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Intensitas Rasa Haus dan Tingkat Xerostomia pada Pasien Gagal Ginjal Kronik On Hemodialisis Maria Brigita Ikun; Pius A. L. Berek; Maria Fatimah W. A. Fouk; Christina Anugrahini; Sebastiao Amelia Alves
Protein : Jurnal Ilmu Keperawatan dan Kebidanan.  Vol. 4 No. 4 (2026): Oktober : Protein: Jurnal Ilmu Keperawatan dan Kebidanan
Publisher : Asosiasi Riset Ilmu Kesehatan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/protein.v4i4.2738

Abstract

Latar belakang: Pasien gagal ginjal kronik (GGK) yang menjalani hemodialisis sering mengalami pembatasan asupan cairan yang memicu keluhan subjektif berupa rasa haus dan xerostomia. Kondisi ini, jika tidak dikelola, dapat menyebabkan ketidakpatuhan terhadap diet cairan dan risiko kelebihan beban cairan. Tujuan: Untuk mengetahui gambaran intensitas rasa haus dan tingkat xerostomia pada pasien gagal ginjal kronik yang menjalani hemodialisis di RSUD Mgr. Gabriel Manek, SVD Atambua. Metode: Penelitian deskriptif kuantitatif ini menggunakan pendekatan cross-sectional. Sampel berjumlah 42 responden yang diambil menggunakan teknik total sampling. Data dikumpulkan menggunakan Thirst Distress Scale (TDS) untuk rasa haus dan Summated Xerostomia Inventory-Dutch Version (SXI-D) untuk xerostomia. Hasil: Karakteristik responden didominasi oleh laki-laki (54,8%) dengan rata-rata usia 51,05 tahun. Hasil penelitian menunjukkan bahwa mayoritas responden mengalami rasa haus pada kategori berat (76,2%) dan xerostomia pada kategori ringan (50,0%). Kesimpulan: Rasa haus merupakan keluhan yang lebih dominan dialami oleh pasien hemodialisis dibandingkan xerostomia. Tenaga kesehatan perlu memberikan perhatian khusus pada manajemen keluhan subjektif ini untuk membantu pasien mematuhi pembatasan cairan.
Studi Eksploratif Implementasi Sistem Mitigasi Risiko terhadap Keselamatan Praktikum Mahasiswa di Laboratorium Keperawatan Gaudentiana Un Bria; Rufinus Rame; Christina Anugrahini
JURNAL ILMIAH KESEHATAN MASYARAKAT DAN SOSIAL Vol. 4 No. 4 (2026): November : JURNAL ILMIAH KESEHATAN MASYARAKAT DAN SOSIAL
Publisher : CV. ALIM'SPUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/jikas.v4i4.2592

Abstract

Safety during nursing laboratory practice is an important aspect in supporting students’ clinical learning processes. Practical activities in the laboratory involve various potential risks such as needle stick injuries, injuries caused by sharp objects, slips and falls, and electrical short circuits that may endanger students and educators. This study aimed to describe the implementation of a risk mitigation system for student safety during nursing laboratory practice. This study used a qualitative method with a descriptive approach. Data were collected through in-depth interviews with lecturers, laboratory staff, and students who were directly involved in nursing laboratory practice activities. Data analysis was conducted using a thematic approach. The results identified five main themes: (1) risk level evaluation, including the identification of needle stick injuries, sharp object injuries, slippery floors, and electrical short-circuit risks; (2) risk mitigation planning through the implementation of standard operating procedures (SOPs), use of personal protective equipment (PPE), pre-practice briefings, and incident management; (3) monitoring and evaluation through direct supervision by lecturers and laboratory staff as well as periodic evaluations; (4) system improvement through SOP development and enhancement of laboratory safety facilities; and (5) safety culture reflected in safety communication, incident reporting, and peer reminders among students. This study concludes that the implementation of the risk mitigation system in the nursing laboratory has been carried out fairly well; however, improvements are still needed in safety facilities, incident reporting systems, and strengthening the laboratory safety culture.
Motivasi Belajar sebagai Mediator Hubungan Self-Efficacy dengan Kompetensi Klinik Mahasiswa Keperawatan di Perbatasan RI-RDTL Pius A. L. Berek; Paskalis Usfinit Malafu; Maria Paula Marla Nahak; Yusfina Modesta Rua; Christina Anugrahini; Maria Fatimah W. A. Fouk; Djulianus Tes Mau; Maria Julieta Esperanca Naibili
Protein : Jurnal Ilmu Keperawatan dan Kebidanan.  Vol. 4 No. 4 (2026): Oktober : Protein: Jurnal Ilmu Keperawatan dan Kebidanan
Publisher : Asosiasi Riset Ilmu Kesehatan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/protein.v4i4.2770

Abstract

Background: Clinical competence is a key outcome in nursing education, potentially linked to students' psychological factors, including self-efficacy and learning motivation. However, the role of learning motivation in explaining the relationship between self-efficacy and clinical competence warrants further investigation. Objective: To analyze the relationships between self-efficacy, learning motivation, and clinical competence, and to examine the role of learning motivation as a mediator in the relationship between self-efficacy and clinical competence among Diploma III Nursing students in the border region between Indonesia and Timor-Leste (RI–RDTL). Methods: This quantitative, analytical, cross-sectional study involved 167 Diploma III Nursing students undergoing clinical practicum. Participants were selected using proportional sampling. Self-efficacy was measured using the General Self-Efficacy Scale (GSES), learning motivation was assessed via a clinical learning motivation instrument, and clinical competence was evaluated based on clinical practicum grades. Data were analyzed using Spearman correlation and mediation analysis. Results: Self-efficacy showed a positive and significant correlation with learning motivation (ρ = 0.485; p < 0.001). The relationships between self-efficacy and clinical competence (ρ = −0.113; p = 0.145) and between learning motivation and clinical competence (ρ = −0.051; p = 0.516) were not statistically significant. The indirect effect was found to be −0.025 and was also not significant. Conclusion: Learning motivation was not found to mediate the relationship between self-efficacy and clinical competence. Enhancing clinical competence requires strengthening psychological factors and improving the quality of clinical learning.