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Edison Kabak
Department of Nursing, Poltekkes Kemenkes Jayapura
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Dentistry Education Electrical & Electronics Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health Social Sciences Veterinary Other

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Nursing students’ lived experiences of multicultural nursing education: A phenomenological study Edison Kabak
Malahayati International Journal of Nursing and Health Science Vol. 9 No. 4 (2026): Volume 9 Number 4
Publisher : Program Studi Ilmu Keperawatan-fakultas Ilmu Kesehatan Universitas Malahayati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33024/minh.v9i4.3139

Abstract

Background: Cultural diversity in healthcare necessitates that nursing students possess the ability to comprehend the diverse values, beliefs, and practices of patients. Understanding how nursing students experience multicultural education is important for developing cultural competence, effective communication, and culturally sensitive professional attitudes. Purpose: To explore nursing students’ lived experiences and their interpretation of multicultural nursing education. Method: A qualitative approach with a phenomenological design. A total of 12 diploma nursing students were selected by purposive sampling as participants. Data were collected through semi-structured in-depth interviews and analyzed phenomenologically through the process of meaning identification, thematic grouping, and experiential interpretation. Results: The results of the study produced five main themes, namely cultural awareness as the basis for learning, experience of adaptation to cultural differences, the role of lecturers in learning, communication challenges in clinical practice, and the formation of professional attitudes based on cultural sensitivity. The findings suggest that the meaning of multicultural nursing education is formed through classroom learning experiences and clinical practice. Conclusion: Multicultural nursing education plays an important role in shaping students' cultural competencies, including awareness, adaptability, communication, and professional attitudes. The integration of multicultural learning in the curriculum is necessary to prepare students to deal effectively with the diversity of patients.
Tren Kepemimpinan dalam Pendidikan Keperawatan: Sebuah Study Fenomenologi Edison Kabak
Jurnal Penelitian Perawat Profesional Vol. 7 No. 6 (2025): Desember 2025, Jurnal Penelitian Perawat Profesional
Publisher : Global Health Science Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37287/jppp.v7i6.942

Abstract

Kepemimpinan merupakan kompetensi utama dalam pendidikan keperawatan, namun pengalaman mahasiswa terkait bagaimana kemampuan ini terbentuk melalui bimbingan pendidik masih jarang dieksplorasi. Penelitian ini bertujuan memahami pengalaman mahasiswa dalam mengembangkan kepemimpinan melalui interaksi langsung dengan pendidik di lingkungan akademik dan praktik klinik. Penelitian menggunakan pendekatan kualitatif fenomenologi dengan 10 mahasiswa keperawatan semester akhir sebagai partisipan. Data dikumpulkan melalui wawancara mendalam semi-terstruktur dan dianalisis menggunakan metode Colaizzi untuk mengidentifikasi tema dan esensi pengalaman. Lima tema utama muncul: (1) pendidik sebagai teladan kepemimpinan, (2) pendampingan dan bimbingan praktis, (3) komunikasi dan interaksi dengan pendidik, (4) penguatan nilai etika dan profesionalisme, dan (5) tantangan dalam menginternalisasi kepemimpinan. Mahasiswa menekankan bahwa pengalaman nyata, arahan pendidik, dan refleksi diri menjadi faktor utama dalam membentuk kemampuan memimpin. Kepemimpinan mahasiswa terbentuk melalui kombinasi peneladanan, bimbingan, komunikasi, dan internalisasi nilai etika, menegaskan perlunya strategi pendidikan yang holistik untuk menghasilkan perawat profesional, kompeten, dan adaptif.
Tantangan Mahasiswa dalam Pendidikan Keperawatan Berbasis Komunitas: Studi Deskriptif Kualitatif Edison Kabak
Jurnal Penelitian Perawat Profesional Vol. 7 No. 6 (2025): Desember 2025, Jurnal Penelitian Perawat Profesional
Publisher : Global Health Science Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37287/jppp.v7i6.968

