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All Journal PROSIDING SEMINAR NASIONAL Nurse Media Journal of Nursing Jurnal Manajemen Keperawatan Jurnal Keperawatan Soedirman Jurnal NERS Belitung Nursing Journal Jurnal Keperawatan Silampari Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Journal of Community Empowerment for Health Proceeding of International Conference Health, Science And Technology (ICOHETECH)
Fatikhu Yatuni Asmara
Department Of Nursing, Faculty Of Medicine, Universitas Diponegoro, Semarang, Indonesia
Computer Science & IT Decision Sciences, Operations Research & Management Education Health Professions Industrial & Manufacturing Engineering Medicine & Pharmacology Nursing Public Health

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Validity and Reliability Assessment Tool of Nursing Students Professional Behavior Asmara, Fatikhu Yatuni
Jurnal NERS Vol 10, No 2 (2015): Vol. 10 Nomor 2 Oktober 2015
Publisher : Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (244.961 KB) | DOI: 10.20473/%oj.Ners102%y208-216

Abstract

Introduction: Shieffield Peer Review Assessment (SPRAT) is an instrument to assess medical student’s performance using Multi Source Feedback (MSF) method. The previous study stated that MSF with SPRAT is an effective tool assessing professional behaviour (PB) of nursing students both in clinical setting and community setting. However it needs more items to be added. Based on that explanation, it needs conducting validity and reliability test to make sure that the tool is valid and reliable. Method: There were two types of validity test used, content validity test and construct validity test as well as reliability test, namely inter-rater reliability test and item covariance test. Participants were four clinical instructors and 116 nursing students. Result: Content validity test showed that two items must be added as part of assessment item, namely diciplines and faithness. Furthermore construct validity test showed that five items were not valid since they had pearson correlation score <0.3. However the items were included as consideration of nursing students’s PB. Inter-rater reliability test and item covariance reliability test showed that the tool was reliable with score 0.460 and 0.912 respectively. Discussion: The assessment tool can be applied to assess PB of nursing students since it valid and reliable. It needs to investigate the effectiveness of the tool in difference of PB of nursing students.Keywords: validity, reliability, assessment tool of PB (professional behaviour)
Are There Any Differences Of Learning Orientation Between Leve 1 And Level 4 Nursing Students Asmara, Fatikhu Yatuni
Jurnal Manajemen Keperawatan Vol 2, No 1 (2014): Jurnal Manajemen Keperawatan
Publisher : Jurnal Manajemen Keperawatan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Purpose: The aim of this research is to identify the differences of learning orientation between level 1 and level 4 nursing students. Method: Data were collected using Inventory of Learning Styles (ILS) questioners which involved two students as respondents, level 1 and level 4 nursing students. The data were calculated based on scoring key in each sub component, and were compared with standard of psychology students. Result: The result showed that there were differences of learning orientation between level 1 and level 4 nursing students particularly in components personally interested, certificate directed, vocation directed, and ambivalent. One of reasons behind of this is level 1 nursing students get transition from senior high school into college while level 4 nursing students are settler, and can adapt with learning process in college. Conclusion: It will be better if every student has change to screen their learning orientation by completing ILS questioners, so it will help students to focus on their learning process on the other hand, students’ learning orientation will help teacher to facilitate students achieving the competencies.
PENGALAMAN IBU DENGAN BAYI BERAT LAHIR RENDAH (BBLR) MENGENAI PELAKSANAAN PERAWATAN METODE KANGURU (PMK) DI RUMAH Sofiani, Fiyanah; Asmara, Fatikhu Yatuni
PROSIDING SEMINAR NASIONAL & INTERNASIONAL 2014: PROSIDING SEMINAR NASIONAL KEPERAWATAN
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (139.879 KB)

