JIKO (Jurnal Ilmiah Keperawatan Orthopedi)
ISSN: 2655-6669 (online) ISSN: 2580-1112 (print) DOI: 10.46749/jiko URL: https://ejournal.stikesfatmawati.ac.id/index.php/JIKO JIKO (Jurnal Ilmiah Keperawatan Orthopedi) is accredited SINTA 4 by the Director General of Higher Education, Research and Innovation No. 158/E/KPT/2021. Since Volume.3 Number.1 in 2019 up to Volume. 7 Number. 2 in 2023 JIKO (Jurnal Ilmiah Keperawatan Orthopedi) is a Scientific Journal of Health Sciences at Fatmawati Health Sciences College (STIKes), Jakarta which will publish the research results of lecturers in the field of health sciences and health information. This scientific journal is published twice a year every January and July. The editorial team also accepts articles from other health science colleges. The review process in this journal employs a double-blind peer-review, which means that both the reviewer and author identities are hidden from the reviewers, and vice versa.
Unit Penelitian dan Pengabdian Masyarakat STIKES Fatmawati Jakarta
The Influence of Simulation-Based Learning Methods on the Clinical Competence of Midwifery Students
Clinical competence is an important aspect of midwifery education because it is directly related to students' ability to provide safe, effective, and professional midwifery care. One learning method considered capable of improving students' clinical competence is simulation-based learning. This study aims to explore the effect of simulation-based learning methods on the clinical competence of midwifery students. The study used a qualitative approach with a descriptive phenomenological design. The study participants were 15 midwifery students selected using a purposive sampling technique. Data collection was conducted through in-depth interviews, participant observation, and documentation. Data analysis used thematic analysis through the processes of data reduction, coding, theme identification, and interpretation of meaning. The results showed that simulation-based learning methods had a positive impact on improving the clinical competence of midwifery students. Students experienced improvements in clinical practice skills, critical thinking skills, clinical decision-making, therapeutic communication, and teamwork. In addition, simulation also helped increase students' confidence in facing real-life clinical practice because they gained training experiences that resembled actual health care conditions. However, the study also identified several obstacles to implementing simulations, such as limited laboratory facilities, a limited number of simulation tools, and less than optimal practice time. This study concluded that simulation-based learning methods are effective in improving the clinical competence of midwifery students and can be an innovative learning strategy in modern midwifery education.
Clinical Simulation, Clinical Competence, Midwifery Education, Simulation-Based Learning, Midwifery Students
Copyright (c) 2020 https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of the Use of Interactive Learning Media on the Learning Outcomes of Midwifery Students
Background: Technological developments in health education are driving a transformation of learning toward interactive digital media. In midwifery education, interactive learning media such as videos, digital simulations, and e-learning are expected to improve student learning outcomes, encompassing cognitive, affective, and psychomotor aspects. However, the effectiveness of their implementation still requires in-depth study within the context of student experiences. Objective: This study aims to explore the influence of the use of interactive learning media on midwifery student learning outcomes based on their learning experiences. Methods: This study used a qualitative approach with a phenomenological design. Participants consisted of 12 midwifery students selected using purposive sampling based on the criteria of having participated in interactive media-based learning. Data were collected through in-depth interviews, observation, and documentation. Data were then analyzed using the Miles, Huberman, and Saldaña model, encompassing the stages of data reduction, data presentation, and conclusion drawing. Data validity was tested using triangulation of sources, methods, and member checking. Results: The study revealed four main themes: improved understanding of learning materials, increased motivation and engagement in learning, increased readiness for clinical practice, and challenges in implementing technology. Interactive learning media helped students understand complex midwifery concepts through visualization and simulation, increased learning motivation through more engaging learning, and improved readiness for clinical practice. However, limited internet access and technological infrastructure remain barriers to optimal implementation. Conclusion: Interactive learning media positively impacted midwifery students' learning outcomes across cognitive, affective, and psychomotor domains. Integrating interactive learning media into the midwifery education curriculum is highly recommended to improve the quality of competent and adaptable graduates in the digital era.
