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INDONESIA
Indonesian Nursing Journal of Education and Clinic (Jurnal Pendidikan dan Praktik Keperawatan Indonesia)
Published by Asosiasi Institusi Pendidikan Ners Indonesia
ISSN : 25278800     EISSN : 25278819     DOI : http://dx.doi.org/10.24990/injec.v7i1.418
Core Subject : Health,
Nursing
Indonesian Nursing Journal of Education and Clinic (INJEC) is the official peer-reviewed research journal of the Association of Indonesian Nurses Education Center (AINEC). This journal aims to promote advancement in nursing and healthcare through the dissemination of the latest research findings. INJEC covers a wide range of nursing topics such as nursing education, clinical practice, advanced nursing issue and policy related to the nursing profession. This journal publishes two issues per year in June and December. INJEC intended readership includes a nurse educator, researcher, manager, and nurse practitioner at all levels.
Arjuna Subject : Kedokteran - Kedokteran (Lain-Lain)
Articles 11 Documents
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Search results for , issue "Vol 10, No 1 (2025): INJEC" : 11 Documents clear
THE EFFECT OF INTERACTIVE MULTIMODALITY EBOOKS USING STUDENT-CENTERED LEARNING (SCL) ON NURSING STUDENTS’ LEARNING INTEREST IN THE ERA OF SOCIETY 5.0 Sapariah Anggraini; Maria Silvana Dhawo
INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) Vol 10, No 1 (2025): INJEC
Publisher : Asosiasi Institusi Pendidikan Ners Indonesia (AIPNI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24990/injec.v20i1.637

Abstract

Introduction: In response to the Society 5.0 era, nursing education must adapt by integrating digital-based learning approaches that emphasize Student-Centered Learning (SCL). However, many educators continue to rely on traditional Teacher-Centered Learning (TCL) methods, where students passively receive information, often resulting in disengagement and boredom. To address this challenge, an interactive multimodality eBook was developed to support digital teaching practices and enhance student learning interest. This study aimed to analyze the effect of providing interactive multimodality eBooks using the SCL method on nursing students’ learning interest in the Society 5.0 era.Methods: This quasi-experimental study used a post-test control group design. The sample consisted of 58 fourth-semester nursing students selected through total sampling. The intervention group received the interactive multimodality eBook integrated with SCL, while the control group followed conventional learning methods. Student learning interest was measured using a validated questionnaire. Data were analyzed using an independent sample t-test with a significance level of 0.05.Results: There was a significant difference in learning interest between the two groups. The intervention group had a mean score of 19.66, classified as high, while the control group had a mean score of 13.77, classified as moderate. The p-value was 0.001 (p < 0.05), and the 95% confidence interval ranged from 3.513 to 6.261. These results indicate a significant effect of the interactive multimodality eBook using the SCL method on increasing students’ learning interest.Conclusion: Interactive multimodality eBooks can be effectively integrated into nursing education to promote digital literacy, foster independent learning, and enhance student engagement. Their use aligns with the goals of Society 5.0 by combining technology and education to create a more adaptive and student-focused learning environment.
EXPLORING THE IMPACT OF COMMUNITY-BASED EDUCATION ON TEAMWORK SKILLS AMONG NURSING PROFESSIONAL STUDENTS DURING COMMUNITY AND WETLAND HEALTH PLACEMENTS Yulia Yunara; Agianto Agianto; Bernadetta Germia Aridamayanti; Pannipa Chairat
INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) Vol 10, No 1 (2025): INJEC
Publisher : Asosiasi Institusi Pendidikan Ners Indonesia (AIPNI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24990/injec.v20i1.784

