Academic literature on the topic 'Nursing Study and teaching (Higher) Indonesia'
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Journal articles on the topic "Nursing Study and teaching (Higher) Indonesia"
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Fandianta, Fandianta, Guardian Yoki Sanjaya, and Widyandana Widyandana. "Fleksibilitas Belajar Mengajar Melalui Metode Blended Learning." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 2, no. 2 (July 31, 2013): 146. http://dx.doi.org/10.22146/jpki.25178.
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Background: E-learning as a new paradigm in modern education, is an alternative learning model than just face to- face. As simply, e-learning is defined as learning to use the electronic media, which aims to increase knowledge and performance. Studying by using e-learning is important to build the education sector in Indonesia, particularly as an effort to improve equity and access in education, particularly in health domain. Implementing of e-learning in health education are very relevant to the concept of continuing medical /health education that leads to continuous professional education. However, the higher education in Indonesia is still slightly to implement learning-based electronic systems. Several studies have shown the enthusiasm of higher education in using e-learning. The benefits and differences of using e-learning need to be carefully evaluated, especially for health education. This study analyzed the use of e-learning for teaching and learning in health education. In addition, identifying the barriers of e-learning for students.Method: The study was conducted in Poltekkes Kemenkes Palembang involving second-year Nursing students. A quasi-experimental approach was used for two groups of students, 1) e-learning users (treatment) and 2) non e- learning users (control), who were taking the Health Promotion subject. The data were collected using a pre-post tests and questionnaires. Data was analysed quantitatively and qualitatively.Results: Pre-post test results showed a significant difference to the increasing of students’s knowledge who is participating in e-learning compared with conventional learning (p <0,05). There is a positive perception of the discussion, assignments, quizzes / exams, and the availability of teaching materials amongst the students who are participating in e-learning.Conclusion: Blended learning method provide a positive impact on teaching and learning in nursing students. This method should be considered as a complement to conventional learning.
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Nashir, Muhammad, Roudlotun Nurul Laili, Sholihin Sholihin, and Wahyu Adri Wirawati. "Needs Analysis: The Primary Step in Designing English Instructional Materials for Nursing Students." Acitya: Journal of Teaching and Education 4, no. 2 (June 1, 2022): 374–90. http://dx.doi.org/10.30650/ajte.v4i2.3305.
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This research intended to analyze and identify the needs of English instructional materials (ESP) for nursing students. English in higher education in non-English major is only as a General Basic Subject and the material provided is only general English. Whereas ideally English material taught should be adjusted to their major. So, needs analysis was required to find out the need for English teaching materials on the nursing department so that students could get the appropriate materials they really need to support their future careers to be professional nurses. This study design was a descriptive qualitative with subjects were 81 nursing students, heads of nursing study programs, 3 ESP lecturers, 2 Indonesian nurses, 2 Indonesian nurses who work in overseas hospital. The research instrument used a questionnaire and interviews. The results showed that in general, students' English skills were still low. From the 4 language skills, speaking become the main priority to provide them fulfilling their profession’s demands in accordance with the job market, namely being able to communicate in English well. They also expected ESP English teaching materials that are relevant to nursing major to support their professional careers. 86% students believed if English materials related to nursing major will improve their interest in learning. Besides that, there are also 12 nursing topics that students need to support their world of work later. This research results will be guidance in making appropriate syllabus and developing English for nursing textbook.
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Soemantri, Diantha, Rita Mustika, and Nadia Greviana. "Inter-Rater Reliability of Reflective-Writing Assessment in an Undergraduate Professionalism Course in Medical Education." Education in Medicine Journal 14, no. 1 (March 30, 2022): 87–97. http://dx.doi.org/10.21315/eimj2022.14.1.8.
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Reflective writing is increasingly being used in the teaching of professionalism. Because assessment enhances the learning process, effective evaluation of students’ reflective writing is needed. The aim of this study was to examine the inter-rater agreement between two different reflective writing assessment rubrics, which categorised reflective writings into four level of reflection, in an undergraduate medical professionalism course. The reflective writing assignments from 63 medical students enrolled in the 2017 medical professionalism course in the Faculty of Medicine Universitas Indonesia were randomly selected and independently assessed by two raters in September 2019. Intraclass correlation (ICC) analysis (two-way mixed effect, single measure) was carried out to determine the inter-rater agreement of the reflective writing assessment. The less detailed instrument showed a low ICC score of 0.43, which was classified into poor inter-rater agreement, whereas the more detailed rubric showed poor to moderate reliability, with ICC scores of 0.50, 0.50, and 0.36 for the score of each criterion, the total score of each assessed criterion, and the overall score of reflection, respectively. Utilising a more detailed (analytic) rubric to assess students’ reflective writing produced a relatively higher score of interrater reliability, although the reliability achieved using this rubric was still categorised as moderate.
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Winters, Joanara Rozane da Fontoura, Marta Lenise do Prado, Daniele Delacan Lazzari, and Vanessa Luiza Tuono Jardim. "Nursing higher education in MERCOSUR: a bibliometric study." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1732–39. http://dx.doi.org/10.1590/0034-7167-2017-0405.
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ABSTRACT Objective: to identify productions that approach nursing high education in member states of MERCOSUR. Method: bibliometric study with quantitative approach carried out in search mechanisms, such as BVS, Capes, SciELO, Scopus and PubMed, between 2006 and 2015. It was found 301 articles about nursing education in MERCOSUR. Results: point to concern for the nurse’s education for public health policies, for teacher’s education and the teaching-learning process. However, publications regarding technologies associated with distance education on health field are low. Conclusion: this study contributes with discussion in nursing education field when points to the themes regarding the production about nurses’ education in MERCOSUR, specially, the range of targets set up in the Educational MERCOSUR agreement.
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Sena, Bruna Aderita Cortez de, and Ana Izabel Oliveira Lima. "MENTAL SUFFERING AND HIGHER EDUCATION TEACHING IN NURSING." Psicologia e Saúde em Debate 7, no. 1 (April 13, 2021): 241–55. http://dx.doi.org/10.22289/2446-922x.v7n1a17.
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The living and health conditions of workers were directly impacted by the restructuring of the world of work. The increase in demands and the accumulation of work has led teachers to suffer, as well as other workers. For this reason, the article discusses the psychodynamics of work and studies on the field of education that involve teaching mental suffering and its relationship with nursing, relating it to teachers' work and health conditions. The objective is to present an expanded analysis of the review findings in the context of national literature on the subject, anchored in the theory of psychodynamics at work and theoretical reflections inserted in the dialogue. It is a theoretical study of systematic review with a qualitative approach, about mental suffering in higher education teachers in nursing to obtain knowledge produced in the area. Suffering is approached in different ways in the literature and can have a positive or negative meaning, with work as a structuring element of negative or positive effects on the worker's mental functioning and mental life. It was identified, therefore, that the production of teaching work in nursing can make this professional activity sick and requires defensive strategies designed to search for adequate solutions, aiming at the mental health of these workers.