Interactive Learning Media, Learning Outcomes, Midwifery Students, Phenomenology, Digital Learning
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The Effectiveness of Blended Learning in Improving Midwifery Students' Skills
The development of digital technology has driven changes in the learning system in midwifery education, one of which is through the implementation of blended learning. This learning model combines face-to-face and online learning to improve the effectiveness of students' learning processes. This study aims to explore the effectiveness of blended learning in improving the skills of midwifery students. The study used a qualitative approach with a descriptive phenomenological design. The study participants were 15 midwifery students selected using a purposive sampling technique. Data collection was conducted through in-depth interviews, observation, and documentation. Data analysis used thematic analysis through the processes of data reduction, coding, theme identification, and interpretation of meaning. The results showed that blended learning had a positive impact on the learning process of midwifery students. Students experienced flexibility in accessing learning materials, improved understanding of theory and clinical skills, and increased motivation and independence in learning. The use of learning videos, virtual simulations, and online discussions helped students better prepare for laboratory and clinical practice. In addition, blended learning also increased learning interactivity and student participation in academic discussions. However, the implementation of blended learning still faces several obstacles, such as limited internet connection, online learning fatigue, and limitations in direct clinical practice. This study concludes that blended learning is an effective and adaptive learning method for improving midwifery students' skills in the digital era when supported by optimal technological infrastructure and learning design
Blended Learning, Midwifery Education, Student Skills, Digital Learning, Qualitative Learning
Midwifery E-Learning as a Medium for Improving Midwifery Students' Competence in the Digital Era
The development of digital technology has driven a transformation in the learning system in midwifery education, one of which is through the implementation of e-learning. This study aims to analyze the effectiveness of e-learning as a medium for improving the competency of midwifery students in the digital era. The study employed a mixed methods approach with a sequential explanatory design that combines quantitative and qualitative methods. The quantitative design employed a quasi-experimental pretest-posttest control group design, involving 80 midwifery students divided into e-learning and conventional learning groups. Data were collected through competency tests, questionnaires, observations, and in-depth interviews. Quantitative data analysis was conducted using paired t-tests, independent t-tests, and effect size tests, while qualitative data were analyzed thematically. The results showed that the e-learning group experienced a higher increase in learning outcomes than the conventional group, with a significant difference (p<0.05). The effect size value indicates a significant impact on improving student competency. Furthermore, e-learning also increased students' learning motivation, active participation, learning independence, and digital literacy. Students expressed positive perceptions of the flexibility, ease of access, and interactivity of digital-based learning. However, the implementation of e-learning still faces obstacles such as limited internet connections, technological readiness, and limited direct clinical practice. This study concludes that e-learning is an effective and innovative learning medium for improving the competencies of midwifery students in the digital era, especially when combined with a blended learning approach.
E-Learning, Midwifery Education, Student Competencies, Blended Learning, Digital Learning
Copyright (c) 2026 https://creativecommons.org/licenses/by-nc-sa/4.0
Measuring the Impact of Learning Evaluation on the Readiness of Nursing Graduates in the World of Work
Introduction: The transition from nursing education to professional practice remains a critical challenge, often characterized by a gap between academic assessment systems and real-world clinical demands. Learning evaluation plays a pivotal role not only in measuring academic achievement but also in shaping graduate nurses’ work readiness. However, the extent to which different components of learning evaluation contribute to work readiness remains underexplored. Objective: This study aimed to analyze the impact of learning evaluation on the work readiness of nursing graduates entering the healthcare workforce. Methods: A quantitative cross-sectional correlational design was employed. A total of 236 nursing graduates from diploma and bachelor programs were selected using stratified random sampling. Data were collected using validated questionnaires measuring learning evaluation components (formative assessment, summative assessment, clinical simulation, and preceptor feedback) and the Work Readiness Scale for Graduate Nurses (WRS-GN). Data were analyzed using Pearson correlation and multiple linear regression analysis with a significance level of p < 0.05. Results: Learning evaluation demonstrated a significant relationship with work readiness (r = 0.658, p < 0.001). Multiple regression analysis revealed that learning evaluation explained 56.9% of the variance in work readiness (R² = 0.569). Among the components, preceptor feedback emerged as the most dominant predictor (β = 0.356, p < 0.001), followed by clinical simulation (β = 0.267, p < 0.001) and formative assessment (β = 0.184, p = 0.006). Summative assessment showed no significant effect on work readiness (p = 0.135). Conclusion: Learning evaluation significantly influences nursing graduates’ work readiness, with practice-based evaluation components such as preceptor feedback and clinical simulation playing the most critical roles. The findings highlight the need to shift from traditional summative-based evaluation toward competency-based and clinically integrated assessment systems to better prepare nursing graduates for real-world healthcare demands
Nursing Education, Work Readiness, Learning Evaluation, Clinical Simulation, Preceptorship, Graduate Nurses
Measuring Nursing Students' Competency Achievements Based on Outcome-Based Education
Measuring nursing students' competency achievement is a crucial component in ensuring the quality of graduates who are ready to practice professionally safely and effectively. The Outcome-Based Education approach emphasizes the achievement of students' actual abilities through alignment of the curriculum, learning process, and a continuous evaluation system. This study aims to explore in-depth the process of measuring nursing students' competency achievement based on Outcome-Based Education from the perspectives of final-year students and clinical supervisors. The study employed a qualitative design with a phenomenological approach. Participants were selected purposively until data saturation was achieved. Data were collected through in-depth interviews, participant observation, and document review, followed by thematic analysis. The results identified five main themes: understanding the concept of Outcome-Based Education, the gradual and continuous process of measuring competency, factors supporting competency achievement, barriers to implementing outcome-based evaluation, and the impact on readiness for professional practice. The outcome-based approach has been shown to improve the integration of theory and practice, improve students' self-confidence, and improve critical thinking skills. However, challenges remain, including variations in assessment standards, limited practice time, the administrative burden of evaluation, and anxiety about competency testing. These findings confirm that measuring competency based on Outcome-Based Education requires standardized instruments, strengthening the capacity of clinical supervisors, and ongoing institutional support.
