The practice of clinical learning is a bridge for gap between theory and practice. By learning practice clinics, nursing students are encouraged to prepare for graduate and worked in clinical practice. Evaluation of clinical learning environment needed to be able to create a conducive learning environment. CLES+T scale has been validated and used in more than 30 countries.The research aims is to validate the CLES+T scale into Indonesian version. CLES + T has been translated into Indonesian version using the rules of the international translation backward and forward. Construct validity using 4 oang experts in nursing and education. The SCVI result was 0.9405. Validity analysis was tested using PCA (Principal Component Analysis) with N = 46. Reliability tested using Cronbach's alpha. The results obtained eigenvalue and explanation precentage of 67%, it is concluded that the eigenvalue factors of CLES+T were sufficient. Cronbach alpha was obtained for 0786. CLES+T Indonesian version has been validated and can be used to evaluate learning environment as perceived by nursing students in Indonesia.

The purpose of the study is to explore community perception about community preparedness in facing flood disaster. The qualitative descriptive with phenomenology approach was used in this study. A semistructured interview, observation, and field notes were used for seven participants of the village that was affected by flood disaster. Colaizzi’s method of qualitative data analysis is an approach used for analyzing data. Result of research found five themes about people perception of flood preparedness. The themes are past experience, early warning system, housing condition, shelter, and resource. Public perception and response to flood disaster are influenced by social cognitive and social capacity.

Ners education in Indonesia is integrated between academic learning and clinical learning. The learning environment of conducive clinical practice is highly conquered. The environment in which, the atmosphere that supports students to learn. Things that are not obtained by nursing students in academic learning environment will be obtained at the time of clinical learning practice. To identify students' perceptions of the clinical practice learning environment and supervision of the hospital-based clinical practice learning process in Indonesia and the influencing factors. The design of this study used correlational analytic survey method with cross-sectional approach, with sampling technique of convinience sampling. The study population is Ners educational institution. The sample of research is 3 institution of Ners education organizer in East Java. Instruments using ELBKS + D Indonesian version. Respondents aged between 20 to 28 years, 20-22 years of 89 (54.3%), female sex of 115 (70.1%). Medical Surgical Nursing became the most widely practiced stages of 62 (37.8%). That the practical stages are significantly related to the role of the lecturer on the scale of ELBKS + D with r-value = 0.158 and ρ-value = 0.044. Discussion: Nursing students consider that the success of clinical teaching practice is determined primarily by the content of supervisory relationships and the role of nursing lecturers. The nurse lecturer role sub variable in ELBKS + D has correlation with student's precursor stages.

Introduction:Facing the globalization era, every human have to be able to speak English to make easier the communication in community. In nursing, English become the important in order to every nurse able to compete in globalization era and give the optimal to avoid the misunderstanding of communication. Objective of this study is to analyze the problem of teaching and learning Englishfor nursing that faced in STIKes Pemkab Jombang. So, the problems of students in learning English of four skills, they are speaking, reading, writing, and speaking can be solved to encourage the student's interest to work in foreign country. Methods: this study used qualitative, it was analyzed, in descriptive analysis. The problems were gained from the case which is happened in the classroom. The populations were 62 students in third semester, while the sample size 12 students to find the solution in learning English well. 12 students were taken by random sampling from each class in nursing bachelor program as many as 2 students each class. This study used comparative method which was used in a study to narrate the difference of variable of research, this study used as natural condition with collecting the data. Then, it was analyzed statistically to find the different of variable. The instruments in this study were observation sheet, questionnaire, and speaking test. Result: The problems of learning English become easier after the researcher explained and taught in the classroom. They were vocabularies, listening, speaking, and language proficiency. The researcher used simple word to memorize the vocabularies, turning on the film or drama to increase the speaking and listening skills. Conclusion: The speaking score was constantly improved and the problem of learning English for nursing is solved. On the other hand, from the result percentage of questionnaire, they complete the problem of medical English.

Introduction:The clinical practice environment students have multiple roles as learners and service providers. At this time students are faced with a fluctuating, complex environment and far from the predictions and controls of academic teachers. The aim of this study was to evaluate nursing student satisfaction and perception of the learning environment in clinical practice. Methods:This study used correlational analytic survey methods with cross-sectional approach. A total of 164 nursing student were selected using a convenience sampling. The data were collected in three schools of nursing in East Java. Data were obtained using the Bahasa version of the Clinical Learning Environment, Supervisions and Nurse Teacher (CLES+T). The instrument showed good validity and reliability. The data were analyzed using descriptive analytic, Spearman rho correlation and logistic regression.Results: Respondents were 164 students, clinical learning practice is mainly determined by the role of nurse teacher (M = 3.82; SD = 0.496). Student satisfaction obtained at 56.7%. There was a significant relationship between clinical practice learning and student satisfaction with p-value 0.000. The highest correlation value is the role of lecturer nurse (r = 0.544), with value R 2 = 0.377, the coefficient of β adjusted highest to 2.075.Conclusion: According to student perceptions, the content of supervisory relations, the pedagogy atmosphere in the ward/room and the role of the nurse lecturer contributed greatly to creating a conducive clinical learning environment. ARTICLE HISTORY