Abstract

BBLR merupakan bayi yang termasuk dalam bayi dengan resiko tinggi. BBLR dapat mengalami berbagai masalah seperti resiko infeksi, kesulitan bernafas, hipotermi dan gangguan nutrisi. Pada umumnya perawatan BBLR menggunakan inkubator. Saat bayi sudah di rumah, bayi akan memerlukan intervensi selain inkubator untuk menjaga suhu bayi, salah satu solusinya adalah perawatan metode kanguru. Tujuan penelitian ini adalah untuk mengidentifikasi pengalaman ibu dengan BBLR mengenaipelaksanaan perawatan metode kangruru di rumah. Jenis penelitian ini adalah kualitatif dengan pendekatan fenomenologi. Penelitian ini melibatkan 4 informan dengan teknik purposive sampling. Pengambilan data dilakukan dengan cara wawancara mendalam. Uji validitas dilakukan menggunakan triangulasi data yaitu mewawancarai sumber yang berbeda yaitu wawancara dengan petugas kesehatan. Pengolahan dan analisis data menggunakan analisis tematik. Hasil penelitian yaitu tema-tema yang terkumpul meliputi alasan menggunakan dan berhenti melakukan PMK, pelaksanaan PMK, tujuan PMK, prinsip kerja PMK, pengaruh PMK, motivasi PMK, kesulitan yang dialami, dukungan yang diterima, perasaan ibu, sikap terhadap pelaksanaan PMK dan solusi penghambat pelaksanaan PMK serta solusi memiliki bayi BBLR. Bagi ibu yang memiliki BBLR dengan pengetahuan rendah dapat berdiskusi dengan ibu yang lebih tahu atau mencari informasi sebanyak-banyak melalui orang lain atau media apapun yang dapat menberikan informasi.Kata kunci : BBLR,pengalaman ibu, PMK
The Effectivity of Multi Source Feedback (MSF) to Assess Professional Behaviour (Pb) of Nursing Students: An Evaluation Study Asmara, Fatikhu Yatuni; Santoso, Agus
Nurse Media Journal of Nursing Vol 5, No 2 (2015): (DECEMBER 2015)
Publisher : Department of Nursing, Faculty of Medicine, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (280.495 KB) | DOI: 10.14710/nmjn.v5i2.10536

Abstract

Background: Nurses are requested to give an excellent services to patients not only excellent in skills but also excellent in behaviour which serve comfort to patients. The behaviour is called professional behaviour or soft skill. Purpose: The aim of this research is investigating the effectiveness of MSF in assessing nursing students’ professional behaviour (PB).Methods: The design of the research is an evaluation study which compares the result of PB between before and after joining practice in clinical setting. The participants were thirty three participants consisting of 33 nursing students and 3 mentors. Data were collected using a quantitative approach. The participants are requested to do self and peer assessment using SPRAT modification form while mentors are asked to assess nursing students using the same form. The assessment was conducted twice, before and after joining internship. The data were analysed to compare the score of PB before and after joining the internship among group of participant using Paired sample T-test or dependent sample T test. Result: The results showed that there were differences of score between before and after joining internship with α = 0.000; 0.001; and 0.000 for self, peer, and mentor assessment respectively. There was no difference of score before joining internship among assessors with α = 0.509, and there was a difference of score after joining internship among assessors with α = 0.005. It means that MSF is an effective method to assess PB of nursing students. Conclusion: Applying MSF method to assess PB of nursing student is suggested for better assessment.
Implementasi Multi Source Feedback Untuk Mengevaluasi Professional Behaviour Mahasiswa Di Keperawatan Komunitas Asmara, Fatikhu Yatuni
Jurnal Keperawatan Soedirman Vol. 09 No. 2 (2014)
Publisher : Jurusan Keperawatan FIKES UNSOED