Nursing Student Competency, Outcome-Based Education, Clinical Learning Evaluation, Nursing Education, Qualitative Research
Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-sa/4.0
Interprofessional Education in Nursing as a Strategy to Enhance Healthcare Team Collaboration
Interprofessional education (IPE) is a learning approach that involves students from various health professions to learn together, understand each other's roles, and develop collaborative skills in healthcare. This approach is increasingly important in nursing education given the complexity of patient needs and the demands of effective collaborative healthcare team practices. This study aims to analyze the role of interprofessional education in nursing as a strategy to improve healthcare team collaboration. The research method used a quantitative approach with a quasi-experimental design, involving nursing students and other healthcare professionals participating in an interprofessional education program based on case discussions and clinical simulations. Healthcare team collaboration was measured using a standardized instrument that assesses communication, role understanding, teamwork, and shared decision-making. The results showed a significant increase in healthcare team collaboration skills after the interprofessional education intervention. The most prominent improvements were seen in interprofessional communication and understanding of professional roles. These findings confirm that interprofessional education is an effective learning strategy for preparing nursing students for collaborative practice in healthcare settings. The systematic integration of interprofessional education into the nursing curriculum is recommended to improve the quality of care and patient safety.
Interprofessional Education, Nursing, Healthcare Team Collaboration, Interprofessional Collaboration, Patient Safety
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Competency-Based Nursing Education in Improving the Quality of Health Services
Competency-based nursing education is a strategic approach that emphasizes the mastery of measurable knowledge, skills, and professional attitudes to ensure graduates are capable of providing quality healthcare services. This article aims to analyze the role of competency-based nursing education in improving the quality of healthcare services. The method used is a systematic literature review of journals, institutional reports, and current nursing education policies, as well as a case study of the application of clinical competencies in primary healthcare facilities. The study results indicate that integrating a competency-based curriculum improves nurses' clinical skills, strengthens decision-making, and minimizes errors in care. Competently trained graduates are able to respond effectively to patient needs, improve patient safety, and support the implementation of national and international healthcare standards. Furthermore, competency-based education fosters a culture of continuous professional development, strengthens interprofessional teamwork, and increases patient satisfaction. These findings confirm that strengthening competency-based nursing education not only focuses on academic achievement but also has a direct impact on the quality of healthcare services, making them safer, more effective, and more sustainable. Recommendations from this article emphasize the need for regular curriculum evaluation, strengthening standardized clinical practices, and collaboration across educational institutions and healthcare facilities to ensure the relevance of competencies to the needs of the healthcare system.
Nursing Education, Competency-Based, Quality of Healthcare Services, Patient Safety, Continuing Professional Development
Implementation of Management Functions in Improving the Quality of Nursing Services in Hospitals
The quality of nursing care is a key indicator of hospital service quality, significantly influenced by the effectiveness of the implementation of nursing management functions. Management functions, including planning, organizing, directing, and controlling, play a crucial role in coordinating resources, directing nurse performance, and ensuring the delivery of nursing care according to established standards. This study aims to analyze the implementation of management functions in improving the quality of nursing care in hospitals. The study employed a quantitative design with a descriptive correlational approach. The sample consisted of 120 nurses working in the hospital's inpatient unit, selected using a purposive sampling technique. Data collection was conducted through a structured questionnaire that measured the implementation of management functions and the quality of nursing care. Data analysis included univariate analysis, bivariate analysis using the chi-square test, and multivariate analysis using multiple logistic regression. The results showed a significant relationship between the implementation of management functions and the quality of nursing care (p < 0.05). The multivariate analysis revealed that the directing function was the most dominant factor influencing the quality of nursing care compared to other management functions. Good implementation of management functions increases the chances of achieving quality, safe, and patient-oriented nursing care. The conclusion of this study confirms that strengthening the managerial competencies of ward heads and nursing leaders is a crucial strategy for sustainably improving the quality of nursing services in hospitals
Management Function, Nursing Service Quality, Nursing Management, Hospital, Nurse Performance
Simulation-Based Nursing Education in Improving Clinical Competence
Nursing education is required to produce graduates with adequate clinical competency to ensure the quality and safety of healthcare services. One rapidly developing innovative learning approach is simulation-based nursing education, designed to bridge the gap between theory and clinical practice. This study aimed to analyze the effect of simulation-based nursing education on improving the clinical competency of nursing students. The study used a quasi-experimental design with a pretest-posttest approach and a control group. The study sample consisted of 80 nursing students divided into an intervention group and a control group. The intervention group received simulation-based clinical learning, while the control group underwent conventional clinical learning. Clinical competency was measured using the Objective Structured Clinical Examination (OSCE) and a standardized clinical skills instrument. Data analysis was performed using paired t-tests and independent t-tests. The results showed a significant increase in clinical competency in the intervention group compared to the control group (p < 0.001) with a strong effect size. These findings indicate that simulation-based nursing education is effective in improving clinical skills, decision-making, and student confidence. Therefore, simulation is recommended as a primary learning strategy in nursing education to enhance graduates' clinical readiness
Nursing Education, Simulation-Based Learning, Clinical Competence, Nursing Students, Health Education
The Relationship Between Self-Stigma Levels and Medication Compliance in Patients with Severe Mental Disorders
Background: Medication adherence is a key factor in the successful treatment of patients with severe mental illness. However, the level of non-adherence remains relatively high and is often associated with various psychosocial factors, one of which is self-stigma. Self-stigma can influence patients' perceptions of the disease and treatment, potentially reducing adherence to regular medication use. Objective: This study aims to analyze the relationship between self-stigma levels and medication adherence in patients with severe mental illness. Methods: This study used a quantitative design with a cross-sectional approach. A total of 220 patients with severe mental illness undergoing treatment at a mental health service facility became the study respondents. The level of self-stigma was measured using the Internalized Stigma of Mental Illness (ISMI), while medication adherence was measured using the Medication Adherence Rating Scale (MARS). Data analysis was performed descriptively and inferentially using the Spearman correlation test and logistic regression with a significance level of p < 0.05. Results: The results showed that most respondents had moderate to high levels of self-stigma and more than half of respondents were non-compliant with medication. There was a significant negative relationship between self-stigma and medication adherence (r = −0.462; p < 0.001). Patients with high self-stigma are at greater risk of non-adherence to treatment. Conclusion: Self-stigma is significantly associated with medication adherence in patients with severe mental illness. Interventions focused on reducing self-stigma need to be integrated into mental health services to improve medication adherence and patient outcomes.