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Anantadjaya, Samuel P. D., and Irma M. Nawangwulan. "Lecturers’ Competencies: A Qualitatives Study in Higher Education." Basic and Applied Education Research Journal 1, no. 1 (October 16, 2020): 1–7. http://dx.doi.org/10.11594/baerj.01.01.01.
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The presence of well-known universities outside Indonesia has attracted sig-nificant interests, not only from Indonesian residents but also from residents of other countries. Particularly, western universities are highly demanded and the competition is rather fierce when students attempt to register and take on the entrance tests. Only the top percentile of students seems to be accepted. Because of limitations in space and personnel, those western uni-versities decided to expand their market base into developing countries by getting closer to their potential customers. With the technological advance-ment and push toward the use of the internet and online learning, undoubt-edly, international universities, including Indonesian-based universities with mixtures of curricula across countries, have become a new trend in Indone-sia’s higher educational institutions. With the growing numbers of students applying to international programs at various universities in Indonesia, it is apparent that Indonesians are more assertive to receive internationalized standards. Thus, matching consumer behaviors, and expectations in the local market would be indispensable in trying to ensure the smooth running and operational activities of the international universities in Indonesia. This pa-per attempts to focus on lecturers/professors, as the pool of human re-sources/capital in the everlasting competition within the international uni-versities in Indonesia. The focus on lecturers includes issues on human skills, ability in teaching, and teaching delivery, perhaps including research skills and research ability. It is uncertain whether the lecturers’ capacity, ability, competence, skills, knowledge, and all attributes of the lecturers to handle international classes are sufficient and fit to the consumer expectations. Re-search is conducted by gathering data from primary and secondary sources in several locations of international universities in Jakarta, such as lecturers, students, and parents. It is expected that such research would eventually the importance of lecturers’ competencies in handling international classes with international standards.
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Fiani, Ani, and Syaprizal Syaprizal. "EFL Teachers Perception on Postmehod Pedagogy in Higher Education Context in Indonesia." Linguistic, English Education and Art (LEEA) Journal 1, no. 2 (June 26, 2018): 216–32. http://dx.doi.org/10.31539/leea.v1i2.283.
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This current study is aimed to investigate EFL teachers perception on postmethod pedagogy proposed by Kumaravadivelu. To achieve the aim, the research method used here is a qualitative case study with nine doctoral students from various universities in Indonesia. The data collection tools are a questionnaire and structured interview. The result revealed that most of the EFL lecturers have already implemented postmethod pedagogy perspective divided into four parts: teaching interaction, teaching strategy, teaching objective, and teaching content although they were not aware yet about the concept. It was indicated that they theorized what they do and did what they theorize. For further researchers, postmethod pedagogy should be investigated in real condition of teaching and learning process and the effect of this pedagogy on students learning achievement so that it will be clearly found whether or not this pedagogy perspective is appropriate to be implemented in higher education in Indonesian context.
Keywords: postmethod pedagogy, postmethod pedagogy framework, EFL teachers
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Bae, Dedi. "Designing an English Syllabus for Nursing Students based on need analysis in Indonesia." ELT Worldwide: Journal of English Language Teaching 4, no. 1 (May 10, 2017): 61. http://dx.doi.org/10.26858/eltww.v4i1.3209.
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This paper aims to find out (1) Learning needs of the students, (2) Language needs of the students, and (3) Design an appropriate English syllabus based on the students’ need. The researcher applied descriptive quantitative method. This research used some techniques in selecting the sample. Those are purposive sampling and convenience sampling. The subject consist to two groups, they were the nursing students of Stikes Mega Buana Palopo and graduate students who work in Hospital. The result of this research showed that (1) learning needs consist of language skills and learning preferences. In language skills, all the language skills are used at the rate of often in the classroom. In learning preferences of learning English with others, study in pairs is preferred than study alone, and study in small group is more preferred than study in big group while learning preferences in terms of learning by using teaching technique, study by listening and pronouncing, and by using games and role play are mostly preferred by the students. (2) Language needs consist of the use of English in workplace. regarding to use English in workplace, the graduates students hardly ever speak English in hospital. In language function, based on the graduates’ perspective about language function, all the categories fall into important level that used in hospital. (3) The syllabus design was based on the students’ need where it includes, topic, language function, teaching strategies, and language focus. Key Words: Need analysis, Syllabus, Teaching Materials, Learning Needs, Learning Style, Language Function, Teaching Strategies, and Language focus.
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Lateef, Adepeju M., and Euphemia M. Mhlongo. "Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria." Global Journal of Health Science 11, no. 13 (November 3, 2019): 13. http://dx.doi.org/10.5539/gjhs.v11n13p13.
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BACKGROUND: Teaching and learning are like two composites sides of a coin. While the indispensability of teaching to knowledge and skill acquisition among professionals including nurses is never in doubt, certain teaching methods have been proven to yield more fruitful results than others. This study therefore explored the lived experience of nurse educators regarding teaching methods and the challenges encountered in nursing education institutions in South West Nigeria.
METHODOLOGY: A qualitative inquiry research approach was used. Fifteen nursing educators were purposively selected from three nursing institutions in South West Nigeria with at least one year of teaching experience. Data was collected through semi-structured, in-depth individual interviews with the selected participants. All interview sessions were audio recorded with participants' permission and later transcribed verbatim. Thereafter, the collected data was analyzed using thematic content analysis.
RESULTS: The study identified a number of factors that hindering teaching methods that support students learning by nurse educators. Results showed six themes viz: Inadequate preparedness of the students for higher education; Insufficient facilitation skills of the teachers; Misconceptions about teaching practices; Resource constraints; Resistance to change; and Lack of incentives. Further analysis revealed that the dynamic changes occurring in the health care professions, require a radical shift in the way nursing students are taught, to develop them into competent nurses of the future, who are capable of using their skills to solve the health care needs of the populace.
CONCLUSIONS: The effective use of teaching methods is the cornerstone of the future of general nursing and nursing practice. Nurses need to be trained with an objective to become skilled and competent through effective teaching and learning by taking into account the diversity of higher education institutions and responding effectively to the needs of nursing educators and nursing students, as well as institutional demands.
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Zulharby, Puti, Yumna Rasyid, and Nuruddin Nuruddin. "The Characteristics of Teaching Material Arabic Speaking Skills in Higher Education." Jurnal Al-Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 11, no. 2 (December 9, 2019): 194–213. http://dx.doi.org/10.24042/albayan.v11i2.5175.