Abstract

Introduction: As the demand for nursing professionals increases in response to evolving community health needs, the importance of effective educational strategies becomes more critical. Community-Based Education (CBE) offers a hands-on, context-driven approach that prepares nursing students to address real-world public health challenges. This study aimed to explore the impact of CBE on the development of teamwork skills among nursing professional students during their community and wetland health placement.Methods: A mixed-methods design was employed, combining quantitative and qualitative data collection. The quantitative component involved 31 nursing professional students who completed the Nursing Teamwork Survey (NTS). For the qualitative phase, in-depth interviews were conducted with five students until data saturation was reached. Descriptive statistics were used to analyze the quantitative data, while thematic analysis was used for the qualitative findings. Triangulation was applied to integrate both data sets. The study was conducted at Puskesmas Martapura Barat.Results: The highest mean score in the NTS domains was found in "team orientation" (mean = 33.68), indicating strong collaborative tendencies among participants. Thematic analysis identified seven key themes reflecting the impact of CBE: self-determination, self-help, leadership, localization, integrated service delivery, reduced service duplication, and acceptance of diversity.Conclusion: The application of Community-Based Education significantly enhances students' teamwork abilities, fostering collaboration both within student groups and with the wider community. These findings suggest that CBE can serve as an effective clinical learning model, especially during community-engaged stages of professional nursing education, supporting the development of well-rounded, community-responsive nurses.
INFLUENCING FACTORS OF CARING, CRITICAL THINKING, AND PROFESSIONAL VALUES OF NURSING STUDENTS IN EAST JAVA, INDONESIA Ika Adelia Susanti; Roby Aji Permana
INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) Vol 10, No 1 (2025): INJEC
Publisher : Asosiasi Institusi Pendidikan Ners Indonesia (AIPNI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24990/injec.v20i1.664

Abstract

Introduction: Caring becomes a core value in the nursing profession that reflects acts of responsibility and affective engagement with others. Nursing students must have highly specialized competencies, and a tendency to be able to accurately assess a patient's state and address potential problems. This study aimed to evaluate factors related to caring, critical thinking, and professional value of nursing students.Methods: This study used an observational study conducted in East Java. The sample was 153 nursing students using convenience sampling techniques. The instrument was an online questionnaire to measure caring, critical thinking, and professional values of nursing students. The data analysis used descriptive statistics and chi-square test.Results: There are several factors related to caring, namely age (0.031), marital status (0.019), semester (0.000), education level (0.005), working status (0.045), reason for entering nursing (0.001), and members of professional associations (0.011). In critical thinking variables, there are five factors, namely age (0.000), marital status (0.002), education level (0.009), working status (0.013), and the tendency to choose nursing (0.020). Meanwhile, two factors that are significantly related to professional scores include education level (0.035) and the tendency to choose nursing (0.026).Conclusion: Caring, critical thinking, and professional values are mediators that are closely related to students' interest in the nursing profession. This requires support to improve students' abilities, especially in critical thinking and low professional scores by optimizing their individual factors.
READINESS FOR INTERPROFESSIONAL EDUCATION AND COLLABORATION AMONG NURSING STUDENTS Sarah Kartika Wulandari; Putu Inge Ruth Suantika; Putu Rusanti
INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) Vol 10, No 1 (2025): INJEC
Publisher : Asosiasi Institusi Pendidikan Ners Indonesia (AIPNI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24990/injec.v20i1.638