Self-Stigma; Medication Adherence; Severe Mental Illness; Mental Health; Psychopharmacological Treatment
Effectiveness of Mobile Health-Based Self-Care Education on Symptom Control and Quality of Life in Chronic Heart Failure Patients
Background: Chronic heart failure is a cardiovascular disease with a high morbidity burden that significantly impacts symptom control and patient quality of life. Self-care education is an important component in heart failure management, but conventional approaches are often suboptimal. The development of digital technology, particularly mobile health (mHealth), offers new potential in improving the effectiveness of education and patient engagement in self-care. Objective: This study aimed to analyze the effectiveness of mobile health-based self-care education on symptom control and quality of life in chronic heart failure patients. Methods: This study used a quasi-experimental design with a randomized controlled trial approach. A total of 80 chronic heart failure patients were randomly divided into an intervention group (n=40) and a control group (n=40). The intervention group received self-care education based on a mobile health application for 8 weeks, while the control group received conventional education. Symptom control was measured using the Heart Failure Symptom Score, and quality of life was assessed using the Kansas City Cardiomyopathy Questionnaire (KCCQ). Data analysis was performed using repeated measures ANOVA and mixed-effects models. Results: The study showed a significant reduction in symptom scores in the intervention group compared to the control group (p<0.001). Furthermore, there was a statistically significant improvement in quality of life in the intervention group (p<0.001). Compliance with application use was positively associated with improved clinical outcomes. Conclusion: Mobile health-based self-care education is effective in improving symptom control and quality of life in chronic heart failure patients and has the potential to be an innovative strategy in nursing practice
Chronic Heart Failure; Mobile Health; Self-Care; Symptom Control; Quality of Life
Innovation in Nursing Learning Methods to Improve Students' Critical Thinking
Critical thinking is an essential competency that nursing students must possess to support appropriate clinical decision-making and safe nursing practice. However, the application of conventional learning methods remains a challenge in optimally developing critical thinking skills. This study aims to analyze the effectiveness of innovative nursing learning methods in improving students' critical thinking skills. The study used a quasi-experimental design with a pretest–posttest control group approach. The study subjects consisted of 80 undergraduate nursing students divided into an experimental group and a control group. The experimental group received an innovative learning intervention integrating flipped learning, case-based learning, and clinical simulation, while the control group used conventional learning methods. Critical thinking skills were measured using a validated critical thinking instrument. The results showed a significant increase in critical thinking skills in the experimental group compared to the control group (p < 0.001), with a very strong effect size. The highest increase was found in the clinical reasoning aspect. This study concludes that innovative nursing learning methods are effective in improving students' critical thinking skills and are recommended for integration into the nursing education curriculum
Learning Innovation; Nursing; Critical Thinking; Flipped Learning; Clinical Simulation
Clinical Learning Models in Nursing Students and Their Impact on Work Readiness
The clinical learning model is a crucial component of nursing education because it plays a direct role in shaping students' competencies and work readiness. Work readiness is a key indicator of the success of the educational process, particularly in facing the complex and dynamic demands of professional nursing practice. This study aims to analyze the influence of the clinical learning model on nursing students' work readiness. The study used a quantitative design with a descriptive analytical approach. The study sample consisted of 100 final-year nursing students who had participated in clinical practice, selected using a purposive sampling technique. Data were collected using a structured questionnaire that measured students' perceptions of the clinical learning model and their level of work readiness, which included aspects of clinical competence, self-confidence, communication, and professional readiness. Data were analyzed through univariate analysis, bivariate analysis using the Chi-Square test, and multivariate analysis using logistic regression. The results showed that most respondents rated the clinical learning model as good and had a high level of work readiness. Bivariate analysis showed a significant relationship between the clinical learning model and students' work readiness (p < 0.05). Multivariate analysis revealed that the clinical learning model was the dominant factor influencing nursing students' work readiness after controlling for age, gender, and length of clinical practice. This study concludes that implementing an effective and structured clinical learning model can improve nursing students' work readiness. Therefore, strengthening clinical learning strategies needs to be a priority in nursing education curriculum development
Clinical Learning, Nursing Students, Work Readiness, Nursing Education, Clinical Practice
Risk Management in Nursing Services to Improve Patient Safety
Patient safety is a key indicator of healthcare quality and is the responsibility of all healthcare workers, particularly nurses as caregivers who interact directly and continuously with patients. Adverse events such as medication errors, patient falls, and healthcare-associated infections remain common, demonstrating the need for effective risk management implementation in nursing services. This study aims to analyze the role of risk management in nursing services and its relationship to improving patient safety. The study employed a quantitative approach with a cross-sectional design. The subjects were nurses working in nursing service units, using a purposive sampling technique. Data were collected using a structured questionnaire that measured risk management implementation and patient safety levels. Data were analyzed using univariate, bivariate, and multivariate methods. The results showed that most nurses implemented moderate to high levels of risk management. Bivariate analysis demonstrated a significant relationship between risk management and patient safety. Furthermore, multivariate analysis demonstrated that risk management was the dominant factor influencing patient safety after controlling for other variables such as education and length of service. These findings confirm that systematic risk management implementation, supported by a strong safety culture and organizational commitment, can significantly improve patient safety. Therefore, the integration of risk management into nursing practice needs to be continuously strengthened through ongoing training, clear policies, and a non-punitive incident reporting system to continuously improve the quality of nursing care and patient safety