Abstract

Pendidikan keperawatan berbasis komunitas mengharuskan siswa untuk menerapkan teori dalam praktik nyata, tetapi sering menghadapi berbagai tantangan. Penelitian ini bertujuan untuk mengidentifikasi dan mendeskripsikan tantangan yang dialami oleh mahasiswa keperawatan selama pembelajaran berbasis masyarakat. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan 10 peserta dipilih melalui purposive sampling. Data dikumpulkan melalui wawancara mendalam dan catatan lapangan, kemudian dianalisis menggunakan analisis tematik untuk menemukan pola pengalaman siswa. Analisis menunjukkan empat tema utama: (1) kesenjangan antara teori dan praktik, (2) keterbatasan pendampingan dan koordinasi lapangan, (3) tantangan komunikasi dan adaptasi budaya, dan (4) manajemen waktu dan beban akademik yang tinggi. Temuan ini menggambarkan kompleksitas pengalaman siswa dalam menghadapi tuntutan pembelajaran masyarakat. Memperkuat pendampingan, mengintegrasikan teori dan praktik, dan strategi manajemen waktu adalah kunci untuk mendukung keberhasilan siswa dalam pendidikan keperawatan berbasis komunitas.
Strategi Kepemimpinan Klinis Mahasiswa Profesi Ners dalam Praktik Klinik: Studi Deskriptif Kualitatif Edison Kabak
Jurnal Penelitian Perawat Profesional Vol. 7 No. 6 (2025): Desember 2025, Jurnal Penelitian Perawat Profesional
Publisher : Global Health Science Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37287/jppp.v7i6.1094

Abstract

Kepemimpinan klinis merupakan kompetensi penting bagi mahasiswa profesi Ners untuk menghadapi tantangan praktik keperawatan, membuat keputusan tepat, dan memastikan kualitas asuhan pasien. Pengembangan strategi kepemimpinan klinis tidak hanya diperoleh melalui teori, tetapi juga melalui pengalaman praktik nyata, interaksi dengan pembimbing, komunikasi efektif, adaptasi peran, dan refleksi diri. Penelitian ini bertujuan memahami bagaimana mahasiswa profesi Ners mengembangkan strategi kepemimpinan klinis selama praktik klinik. Menerapkan pendekatan kualitatif deskriptif melalui pelaksanaan wawancara  mendalam terhadap 12 mahasiswa teknik purposive sampling. Data dianalisis secara tematik untuk mengidentifikasi pengalaman dan strategi kepemimpinan yang diterapkan mahasiswa dalam konteks praktik klinik. Analisis tematik mengungkap empat tema utama: (1) inisiatif dan pengambilan keputusan klinis; (2) komunikasi efektif dengan tim klinis; (3) adaptasi peran di lingkungan praktik; dan (4) refleksi diri dan evaluasi praktik kepemimpinan.Temuan menu njukkan bahwa strategi ini saling terkait, membentuk pola pengembangan kepemimpinan yang konsisten, memungkinkan mahasiswa menyeimbangkan peran sebagai pembelajar dan pemimpin sementara, serta meningkatkan efektivitas, adaptabilitas, dan profesionalisme. Pengembangan kepemimpinan klinis mahasiswa profesi Ners terjadi melalui pengalaman praktik nyata, bimbingan aktif, komunikasi terbuka, adaptasi peran, dan refleksi diri, sehingga menghasilkan kepemimpinan yang efektif, adaptif, dan profesional.  
Pengalaman Kepemimpinan Pembimbing Klinik dalam Pendidikan Keperawatan: Sebuah Studi Fenomenologi Edison Kabak
Jurnal Penelitian Perawat Profesional Vol. 8 No. 1 (2026): Februari 2026, Jurnal Penelitian Perawat Profesional
Publisher : Global Health Science Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37287/jppp.v8i1.1249