Abstract

Introduction: Effective healthcare delivery requires complex collaboration among all professionals involved, including nurses. Patient care in clinical settings relies heavily on teamwork between health workers across disciplines. One strategy to strengthen such collaboration is Interprofessional Education and Collaboration (IPE-C), which prepares students to work effectively in interprofessional teams. Assessing students’ readiness for IPE-C is essential for integrating it into health education programs. This study aimed to assess nursing students’ readiness to engage in IPE-C during their educational experience.Methods: This mixed-method study involved 659 nursing students from levels I to IV of the undergraduate nursing program and the professional nursing program at ITEKES Bali. Data were collected between June and August 2023 using a modified version of the Readiness for Interprofessional Learning Scale (RIPLS). Quantitative data were analyzed using the Kruskal-Wallis test to compare readiness levels across groups. Qualitative data were analyzed thematically.Results: Quantitative findings showed that students in Levels I and II had the highest overall competency scores (mean score = 4). There were statistically significant differences among the five student groups regarding competencies related to negative professional identity, positive professional identity, and roles and responsibilities (p < 0.001). However, no significant differences were found in the teamwork and collaboration domain (p > 0.05). Qualitative analysis identified three major themes: (1) uncertainty about the role and responsibilities of the nursing profession, (2) fear of making mistakes, and (3) eagerness to experience IPE-C in future clinical practice.Conclusion: Nursing students demonstrate readiness to engage in IPE-C during their academic training, though variations exist in specific competencies. To support this readiness, nursing curricula should incorporate interprofessional education as a dedicated subject, offering both theoretical and practical exposure at the academic level.
THE RELATIONSHIP BETWEEN FAMILY SUPPORT AND ADHERENCE TO ANTI-DIABETIC MEDICATION IN PATIENTS WITH TYPE 2 DIABETES MELLITUS Rizky Ramadhani Putri; Agung Setiyadi; Puji Astuti Wiratmo
INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) Vol 10, No 1 (2025): INJEC
Publisher : Asosiasi Institusi Pendidikan Ners Indonesia (AIPNI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24990/injec.v20i1.660

Abstract

Introduction: Diabetes mellitus is a metabolic disorder with hyperglycemia caused by abnormalities in insulin secretion, insulin action, or both. Diabetes mellitus can be controlled if the patient regularly controls it and adheres to treatment to prevent complications. There are several factors that influence compliance, one of which is family support. The purpose of this study was to analyze the relationship between family support and adherence to anti-diabetic medication in patients with type 2 diabetes mellitus.Methods: This study uses a correlational analytic design with a cross-sectional approach.  Sampling using the purposive sampling method with a total sample of 70 respondents. The instruments used were the family support questionnaire and the MMAS-8 questionnaire. Data analysis using Spearman rho test.Results: There was a relationship between family support and adherence to taking anti-diabetic medication in type 2 DM patients. Based on the statistical results of family support and adherence to taking anti-diabetic medication (p = 0,020) and the correlation coefficient was 0,277. This result is positive, which means the higher the family support, the greater a person's compliance with taking medication.Conclusion: In this case, family support is important for type 2 DM patients because it will help improve the patient's quality of life and help type 2 DM patients improve treatment adherence.
APPLICATION OF THE CASE-BASED CONCEPT MAP METHOD TO ENHANCE CRITICAL THINKING AND CLINICAL REASONING SKILLS IN NURSE PROFESSIONAL STUDENTS Hikmi Muharromah Pratiwi; Desiyani Nani; Saryono Saryono
INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) Vol 10, No 1 (2025): INJEC
Publisher : Asosiasi Institusi Pendidikan Ners Indonesia (AIPNI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24990/injec.v20i1.639

Abstract

Introduction: Critical thinking and clinical reasoning are essential competencies in delivering safe and effective nursing care. However, identifying effective learning strategies to foster these skills remains a challenge. This study aimed to examine the effectiveness of a case-based concept map method in improving critical thinking and clinical reasoning abilities among newly enrolled nurse professional students.Methods: This quasi-experimental study employed a one-group pre-test–post-test design without a control group. A total of 18 newly admitted nurse professional students were recruited using total sampling. The intervention involved developing concept maps based on clinical cases over one week. Clinical reasoning was assessed using quizzes with clinical vignettes, while critical thinking was measured using the Critical Thinking Disposition Inventory. Paired t-tests were used to evaluate the differences in scores before and after the intervention.Results: There was a significant improvement in total critical thinking scores following the intervention (t = 2.25, p = 0.038), particularly in the analytical and systematic thinking domains (t = 2.30, p = 0.023). Clinical reasoning scores also showed a marked increase post-intervention (t = 11.93, p < 0.001), with a mean difference of 9.56.Conclusion: The case-based concept map method is effective in enhancing both clinical reasoning and critical thinking skills among nurse professional students. Integrating this approach into nursing education may better prepare students for clinical practice by promoting deeper understanding and structured decision-making.
HOW GUIDED SELF-REFLECTION FOR NURSING STUDENT IMPROVE THEIR CRITICAL THINKING IN PRE-CLINIC STAGE Rona Cahyantari Merduaty; Aulia Addinillah Arum
INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) Vol 10, No 1 (2025): INJEC
Publisher : Asosiasi Institusi Pendidikan Ners Indonesia (AIPNI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24990/injec.v20i1.572