Risk Management; Nursing Services; Patient Safety; Safety Culture; Healthcare Quality
The Relationship between Nursing Human Resource Management and Nurse Burnout Levels
Burnout in nurses is a serious problem that impacts the well-being of nursing staff, service quality, and patient safety. High work demands, limited resources, and weak organizational management make nurses a profession vulnerable to burnout. This study aims to analyze the relationship between nursing human resource (HR) management and nurse burnout levels in hospitals. This study used a quantitative design with a cross-sectional approach. The sample consisted of 120 nurses selected using proportional stratified random sampling. Data were collected through a nursing HR management questionnaire and the Maslach Burnout Inventory (MBI) instrument. Data were analyzed univariately, bivariately using the Chi-Square test, and multivariately using ordinal logistic regression. The results showed that most respondents rated nursing HR management as good, but there were still nurses with moderate to high levels of burnout. Bivariate analysis showed a significant relationship between nursing HR management and nurse burnout levels (p < 0.05). The results of the multivariate analysis revealed that nursing HR management was the dominant factor influencing nurse burnout after controlling for age and length of service. Nurses working in units with poor human resource management are at higher risk of burnout compared to nurses in units with good human resource management. This study concludes that strengthening nursing human resource management plays a significant role in reducing nurse burnout rates. Therefore, human resource management policies and strategies oriented toward nurse well-being are needed to improve the quality of nursing services and patient safety
Nursing Human Resource Management, Nurse Burnout, Workload, Nursing Leadership, Patient Safety
Integration of Health Education into Nursing Practice to Improve Patient Safety
Patient safety is a primary indicator of healthcare quality and is the responsibility of all healthcare workers, particularly nurses, who provide direct patient care. One strategic effort to improve patient safety is through the integration of health education into nursing practice. This study aims to analyze the relationship between the integration of health education into nursing practice and improved patient safety. The study used a quantitative design with a descriptive correlational approach. The study sample consisted of nurses working in inpatient care units, using a purposive sampling technique. Data collection was conducted using a structured questionnaire that measured the level of integration of health education and patient safety. Data analysis was conducted descriptively and analytically using correlation tests. The results showed that the majority of nurses had integrated health education into nursing practice, with a good level of patient safety. Furthermore, their patient safety level was also high. The correlation analysis revealed a positive and significant correlation between the integration of health education and patient safety, indicating that the better the implementation of health education by nurses, the higher the level of patient safety. The discussion of the research findings reveals that structured, ongoing health education supported by effective therapeutic communication can improve patient knowledge, awareness, and participation in maintaining safety during the care process. The conclusion of this study confirms that integrating health education into nursing practice is a crucial strategy for improving patient safety. Therefore, healthcare facilities are expected to strengthen policies, ongoing training, and a culture of patient safety to support the optimization of nurses' educational role
Health education; Nursing practice; Patient safety; Role of nurses; Quality of healthcare
The Relationship between Organizational Management and Nurse Job Satisfaction
This study aims to analyze the effectiveness of Outcome-Based Education (OBE)-based nursing student competency measurement in improving the quality of clinical learning and the professional readiness of graduates. The research method used a quantitative approach with a descriptive-analytical design for nursing students who had participated in integrated clinical practice. The research instruments included competency assessment sheets, student perception questionnaires, and documentation of academic evaluation results. Data were statistically analyzed using descriptive and inferential tests to identify the relationship between OBE implementation and competency achievement levels. The results showed that systematic OBE implementation improved clinical abilities, therapeutic communication skills, and evidence-based nursing decision-making. Furthermore, students demonstrated high levels of learning satisfaction because the learning objectives, evaluation methods, and feedback were clearly structured and measurable. These findings confirm that curriculum integration, authentic assessment, and learning reflection are critical factors in the successful implementation of OBE. Therefore, strengthening the outcome-based competency evaluation system is necessary to ensure the quality of nursing education and the readiness of graduates to face the complex demands of healthcare
Outcome-Based Education, Student Competency, Nursing Education, Learning Evaluation, Clinical Practice
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The Relationship between Health Education and Nurses' Compliance with Nursing Care Standards