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Research objective is to providing an insight into the characteristics of Arabic language teaching materials in higher education in Indonesia. This research was conducted by examining a variety of literature relating to teaching materials and Arabic speaking skills. The research method applied survey, involving 97 students from the Arabic Language Education Study Program in several universities in Indonesia and structured interviews with lecturers who supported Arabic speaking skills. The procedure taken are 1) reading literature related to Arabic speaking teaching materials and teaching Arabic speaking skills, 2) observing the learning process of speaking skills at several Arabic Language Education Study Programs, 3) determining the type of survey, 4) determining the sample target, 5) preparing instruments for analyzing the needs of students, 6) preparing structured interview instruments for lecturers, 7) analyzing survey results, 8) translating survey result. The results of this study, teaching materials from Middle East has led to the emergence of gaps in achieving Arabic language skills for beginners, such as the lack of phonetic aspects being taught, monotonous forms of practice, directing students to memorize, and types of dialogue that are not in accordance with student culture in Indonesia. The characteristics of teaching materials that are suitable for use in Arabic language skills are divided into goals, phonetics, themes, social culture, exercises, steps and visualization.
Dissertations / Theses on the topic "Nursing Study and teaching (Higher) Indonesia"
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Bromander, Madeleine, and Rebecka Petersson. "Registered nurses´ experiences of educating newly delivered mothers in breastfeeding in Yogyakarta, Indonesia : An interview study." Thesis, Högskolan i Borås, Akademin för vård, arbetsliv och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-461.
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Background: Exclusively breastfeeding a child during the first six months of life reduces the risk of mortality by 14 times. 42 % of mothers in Indonesia breastfed their infant exclusively in 2012. It is the registered nurses´ responsibility to provide information about consequences of their decision to the patient. Aim: The aim of this study was to investigate how registered nurses describe how they provide patient education about breastfeeding to newly delivered mothers and how registered nurses experience their role as a patient educator. Method: It was an empirical, qualitative study based on a focus group interview with four registered nurses and two midwives. The interview was based on a semi-structural interview design. The focus group interview was transcribed and analyzed using a qualitative content analysis. Result: Three major themes were found in this study, “strategically using different techniques while educating”, ”patient and family centered care” and “the registered nurse as a significant source of knowledge”. The first theme describes how the registered nurses used different techniques to encourage the mothers to breastfeed. The second theme describes the importance to include the entire family in the education and to adjust the education depending on the patient. The third theme describes how the registered nurses saw themselves as significant sources of knowledge and that it was their responsibility to provide evidence-based knowledge. Discussion: All registered nurses and midwives described the importance of evaluating the education. Families had a great influence over the patient in the Indonesian culture, hence, it was crucial to involve them in the education. The registered nurses felt that they were in the right position to give crucial information and education about breastfeeding.
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Richter, Sally Lightsinger. "Nurse Educator Self-Assessed Technology Competence and Online Teaching Efficacy| A Pilot Study." Thesis, University of West Georgia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10007142.
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The demand for innovation in nursing education has increased the use of technology and expanded growth in online courses (Hoffman & Dudjak, 2012; Sword, 2012; Valiga, 2012). Many faculty embrace online learning while others perceive knowledge and skills associated with navigating online learning as a barrier to education (Hoffmann & Dudiak, 2012). A lack of research exist related to faculty efficacy in the use of technology for teaching in the online environment (Chang et al., 2011; Petit Dit Dariel et al., 2013; Sword, 2012). The purpose of the descriptive correlational pilot study was to investigate educational technology competencies and efficacy in teaching online. Additionally, the relationship was explored between educational technologies and online teaching efficacy. Bandura’s self-efficacy theory served as the conceptual framework for the study. Two instruments were used to collect data: the Michigan Nurse Educator’s Sense of Efficacy for Online Teaching Scale (MNESEOTS) and the Duke University School of Nursing Self-Assessment of Educational Technology Competencies Scale (DUSAETCS). The sample consisted of 64 nurse educators teaching at least 51% of course content online within a baccalaureate or graduate level program. A significant relationship was found between self-assessed competency in the use of educational technologies and nurse educators’ sense of online teaching efficacy (r = .56, p < .001). Additionally, findings from the study revealed that nurse educators reported a sense of efficacy for online teaching from “some” to “quite a bit” on subscales addressing student engagement, instructional strategies, classroom management, and uses of computers with a mean of 28.94 on the total scale with a range of scores from 19-35. Participants indicated that they were “somewhat competent” to “very competent” in the use of educational technologies based upon responses on subscales addressing: competency, helping students achieve, implementing principles of good teaching, and creating learning experiences with a mean of 145.40 on the total scale ranging from 100-174. An OLS regression was run with predictor variables including online teaching efficacy, online teaching experience, faculty mentoring, instructional design support, and technology competence total score. Technological competency was the only significant variable predicting online teaching efficacy (b = 0.112; p < 0.001) with 36.8% of the variance in online teaching efficacy explained by technological competence. Nurse educators with high online teaching efficacy beliefs value instructional designer support, preparatory course, and peer or mentor support. Additional research is needed to establish reliability and validity for the use of the DUSAETCS tool. Replication of this study is suggested using a larger sample size of online nurse educators to verify variables affecting faculty self-efficacy in the online teaching environment. With additional supporting evidence strategies can be developed to enhance self-efficacy and technological competencies of nurse educators.
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Pardo, Dona. "The culture of clinical teaching." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185472.
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The purpose of this exploratory case study was to describe the culture of clinical teaching through a symbolic interactionist framework, by identifying the rituals, faculty behaviors, and student behaviors and characteristics valued by faculty instructing in clinical settings, using content analysis, interviews and observation. Five faculty, one from each clinical specialty, were chosen using specific criteria. College of Nursing archives were content analyzed to ascertain written valued student behaviors and characteristics and faculty were interviewed to learn their stated beliefs. Faculty/student clinical interactions were observed to assess if faculty written and verbalized beliefs were enacted, and twelve students were interviewed for verification of transmission of the values. Peer debriefing, member checking and an audit trail ensured trustworthiness of the data. Faculty used eight rituals: Preparation, Tracking, Discourse, Closet, Repast, Selection, Maneuver, and Documentation, and three types of actions: Teaching, Role Modeling, and Caretaking to transmit their values. Teaching was utilized 55 percent of the time and involved questioning, instructing, guiding, correcting and observing. Role Modeling, used 22 percent, embodied promoting independence, helping, intervening, kidding and admitting fallibility. Caretaking was evidenced 23 percent of the instructor's time and included caring, praising, diffusing anger, allowing mistakes and sharing self. Over one hundred student behaviors and characteristics that faculty valued were identified and collapsed into six descriptors, listed in descending order: assertive, therapeutic, compliant, knowledgeable, disciplined, and skillful. Faculty placed emphasis on human, interactive skills versus knowledge and psychomotor skills, and responded to students with very caring behaviors. They utilized compassion as a way of effecting conformity, and their use of caring behaviors for the exercise of their power was evident.
