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All Journal Belitung Nursing Journal JTP - Jurnal Teknologi Pendidikan
Harridhil Silmi
Master of Midwifery Program, Faculty of Medicine, Universitas Padjadjaran, Bandung, West Java, Indonesia
Education Nursing

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Mapping Digital Content Needs Among Midwifery Students in Indonesia Harridhil Silmi; Dzulfikar Djalil Lukmanul Hakim; Ari Indra Susanti; Puspa Sari; Deni K. Sunjaya; Hadi Susiarno; Qorinah Estiningtyas Sakilah Adnani; Anis Novitasari
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v28i1.63844

Abstract

Modern midwifery education demands that educators integrate technology to enhance student competency. As digital natives, midwifery students possess significant potential to leverage mobile applications. However, the specific usage patterns and the gap between available applications and priority clinical needs in Indonesia remain unmapped. Objective: This study aims to identify smartphone usage patterns and map priority digital learning material needs among midwifery students to inform curriculum enhancement. Methods: Utilizing a cross-sectional descriptive quantitative design, an online survey was conducted with 182 midwifery students in Bandung Raya, selected via convenience sampling. The instrument, evaluated for validity and reliability, measured demographics, device usage, and priority learning needs. Data were analyzed using descriptive frequency statistics. Results: All respondents (100%) owned smartphones, with 76.92% actively using them for learning, primarily favoring e-learning applications (80.22%). Crucially, the study identified a significant demand for digital content focused on patient communication (76.37%) and pregnancy care (27.47%), revealing a clear gap between students' high technological readiness and the availability of targeted clinical modules. Conclusion: Smartphones are essential, yet their specific clinical potential remains underutilized. To enhance the midwifery curriculum, institutions must employ established instructional design frameworks to develop targeted, interactive digital learning modules that directly address the identified high-priority clinical skills, thereby bridging the gap between digital readiness and professional competency.
Integration of competency needs and continuity of care learning for midwifery students based on mobile applications in Indonesia: A mixed-methods study Ari Indra Susanti; Ariyati Mandiri; Anis Novitasari; Harridhil Silmi; Didah; Qorinah Estiningtyas Sakilah Adnani; Lisa McKenna
Belitung Nursing Journal Vol. 12 No. 2 (2026): March - April
Publisher : Belitung Raya Publisher - Belitung Raya Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33546/bnj.4446

Abstract

Background: Strengthening the quality of midwifery education is crucial to equip future midwives with the competencies required for contemporary practice. Continuity of Care (CoC) learning requires structured learning strategies, appropriate media, and effective evaluation mechanisms based on students’ needs. In this context, mobile applications can support CoC learning through flexible documentation and reporting systems. Objective: This study aimed to identify learning and competency needs for technology-enhanced CoC education among midwifery students. Methods: A convergent mixed-methods design was employed with midwifery students in the Bandung Metropolitan Raya region, West Java, Indonesia, in 2024. Purposive sampling was used to select 310 students for quantitative analysis using STATA 16.0. Qualitative data from online focus group discussions (FGDs) with 34 students were analyzed using NVivo 1.6.1. Results: Quantitative analysis identified learning strategy as the strongest predictor of CoC competency (r = 0.790, p < 0.001). Qualitative findings revealed two main themes: CoC Competencies (with subthemes of CoC Competency Objectives and CoC Core Competencies) and integrated CoC learning components (learning strategy, learning media, and learning evaluation). Conclusion: This study identified four essential components of mobile-based CoC learning, with learning strategies emerging as the strongest predictor of competency. These findings indicate that, although mobile technology enables efficient recording and reporting, it must be integrated with structured learning strategies to effectively strengthen midwifery competencies.
Co-Authors Anis Novitasari Anis Novitasari Ari Indra Susanti Ari Indra Susanti Ariyati Mandiri Deni K. Sunjaya Didah Dzulfikar Djalil Lukmanul Hakim Hadi Susiarno Lisa McKenna Puspa Sari Qorinah Estiningtyas Sakilah Adnani Qorinah Estiningtyas Sakilah Adnani