Background: Nurses' adherence to nursing care standards is an important indicator in ensuring the quality and safety of healthcare services. Nursing care standards serve as professional guidelines for implementing a systematic and evidence-based nursing process. One factor suspected of influencing nurses' adherence is health education, both formal and continuing education through training and competency development. Objective: This study aims to analyze the relationship between health education and nurses' adherence to nursing care standards. Methods: This study used a quantitative analytical design with a cross-sectional approach. The study sample consisted of 225 nurses working in hospital inpatient units, selected using a purposive sampling technique. Data were collected through a structured questionnaire that measured the level of health education and nurses' adherence to nursing care standards. Data analysis was performed using the chi-square test and logistic regression with a significance level of p < 0.05. Results: The results showed a significant relationship between health education and nurses' adherence to nursing care standards (p = 0.001). Nurses with higher health education were more likely to adhere to nursing care standards than nurses with lower health education. Conclusion: Health education plays a significant role in improving nurses' adherence to nursing care standards. Strengthening continuing education and training is recommended as a strategy to improve the quality and safety of nursing services.
Health Education; Nurse Compliance; Nursing Care Standards; Nursing Services; Patient Safety
Health Literacy as the Foundation of Nursing Education in the Era of Digital Transformation
Digital transformation has significantly changed the way health information is accessed, understood, and utilized, thus requiring nursing staff to have adequate digital health literacy competencies. Health literacy is no longer limited to the ability to understand conventional health information, but also includes critical skills in navigating and evaluating digital-based health information sources. This study aims to analyze the role of health literacy as a foundation in developing digital health literacy in nursing students in the era of digital transformation. The study used a quantitative design with a descriptive-correlation survey approach. The sample consisted of 200 nursing students selected through stratified random sampling. Data were collected using the Health Literacy Questionnaire (HLQ) and the eHealth Literacy Scale (eHEALS), then analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. The results showed that the level of health literacy and digital health literacy of students was in the moderate to high category. There was a significant positive relationship between general health literacy and digital health literacy (r = 0.53; p < .001). The regression analysis showed that general health literacy was the main predictor of digital health literacy, followed by technology-based learning experiences. However, the ability to evaluate the credibility of digital health information remains the lowest. This finding underscores the importance of systematically integrating digital health literacy into the nursing education curriculum to equip students with critical, adaptive, and professional competencies to face the challenges of nursing practice in the digital era.
Health Literacy; Digital Health Literacy; Nursing Education; Digital Transformation; Nursing Students
Nursing Education and Soft Skills Strengthening in Holistic Nursing Services
Nursing education plays a strategic role in developing professionally competent nurses capable of providing holistic nursing services. One of the main challenges in nursing education is strengthening soft skills, including communication, empathy, teamwork, problem-solving, and clinical decision-making. This study aims to analyze the relationship between nursing education and strengthening soft skills in holistic nursing services. This study used a quantitative design with a cross-sectional approach. The study sample consisted of 110 respondents, consisting of final-year nursing students and novice clinical nurses, selected using a proportionate stratified random sampling technique. Data were collected using a structured questionnaire based on a Likert scale that had been tested for validity and reliability. Data analysis included univariate analysis, bivariate analysis using the Pearson correlation test, and multivariate analysis with simple linear regression. The results showed that the majority of respondents rated nursing education as high, and the level of respondents' soft skills was also in the good category. There was a strong and significant positive relationship between nursing education and strengthening soft skills (r = 0.621; p < 0.001). Nursing education contributed 38.6% to the variation in soft skills in holistic nursing services. This study concludes that integrated nursing education with a holistic approach and active learning strategies plays a crucial role in developing nurses' soft skills. These findings are expected to form the basis for developing a nursing education curriculum that balances technical and non-technical competencies.
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The Influence of Leadership Style on Nurses' Work Motivation
Nurses are healthcare workers who play a central role in the provision of healthcare services in hospitals. The level of nurse work motivation significantly determines the quality of nursing care, patient safety, and the successful achievement of organizational goals. One factor influencing nurse work motivation is the leadership style implemented by the ward head or nursing manager. Effective leadership is believed to create a supportive work environment, increase work morale, and encourage nurse involvement in the implementation of nursing care. Objective: This study aims to analyze the influence of leadership style on nurse work motivation in hospitals. Methods: This study used a quantitative design with a cross-sectional approach. The study sample consisted of 150 nurses working in inpatient units, selected using a total sampling technique. Data were collected using a structured questionnaire that measured nurses' perceptions of leadership style and work motivation levels. Data were analyzed univariately to describe respondent characteristics and variable distribution, and bivariately using the chi-square test to determine the relationship between leadership style and nurse work motivation. Results: The study showed that transformational leadership style was the most dominant style. Most nurses had high work motivation. There was a significant relationship between leadership style and nurse work motivation (p < 0.05), with transformational and participative leadership styles more associated with high work motivation than laissez-faire leadership styles. Conclusion: Leadership style significantly influences nurse work motivation. The implementation of an effective leadership style needs to be optimized to improve nurse work motivation and the quality of nursing services.