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jks.2014.9.2.577

Abstract

Professional behavior (PB) merupakan salah satu kompetensi yang harus dicapai oleh mahasiswa keperawatan sehingga harus ada metode evaluasi yang digunakan untuk menilai pencapaian kompetensi tersebut. Multi Source Feedback (MSF) adalah salah satu metode yang digunakan untuk menilai PB mahasiswa kedokteran. Tujuan dari penelitian ini adalah mengidentifikasi bagaimana implementasi MSF yang digunakan untuk menilai PB mahasiswa keperawatan. Responden yang terlibat dalam penelitian ini adalah 35 responden yang terdiri dari mahasiswa keperawatan dan perawat. Responden dipilih berdasarkan total sampling. Data dikumpulkan dengan 2 pendekatan, yaitu: kuantitatif dan kualitatif. Mann-Whytney U digunakan untuk menganalisa data kuantitaif dengan tujuan melihat perbedaan distribusi dua kelompok, mahasiswa dan perawat. Hasil penelitian menunjukkan bahwa MSF efektif digunakan untuk menilai PB mahasiswa Kelebihan MSF adalah melibatkan banyak sumber untuk menilai dan menggunakan dua tipe feedback yaitu skala dan narasi. Adapaun kelemahan yang dimiliki metode MSF adalah penjelasan skor terutama skor 3 dan 4, item penilaian berupa berpikir kritis, penghargaan terhadap pencapaian, caring perlu ditambahkan.
Assessment of Interprofessional Education (IPE) in Community Settings: A Systematic Review Asmara, Fatikhu Yatuni; Kristina, Tri Nur; Afifah, Diana Nur; Dewi, Dian Puspita
Nurse Media Journal of Nursing Vol 11, No 3 (2021): (December 2021)
Publisher : Department of Nursing, Faculty of Medicine, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/nmjn.v11i3.34155

Abstract

Background: An assessment of methods and tools in interprofessional education (IPE) needs to be conducted to guarantee that the set learning objectives (LOs) or competencies are achieved, especially in community settings. This assessment is essential since in community settings, facilitators and students are not in the same frame, while direct observation is preferable in IPE. The implementation of methods and tools for assessment varies. Mostly, the assessment does not cover all competencies of IPE. Further identification of the way the assessment is conducted as well as the IPE competencies assessed is pivotal.Purpose: This study aimed to review the implementation of IPE in community settings, especially the assessment conducted on the methods and tools used along with the assessors involved and the competencies achieved.Methods: A systematic review was employed as a method in this study. Relevant articles from Science Direct, MEDLINE, CINAHL, and Scopus were screened based on the inclusion criteria: publication between 2010–2020, research and review articles, full-text articles, conducted in community settings, and involved assessment in acquiring the competencies. This review included 12 out of 1,273 screened articles. The articles were analyzed qualitatively by identifying the keywords, categories, and themes.Results: The results showed the assessment conducted and the competencies achieved in IPE. The assessment included methods and tools as well as the assessors involved. Most existing studies used students’ perceptions or reflections as the methods and involved less assessors such as supervisors or family members. Meanwhile, the assessment tools focused on certain competencies, such as roles and responsibilities, ethics and values, teamwork, and communication. However, no study assessed all competencies.Conclusion: The analysis resulted in two large topics, i.e., the assessment, which includes the assessment methods and tools as well as assessors involved, and the competencies achieved. It is recommended to conduct further studies to develop objective assessment methods, comprehensive assessment tools, and generic competencies or learning outcomes.
Are There Any Differences Of Learning Orientation Between Leve 1 And Level 4 Nursing Students Fatikhu Yatuni Asmara
Jurnal Manajemen Keperawatan Vol 2, No 1 (2014): Jurnal Manajemen Keperawatan
Publisher : Jurnal Manajemen Keperawatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (306.795 KB)

Abstract

Purpose: The aim of this research is to identify the differences of learning orientation between level 1 and level 4 nursing students. Method: Data were collected using Inventory of Learning Styles (ILS) questioners which involved two students as respondents, level 1 and level 4 nursing students. The data were calculated based on scoring key in each sub component, and were compared with standard of psychology students. Result: The result showed that there were differences of learning orientation between level 1 and level 4 nursing students particularly in components personally interested, certificate directed, vocation directed, and ambivalent. One of reasons behind of this is level 1 nursing students get transition from senior high school into college while level 4 nursing students are settler, and can adapt with learning process in college. Conclusion: It will be better if every student has change to screen their learning orientation by completing ILS questioners, so it will help students to focus on their learning process on the other hand, students’ learning orientation will help teacher to facilitate students achieving the competencies.
Validity and Reliability Assessment Tool of Nursing Students Professional Behavior Fatikhu Yatuni Asmara
Jurnal Ners Vol. 10 No. 2 (2015): Oktober 2015
Publisher : Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (244.961 KB) | DOI: 10.20473/jn.v10i2.1271