Abstract

Introduction: Self-reflection proved to be effective in improving clinical performance and strength in formulating clinical opinions of nursing students. However, self-reflection has not been widely used in the practical learning process in the laboratory at the academic stage in Indonesia. This study aimed to examine the effectiveness of self-reflection assignments in improving nursing students' critical thinking skills during practical learning at the academic stage.Methods: The research method used in this study is a single-subject experimental design and used The Holistic Critical Thinking Scoring Rubric (HCTSR) as an instrument for assessing the respondent's self-reflection after performing two procedures taught in the laboratory. There were 12 nursing students, year 3 and 4, who were asked to write self-reflection using the two kind of guidelines and were given feedback after completing the first self-reflection. This study has been declared pass the ethical review according to the KET-201/UN2.F12.D1.2.1/PPM.00.02/2022 issued by the Ethics Committee of  Faculty of Nursing, Universitas Indonesia.Results: Study indicates that 7 for 12 nursing students perform a positive trend during the procedure by improving their HCTSR score each intervention day. In general, the visual analysis displays an increasing trend from the maximum score of 3 (strong critical thinking) in first self-reflection to maximum score of 4 (very strong critical thinking) in last self-reflection.Conclusion: Guided self-reflection assessment and feedback is effective in improving the critical thinking skills of nursing students who are undergoing practical learning at the academic stage. Guiding questions that are concise and contextual to practice in writing self-reflection, specific self-reflection assessment rubrics, and feedback from lecturer should be essential aspect of every nursing learning process, both at the academic and clinical stages.
EFFECT OF VISUAL ART AND PICO GAME ON EVIDENCE-BASED PRACTICE COMPETENCY AMONG NURSING PROFESSIONAL PROGRAMME STUDENTS Hasniatisari Haruni; Titis Kurniawan; Eka Afrima Sari; Nursiswati Nursiswati; Yusshy Kurnia Heliani
INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) Vol 10, No 1 (2025): INJEC
Publisher : Asosiasi Institusi Pendidikan Ners Indonesia (AIPNI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24990/injec.v20i1.656

Abstract

Introduction Most nursing students in Indonesia require specialized competency training to implement evidence-based practice (EBP) in the clinical setting. Some literature revealed that art and game-based learning methods can improve students' skills and self-efficacy on the topics studied. Therefore, this study was conducted to evaluate the application of visual art plus the PICO game in improving EBP competence in nursing students.Methods: This study used a quantitative experimental design with a pretest-posttest one-group design approach. The study was conducted on 50 students at one of the nursing education institutions in Bandung, West Java, Indonesia, with a purposive sampling technique. The visual art plus PICO game intervention was given for 25 minutes by implementing drawing activities and card games. The EBP questionnaire consisting of eight questions was used as a research instrument to obtain data on students' EBP competence at the pretest and posttest. Demographic data was analyzed by descriptive statistical analysis, and the difference in EBP competence between the pretest and posttest was analyzed by independent t-test.Results: The data analysis results showed a significant difference in students' EBP competence before and after being given the visual art plus PICO game intervention (p<0.00). The mean score of students' EBP competence increased from 38.22 in the pretest to 41.56 in the posttest. Gender, grade point average, and learning style of students also influenced the results obtained in this study.Conclusion: Visual art and PICO game interventions were effective learning methods to improve students' EBP competence. Visual art plus the PICO game can be one of the options for learning methods to improve students' EBP competence.
THE EFFECTIVENESS OF BENSON RELAXATION TECHNIQUE AND SLOW DEEP BREATHING ON SLEEP QUALITY IN POST-CARDIAC SURGERY PATIENTS Nia Khusniyati; Tuti Herawati; Amelia Amelia; Hermin Esti Dyaningtyas
INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) Vol 10, No 1 (2025): INJEC
Publisher : Asosiasi Institusi Pendidikan Ners Indonesia (AIPNI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24990/injec.v20i1.821

