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All Journal PROSIDING SEMINAR NASIONAL Nurse Media Journal of Nursing Jurnal Manajemen Keperawatan Jurnal Keperawatan Soedirman (The Soedirman Journal of Nursing) Jurnal NERS Belitung Nursing Journal Jurnal Keperawatan Silampari Holistic Nursing and Health Science Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Journal of Community Empowerment for Health Proceeding of International Conference Health, Science And Technology (ICOHETECH) Jurnal Keperawatan Soedirman (The Soedirman Journal of Nursing)

Fatikhu Yatuni Asmara

Department Of Nursing, Faculty Of Medicine, Universitas Diponegoro, Semarang, Indonesia

Author-ID : 235041

Computer Science & IT Decision Sciences, Operations Research & Management Education Health Professions Industrial & Manufacturing Engineering Medicine & Pharmacology Nursing Public Health

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Validity and Reliability Assessment Tool of Nursing Students Professional Behavior Asmara, Fatikhu Yatuni
Jurnal NERS Vol 10, No 2 (2015): Vol. 10 Nomor 2 Oktober 2015
Publisher : Universitas Airlangga

Introduction: Shieffield Peer Review Assessment (SPRAT) is an instrument to assess medical studentâs performance using Multi Source Feedback (MSF) method. The previous study stated that MSF with SPRAT is an effective tool assessing professional behaviour (PB) of nursing students both in clinical setting and community setting. However it needs more items to be added. Based on that explanation, it needs conducting validity and reliability test to make sure that the tool is valid and reliable. Method: There were two types of validity test used, content validity test and construct validity test as well as reliability test, namely inter-rater reliability test and item covariance test. Participants were four clinical instructors and 116 nursing students. Result: Content validity test showed that two items must be added as part of assessment item, namely diciplines and faithness. Furthermore construct validity test showed that five items were not valid since they had pearson correlation score <0.3. However the items were included as consideration of nursing studentsâs PB. Inter-rater reliability test and item covariance reliability test showed that the tool was reliable with score 0.460 and 0.912 respectively. Discussion: The assessment tool can be applied to assess PB of nursing students since it valid and reliable. It needs to investigate the effectiveness of the tool in difference of PB of nursing students.Keywords: validity, reliability, assessment tool of PB (professional behaviour)

Validity and Reliability Assessment Tool of Nursing Students Professional Behavior Fatikhu Yatuni Asmara
Jurnal Ners Vol. 10 No. 2 (2015): Oktober 2015
Publisher : Universitas Airlangga

Introduction: Shieffield Peer Review Assessment (SPRAT) is an instrument to assess medical student’s performance using Multi Source Feedback (MSF) method. The previous study stated that MSF with SPRAT is an effective tool assessing professional behaviour (PB) of nursing students both in clinical setting and community setting. However it needs more items to be added. Based on that explanation, it needs conducting validity and reliability test to make sure that the tool is valid and reliable.Method: There were two types of validity test used, content validity test and construct validity test as well as reliability test, namely inter-rater reliability test and item covariance test. Participants were four clinical instructors and 116 nursing students. Result: Content validity test showed that two items must be added as part of assessment item, namely diciplines and faithness. Furthermore construct validity test showed that five items were not valid since they had pearson correlation score <0.3. However the items were included as consideration of nursing students’s PB. Inter-rater reliability test and item covariance reliability test showed that the tool was reliable with score 0.460 and 0.912 respectively.Discussion: The assessment tool can be applied to assess PB of nursing students since it valid and reliable. It needs to investigate the effectiveness of the tool in difference of PB of nursing students.

Bedside Teaching: Is it Effective Methods in Clinical Nursing Students Learning? Fatikhu Yatuni Asmara
Jurnal Ners Vol. 9 No. 1 (2014): April 2014
Publisher : Universitas Airlangga

Introduction: Clinical learning is the centre of medical students education. Students not only learn about practical skills but also communication with patient and other health care givers which both competencies are useful for students when they come into working world (Spencer, 2003). There are variations of methods applied in clinical learning process; one of them is bedside teaching. The aim of this study was to observe the bedside teaching process which is held in group of students, teacher, and patient. Another aim was to know responses of students, teacher, and patients to the bedside teaching process.Methods: The method which was applied in this study is observation in which bedside teaching process was observed related to the roles and function of each component of bedside teaching: students, teacher, and patient in each phase: preparation, process, and evaluation. Then it was continued by interview to know the responses of students, teacher, and patient related to bedside teaching process.Results: The result showed that both students and teacher felt that bedside teaching is an effective method since it helped students to achieve their competences in clinical setting and develop their communication skill. Furthermore teacher stated that bedside teaching facilitated her to be a good role model for students. As well as students and teacher, patient got advantage from the bedside teaching process that she got information related to her case; however the time to discuss was limited. During the observation, each component of bedside teaching did their roles and function, such as: during the preparation teacher asked inform consent from patient, and patient gave inform consent as well while students prepared the material.Conclusion: Suggestion for next research is conducting a deeper study about perception of students, teacher, and patient about bedside teaching process and the strategies to develop it to be better method.

Students' perceptions of the relevance of instructors' assessment items in online community-based interprofessional education Hangujiwat, Puspo Palupi Yekti; Kristina, Tri Nur; Dewi, Dian Puspita; Candra, Aryu; Afifah, Diana Nur; Asmara, Fatikhu Yatuni
Jurnal Ners Vol. 19 No. 2 (2024): MAY 2024
Publisher : Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/jn.v19i2.51634

Introduction: This study aimed to acquire students' perceptions of the assessment items used by instructors implemented in the community-based Interprofessional Education (IPE) program during the COVID-19 pandemic. The study also compared the students' perceptions of the instructors' assessment items regarding student characteristics. Motivation for joining the IPE program and a comparison between motivation and gender and disciplines were also identified in this study. Methods: The research method is observational with a cross-sectional approach. Sixth-semester medical, nursing, and nutrition students who had completed the community-based IPE program were involved. Students' perception was measured using a questionnaire on the instructors' assessment items developed based on the IPE competencies. Motivation was measured using a Motivated Strategies for Learning Questionnaire (MSLQ). Results: A majority of students across the three programs agreed or strongly agreed with the assessment items, and there were no significant differences in student perceptions from the variables of gender (p = 0.23) and disciplines (p = 0.68). The correlation between students' motivation and their perception of the instructors' assessment items was significant (r_s = 0.61 with p < 0.01). However, there was a weak and not significant correlation between students' grade point average (GPA) with the perception of assessment items (r_s= 0.1 with p = 0.07). Conclusions: All instructors' assessment items were still perceived as relevant and can be used to assess the students during IPE online learning. Thus, the result of this study can be considered to be used in another setting with a similar situation.

Co-Authors - Anggorowati Agus Santoso Aryu Candra Bakrie, Saekhol Devi Nurmalia Dewi, Dian Puspita Dian Puspita Dewi Diana Nur Afifah, Diana Nur Doni Widyandana Endang Lestari Eti Poncorini Pamungkasari Eti Poncorini Pamungkasari Firman Fuad Wirakusumah Fitriana Fiyanah Sofiani, Fiyanah Hangujiwat, Puspo Palupi Yekti Jumiati Riskiyani Dwi Nandia Mawardi, Fitriana Niken Safitri Dyan Kusumaningrum Nuryanto Nuryanto Rachmawati, Gita Rahayu Saekhol Bakri, Saekhol Sudaryanto Sudaryanto Tri Nur Kristina Widyandana Widyandana Yoni Syukriani

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