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All Journal Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education
Yayi Suryo Prabandari
Faculty of Medicine, Universitas Gadjah Mada, Yogyakarta - INDONESIA
Health Professions Medicine & Pharmacology Public Health

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The Preceptions of students and Teachers about The Level of The Sanctions for academic Integrity Violans: An Explanatory Sequential Design Study in a Nursing Education Program Yogik Setia Anggreini; Yayi Suryo Prabandari; Titi Savitri Prihatiningsih
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 2 (2017): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (237.696 KB) | DOI: 10.22146/jpki.32248

Abstract

Background: Professional Behavior is a reflection of the professionalism, which includes academic integrity. Some of student’s behavioral violations related to academic integrity are influenced by perception. However, students and lecturers tend to interpret these violations differently associated with severity of academic integrity, for example, the sanction against violations of academic integrity. Thus, these differences may contribute to the number of occurrences of academic integrity violations. This study aims to identify the perception of nursing students and lecturers about the level of sanctions for violations of academic integrity.Method: This study used a mixed method using a sequential explanatory design. This was also a quantitative research survey using a questioner to 101 nursing students, followed by focus group discussion done by the students and in-depth interviews to four lecturers.Results: The behavior deemed not to be in violation was 1% -5.9%. Most students chose sanction level 2 (21.8% - 66.35%), sanction level 3 (23.8% - 28.7%) and the highest sanction level or level 10 (19.8%)Conclusion: The perception of students to the sanction level out of 22 items, 15 items nursing students chose sanction level 2 “verbal warning” (21.8% - 66.35%), 2 items students chose sanction level 3 “written warning” (23.8% -28.7%). The highest sanction level chosen was level 10 “reported to the professional regulatory body” (19.8%). The lecturers assumed that mild sanction first given was in the form of verbal warning and the toughest was being suspended.
Anxiety and Competence Achievement of Midwifery students During Midwifery Clinical Practice of Maternal Neonatal Emergency Anis Kusumawati; Titi Savitri Prihatiningsih; Yayi Suryo Prabandari
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 2 (2017): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (202.109 KB) | DOI: 10.22146/jpki.32257

Abstract

Background: Anxiety is often experienced by students when following clinical education. Anxiety at moderate level is required for the learning process, but at high level it lowers the learning. The objective is to determine the level of anxiety, competency achievement, the relationship between them and the things that are perceived by the students and the clinical instructors when following clinical practice.Methods: A quantitative, cross sectional study using questionnaires to 42 midwifery students continued with the qualitative by in-depth interviews with three students and six clinical instructors.Results: The level of anxiety was no to mild anxiety by 19.05%, mild to moderate anxiety by 66.67%, and moderate to severe anxiety by 14.28%. Around 2.38% of the students earned a grade of a B, 45.24% earned a B + and 52.38% earned an A. The relationship between the level of anxiety and competency achievement was shown with an r value of -0.043.Conclusion: The level of anxiety in clinical practice of midwifery students was mild to moderate, and the competency achievement was excelent. There was a negative and very weak correlation between the level of anxiety and competency achievement. Things perceived by the student following clinical practice were a matter of personalization, innovation, individualization, involvement, task orientation, and satisfaction, while things perceived by the clinical instructors were a matter of time constraints, much work load, student preparedness, student ability level, challenge to patient, student motivation, and hospital environments.
Co-Authors Anis Kusumawati Titi Savitri Prihatiningsih Yogik Setia Anggreini