Abstract

Kepemimpinan pembimbing klinik berperan penting dalam membentuk kompetensi profesional mahasiswa keperawatan, namun pengalaman mereka dalam menjalankan peran tersebut belum sepenuhnya dipahami. Penelitian ini bertujuan mendeskripsikan makna pengalaman pembimbing dalam memimpin proses pembelajaran klinik. Desain kualitatif fenomenologi digunakan pada 12 pembimbing klinik di Rumah Sakit Umum Daerah (RSUD) Wamena, dipilih secara purposif sampling. Data diperoleh melalui wawancara semi-terstruktur dan dianalisis secara tematik melalui tahapan pengodean, pengelompokan makna, dan penarikan tema inti. Hasil menunjukkan beberapa temuan utama: pembimbing dipandang sebagai teladan, pendamping yang konsisten, fasilitator komunikasi terbuka, penanam nilai etika, serta perancang strategi pembelajaran yang terarah. Temuan ini menegaskan bahwa kepemimpinan pembimbing terbentuk melalui refleksi berkelanjutan, kerja kolaboratif, dan komitmen terhadap mutu pelayanan. Kesimpulannya, peningkatan dukungan institusi dan penguatan kapasitas pembimbing diperlukan agar bimbingan klinik semakin efektif dan berdampak pada perkembangan profesional mahasiswa.
Definition of the Leadership Formation Process for Undergraduate Nursing Students Edison Kabak
Indonesian Journal of Global Health Research Vol. 8 No. 2 (2026): Indonesian Journal of Global Health Research
Publisher : GLOBAL HEALTH SCIENCE GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37287/ijghr.v8i2.843

Abstract

Leadership is an essential capability that nurses must develop to provide safe, collaborative, and ethically grounded care. Nonetheless, undergraduate nursing students often differ in how they perceive the developmental process of leadership, which may influence their preparedness to navigate future professional challenges. This study seeks to uncover how nursing students interpret their journey in developing leadership within the academic and clinical learning environment. Using an 8-participant phenomenological design, researchers conducted in-depth interviews with ten students actively engaged in both academic and organizational roles. Data were examined using Colaizzi’s analytical steps to identify core themes that reflect participants’ lived experiences in cultivating leadership. The analysis revealed four central themes: (1) leadership as a continuous learning experience, (2) the role of self-reflection and professional accountability, (3) social interaction and organizational participation as avenues for leadership growth, and (4) moral and ethical foundations as pillars of leadership integrity in nursing. The findings indicate that leadership development among nursing students is an evolving and multifaceted process shaped by hands-on experience, reflective thinking, and internalized ethical values. Students view leadership not merely as directing others but as an ongoing self-development process characterized by professionalism, empathy, and social responsibility. Leadership growth is layered, progressive, and intertwined with educational experiences, reflective practices, and engagement in ethically oriented organizations, forming future nurses with strong, reflective, and humanistic leadership qualities.
Student Experience in Developing Clinical Abilities through Nursing Education Edison Kabak
Indonesian Journal of Global Health Research Vol. 8 No. 2 (2026): Indonesian Journal of Global Health Research
Publisher : GLOBAL HEALTH SCIENCE GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37287/ijghr.v8i2.910

Abstract

Clinical capability development is a crucial component of nursing education, enabling the production of competent and ethical nurses. Clinical education emphasizes not only technical skills but also the formation of professionalism, soft skills, and moral values. This study aims to understand the experience of nursing students in developing clinical abilities through the clinical education process. The study employed a qualitative phenomenological approach with 12 final-semester nursing students who were purposively selected. Data was collected through in-depth interviews and was analyzed thematically. The analysis involves identifying units of meaning, structuring themes and subthemes, and verifying these interpretations with participants to ensure their accuracy. The findings show four main themes: (1) clinical readiness and application of theory, students experience initial challenges in applying theory to real practice; (2) mentoring and support, which improves technical skills and confidence; (3) self-reflection and self-learning, which strengthens the understanding of self-improvement practices and strategies; (4) development of soft skills and professionalism, including effective communication, teamwork, and the application of professional ethics. The interaction between practical experience, guidance, reflection, and professional development forms a holistic and continuous clinical learning process. Clinical education provides a well-rounded experience to shape students' technical abilities, soft skills, and professionalism so that they are prepared to become competent and responsible nurses.
The Role of Educators in the Formation of the Professional Character of Nursing Students: A Phenomenological Study Edison Kabak; Isak JH. Tukayo
Indonesian Journal of Global Health Research Vol. 8 No. 3 (2026): Indonesian Journal of Global Health Research
Publisher : GLOBAL HEALTH SCIENCE GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37287/ijghr.v8i3.991

