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p-Index From 2021 - 2026
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Bidan
Syarif Hidayat Nasir
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Dentistry Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health Veterinary

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ANALISIS DETERMINAN PELAPORAN INSIDEN KESELAMATAN PASIEN OLEH PENANGGUNG JAWAB RUANGAN VK DI RUMAH SAKIT Eti Sulastri; Syarif Hidayat Nasir; Hudriyani Jamal
Journal Bidan Vol. 1 No. 1 (2023): Jurnal Bidan
Publisher : Departemen DIII UMBARA

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Abstract

The lack of a culture of reporting patient safety incidents causes a high number of errors when taking action because ten near-miss incidents will lead to one unexpected incident. Patient Safety Incident Reporting (IKP) can be used as a learning process that can prevent the recurrence of errors and will ultimately improve patient safety and the quality of nursing care and services in hospitals. A systematic review was carried out, which aimed to identify factors that influence the reporting of IKP by the person in charge of the room in a hospital. The method in this research uses article searches through databases such as ProQuest, ScienceDirect, and SPRINGER LINK with the keywords: patient safety incident reporting; education; work experience; perception; attitude. From the search results, 1055 were obtained, then screening was carried out, 4 journals were found that met the PICO inclusion criteria, problems and research objectives. The results of this study show that based on 4 journals, generally significant factors in reporting IKP are lack of knowledge, fear and worry and the perception of not reporting uninjured patients.
Dynamic of Teacher-Student Interaction in Fastering an Engaging Learning Environment Towards Students’ Participation and Happiness Wildatulrahmah; Karimuddin; Syarif Hidayat Nasir; Roslina; Susi Astiantih
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9244

Abstract

This study aims to analyze the dynamics of teacher–student interactions and their impact on student engagement and happiness in the learning process at SMA Negeri 1 Tirawuta, Indonesia. In recent years, positive communication and emotional support in classroom settings have become increasingly important in fostering engaging and enjoyable learning environments, particularly at the secondary school level. This study employed a qualitative descriptive design involving seven teachers selected through a purposive sampling technique. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify patterns of interaction, instructional strategies, and emotional dynamics influencing students’ participation in learning activities. The findings reveal that positive teacher–student interactions,such as emotional support, the use of open-ended questions, collaborative group discussions, and formative assessment practices play a crucial role in enhancing student participation, emotional comfort, and happiness in the classroom. In this study, qualitative engagement refers to students’ meaningful involvement in learning processes, reflected through active participation, emotional responsiveness, and a sense of psychological safety. However, several challenges were also identified, including differences in students’ academic abilities, limited school facilities, and low levels of student self-confidence, which hinder the effectiveness of interactive learning practices. This study concludes that responsive communication, adaptive instructional strategies, and sustained emotional support are essential components in creating a supportive and engaging learning environment. The findings contribute theoretically by enriching the discourse on teacher–student interactions through an emotional perspective and practically by providing insights for teachers and school stakeholders to integrate emotional aspects into classroom interaction practices to enhance student engagement and well-being.
Co-Authors Eti Sulastri Hudriyani Jamal Karimuddin, Karimuddin Roslina Susi Astiantih Wildatulrahmah