Evaluation of the Effectiveness of the Clinical Learning Assessment System in Nursing Educational Institutions
Clinical learning assessment is an essential component of nursing education because it plays a direct role in ensuring comprehensive and continuous student competency achievement. An effective clinical assessment system not only serves to assess final learning outcomes but also supports the learning process through constructive and objective feedback. This study aims to evaluate the effectiveness of the clinical learning assessment system in nursing educational institutions in terms of validity, reliability, learning feedback, and student satisfaction. The study used a quantitative design with a cross-sectional survey approach. The study sample consisted of 220 nursing students who had participated in clinical practice, selected using a stratified random sampling technique. Data were collected through a structured questionnaire that had been tested for content validity and internal reliability. Data analysis was conducted using descriptive and inferential statistics, including reliability tests, difference tests, and multiple linear regression analysis. The results showed that the effectiveness of the clinical learning assessment system was categorized as good. All assessment dimensions had high reliability values, indicating the consistency of the instrument used. Student satisfaction was the dimension with the highest score and had a significant influence on clinical competency achievement. Furthermore, there were differences in perceptions of the effectiveness of the assessment system based on the students' educational level. The conclusion of this study confirms that a standardized, objective, and meaningful feedback-supported clinical learning assessment system can improve the quality of clinical learning and support nursing students' competency achievement. The results of this study are expected to serve as a basis for developing and refining clinical assessment systems in nursing educational institutions.
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Implementation of Integrated Quality Management in Nursing Services
Integrated Quality Management (IQM) is a strategic approach oriented towards continuous improvement to enhance the quality of healthcare services, including nursing care. Nurses, as frontline care providers, play a crucial role in ensuring patient quality and safety. Therefore, the implementation of IQM in nursing care is a relevant issue that merits in-depth study. This study aims to explore the implementation of IQM in nursing care and identify supporting factors, barriers, and its impact on service quality. The study employed a qualitative approach with a phenomenological design. Data were collected through in-depth interviews, participant observation, and document review in the nursing care unit. The informants included nurses, ward heads, nursing managers, and the quality management team, selected purposively. Data were analyzed using thematic analysis to identify key patterns and themes. The results indicate that the implementation of IQM in nursing care has been ongoing, but remains partial and tends to be administrative. Nursing leadership and active nurse involvement play a crucial role in the success of IQM implementation. Key barriers include high workload, limited resources, and lack of ongoing training. Nevertheless, the implementation of Integrated Quality Management (TMM) has had a positive impact on compliance with care standards, nursing documentation, and patient safety awareness. This study concludes that strengthening a culture of quality, visionary leadership, and nurse empowerment are necessary to optimize the implementation of Integrated Quality Management (TMM) in nursing services.
The Influence of Managerial Decision Making on the Effectiveness of Nursing Services
Managerial decision-making is a core competency in nursing management that plays a crucial role in determining the effectiveness of nursing services. Decisions made by nursing managers influence resource management, team coordination, quality of care, and patient safety. This study aims to explore in depth the influence of managerial decision-making on the effectiveness of nursing services in hospitals. This study used a qualitative approach with a phenomenological design. Participants consisted of nursing managers, ward heads, and senior nurses selected using purposive sampling based on their experience and involvement in the managerial decision-making process. Data were collected through in-depth interviews, participant observation, and managerial document review. Data were analyzed using thematic analysis to identify key patterns and themes emerging from participants' experiences. The results identified five main themes: decision-making as a determinant of the direction of nursing services, the influence of managerial competence and experience on decision quality, the importance of nurse participation in the decision-making process, the role of data-driven decisions in improving service quality and safety, and the direct impact of managerial decision-making on the effectiveness of nursing services. Appropriate, participatory, and evidence-based decisions have been shown to improve team coordination, the smoothness of nursing care, and overall service quality. This study concludes that strengthening managerial decision-making capacity is a key factor in increasing the effectiveness of nursing services and should be a focus in developing nursing management in hospitals.
