BACKGROUND: The COVID-19 pandemic created major shifts around daily life across the globe. The rapid increase in cases throughout the world resulted in lockdown policies that resulted in the closure of schools and businesses, restrictions on movement or population mobilization, and restrictions on international travel. These changes affect the welfare of many communities, including the quality of life among community members. AIM: This cross-sectional study aims to determine the risk factors associated with poor quality of life during the COVID-19 pandemic. METHODS: Data were collected using an online questionnaire which collected information on demography, psychological responses, and quality of life. A total of 324 participants were recruited. Descriptive and statistical analyses were performed using Chi-square. RESULTS: The findings showed that anxiety is associated with quality of life (p = 0.03) and individuals who experience anxiety are at 2.0 times higher risk of experiencing poor quality of life compared to those who do not experience anxiety. CONCLUSION: Nurses can play a role in managing anxiety by providing education which helps people reframe their perspectives and direct people to information from trusted sources, exercising, or other activities which support well-being.
Professionalism in nursing is constantly changing because of the nursing professional development and the values of the community. One important step in achieving and maintaining professionalism in nursing education is through Role modelling. This study was to identify professional role modelling behaviour in nursing education settings from the perspective of the students at a private faculty of nursing in Indonesia. This study applied an exploratory sequential with a mixed-method design that collected qualitative and quantitative data within two different phases. In the first phase, qualitative data were collected via open-ended questions from a total of 287 students. The qualitative data was analysed using thematic analysis which then developed into a quantitative research questionnaire. The newly developed questionnaire was tested for its validity and reliability to 30 students (Cronbach Alpha 0.97). In the second phase, the 35 item questionnaire was developed and self-administered to undergraduate nursing students. Respondents provided opinions on a four point scale (strongly disagree, disagree, agree, and strongly agree). A descriptive statistic was used to describe its item of the questionnaire. Total of 263 nursing students agreed to involve in the study. First Phase reveald categories of professional role modelling in nursing consist of guiding, willing to help, smart, caring, have love, commitment, competence, integrity and have the character of Christ, patient, disciplined. These categories were then developed into a role model questionnaire consisting of 35 questions. Second phase using the questionnaire most students (>80%) agreed that nurse educators demonstrated professional role modelling behaviour in nursing education settings. However, few students disagreed, indicating that they witnessed unprofessional behaviour in their learning journey. This study has developed a number of characteristics of professional role modelling in nursing education settings that most students have agreed. These characteristics are essential and desirable for role models so they could assist nurse educators to strengthen needed characteristics within their institutions. Keywords: Professional, Role Modelling, Nurses
Background: Following the evidence concerning unprofessional behavior, a blended learning module for nursing students was developed to promote professional behavior. However, due to the Covid-19 pandemic, blended learning was modified into full online learning. This modification provided a new experience for both lecturers and students, especially during role-play videos through video conferences. This study aimed to examine educational interventions using blended learning modules to promote student perceptions of professional behaviors such as civility and professional role models in nursing education.Methods: This study applied a pre and post-test design. This study used two questionnaires to assess respondents’ perceptions, including the civility index questionnaire and the professional role model questionnaire. A total of 44 respondents at a private nursing school in Jakarta were involved in the study. As the learning modality was shifted to fully online learning, only 20 respondents finished the intervention. Subsequently, only 17 students completed the questionnaires before and after the intervention.Results: This study indicates a significant difference in student perceptions on classmate civility (p-value 0.08) before and after the intervention.Conclusions: Students become more aware of expected civility from their classmates and have higher expectations on civil behaviors from their peers after participating in the study. Moreover, the role-play videos produced by students are also evidence that students were able to demonstrate civility-incivility instances in nursing education. Further research is recommended by involving a more significant number of respondents and using a control group to support the generalizability of study results.
The leading causes of death in children vary according to age. Children under five years are vulnerable to infectious diseases such as malaria, pneumonia, diarrhea, HIV, and tuberculosis. Pneumonia is a contagious infectious disease and the most significant cause of death in children under five. Diarrhea is the second leading cause of death in children under five. Diarrhea is the leading cause of malnutrition in children under five. Indonesia is included in the top ten countries with the highest number of deaths in children under five years in 2019. This activity aims to increase knowledge of the community, especially mothers, about pneumonia and diarrhea. The method used was a virtual seminar. The webinar was held on May 7, 2021, using a zoom meeting with 87 participants. The majority of participants had never had pneumonia (98.8%). And the number of participants who had experienced diarrhea was 64 participants (80%). The results showed an increase in knowledge after attending the virtual seminar. The average (mean) knowledge score increased by 1.97. The majority of participants gave excellent marks on activities related to the topic/theme of the event, speakers, audiovisual quality, and question and answer sessions.
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