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All Journal Belitung Nursing Journal MATRIK : Jurnal Manajemen, Teknik Informatika, dan Rekayasa Komputer
Linlin Lindayani
Sekolah Tinggi Ilmu Keperawatan PPNI Jawa Barat, Bandung, Indonesia
Computer Science & IT Nursing

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NEUROCOGNITIVE IMPAIRMENT IN HIV/AIDS: A CONCEPTUAL FRAMEWORK Linlin Lindayani; Anastasia Anna; Nai-Ying Ko
Belitung Nursing Journal Vol. 4 No. 5 (2018): September - October
Publisher : Belitung Raya Foundation, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (252.666 KB) | DOI: 10.33546/bnj.431

Abstract

HIV-associated with neurocognitive disorder (HAND) is a major interest issues worldwide, as results from introduction of Highly Active Antiretroviral Therapy (HAART) and increasing life expectancy. However, previous studies have been limited by lack of a guiding framework. The purpose of this review was to provide a conceptual framework to guide studies of neurocognitive impairment in patients with HIV/AIDS. A literature search was conducted of articles published from 1998 through December 2015 using the PubMed, Embase, Cochrane Library and Ebscohost databases on evaluating the problem of neurocognitive impairment in HIV. This search resulted in a total of 36 articles. Evidence has indicated that there are neurobiological changes and brain abnormalities among people living with HIV/AID, which may affect cognitive functioning. Being infected by HIV and increased age are independently factors on HAND. However, there is remaining unclear the effect of HAART, is protective factors or risk factors of HAND and its consequence on quality of life among patients with HIV/AIDS. Considering the major issues in above, patient with HIV/AIDS is vulnerable population for developing HAND that might have been resulted to under report. Future studies focus on exploring HAND is necessary especially from low income countries where the accessibility to HAART are limited.
Working alliance among mental health nurses in Indonesia: A comparative analysis of socio-demographic characteristics Iyus Yosep; Henny Suzana Mediani; Linlin Lindayani
Belitung Nursing Journal Vol. 7 No. 2 (2021): March - April
Publisher : Belitung Raya Foundation, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33546/bnj.1259

Abstract

Background: Working alliance between therapist and client in psychotherapy practice has become proven to compensate for a significant difference in various psychotherapy modalities. However, few studies have investigated the structure of alliance in the context of nurses working at mental health hospitals in Indonesia.  Objective: This study aimed to compare the working alliance of mental health nurses according to socio-demographic characteristics.  Methods: A cross-sectional research was performed at the Mental Health Hospital in West Java, Indonesia, as a referral hospital in Indonesia from May to December 2019. The inclusion criteria were nurses with a minimum of one year of working experience and a Diploma III certificate in nursing. Convenience sampling was used to recruit 120 nurses who agreed to join in this study. The working alliance was measured using Working Alliance Inventory-Short Revised-Therapist (WAI-SRT). Results: The majority of the respondents were female (77.5%), holding a Diploma III degree in nursing (49.17%), having working experience ranged from 11 to 15 years (34.17%), and working at the chronic unit (32.5%). The mean score of the working alliance was 44.46 (SD = 11.32). The domain of agreement on goals had a higher mean score (17.65 ± 3.45), followed by the task domain (16.56 ± 5.81) and bond domain (22.10 ± 7.23). There was a significant difference in working alliance according to education level and working experience (p < 0.05), while no significant differences in terms of gender and working unit. Conclusion: Mental health nurses with higher education levels and more vast working experience had higher working alliances. Thus, nurse managers and hospital policymakers should provide Continues Nursing Education (CNE), working alliance training, and therapeutic strategies for nurses to improve their working alliances. It is also essential to cooperate with nursing schools to include working alliances as learning objectives.
Teacher-Assessed Mi-Robot Training Improves Linguistic and Kinesthetic Stimulation for Children with Special Needs Taryudi Taryudi; Wisnu Djatmiko; Murti Kusuma; Linlin Lindayani
MATRIK : Jurnal Manajemen, Teknik Informatika dan Rekayasa Komputer Vol. 25 No. 2 (2026)
Publisher : Universitas Bumigora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/matrik.v25i2.5051

Abstract

The increasing need for effective learning support for children with special needs highlights the urgency of integrating assistive technologies that enhance linguistic and kinesthetic stimulation and support teachers in instructional delivery. Conventional methods often struggle to provide consistent and engaging stimulation, particularly in digital or distance learning contexts. The objective of this study was to evaluate teachers’ acceptance and perceived usefulness of the Mi-Robot for linguistic and kinesthetic stimulation. This research method is a descriptive mixed-methods study involving 20 special education teachers from 5 elementary schools in Bandung, Indonesia. Teachers received structured training in the use of Mi-Robot. Data were collected using the Mi-Robot Acceptance Scale based on the Technology Acceptance Model and an open-ended usability evaluation form. The results indicate that Mi-Robot aligns with the school curriculum and demonstrates high perceived usefulness, ease of use, positive attitudes, and strong behavioral intentions among teachers. Qualitative findings indicate that Mi-Robot effectively supports linguistic and kinesthetic stimulation through its content, functionality, and cost-effectiveness. In conclusion, Mi-Robot demonstrates strong potential as an assistive educational technology for special education in both classroom and distance-learning settings.
Co-Authors Anastasia Anna Henny Suzana Mediani Iyus Yosep Murti Kusuma Nai-Ying Ko Taryudi Taryudi Wisnu Djatmiko