepted cohorts; however, there is evidence of clinical significance. After implementation of the preceptorship model, there was an increase in the percent of nurses (100%), faculty (100%), and students (95%) who felt that the senior nursing students were ready for the professional role of a registered nurse.

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