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Du, Rand Sussara Maria. "Standards to facilitate optimal experiences of short-term study abroad nursing students at a higher education institution." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020659.
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Advances in technology have made globalization and internationalization a reality in the world. National borders are becoming more permeable and migration of goods, services, and health care workers takes place more readily. Higher Education Institutions (HEIs) have become competitors and vendors in the global knowledge economy and are expected to develop job seekers that are responsible and engaged global citizens and employees. Offering study abroad programmes is one of the ways that HEIs achieve this goal. It is estimated that in 2010, 4.7 million people studied abroad (OECD, 2012:360), and it is anticipated that this number will grow to 15 million by the year 2025 (Altbach & Knight, 2006:9). South Africa is emerging as a regional hub for study and research in sub-Saharan Africa (UNESCO: 2012b). Many organizations that train nurses are internationalizing their curriculum which effectively means that Schools of Nursing are seeking placement for students to study, gain insight into other cultures and practices, and to gain clinical experience in other countries. Students, the customers of the Higher Education Institutions, often pay large sums of money to undertake these study abroad programmes and therefore expect good quality learning experiences in return. The aim of this qualitative, contextual, exploratory, and descriptive study was to explore and describe the expectations and experiences of international nursing students and faculty members at a Higher Educational Institution in South Africa in order to develop standards that will enable HEIs to optimize the experiences of short-term study abroad nursing students. An in-depth contextual investigation was conducted on globalization and internationalization, as well as the higher education and health systems of three countries to understand the context of the study abroad programmes. Qualitative data was gathered from students and faculty members using focus groups and individual interviews to establish their expectations and experiences of the programme. Thematic synthesis was carried out on the contextual data and the qualitative data. Thereafter, thematic synthesis analysis was conducted using both sets of results to develop standards that can be used to optimize the experience of short-term study abroad nursing students at a HEI. A total of 35 standards were developed around the following main themes: the objectives of study abroad programmes should be stated clearly before arrival and include the expectations of the global, national, and local communities, the higher education institution and the staff and students; study abroad programmes should be managed in an ethical manner and in an enabling environment, as part of their strategic goals and plans of a HEI; students should be exposed to a variety of experiences and differences between the sending and hosting countries during their study abroad programmes; Standards to Facilitate Optimal Experiences of Short-term Study Abroad Nursing Students at a HEI; study abroad programmes should be evaluated at different intervals and levels to ensure quality of the programmes and to ensure that the objectives/outcomes are met. A limitation of the study was the sampling of the clinical mentors which did not include representatives from the overseas universities. It is recommended that the standards that were developed in this study be introduced and tested in HEIs and that more research be conducted on different levels and groups with regard to study abroad programmes in future.
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Williams, Durcilla Kay. "Case Study of Stakeholders' Views on Retention and Self-Efficacy in Texas Nursing Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2911.
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Retention of students through the completion of the nursing degree is a problem that exists at local Texas nursing programs, adding to the nursing shortage at local Texas hospitals. The purpose of this qualitative research study was to identify the best practices used by a local Texas college with graduation rates above the benchmark of 85% set by the Texas Higher Education Coordinating Board. The study framework was based on Bandura's theory of self-efficacy and Tinto's theory of student retention. The research questions for the study focused on reasons the college maintained a high retention rate, best practices currently used, changes to best practices, which best practices contributed to student retention, and additional best practices that could be implemented. The boundaries for the case study included current dean's ambassadors, traditional faculty, and recent dean's ambassadors who graduated within 3 months of the project study. The case study method of qualitative research used 30 minute Skype or telephone interviews to collect personal perceptions and opinions from 5 participant volunteers from a 2-year or 4-year nursing program. Data analysis included grouping similar in vivo codes together into major and minor themes. The results of my project study revealed best practices used at the college included faculty availability, faculty support, office hours, mentoring, tutoring, and retention counselors. Only 1 participant had knowledge and was familiar with the term self-efficacy. Based on these results a faculty professional development project was created to provide information on academic self-efficacy in the form of a 3-day, evidence-based workshop. This project may lead to positive social change by providing faculty information that may be used to plan and refine a curriculum on self-efficacies, which could benefit nursing students and increase retention.
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Clark, Karen. "A qualitative study of faculty/student perceptions of RN to baccalaureate nursing degree curricula and instructional needs through focus groups and follow-up interviews." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290774.
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The purpose of this qualitative study was to explore the RN to BSN student's perceptions about what they need from curricula and the faculty to meet their educational goals. In addition, the study looked at the relationship between student identified needs and those identified by the faculty in regard to the RN to BSN curriculum.Evidence was collected using three focus group interviews with RN to BSN students and three focus group interviews with faculty who teach in RN to BSN programs. The number of participants in faculty focus group totaled 13 while participants in student focus groups totaled 16 participants. Individual follow-up interviews were conducted with participants from five of the six focus groups.A total of 50 concepts and a total of 20 subcategories were identified as significant as a result of the student data analysis. Seven themes emerged from the data analysis: 1) reasons for seeking BSN degrees (personal reasons, job advancement or maintenance, bridge to graduate school); 2) curricular content (nursing research, nursing leadership/management, health assessment, politics, computer technology, and general education); 3) curricular outcomes (professionalism, professional self-esteem, critical thinking); 4) institutional factors (advising and admissions processes, separation from traditional BSN students); 5) teaching methodologies (discussion, sharing, student presentations); 6) adult learning principles (self-direction, choices, peer learning, respect for experience); and 7) accommodations (acknowledgement for multiple roles, convenience, flexibility, credit for previous work, choices, physical environment).Department of Educational Studies
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Katterheinrich, Michelle K. "Evaluation of questioning as a strategy to facilitate development of critical thinking by faculty in the clinical setting." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389685.