Abstract

Introduction: Patients recovering from cardiac surgery often experience pain, anxiety, and sleep disturbances. The Benson Relaxation Technique, a muscle relaxation method that influences the hypothalamus and reduces sympathetic and parasympathetic activity, has shown positive effects on respiratory function, heart rate, and cardiac workload, ultimately promoting better sleep quality.The purpose of this study was to assess the effectiveness of the Benson Relaxation Technique combined with slow deep breathing exercises in improving sleep quality among patients following cardiac surgery.Methods: This quasi-experimental study involved 50 post-cardiac surgery patients, divided into two groups: 25 in the intervention group and 25 in the control group. The intervention group practiced the Benson Relaxation Technique combined with slow deep breathing exercises, performed three times. Sleep quality was assessed using the GSQS (Groningen Sleep Quality Scale) questionnaire. Data were analyzed using an independent t-test with SPSS software.Results: Statistical analysis showed a significant improvement in sleep quality in the intervention group, with a p-value of 0.001. The independent t-test yielded a p-value of 0.002 and a mean difference of 0.960 between the intervention and control groups, indicating a meaningful effect of the relaxation technique on sleep quality.Conclusion: The Benson Relaxation Technique combined with slow deep breathing is effective in improving sleep quality among post-cardiac surgery patients. This non-pharmacological intervention can be recommended as a supportive therapy during recovery to enhance patient well-being and accelerate healing.
FACTORS ASSOCIATED WITH KNOWLEDGE, ATTITUDES, AND PRACTICES OF EVIDENCE-BASED PRACTICE (EBP) AMONG UNDERGRADUATE NURSING STUDENTS Ratna Wirawati Rosyida; Febriana Sartika Sari; Michael John Flores
INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) Vol 10, No 1 (2025): INJEC
Publisher : Asosiasi Institusi Pendidikan Ners Indonesia (AIPNI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24990/injec.v20i1.759

Abstract

Introduction: Applying evidence-based practice (EBP) is a key competency in delivering high-quality nursing care. Understanding the factors that influence EBP among nursing students is essential for enhancing their readiness to apply EBP in clinical settings. This study aimed to identify factors associated with the knowledge, attitudes, and practices of EBP among undergraduate nursing students.Methods: A cross-sectional survey was conducted with 90 undergraduate nursing students at the School of Nursing, Health Polytechnic of Surakarta, Ministry of Health, Indonesia. Data were collected using demographic questionnaires and the Student Evidence-Based Practice Questionnaire (S-EBPQ) via Google Forms. Statistical analyses included Pearson's test, t-test, and ANOVA for normally distributed data, and Spearman rank, Wilcoxon, and Kruskal–Wallis tests for non-normally distributed data. Data normality was assessed using the Kolmogorov–Smirnov test.Results: The overall mean S-EBPQ score was 4.98 ± 1.3. Subscale scores were as follows: acquiring and reviewing evidence (4.82 ± 1.1), sharing and applying evidence (5.1 ± 1.2), attitude towards EBP (5.1 ± 1.6), and EBP practice (4.99 ± 1.2). Factors significantly associated with students' EBP knowledge, attitudes, and practices included knowledge of how to access databases, frequency of EBP-related reading, and understanding of nursing research (p < 0.05).Conclusion: Undergraduate nursing students’ engagement with EBP is significantly influenced by their ability to access databases, their frequency of reading EBP materials, and their understanding of nursing research. Educational strategies that strengthen these areas may enhance EBP competence in nursing education.

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