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All Journal Aksara: Jurnal Ilmu Pendidikan Nonformal Karya Kesehatan Siwalima
Maria Novita Ria
Sekolah Tinggi Ilmu Kesehatan Gunung Maria Tomohon
Dentistry Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Pengaruh Psikoedukasi Terhadap Kecemasan Perawat Gawat Darurat Pada Masa Pandemi Covid-19 Di Rumah Sakit Kota Tomohon Meylani D. Wowor; Fransiskus X. Dotulong; Brigita M. Karouw; Maria Novita Ria
Aksara: Jurnal Ilmu Pendidikan Nonformal Vol 8, No 2 (2022): May 2022
Publisher : Magister Pendidikan Nonformal Pascasarjana Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/aksara.8.2.1243-1252.2022

Abstract

Tingginya kasus mortalitas dan morbiditas akibat Covid-19 menjadi dampak psikologis kecemasan terhadap perawat di layanan kesehatan, khususnya Instalasi Darurat (IGD). Berbagai upaya yang dilakukan untuk meredam dampak stres bagi perawat IGD. Disinilah pentingnya psikoedukasi terhadap perawat sebagai usaha pencegahan dan pengendalian masalah psikologis yang mengganggu aktifitas atau pekerjaan perawat. Tujuan dari penelitian ini untuk mengetahui pengaruh psikoedukasi terhadap kecemasan perawat gawat darurat pada masa pandemi Covid 19 di Rumah Sakit Kota Tomohon. Penelitian ini adalah jenis kuantitatif, dengan desain penelitian yaitu Quasi – Eksperimental dengan Pre Test – Post Test Kontrol Group. Cara pengambilan sampel yaitu menggunakan Non-Probability Sampling, dengan teknik pengambilan sampel yaitu Purposive Sampling. Hasil penelitian ini dengan P value = 0,001 (<0,05). Hal ini menunjukkan bahwa secara statistik terdapat perbedaan tingkat kecemasan perawat Gawat Darurat yang signifikan sebelum dan sesudah intervensi Psikoedukasi pada kelompok intervensi. Kesimpulan akhir yaitu sangat pentingnya psikoedukasi terhadap kecemasan perawat gawat darurat.
The Role of Clinical Instructors in Guiding Nursing Students during Clinical Practice at Gunung Maria Hospital Pricilia Maria Toreh; Maria Novita Ria
Karya Kesehatan Siwalima Vol. 4 No. 2 (2025): September
Publisher : Lembaga Penerbitan Fakultas Kesehatan, Universitas Kristen Indonesia Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54639/kks.v4i2.1694

Abstract

Nursing education requires the integration of theory and practice; therefore, clinical mentoring plays an essential role in shaping students’ competencies. Clinical Instructors serve as educators, caregivers, and role models who directly influence the success of clinical learning. This study aims to identify and analyze the role of Clinical Instructors in implementing clinical mentoring for students at Gunung Maria Hospital, Tomohon. The study employed an analytical observational design with a cross-sectional approach, involving all Clinical Instructors who met the inclusion criteria through a total sampling technique. The instrument used was a questionnaire that had been tested for validity and reliability prior to administration. Data were analyzed univariately using frequency distributions. The results indicated that the majority of respondents rated the role of Clinical Instructors as good (70%), while 24% rated it as adequate and 6% as poor. Strong performance was particularly evident in educational roles, motivational support, and professional role-modeling for students. However, several limitations were identified, including limited interaction intensity, inconsistent feedback, and restricted mentoring time due to workload demands. In conclusion, the role of Clinical Instructors has generally been implemented effectively and contributes positively to the development of nursing students’ competencies, although improvements are still needed in consistency and mentoring strategies. The study recommends continuous training for Clinical Instructors on effective clinical mentoring approaches, institutional policies to optimize the instructor–student ratio, and strengthened collaboration between hospitals and educational institutions to enhance the overall quality of clinical learning.
Co-Authors Brigita M. Karouw Fransiskus X. Dotulong Meylani D. Wowor Pricilia Maria Toreh