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Nursing schools today are bound by accreditation agencies to produce graduate nurses who can think critically. Clinical instructors play the dominant role in transitioning students from the didactic experience to the clinical experience. The clinical experience is where students practice higher levels of thinking under the supervision and guidance of a clinical instructor in order to arrive at safe patient care decisions. Regardless of the teaching method used to develop critical thinking skills, it is the underlying questioning skill of the instructor that facilitates the growth of critical thinking (Giddings, Dyson, Entwistle, Macdiarmid, Marshall, & Simpson, 2000; Hermiz, 2001, p. 183; Myrick & Yonge, 2002).The purpose of the descriptive study was fourfold: (a) to examine the cognitive characteristics of questions asked by clinical nurse faculty of baccalaureate nursing students, (b) to examine faculty perceptions of the questions being asked in the clinical setting, (c) to examine the questions asked under the categories posed by Myrick and Yonge (2002) of theoretical knowledge, clinical decision-making and action in an effort to determine if systematic questioning is occurring that moves students from theoretical knowledge through to nursing action, and (d) to compare faculty perceptions of the questions asked. Questions were examined for level and type as defined by Craig and Paige (1981); and context in which the question was posed utilizing the guidelines posed by Myrick and Yonge (2002) as theoretical knowledge, clinical decision-making and action. The academic and professional characteristics of clinical faculty were captured utilizing a demographic survey.Findings mirror that of previous research. Clinical faculty continue to ask low cognitive level questions of baccalaureate nursing students. Approximately 71.8% of the questions represented the categories of knowledge, comprehension and application. In addition, over 21% of the questions posed fell into the category of "other" representing questions that were primarily yes/no, and information seeking type questions When looking at sequencing of questions, again, primarily the questions fell into the theoretical knowledge category, and did not move the student through to the evaluation of nursing care.Department of Educational Studies
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Singer, Shannon Gail. "Curriculum Analysis of Content Related to Rural Nursing in Baccalaureate and Associate Degree Nursing Programs in Texas." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332016/.
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The purpose of this study is to determine the extent to which rural nursing content is included in the curricula of baccalaureate and associate degree nursing programs in Texas. Additional purposes include determining the association between the emphasis on rural nursing content perceived by curricular chairpersons as ideal and current content emphasis, examining the difference in rural nursing emphasis between the two program levels, determining variables predictive of rural nursing emphasis and determining efforts to recruit students from rural areas. Data were collected by means of a mailed questionnaire developed by the investigator. Statistical analyses of these data were then conducted. Major findings include the determination of current and perceived ideal emphasis of rural nursing content, the difference in rural nursing emphasis between baccalaureate and associate degree nursing schools in Texas, the association between perceived ideal and actual content emphasis, those variables which are predictive of rural nursing emphasis in undergraduate curricula in Texas and the recruitment efforts from rural areas made by each level of program.
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Bruner, Jeanne K. "Moving toward the 21st Century: American Association of Colleges of Nursing Guidelines and Baccalaureate Nursing Education." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278423/.
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This study investigated current use of American Association of Colleges of Nursing guidelines in preparing the baccalaureate nurse graduate to practice nursing in the community health sector of the healthcare delivery system and use of community based healthcare delivery sites by baccalaureate programs located in non-urbanized and urbanized areas. The extent of guidelines adoption, plans by colleges not currently using them to do so in the future, and impact of accreditation visits on the adoption of the guidelines were also explored. A qualitative survey design was used to describe the use of AACN guidelines in the development of baccalaureate nursing education.
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Vande, Griend Tara, and University of Lethbridge Faculty of Health Sciences. "Novice nursing clinical instructors : the lived experience / Tara Vande Griend." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2011, 2011. http://hdl.handle.net/10133/2628.
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A constructivist philosophical paradigm and van Manen's phenomenological
method were used to understand the lived experience of a purposeful sample of nine
novice nursing clinical instructors in the Nursing Education in Southwestern Alberta
program in Lethbridge, Alberta. Data were collected using in-depth, semi-structured,
open-ended interview questions and were analyzed using van Manen's approach to
thematic analysis. The findings revealed how novice nursing clinical nursing instructors
experienced this new role; the meaning instructors ascribed to their experience; and how
instructors learned about the clinical instructor role. The lived experience of novice
nursing clinical instructors was likened to a journey. Three major themes emerged within
The Journey: Endeavoring Amid Strife, Enacting Understanding of the Clinical
Instructor Role, and Evolving as a Clinical Instructor. Implications included: valuing the
lived experience, appreciating struggles, and improving supports and learning resources
in the areas of orientation, mentorship, peer support, instructor inclusion in academia, and
work-life balance.viii, 118 leaves ; 29 cm
Books on the topic "Nursing Study and teaching (Higher) Indonesia"
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Tamara, Nasir. Mengkaji Indonesia: Pengaruh America dalam dunia intelektual Indonesia. Yogyakarta, Indonesia: Yayasan Bentang Budaya, 1997.
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Gani, Rizanur. Pengajaran sastra Indonesia: Respons dan analisis. [Padang]: Dian Dinamika Press, 1990.
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Pateda, Mansoer. Bahasa Indonesia sebagai mata kuliah dasar umum. Ende, Flores, NTT, Indonesia: Nusa Indah, 1993.
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Peterson's nursing programs 2016. Albany, NY: Peterson's, 2015.
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Peterson's nursing programs 2015. Albany, NY: Peterson's, 2014.
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Ann, Johnson Mary. Nursing and gerontology: Status report. Washington, DC (600 Maryland Ave., SW, West Wing 204, Washington 20024): Association for Gerontology in Higher Education, 1990.
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Johnson, Mary Ann. Nursing and gerontology: Status report. Washington, DC (600 Maryland Ave., SW, West Wing 204, Washington 20024): Association for Gerontology in Higher Education, 1990.
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Amalia, Euis. Potret pendidikan ekonomi Islam di Indonesia: Analisis kurikulum, model pembelajaran, dan hubungannya dengan kompetensi SDM pada industri keuangan syariah di Indonesia. Depok: Gramata Pub., 2012.
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Texas Higher Education Coordinating Board. Nursing Study Committee. Texas nursing crisis: The higher education response. [Austin]: Texas Higher Education Coordinating Board, 1990.
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Klug, Redman Barbara, Cassells Judith M, and Lamothe Ruth, eds. Educating RNs for the baccalaureate: Programs and issues. New York: Springer Pub. Co., 1990.
Find full textBook chapters on the topic "Nursing Study and teaching (Higher) Indonesia"
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Hastowohadi, Hastowohadi, and Eky Kusuma Hapsari. "Exploring Students' Perceptions in Hybrid Vocational English Task-Based Language Teaching in Indonesia Higher Education." In Handbook of Research on Revisioning and Reconstructing Higher Education After Global Crises, 85–100. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5934-8.ch004.
