Penyakit kecacingan merupakan penyakit akibat infeksi cacing yang cenderung tidak mematikan namun menimbulkan berbagai masalah seperti menurunnya kondisi kesehatan, gizi, kecerdasan dan produktivitas. Sebagian besar kecacingan pada siswa disebabkan oleh cacing Soil Transmitted Helminth (STH) salah satunya cacing tambang. Tujuan dari penelitian ini adalah untuk mengetahui prevalensi infeksi cacing tambang serta faktor-faktor yang dapat mempengaruhi kejadian infeksi cacing tambang pada anak usia sekolah dasar di daerah Grobogan, Jawa Tengah. Penelitian observasi dengan desain cross sectional menggunakan sampel feses dari siswa di dua SD di Grobogan, Jawa Tengah sebanyak 73 sampel feses. Pemeriksaan mikroskopis dilakukan untuk mengetahui sampel feses yang positif mengandung telur cacing tambang. Hasil menunjukkan sebanyak 10 siswa (13,7%) positif terinfeksi cacing tambang. Data mengenai faktor resiko cacing tambang didapatkan melalui kuesioner sederhana megenai PHBS. Kebersihan sekolah, pekerjaan berisiko dari orang tua siswa serta kebersihan kuku siswa SD merupakan faktor-faktor yang dapat mempengaruhi angka infeksi cacing tambang pada siswa SD di Kabupaten Grobogan Jawa Tengah.Pihak sekolah perlu meningkatkan program sanitasi di lingkungan sekolah, menggalakkan perilaku hidup sehat serta penyuluhan kesehatan kepada siswa dan keluarganya.
Community health problem(s) needs to be solved collaboratively among the health care team. Interprofessional Education (IPE) is implemented to facilitate health students to collaborate before they join in the working world. The purpose of this study was to identify the experience of students, lecturers, and family members in the implementation of IPE in a community setting. All (465) sixth semester medical, nursing, and nutrition students in the Faculty of Medicine Universitas Diponegoro participated in the IPE program. Each small group contains 4-5 students who worked together in the community setting to identify family health problems, implement interventions, and evaluate the results. Focus Group Discussion (FGD) was conducted to evaluate the implementation. Twenty-four medical, nursing, and nutrition students, eight lecturers, and five family members were involved in this study. FGD was conducted separately among groups. The implementation is divided into four phases, namely, preparation, process, evaluation, and benefit. Unclear competencies and roles-responsibilities of each student in the program was the most problem faced during preparation, while obstacles during the process were difficult to set a schedule among team members. Conducting an objective assessment of both methods and tools needs to be concerned in the evaluation phase. However, students, lecturers, and family members appreciated the program and preferred to sustain the program. IPE can be implemented in a community setting to solve health problems and it can facilitate students to collaborate in a team, but it needs to be settled including preparation, process, and evaluation.
Background: Asthma is a chronic respiratory disease most often found in children and has the highest prevalence in developing countries. House dust mites are the second most common trigger of asthma whose habitat is influenced by the criteria for a healthy.Objective: Understanding the correlation between sleep density and asthma status in pediatric patients and criteria for a healthy house.Methods: This study was an analytical observational method with a cross sectional study design that took place from June to October 2020. It involved 25 respondents of children with asthma patients aged 3-11 years. There is a confounding variable, namely the criterion score for a healthy house. Dust samples were collected in the bedroom of the respondent diagnosed with bronchial asthma. The identification process using the floating method was carried out at the Parasitology Laboratory, Faculty of Medicine, Diponegoro University, Semarang Indonesia. Respondent data were analyzed using statistical software programs. Non-parametric test with lambda correlation test.Results: The mean of house dust mite’s density in the respondent's house was 3.68 ± 2.32. House dust mite’s density was associated with the criteria for a healthy house (p <0.05), but house dust mite density was not related to the asthma status of pediatric patients (p> 0.05).Conclusion: There is no correlation between pediatric asthma status and house dust mite density.
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.
Background: Learning environment is an important factor in learning process and can affect students' competence and work-readiness. Learning environment is not only about physical facilities but also social and psychological condition. The complexity of clinical learning environments pose challenges and problems that may affect students learning process so it is necessary to monitoring and evaluating students learning environments. This study aims to assess students' perception of their learning environment and the effect of primary, secondary and tertiary health care services utilization as clinical learning environments.Method: This study was conducted with a cross sectional study design. The subjects were 36 students of obstetrics and gynecology department. Data obtained from learning environment questionnaires in tertiary, secondary and primary health care services. A non-parametric test was applied to compared learning environment score in each health care level.Results: Students perception of their learning environment between tertiary and secondary as well as tertiary and primary health care services were significantly different. Students stated advantages and disadvantages of each learning environment that can affect their competence level. Conclusion: Students have a good perception of the their learning environment. There was significant difference between tertiary and two other health care services.
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