scholarly journals Persepsi Mahasiswa Ners Universitas Harapan Bangsa Tentang Pembimbing Klinik

2019 ◽  
Vol 6 (1) ◽  
pp. 25
Author(s):  
Tri Sumarni ◽  
Rosi Kurnia Sugiharti
Keyword(s):  
Teacher Effectiveness ◽  
Clinical Teacher ◽  
Nursing Clinical

LatarBelakang: Pembelajaranklinikdisepakatimenjadibagianpentingdaripendidikankeperawatan. Pembimbingklinik yang kompetenakanmemfasilitasimahasiswadalambelajar. Agar efektifmelakukanperantersebut, kompetensiprofesional, hubungan interpersonal, karakterpribadidankemampuanmengajardibutuhkanolehpembimbingklinik.Tujuan:Penelitianinibertujuanuntukmengetahuipersepsimahasiswanerstentangpembimbingklinik.Metode:Jenispenelitianiniadalah observasi kuantitatifdengandesaincross sectional denganmenggunakansampelsebanyak 81 mahasiswa ners.Pengambilan sampel dengan total sampling. Teknik pengumpulan data dengan menggunakan kuesioner. Instrumen penelitian menggunakan kuesioner Nursing Clinical Teacher Effectiveness Inventory (NCTEI). Analisisdatamenggunakanujistatistikt test  karena data terdistribusi normal (p > 0,2).Hasil: Pembimbing klinik yang efektif menurut persepsi mahasiswa yaitu yang mempunyai kompetensi profesional (mean 4,01), sementara yang tidak efektif terkait hubungan interpersonal (mean 2,78). Perbedaan terbesar antara pembimbing klinik yang efektif dan tidak efektif menurut persepsi mahasiswa yaitu di kemampuan mengajar (nilai t 17,88) dan kompetensi profesional (nilai t 17,74).Kesimpulan: Hasil penelitian menunjukkan bahwa pembimbing klinik yang efektif jika mempunyai kemampuan mengajar dan mempunyai kompetensi profesional, sehingga harapannya pembimbing klinik akan meningkatkan kemampuan mengajar dan kompetensi profesional untuk membantu mahasiswa mencapai tujuan pembelajaran klinik. Kata Kunci: Persepsi, PembimbingKlinik yang efektif, Pembimbingklinik yang tidakefektif

Nursing Clinical Teacher Effectiveness Inventory--Modified Version

2014 ◽  
Author(s):  
Robert Lovrić ◽  
Nada Prlić ◽  
Ivana Barać ◽  
Jadranka Plužarić ◽  
Silvija Pušeljić ◽  
...  
Keyword(s):  
Teacher Effectiveness ◽  
Clinical Teacher ◽  
Nursing Clinical

scholarly journals Persepsi mahasiswa tentang efektivitas pembimbing klinik

2020 ◽  
Vol 6 (2) ◽  
pp. 66
Author(s):  
Ryan Hara Permana
Keyword(s):  
Teacher Effectiveness ◽  
Clinical Teacher ◽  
Cronbach Alpha ◽  
Nursing Clinical

Pendahuluan: Pencapaian keterampilan klinik keperawatan sangat dipengaruhi oleh kualitas pembimbing klinik.  Peran pembimbing klinik yang tidak efektif dapat menyebabkan rendahnya capaian kompetensi mahasiswa keperawatan. Penelitian ini bertujuan menginvestigasi persepsi mahasiswa tentang efektivitas pembimbing klinik.Metode:Metode penelitian menggunakan deskriptif kuantitatif dengan populasi, yaitu mahasiswa Program Profesi Ners Angkatan XXXVIII Fakultas Keperawatan Universitas Padjadjaran. Teknik sampling menggunakan total Sampling dengan sampel yaitu 124 orang. Instrumen menggunakanThe Nursing Clinical Teacher Effectiveness Inventory(NCTEI) (Cronbach Alpha=0,79-0,89). Hasil:Persepsi mahasiswa terhadap efektivitas pembimbing klinik di RSUP Dr. Hasan Sadikin Bandung (RSHS) diniali lebih baik (mean=261,28) dibandingkan dengan RSUD Dr. Slamet Garut (RSUD Garut) (mean=233,85). Subvariabel tertinggi pada pembimbing klinik di RSHS yaitu kemampuan mengajar (mean=5,75), sedangkan di RSUD Garut yaitu hubungan interpersonal (mean=5,12). Simpulan:Efektivitas pembimbing klinik di RSHS dipersepsikan lebih baik dibandingkan RSUD Garut. Institusi pendidikan perlu melakukan evaluasi dan pengembangan kapasitas dari pembimbing klinik secara berkala.