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The transition from online to hybrid instruction has been implemented in recent years in response to vocational institution policy in the higher education context of Indonesia in order to implement student engagement in the wake of the COVID-19 outbreak. To address this issue, the authors sought to develop vocational English materials that incorporated hybrid instruction into a task-based approach that encourages independent student learning. The authors investigated and analyzed the responses of students learning vocational English to support our teaching and learning quality as a result of the implementation of the hybrid system. With an emphasis on vocational English tasks, it is hoped that this study will make a practical contribution to the teaching practice in Indonesian higher education during the transition from online to hybrid instructions.
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Iswahyudi. "Perspective Chapter: Artifact Remains in Indonesia as an Object of Field Study of Learning Media for the History of Indonesian Fine Arts Course." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.109219.
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Education is basically a social institution that functions as organized intelligence or becomes the center of various intelligences that are organized to serve the existing social system. As an integral part of that process, educational media is something that every professional teacher must master. In addition, educational media can be used as an effective means of communication in order to obtain an interactive teaching and learning process. One of the media for art education, both symbolic and aesthetic. Symbolic artifacts can be categorized in non-formal aspects because they are more general in nature and prioritize the value of symbols. Artifacts that are aesthetic in nature are categorized as formal because they are more specifically as works of art. They are objects made by humans in the past that are considered to have symbolic and aesthetic value. The reason that is basis of this writing is because of the existence of artifacts in various forms which are historical relics as it is known that there are many in various regions in Indonesia.
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Soeiro, Joaquim Dias. "Studying Wine in Non-Wine-Producing Countries." In Higher Education Challenges in South-East Asia, 99–117. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4489-1.ch005.
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Throughout their studies, students experience either more or less difficulties with their learning. It is worth investigating the challenges faced by students when the cultural aspect interferes with their learning. This study explored how learners, originally from Southeast Asia, where wine is culturally a distant or absent thing, experience learning. The data were collected from students from Malaysia, Brunei, and Indonesia through observations over a period of 14 weeks, 12 interviews, and four focus groups. The aim of this study was to explore the challenges involved in learning about wine, and the data showed that there were cultural, sensorial, social, and educational concerns in this regard. The findings revealed the wide range of challenges experienced by students, and can contribute to the teaching of modules on culturally distant types of content by lecturers.
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Naibaho, Lamhot. "Impact of COVID-19 on Higher Education." In Handbook of Research on Asian Perspectives of the Educational Impact of COVID-19, 336–46. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8402-6.ch019.
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This chapter aims to obtain information about the effects of the COVID-19 pandemic on education. It is done at Indonesian Christian University using the library research method. The instrument used in writing this chapter is the researcher as a critical instrument. The author read sources related to the topic “COVID-19” and its impact on education in Indonesia. These documents are sourced from books, research journals, and other articles taken from the Google Scholar website. The results of this study are that there are several obstacles experienced by students, lecturers, and parents in online teaching and learning activities. They are 1) lack of mastery of technology; 2) the cost of internet quota; 3) the existence of additional jobs for parents in assisting children to learn; 4) communication and socialization between students; 5) fewer lecturers and parents; and 6) working hours become unlimited for lecturers because they had to communicate and coordinate with parents, other lecturers, and rectors.
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Wang, Juan, Qiang Li, and Min Chen. "Re-Engineering Approach on Human Resources Management Practices (HRMP) Towards Chinese Teaching System in Nursing Programs." In Modern Management based on Big Data III. IOS Press, 2022. http://dx.doi.org/10.3233/faia220099.
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The purpose of this study is to discuss the re-engineering strategies on human resource management practices in China’s higher education system, particularly in Nursing institutes. The Lecturers in Chinese nursing higher education institutions have limited deliveries (sessions) on Human Resources Management (HRM) module, thus the nurses have a challenge while dealing with patients. Through this research, it has been highlighted with evidence to teach students practical HRM skills has numerous benefits and so that Chinese nursing students can match their academic understanding with their practical experience. By reviving this practice, it becomes a process of re-engineering in Chinese teaching systems. This applied research had 91 respondents collected through primary data. SPSS tool is used to analyse these datasets. ANOVA and Measurement model analysis were done based on the data collected.
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Alamanda, Dini Turipanam, Grisna Anggadwita, Abdullah Ramdhani, Mediany Kriseka Putri, and Wati Susilawati. "Kahoot!" In Opening Up Education for Inclusivity Across Digital Economies and Societies, 191–208. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7473-6.ch010.
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Learning strategies in the digitalization era are vastly expanding. Students are comprised of the millennials for whom life cannot be separated from technology and the internet. The ever-expanding technology has posed new challenge on the teaching process of millennials, and one of which is the growing importance and increased involvement of technology that empower a host of new learning tools. One of the most prominent open-access teaching/learning tool is Kahoot! This chapter aims to complement studies about the use of game-based methods at higher education. The survey was conducted for 1 year at a university located in a small city in Indonesia. A total of 415 students were actively involved in measuring their perceptions of games-based learning tools called Kahoot! Furthermore, this study also measured differences in outcomes between faculties, types of subjects, and commonly used research methods. The result shows that Kahoot! positively impacts student academic achievement as measured by student motivation, enjoyment, engagement, and concentration.
Conference papers on the topic "Nursing Study and teaching (Higher) Indonesia"
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Warella, Y., Sutopo Patria Jati, and Meidiana Dwidiyanti. "The Effectiveness of Collaborative Leadership on Improving Interprofessional Collaboration Practice in the Comprehensive Emergency Obstetric and Neonatal Services." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.19.
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ABSTRACT Background: Maternal and infant mortality rates remain high in most developing countries including Indonesia. An approach so called as the interprofessional collaboration (IPC) has been considered to have its potential to improve the emergency obstetric and neonatal care. Little is known about the effectiveness of leadership in enhancing IPC. This study aimed to determine the effectiveness of leadership on improving the IPC in the comprehensive emergency obstetric and neonatal services. Subjects and Method: This was a qualitative study using an embedded case study approach. This study was conducted at PKU Muhammadiyah Gamping Hospital, Yogyakarta, as a type C teaching hospital. The data were collected by observation, in-depth interview, and document review. Results: This study found three themes: (1) collaborative leadership; (2) leadership issues; and (3) stakeholder input. The inter-professional collaboration included doctors, consultant doctors, supervisor, shift coordinator, and nurses in charge of nursing care. The interprofessional collaboration had been implemented. The principle of leadership had supported the interprofessional collaboration. The IPC team had understood and applied the principles of leadership that support the IPC. The leadership attributes on demand for the IPC included visionary, participatory, and coaching. The leadership issues included the difference in advice between doctors. The theme for nurses was improving the quality of interprofesional collaboration. Conclusion: The leadership attributes to improve the interprofessional collaboration include visionary, participatory, and coaching for the comprehensive emergency obstetric and neonatal services. Keywords: interprofessional collaboration, leadership Correspondence: Sulistyaningsih. Faculty of Health Sciences, Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi (Lingkar Barat) No. 63 Pundung, Nogotirto, Gamping, Sleman, DIY, Indonesia. Email: sulistyaningsih@unisayogya.ac.id. Mobile: +6281328067154 DOI: https://doi.org/10.26911/the7thicph.04.19
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Gao, Fan, Yanru Zhang, Zhuofan Liu, and Kesui Deng. "Application Situation and Countermeasure Study of Objective Structured Clinical Examination in Higher Nursing Education." In Proceedings of the 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aermt-19.2019.56.
