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MODEL DEVELOPMENT OF CLINICAL LEARNING WITH OUTCOME PRESENT TEST METHOD (OPT)-PEER LEARNING AND ITS APPLICATION IN MEDICAL SURGICAL NURSING$8.99
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MODEL DEVELOPMENT OF CLINICAL LEARNING WITH OUTCOME PRESENT TEST METHOD (OPT)-PEER LEARNING AND ITS APPLICATION IN MEDICAL SURGICAL NURSING
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Course
Nursing clinical
Institution
Nursing Clinical
MODEL DEVELOPMENT OF CLINICAL LEARNING WITH OUTCOME
PRESENT TEST METHOD (OPT)-PEER LEARNING AND ITS
APPLICATION IN MEDICAL SURGICAL NURSING STASE FOR THE
STUDENT OF NURSE PROFESSION IN STIKES MANDALA WALUYA
KENDARI
Asbath Said, Dwi Wulandari Ningtias
STIKES Mandala Waluya Kendari Southeas...
MODEL DEVELOPMENT OF CLINICAL LEARNING WITH OUTCOME
PRESENT TEST METHOD (OPT)-PEER LEARNING AND ITS
APPLICATION IN MEDICAL SURGICAL NURSING STASE FOR THE
STUDENT OF NURSE PROFESSION IN STIKES MANDALA WALUYA
KENDARI
Nursing clinical education is an instrument in improving the clinical reasoning
skills of students. One of learning models of clinical reasoning that is used to
improve clinical reasoning skills in nursing education is the Outcome-Present Test
Model (OPT). OPT is a nursing process model that is designed to develop the
skills of learners’ clinical reasoning and the focus of the model are the results
(outcomes) and thinking behind (backward) to change the client from his health
status at this time (the present state) to the desired state (outcome ). In other
words, a very simple model that consists of only 1 (one) page makes the learning
improving clinical reasoning skills more easily and reduce the element of copy
and paste in the documentation. While peer learning is an effective strategy to
address the problem in which the students will be divided into several groups of 2-
3 students.
To obtain the result, this learning model uses research development method with
the respondents 10 clinics and institutions preceptor and 30 students who practice
in medical surgical nursing stase.
The research results shows the level of student satisfaction after using Outcome-
Present Test (OPT)-peer learning for 4 weeks, it affected with the value of α:
0,001. By using this model, not just a clinical reasoning that they get but they also
will understand about how to use the diagnosis of NANDA, NIC and NOC. The
next suggestion, this model can be a format in clinical learning in other
departments
Keywords: Clinical Learning ,Outcome-Present Test (OPT), peer learning
, I. BACKGROUND
Learning in the profession nurses are learning at this stage of clinical
education is learning that focuses on direct engagement with patients and a wide
variety of problems. In this environment, students learn to be a real nurse. A wide
variety of skills like history taking, physical examination, communication with the
patient, and very precise professionalism studied and trained at this educational
stage. Knowledge of nursing science can be applied directly to provide care to
patients so that students are motivated to teach (Habiba et al., 2010).
The fact the hospital, clinic guidance does not match the expectations of
students due to some problems in the implementation of such guidance clinic,
clinical instructor has double duty in addition to conducting clinical guidance.
Coaching clinics do not have enough time to implement the guidance, not
provided an adequate tool to implement nursing actions, lack of information on
the academic part, do not understand the purpose of learning the clinic, do not
have a special room for counseling or discussion, tend to use the old style in
guiding curriculum instructor training clinics give less equipped to undertake
coaching clinics, lack of interest in becoming a clinical instructor. While some of
the problems faced by the students is the lack of motivation to learn and the high
stress in a program of professional nurses, especially in medical-surgical nursing
stases for SKS greater burden.
Student of profession nurses Stikes Mandala Waluya sometimes complain
of clinical learning models that they get in each field of practice, especially if they
are doing clinical practice in hospitals in Southeast Sulawesi. Although some of
the clinical instructor has conducted training preceptor but they have not been able
to implement and even puzzled to implement. So that the expected results of the
academic that nursing students have the ability to provide nursing care in the short
term and the long term is not achieved with the maximum. This can be corrected
through some effort, which is to improve the learning process of the clinic, the
hospital environment, improve clinical instructor and increase student
involvement in clinical learning.
Repairs to all the components is a big job and give a long time , so in this
study was limited to efforts to improve clinical learning process , such as the
development of clinical teaching model to achieve competence in hospital nursing
care in medical-surgical course.
a. The Specific Objective
The specific objectives of this research are:
1. Knowing picture learning model hospital clinics used in clinical learning
process especially medical-surgical nursing course at this time.
2. Finding the clinical learning development model that is used in the
process of learning a special clinic medical-surgical nursing courses.
3. Testing the quality of clinical teaching model in hospitals result of the
development, especially in the subject of medical-surgical nursing.
b. Urgency Research
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