scholarly journals Expected professional and personal characteristics of clinical mentors: Differences between physiotherapy and social gerontology students

2018 ◽  
Vol 8 (3) ◽  
pp. 162-170
Author(s):  
Bojana Filej ◽  
Boštjan Žvanut ◽  
Boris Miha Kaučič
Keyword(s):  
Teacher Effectiveness ◽  
Health Professionals ◽  
Clinical Skill ◽  
Personal Characteristics ◽  
Clinical Teacher ◽  
Good Sense ◽  
Social Gerontology ◽  
Final Sample ◽  
Nursing Clinical ◽  
Clinical Mentor

Background: Clinical mentors play an important role in the development of knowledge and the acquisition of competencies of different health professionals. The success of the entire mentoring process also depends on the professional and personal characteristics of the clinical mentor. The purpose of this study was to identify which professional and personal characteristics of clinical mentors are relevant to physiotherapy (PHT) and social gerontology (SG) students. Methods: The web survey was performed between January 20 and May 15, 2018, using the adapted version of the nursing clinical teacher effectiveness inventory. The final sample consisted of 100 PHT and SG students from one of the Slovenian Universities. Results: The competencies “explains clearly” (p ˂ 0.001) and “takes responsibility of own actions” (p = 0.023) were statistically significantly more relevant to PHT students than to the SG students. The competencies “explains clearly” (p ˂ 0.001), “demonstrates clinical skill and judgment” (p = 0.033), “takes responsibility of own actions” (p = 0.023), and “is self-critical” (p = 0.023), were statistically significantly more relevant to PHT than to the SG students, while the statements “discusses current development in his/her field” (p = 0.002), “communicates expectations of students” (p = 0.029), “demonstrates empathy” (p = 0.037), “demonstrates enthusiasm” (p = 0.005), and “has a good sense of humor” (p = 0.005) were statistically significantly more relevant to SG students. Conclusion: The contrast in responses reflects the differences in the nature of both professions: The predominantly instrumental nature of PHT and the predominantly expressive nature of SG.

scholarly journals Nursing Students’ Perceived Effective Clinical Teachers’ Behaviors

2021 ◽  
Vol 16 (4) ◽  
pp. 200
Author(s):  
Squiter Macroy Wilsom Mukan ◽  
Dorothy Kulai ◽  
Rumaizah Haji Che Md Nor
Keyword(s):  
Nursing Students ◽  
Clinical Setting ◽  
Clinical Teaching ◽  
Clinical Teacher ◽  
Clinical Instructor ◽  
Clinical Teachers ◽  
Important Indicator ◽  
Teaching Behavior ◽  
Study Results ◽  
Nursing Clinical

Clinical teaching is a core component of nursing education. The clinical teachers’ roles and responsibilities are to supervise clinical activities and empower students to gain clinical competency and skills. The nursing students’ perspective of effective clinical teachers’ behavior is an important indicator of facilitating and improving clinical education quality. This paper explored diploma nursing students’ perceived importance of effective clinical teaching behavior in helping their learning. A total of 165 nursing students from various levels of their diploma in nursing program from Universiti Teknologi MARA (UiTM) were invited to participate. A self-administered questionnaire was employed to collect demographic data and students' perceptions of effective clinical teacher behaviors and their importance on learning outcomes using the Nursing Clinical Teaching Effectiveness Inventory (NCTEI). The study results indicated that nursing students perceived evaluation as the most important effective clinical teaching behavior, while personal characteristics are the least important effective clinical teaching behavior. The results showed a significant positive relationship between the frequency of effective clinical teaching behavior used and the level of importance of effective clinical teaching behavior for all five criteria. This information can be used to improve faculty awareness of students’ views on clinical teaching performance and as a guide for the clinical instructor to develop and revise the clinical teaching approach in the clinical setting. Behavior perceived to be effective should be incorporated into clinical instructor practice, thereby maximizing students' learning experiences in the clinical setting.   Keywords: Effective Clinical Teaching Characteristics, Clinical Teaching In Nursing, Clinical Teaching Behaviour

Research in Teacher Effectiveness Comes of Age

1980 ◽  
Vol 25 (1) ◽  
pp. 40-41
Author(s):  
DONALD M. MEDLEY
Keyword(s):  
Teacher Effectiveness
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