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Sui, Xin, Yifan Yu, and Liu Huhui. "Measurement of spatial equity : a case study of nursing institution." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/bgdi1793.
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Equity and justice have always been important norms in the field of urban planning. With the gradual deepening of understanding of residential environment, the research context of equity and justice related to location is becoming more and more sophisticated. Recently, varieties of subjects Including Public Health and Geography focus on the inequity of public resources in spatial distribution and how to measure the degree of this gap. In general, the mainstream measurement methods can be summarized into two categories: (1) The description of phenomenon caused by the spatial inequities, and accessibility is a typical method of this type. (2) the direct quantification of inequity, such as Gink Coefficient which is originated from the economics field and introduced into the measurement of health equity, and Getis-Ord General G, together with Moran’ index is the most commonly method used into the general spatial autocorrelation. In this paper, based on the overall literature review of the concept of equity in the study using these methods and a summary of their specific context of the measurement using, nursing institution in Shanghai, China are regarded as a typical case to practice these methods and compare the differences in using. Meantime, the impact of the politics and planning related to this special facility is also been considered. Results show that, accessibility of nursing institution among elderly groups is much different under different research distance, and the overall trend seems like the research units in suburb appears higher accessibility than those in highly urbanized area. And Gink Coefficient helps us determine the proportion of the elderly population in different reachable areas in Shanghai is within a reasonable range. However, Global Moran’ index provide reliable evidence that the existence of the aggregation combined by the high-value units. It indicates that there are inequities among the distribution of aged-nursing resources, and Local Moran I （LISA）help us to find the specific boundaries of these areas. In general, in the study of the equity related to location, accessibility can only reflect the differences phenomenon in distribution, but it is not clear to describe this gap to what extent, and it’s difficult to achieve the possibility of comparison among different periods and different subjects. The Gini coefficient often focuses on the unfairness of the distribution of people, but ignored the aggregation characteristics of the spatial dimension, which the analysis of spatial autocorrelation can make up. All these methods proved that it’s necessary to consider both the spatial distribution of supply and demand. And the discussion about equity related to location should be strictly qualified in study.
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Benítez-Andrades, José Alberto, Isaías García, Carmen Benavides, Javier Pérez-Paniagua, Pilar Marqués-Sánchez, and Mercedes Reguera. "Networks that Cross the Boundaries of the Classroom: A Quasi-Experimental Study of University Students." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9282.
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Currently there is a trend towards facilitating multidisciplinary research and collaborations between different faculties and/or multi-university collaboration. In order to achieve standardization, we believe that this culture should begin with the teaching-learning processes. This research has investigated collaborative work between nursing students and computer engineering students. To analyze the group response, an analysis of the contacts was carried out through Social Network Analisys, pre- and post-intervention. The student networks analyzed were friendship, collaboration and negative networks. The results show that the intervention had a positive impact on networks among students, creating greater cohesiveness due to the resources they shared. The research adds useful evidence for proposing innovative and multidisciplinary strategies in terms of networks.
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Murphy, Kylie, Tracey Parnell, Rodney Pope, Clarissa Hughes, Marguerite Bramble, Jess Biles, Simone OConnor, Michael Curtin, Lisa Speedie, and Evan Plowman. "Improving Evidence-Based Practice education in healthcare courses: A Participatory Action Research multiple-case study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9152.
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This paper synthesises the results of three participatory action research (PAR) studies undertaken to improve the integration of evidence-based practice (EBP) education in three undergraduate health courses at one Australian university: Bachelor of Nursing, Bachelor of Occupational Therapy, and Bachelor of Physiotherapy. The PAR process with interested academics uncovered a range of EBP education strengths and weaknesses in the three courses. Common themes were evident, which are likely to be applicable in other similar courses. Identified weaknesses included a lack of explicit teaching about the meaning, principles, steps, and importance of EBP, partly stemming from a lack of shared understanding. A relative lack of emphasis on certain EBP steps was also noted, particularly the first step of ‘asking’ questions. A lack of communication with workplace learning (WPL) supervisors about how to facilitate EBP was also noted, raising concerns about variable EBP-education quality across WPL settings. Opportunities for improvement were identified by academics in each course, across multiple subjects and year levels. In our experience, PAR has been a highly constructive approach to EBP curriculum improvement. We encourage consideration of a PAR approach for addressing similarly complex curriculum challenges.
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Sulistio, Moch Bambang. "Comparative Study of E-Learning Readiness and Socio-Economic Factors during Covid-19 Pandemic: Evidence from High School Students in Urban and Rural Areas of Indonesia." In 1st International Conference on Teaching, Education and Learning Conference. iConferences (Pvt) Ltd, 2021. http://dx.doi.org/10.32789/tel.2021.1002.
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As the global pandemic of COVID-19 spreads enormously, educational institutions were forced to close down in most countries, affecting 91% of pupils and causing massive disruption to the education sector. In Indonesia, 62, 5 million students from pre-primary to higher education are forced to shift from conventional learning to a complete move into e-Learning. This study sought to explore students' readiness to cope with online learning both in urban and rural areas of Indonesia and to find the relation whether socio-economic factors during pandemic affect their e-learning readiness. The theory underpinning the study was the e-Learning Readiness theory which measures eight dimensions: human resource, financial, technological, equipment, content, psychological, sociological, and environmental readiness. An online survey was conducted, and a total of 1.260 million students in urban and 846 students in rural areas participated in the study. The data were analyzed using multiple regression and confirmatory factor analysis (CFA). This study reveals that students in urban areas are categorized as ready, but they need improvements in several aspects with the readiness index 3, 47. In contrast, students are not ready in rural areas and need several improvements with index 3,01. The study also highlights that basic IT skills competencies are critical for the preparedness of e-learning and should be taught to students. Future studies could analyze whether ICT training will significantly impact their perceives and acceptance of students' e-learning readiness, especially in rural areas, after training has been conducted.
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Rahmawati, Ida, and Dwi Putri Sulistya Ningsih. "Effectiveness of Audiovisual-Based Training on Basic Life Support Knowledge of Students in Bengkulu." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.45.