Abstract

This research focuses on the importance of the role of educators in shaping the professional character of nursing students, especially since this character is the basis for their readiness to face the demands of clinical practice. The purpose of this study is to explore students' experiences regarding how supervisors and lecturers affect the process of internalizing professional values. The study employed a phenomenological approach, involving ten students who underwent in-depth interviews to gain a more comprehensive understanding of their 10 experiences. The data analysis yielded five main themes: educator exemplars, mentoring in clinical simulations and practices, communication and team dynamics, affirmation of ethical values and professionalism, and challenges in applying professional character in real-life situations. The study's results indicate that the development of a professional character occurs through observation, direct guidance, intense interaction, and the inculcation of moral values by educators. In conclusion, educators play a crucial role in shaping students' professional identities, so that an exemplary and reflection-based learning approach needs to be strengthened in nursing education.
Experience of Applying Active Learning Models in the Development of Clinical Skills of Nursing Students: Phenomenological Study Edison Kabak
Indonesian Journal of Global Health Research Vol. 8 No. 2 (2026): Indonesian Journal of Global Health Research
Publisher : GLOBAL HEALTH SCIENCE GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37287/ijghr.v8i2.1151

Abstract

Background: The active learning model in nursing education is believed to be able to strengthen clinical skill development through hands-on experience and student engagement. However, the understanding of students' subjective experiences in applying this model is still limited. Objective: This study aims to explore the experiences of nursing students in applying active learning models to enhance their clinical skills. Methods: The study used a phenomenological approach with an in-depth purposive sampling technique, interviews with 12 Wamena D-III Nursing students. The data were analyzed thematically to identify students' experiences, strategies, and reflections in clinical practice. Results: Students report that active engagement, decision-making, role adaptation, and self-reflection are key aspects of clinical skills development. The application of active learning helps improve technical competence, confidence, communication, and readiness to face the challenges of clinical practice. Conclusion: Active learning is effective in building students' clinical skills comprehensively, as well as forming professional competencies that are adaptive, reflective, and. Prepared to handle the complexities of clinical practice.
Nursing students’ experiences of developing multicultural leadership in community-based HIV/AIDS programs in Papua Edison Kabak
Malahayati International Journal of Nursing and Health Science Vol. 9 No. 5 (2026): Volume 9 Number 5
Publisher : Program Studi Ilmu Keperawatan-fakultas Ilmu Kesehatan Universitas Malahayati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33024/minh.v9i5.3156

Abstract

Background: Cultural diversity in health care, particularly within HIV/AIDS programs in Papuan communities, necessitates that nursing students develop leadership skills sensitive to variations in values, beliefs, and community practices. Cultivating multicultural leadership is therefore a critical component in strengthening the professional competence of future nurses. Purpose: To examine the experiences of nursing students in developing multicultural leadership during the implementation of HIV/AIDS programs in Papuan communities. Method: A descriptive phenomenological study was conducted among 12 nursing students using purposive sampling. Data were collected through semi-structured interviews and analyzed using Colaizzi's seven-step phenomenological method. Results: Five major themes emerged: (1) multicultural awareness as the foundation of leadership; (2) adaptation processes in culturally diverse settings; (3) the role of mentors in leadership development; (4) communication challenges in community practice; and (5) the formation of culturally sensitive leadership. Field experiences were found to play a pivotal role in shaping students’ multicultural leadership competencies. Conclusion: Multicultural leadership among nursing students develops through experiential learning, reflection, and community engagement. Integrating culture-based learning into nursing curricula is essential to prepare students for the complexities of delivering health services in diverse populations.
Co-Authors Akhir Fahruddin Auparai, Nuriati Sarlota Guruh Suprayitno Halitopo, Yoel Isak JH. Tukayo Isak Jurun Hans Tukayo Isak Jurun Hans Tukayo Isak Jurun Hasan Tukayo La Jumu, La Noor Hadi Nuriati Sarlota Auparai Nuriati Sarlota Auparai Olivar, Jennifer Joy Ramelb Ruth Yogi Sukatemin Syaifoel Hardy Syaifoel Hardy Tukayo, Isak Jurun Hans Yoel Halotopo