Background: The skills in effective communication and critical thinking are essential for nurses to apply appropriate judgments in the delivery of patient care. Classroom debates are evident to be an effective strategy that can be used to improve such skills. Unfortunately, research focusing on classroom debates to promote critical thinking and oral communication skills among nursing students has not been extensively explored.   Purpose: This study aimed to explore nursing students’ views of classroom debates as a learning strategy to enhance critical thinking and oral communication skills.Methods: A descriptive qualitative research design was employed in this study. Twelve students of the undergraduate program in nursing with classroom debate experiences and willingness to participate were purposively recruited for semi-structured interviews. Open-ended questions were used, and probing questions were also generated from the participants to get more detailed information. The interviews were transcribed verbatim and analyzed using the inductive content analysis. Results: The results of the study identified five themes, including the acquisition of new knowledge, awareness and responsiveness to diverse viewpoints and arguments, learning structuring ideas and appropriate ways of presentation, development of other necessary skills, and challenges of classroom debates in nursing education.  Conclusion: Classroom debates promoted the development of critical thinking and oral communication skills, and offered students an opportunity to develop other necessary skills in the face of today’s complex healthcare. Classroom debates can be integrated into the curriculum and teaching practices of any nursing educational institutions.

Background: The SBAR (situation, background, assessment, recommendation) method assists nurses in communicating information in nursing shift handover. Inaccurate shift handover can have a serious impact on patients due to poor communication. Optimal resource development can be done by coaching as the best guidance method from manager for directional discussion and guidance activity to learn to solve problem or do better job and build nursing leadership culture in clinical service.Objective: To analyze the effectiveness of coaching method using SBAR communication tool on nursing shift handovers.Methods: This was quasy experimental study with pretest posttest control group design. Fifty-four nurses were selected using consecutive sampling, which 27 assigned in the experiment and control group. An observation checklist was developed by the researchers based on the theory of Lardner to evaluate the effectiveness of the implementation of coaching using SBAR on nursing shift handover. Independent t-test, Mann-Whitney test and Wilcoxon test were used for data analyses. Results: There was an increase in coaching ability of head nurses in the implementation of SBAR in nursing handover after 2-weeks and 4-weeks of coaching. And there was also a significant improvement of the use of SBAR on nursing shift handover in the experiment group (p <0.05) compared to the control group. Conclusion: coaching using SBAR (situation, background, assessment, recommendation) communication tool was effective on nursing shift handovers. There was a significant increase of the capability of head nurse and nursing shift handover after coaching intervention.

Introduction: Health Care Associated Infection (HAIs) is a major problem faced throughout the world and this incident continues to increase. The use of Personal Protective Equipment (PPE) of nurses is inadequate. Previous studies have not yet described how the suitability of PPE use with the actions taken by nurses. Therefore, in this study will be described how the use of PPE by nurses. The study aimed to identify nurse compliance in using PPE.Methods: This was a descriptive analytic and observation method for data collection. The sample in this study was an action carried out by nurses, in this case the nurse was observed to suit the use of PPE with Standard Operating Procedure (SPO) in the hospital. The sampling technique used was accidental sampling towards 67 actions of PPE using observation sheet according to hospital SPO. Data is processed univariately and presented in the form of frequency distribution.Results: The result showed that, PPE most frequently used in general ward that is gloves, mask, and also apron. The results showed that as many as 54,39% of actions taken by nurses were inappropriate in the use of glove. The use of masks and apron among the nurses is almost entirely correct, only 1 mask error was found.Conclusion: PPI through Infection Prevention Control Nurse (IPCN) should provide socialization and information on the use of PPE in accordance with hospital standard operational procedure. IPCN is expected to be an appropriate role model in the use of PPE, while the head nurse provides motivation and spirit to the nurses to be more compliant in the procedure when using gloves.

Background: As nurses play an important role in the implementation of patient safety in hospitals, competencies of patient safety should be developed and enhanced among nursing students. Self-assessment is a method that can be used to assess patient safety and its dimensions to help the students prepare themselves before entering the work life.Purpose: This study aimed to investigate differences in patient safety competencies between classroom and clinical settings among nursing students using a self-assessment method.Methods: A descriptive study using the Health Professional Education in Patient Safety Survey (H-PEPSS) questionnaire was conducted among 181 nursing students in a public university in Indonesia. Paired t-test, ANOVA, and independent t-test were performed to determine the comparison in the values of patient safety dimensions across classroom, clinical learning, and year of nursing course.Results: Nursing students showed a higher mean value in the classroom setting than the clinical setting. Out of the seven dimensions of patient safety competencies, “clinical safety” (M=4.36) and “communicate effectively” (M=4.29) obtained the highest score in classroom setting, while “adverse events” showed the lowest (M=4.03). In the clinical setting, “clinical safety” (M=4.19) and “communicate effectively” (M=4.12) obtained the highest score, while “working in teams” (M=3.82) was the lowest. The third-year students showed a better score than the fourth year in most dimensions.  Conclusion: In this study, the patient safety competencies among nursing students were higher in the classroom setting than in the clinical setting. It is recommended to investigate the factors that can increase the achievement of patient safety competence among nursing student in the clinical setting.

Self efficacy is the belief in the ability to perform and fulfill goals. Nurses need appropriate interventions to improve performance that can help patients heal. This study aims to provide an overview of interventions that can support self-efficacy in nurses. The literature search in this study used an electronic database search that included Science Direct, Wiley, PubMed, and Google Schoolar. The articles used in this study were published from 2011 to 2020 full text in English and according to the topic. Providing education to nurses, leadership training, health coaching management, simulation, and communication training can increase the self-efficacy of nurses in the experimental group compared to the control group. Thus it can be concluded that the intervention in the form of education and training can increase the self-efficacy of nurses. Nurses with high self-efficacy can improve their ability to face challenges and complete tasks at work.