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Background: Emergencies can occur around us. Basic knowledge about saving lives is needed to reduce the death rate. Basic Life Support (BHD) is an emergency treatment effort for cardiac arrest done by everyone, including students. This study aimed to determine the effect of audiovisual-based training on Nursing Students Basic Life Support (BHD) knowledge in Bengkulu City. Subject and Method: This was a quasi-experiment study with no control group. The study was conducted at school of science Tri Mandiri Sakti, Bengkulu, Indonesia. A sample of 64 nursing students was selected by total sampling. The intervention group was carried out by viewing the BHD simulation video via the LCD. Knowledge was measured by questionnaire. Knowledge level before and after treatment were tested by t-test. Result: Mean score of knowledge after training basic life support (Mean = 74.53; SD = 13.444; 95% CI = 27.502) was higher than before training (Mean = 50.47; SD = 11,468; 95% CI = 20,623), and it was statistically significant (p< 0.001). Conclusion: Audiovisual-based training is effective in improving knowledge of students about basic life support. Keywords: audio visual, basic life support, knowledge. Correspondence: Ida Rahmawati, Emergency Nursing Department, Nursing Science Study Program, School of health sciences Tri Mandiri Sakti Bengkulu, Indonesia. Email: idarahmawati1608@-gmail.com. Mobile: +62 852-6693-5180. DOI: https://doi.org/10.26911/the7thicph.02.45
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Thalluri, Jyothi, and Joy Penman. "Sciences come alive for first-year university students through flipped classroom." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5169.
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This paper discussed an initiative implemented for on-campus first-year nursing and midwifery students studying Human Body, which covered core Anatomy and Physiology, at a South Australian university. The initiative implemented was flipping the classroom with the objective of facilitating active learning. Formal lectures were replaced by student-centred activities that encouraged studying the topics before coming to class, discussing their understanding and misconceptions, and determining the new learning that was achieved during class. A post-flip classroom survey was used to gauge the impact of the initiative on students. Of the 532 students enrolled in the science class, 188 students completed the questionnaire for a 35% response rate. The survey queried students’ views about the flipped classroom, their experience/s with the teaching format, the learning that transpired, engagement with content and study materials, what they liked about it, impact on their test scores, and areas to improve the initiative. Findings showed 60% preferred the flipped classroom approach,.Students were actively engaged with and challenged by the content. They actively participated and learned, and found the flipped classroom to be interactive,enjoyable and fun. In fact, 77% of respondents recommended flipped classroom to future students.
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Aulia, Destanul, Heru Santosa, and Ida Yustina. "Implementation of Integrated Nursing Models toward Patient Satisfaction in Mitra Medika Amplas Hospital, Medan, North Sumatra." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.22.
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ABSTRACT Background: The patient’s statement of the nurse’s poor and needy performance reflects dissatisfaction. Communities need patient-focused services, and the success of nursing care is determined mainly by choice of nursing care delivery models. This study aimed to determine implementation of integrated nursing models toward patient satisfaction in Mitra Medika Amplas Hospital, Medan, North Sumatra. Subject dan Method: This was a quasi-experiment with two group comparison conducted at Mitra Medika Amplas Hospital, Medan, Indonesia. A sample of 77 patients was selected by consecutive sampling. The data were collected by questionnare and analyzed by t-test. Result: The results showed that the level of satisfaction in the intervention group stated that 60 people were satisfied (78%) while the control group stated that 4 people were satisfied (5%). It was statistically significant (p<0,05). Conclusion: The level of patient satisfaction based on the dimensions of tangible quality, empathy, reliability, responsiveness and assurance was higher in the intervention group than in the control group. Keywords: integrated model, patient focused services Correspondence: Deli, Universitas Sumatera Utara Medan. Jl. Dr. T. Mansur No.9, Padang Bulan, Medan, North Sumatra 20222. Email: delitheo.theo@yahoo.com. Mobile: 085361880118 DOI: https://doi.org/10.26911/the7thicph.04.22
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Freitas, Alexandre Villela de, Lucas Stathiacos e. Castella, Carolina Abreu de Rezende, Ana Jéssily Camargo Barbosa, and Tânia Silva de Melo. "IMPORTANCE AND IMPACT OF ONLINE COURSES FOR TRAINING PRIMARY HEALTH CARE PROFESSIONALS IN THE SCREENING, IDENTIFICATION, AND MANAGEMENT OF MAMMALIAN PATHOLOGIES/BREAST CANCER." In Abstracts from the Brazilian Breast Cancer Symposium - BBCS 2021. Mastology, 2021. http://dx.doi.org/10.29289/259453942021v31s2033.
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Introduction: Brazil is currently living in a scenario of epidemiological transition in health. Simultaneous occurrence of diseases is common to those of developed and underdeveloped countries, thus, facing a major challenge in planning and managing efficient public health policies that cover ongoing transitions. The increase in life expectancy leads to an increase in the incidence of chronic-degenerative diseases such as cancer. The use of the Internet for lectures, courses, and questionnaires, due to agility, low cost, wide reach, and excellent use of responses has been demonstrated as an excellent tool for research and teaching. Objective: The aim of this study was to assess the importance and impact of conducting online training courses for primary health care professionals in the screening, identification, and management of breast diseases/ breast cancer. Methodology: This is all cross-sectional and descriptive, carried out through the selection of 80 physicians and 100 nurses from primary health care in the municipality of Foz do Iguaçu by virtual communication and link to attend the course with mastological content elaborated from the Mastology Treaty of the Brazilian Mastology Society. Online lecture was held by shared platform with later discussion and clarification, application of a virtual questionnaire on the perception of the importance of the lecture content in their daily activities, and assimilation of the content. The value of the answers to the questionnaire was determined according to the profession and time of graduation. Results: We observed a higher access among nursing professionals when compared with physicians, 46%×28%. The group of physicians, mean age of 39.7 years, ranging from 28 to 56 years, equally distributed between 3 and 5 years, 5 and 10 years, and more than 10 years were formed. Regarding nursing, the groups with mean age of 36.9 years, ranging from 23 to 57 years, predominantly professionals with more than 10 years were formed (60.9%). All participants found this study useful or very useful for their professional activities. We observed a performance higher than 75% in correct answers to the questions in 61% and 56% of medical professionals and nurses, respectively, and close to 80% with performance higher than 50% in both groups. Among themselves related to the lowest rate of correct answers were the exclusion of self-examination as a measure of prevention and the higher rate are the indications of breast ultrasound complementary to mammography. Conclusion: Online courses for primary care professionals can be considered a useful tool in the training process, with low cost, good results, and great acceptance.
Reports on the topic "Nursing Study and teaching (Higher) Indonesia"
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.
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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.