Abstract

Introduction: Shieffield Peer Review Assessment (SPRAT) is an instrument to assess medical student’s performance using Multi Source Feedback (MSF) method. The previous study stated that MSF with SPRAT is an effective tool assessing professional behaviour (PB) of nursing students both in clinical setting and community setting. However it needs more items to be added. Based on that explanation, it needs conducting validity and reliability test to make sure that the tool is valid and reliable.Method: There were two types of validity test used, content validity test and construct validity test as well as reliability test, namely inter-rater reliability test and item covariance test. Participants were four clinical instructors and 116 nursing students. Result: Content validity test showed that two items must be added as part of assessment item, namely diciplines and faithness. Furthermore construct validity test showed that five items were not valid since they had pearson correlation score <0.3. However the items were included as consideration of nursing students’s PB. Inter-rater reliability test and item covariance reliability test showed that the tool was reliable with score 0.460 and 0.912 respectively.Discussion: The assessment tool can be applied to assess PB of nursing students since it valid and reliable. It needs to investigate the effectiveness of the tool in difference of PB of nursing students.
Bedside Teaching: Is it Effective Methods in Clinical Nursing Students Learning? Fatikhu Yatuni Asmara
Jurnal Ners Vol. 9 No. 1 (2014): April 2014
Publisher : Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (255.478 KB) | DOI: 10.20473/jn.v9i1.2954

Abstract

Introduction: Clinical learning is the centre of medical students education. Students not only learn about practical skills but also communication with patient and other health care givers which both competencies are useful for students when they come into working world (Spencer, 2003). There are variations of methods applied in clinical learning process; one of them is bedside teaching. The aim of this study was to observe the bedside teaching process which is held in group of students, teacher, and patient. Another aim was to know responses of students, teacher, and patients to the bedside teaching process.Methods: The method which was applied in this study is observation in which bedside teaching process was observed related to the roles and function of each component of bedside teaching: students, teacher, and patient in each phase: preparation, process, and evaluation. Then it was continued by interview to know the responses of students, teacher, and patient related to bedside teaching process.Results: The result showed that both students and teacher felt that bedside teaching is an effective method since it helped students to achieve their competences in clinical setting and develop their communication skill. Furthermore teacher stated that bedside teaching facilitated her to be a good role model for students. As well as students and teacher, patient got advantage from the bedside teaching process that she got information related to her case; however the time to discuss was limited. During the observation, each component of bedside teaching did their roles and function, such as: during the preparation teacher asked inform consent from patient, and patient gave inform consent as well while students prepared the material.Conclusion: Suggestion for next research is conducting a deeper study about perception of students, teacher, and patient about bedside teaching process and the strategies to develop it to be better method.
Perawatan Diri Ibu Primipara Selama Periode Nifas Jumiati Riskiyani Dwi Nandia; Anggorowati Anggorowati; Fatikhu Yatuni Asmara
Jurnal Keperawatan Silampari Vol 4 No 2 (2021): Jurnal Keperawatan Silampari
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (315.303 KB) | DOI: 10.31539/jks.v4i2.1874

Abstract

This study aims to describe how primiparous mothers perform self-care during the postpartum period. The method used is a literature review study by searching for several articles and journals through a search process from Pubmed, Proquest, Scopus Ebsco, and Google scholar. The results showed that many primiparous mothers needed self-care education to take care of themselves and their babies during the postpartum period. Self-care for each primiparous mother during childbirth is very different, one of which is due to the knowledge and age of the mother. Primiparous mothers are more likely to learn to understand themselves in terms of self-care during the puerperium than are multiparous who have had previous experiences. In conclusion, most primiparous mothers are still less able to do self-care because primiparous mothers have no experience caring for themselves and their babies, so they still tend to learn and try harder to adjust to their conditions. Keywords: Independence, Postpartum, Primipara
Co-Authors - Anggorowati Agus Santoso Devi Nurmalia Dewi, Dian Puspita Dian Puspita Dewi Diana Nur Afifah, Diana Nur Doni Widyandana Eti Poncorini Pamungkasari Firman Fuad Wirakusumah Fitriana Fiyanah Sofiani, Fiyanah Jumiati Riskiyani Dwi Nandia Niken Safitri Dyan Kusumaningrum Nuryanto Nuryanto Saekhol Bakri, Saekhol Sudaryanto Sudaryanto Tri Nur Kristina Yoni Syukriani