Copyright (c) 2019 Unit Penelitian dan Pengabdian Masyarakat STIKES Fatmawati https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluation of the Nursing Student Performance Assessment Model in Integrated Clinical Practice
Integrated clinical practice is an essential component of nursing education because it serves as the primary means for students to apply theoretical knowledge, clinical skills, and professional attitudes in the context of real-life healthcare. Therefore, a performance assessment model capable of evaluating student competency comprehensively, objectively, and sustainably is needed. This study aims to evaluate the nursing student performance assessment model in integrated clinical practice and analyze the influence of assessment components on student clinical performance. The study used a quantitative, descriptive-analytical design with a survey approach. The study sample consisted of 180 final-year nursing students undergoing integrated clinical practice, selected using a stratified random sampling technique. The research instrument was an integrated clinical performance assessment questionnaire covering the domains of clinical knowledge, psychomotor skills, and professional behavior. Data analysis was performed using descriptive and inferential statistics, including a difference test and multiple linear regression. The results showed that the majority of students had high clinical performance, with the highest scores in the professional behavior domain. The performance assessment model, which included rubric clarity, assessment consistency, and preceptor feedback, had a significant effect on student clinical performance. These findings confirm that structured and integrated clinical assessment serves not only as an evaluation tool but also as a learning strategy that supports the holistic development of student competencies. This study recommends the consistent implementation of an integrated clinical assessment model to improve the quality of nursing education and graduates' readiness for professional practice.
Relationship between Knowledge Level and Anxiety in Premenopausal Women
Before menopause, a woman will experience premenopause, which is the beginning of biological, physiological changes and other clinical symptoms as the beginning of menopause and includes one year or the first twelve months after menopause. Physical changes due to decreased estrogen and progesterone production cause various symptoms, both related to reproductive organs and other body organs. Changes that occur during menopause also affect a woman's psychological state. The purpose of this study was to determine the relationship between the level of knowledge and anxiety in women approaching menopause at Posyandu Melati II, Jatibening Village. This study was quantitative with a cross-sectional design that aimed to determine the relationship between the level of knowledge and anxiety in premenopausal women. The sample in this study were women aged over 40 years and had not yet experienced menopause at Posyandu Melati II, Jatibening Village in 2018, Bekasi, obtained through total sampling. Of the 40 respondents, it was found that respondents with low knowledge experienced the most anxiety, as many as 13 people (46.4%). Respondents with high knowledge did not experience anxiety, as many as 1 person (8.3%). The data obtained indicates a relationship between knowledge and anxiety. Women at the Melati II Integrated Health Post (Posyandu) in Jatibening Village who are in premenopause need to gain more information about the signs and symptoms of menopause from reliable sources to help them navigate menopause effectively and without anxiety.
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Implementation of Leech Therapy to Reduce Pain in Patients with Circulatory Problems at Griya Sehat Muslimah Srengseng Kembangan, West Jakarta
Circulatory disorders are a health problem that often causes chronic pain and reduces quality of life. Leech therapy is a traditional method that has the potential to improve circulation and reduce pain through the natural anticoagulant effect of leech saliva. This study aims to evaluate the effectiveness of leech therapy in reducing pain in patients with circulatory disorders at Griya Sehat Muslimah Srengseng Kembangan, West Jakarta. This study was a quasi-experimental study with a pre-test and post-test approach in 12 patients with circulatory disorders. Each patient underwent leech therapy three times over two weeks. Pain intensity was measured before and after therapy using a Visual Analog Scale (VAS). The results showed a significant decrease in pain intensity after therapy. The average reduction in pain on the VAS scale was 3.7 points after three treatments, indicating that leech therapy is effective in reducing pain in patients with circulatory disorders. Leech therapy has been proven effective in reducing pain in patients with circulatory disorders. This therapy can be a non-pharmacological alternative for managing pain in patients with circulatory disorders
The Relationship of Family Support, Internal Motivation and Incentives with The Performance of Posyandu Cadres in Karawaci District, Tangerang City
The aim of this research is to determine the relationship between family support, internal motivation and incentives on the performance of posyandu cadres in Karawaci District, Tangerang City. The research design used is correlational analytics with a quantitative approach. This research was conducted at Posyandu in the Karawaci District, Tangerang City, which was carried out from March to May 2022. The population in this research was all Posyandu cadres in the Karawaci District, Tangerang City in 2022, namely 60 people. The number of samples in this research was 60. This result concluded that most respondents had good performance, namely 71.67%, family support was 78.33%. There is a relationship between family support and the performance of Posyandu cadres. Most respondents had internal motivation as much as 53.33%. There is a relationship between internal motivation and the performance of Posyandu cadres. Most respondents have received incentives, namely 70.00%. There is a relationship between incentives and the performance of Posyandu cadres.
Analysis of Risk Factors for Diarrhea in Children Under Two Years of Age at Koja Regional General Hospital, North Jakarta
The purpose of this study was to analyze the risk factors for diarrhea in children under two years old at the Koja Regional General Hospital, North Jakarta. While the specific objective is to identify the relationship between child factors (age, sex, exclusive breastfeeding, nutritional status, measles immunization, hand and nail hygiene) and the risk of diarrhea, maternal factors (age, education, knowledge, habit of washing hands before feeding children with a risk of diarrhea, socioeconomic factors (family income) with a risk of diarrhea, and dominant risk factors for diarrhea in children under 2 years old. This study was an observational study using a retrospective case control study design. The population of this study was pediatric patients treated with diarrhea. The sampling technique used was purposive sampling. The results showed that the incidence of diarrhea had a significant relationship with nutritional status (p value = 0.037), and the habit of mothers washing hands before feeding children (p value = 0.038).
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