Postgraduate nurse education in Indonesia and Australia: A comparative analysis

McKenna, Lisa; Sommers, Christine L.; Rachmawaty, Rini; Efendi, Ferry; Malik, Gulzar; Davis, Jenny; Duncan, Rachael; Mambu, Ian Ruddy; Susanti, Ika Adelia; Musmulyono,

doi:10.1016/j.nedt.2023.105954

Nurse Education Today

2023

DOI: 10.1016/j.nedt.2023.105954

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Postgraduate nurse education in Indonesia and Australia: A comparative analysis

Lisa McKenna,

Christine L. Sommers,

Rini Rachmawaty

et al.

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Cited by 3 publications

References 31 publications

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The hotspots and trends of nursing master’s education in China: a bibliometric analysis from 2000 to 2022

Song,

Yao,

Song

et al. 2024

BMC Med Educ

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Background Graduate nursing education is the main way to train high-quality nursing personnel. Globally, the nursing education system has been gradually improved, forming a multi-level, multi-channel, and multi-specification education system including secondary, specialized, undergraduate, and postgraduate. Objective To analyze the research hotspots and trends of nursing postgraduate education in China by using bibliometric methods, and to provide reference for scholars at home and abroad to understand the current status of this field. Methods Literature related to graduate nursing education was searched in the Chinese full-text journal database (CNKI) from January 2000 to May 2022 and analyzed using CiteSpace software. Results A total of 998 kinds of literature were included, with a growing trend in the number of articles issued. The research hotspots and trends of nursing graduate education in China are clinical practice, cultivation mode, and core competence. Conclusion Chinese nursing graduate education is improving. Foreign experience should be drawn upon, combined with the hotspots and trends summarized in this study, to promote the development of nursing graduate education in China.

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The hotspots and trends of nursing master’s education in China: a bibliometric analysis from 2000 to 2022

Song,

Yao,

Song

et al. 2024

BMC Med Educ

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Theory-Practice Gap During Clinical Learning: A Descriptive Qualitative Study of Nursing Students’ Experiences and Perceptions

Tambunan

2024

J Caring Sci

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Introduction: One of the main areas that contributes to clarifying the significance of nursing students’ performance in the clinical context is clinical learning. However, the theory-practice gap has long been an issue for clinical learning for nursing students. This study sought to explore the experiences and perceptions of nursing student when applying theory into practice during their clinical learning. Methods: A descriptive qualitative study was conducted with 10 senior nursing students using face-to-face interviews. These interviews were audio-taped and transcribed verbatim and analyzed using a qualitative thematic analysis. Results: Three themes emerged upon analysis: academic contribution to the theory-practice gap, clinical environment contribution to the theory-practice gap, and effects of the theory-practice gap. Seven sub-themes emerged including educator contribution to the theory-practice gap, student contribution to the theory-practice gap, supporting facility contribution to the theory-practice gap, clinical instructor contribution to the theory-practice gap, clinical field contribution to the theory-practice gap, effects of the theory-practice gap to the academic field and effect of the theory-practice gap to the clinical field. Conclusion: This study provides an overview of experiences and perceptions of nursing students on theory-practice gaps during clinical learning. Further research using in-depth focus group interviews in a wider population may provide more explanatory and useful information for nursing education to better manage learning process.

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Nursing student perspectives on clinical instructor performance

Fibriansari,

Astuti,

Abidin

2023

Healthc Low-resour S

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The rapid development of higher education in nursing and science and technology in Indonesia is still having problems related to the quality of learning, student graduates, and variations in academic quality that affect the quality of higher education. The perspective of nursing students is deemed a crucial factor for assessment and plays a significant role in enhancing learning activities and clinical practices. This study aimed to assess the perspectives of nursing students regarding the performance of their clinical instructors. This study employed a quantitative descriptive research design with an explanatory survey approach, utilizing a cross-sectional methodology. The criteria for selecting respondents consisted of 3rd and 5th-semester students who had completed clinical nursing practice in hospitals. The primary variable examined in this research was the performance of clinical instructors. Data collection was conducted using an instrument in the form of a Course Experience Questionnaire (CEQ) that employed a Likert scale to measure student perspectives on clinical instructor performance. To analyze the correlation between student satisfaction and the five aspects of the CEQ, Spearman's Rho correlation was employed. Nursing student perspectives on clinical instructor performance using CEQ-23 have an overall effect on student satisfaction with a p-value of 0.000. The aspect that has the most influence on student satisfaction was the scale of Generic Skills with 67,7%. Technical proficiency and effective communication skills, clinical instructors must also possess a comprehensive understanding of their roles and functions in guiding students. To enhance the quality of teaching and institutions, it is essential to establish teaching objectives that prioritize the development of general skills and ensure that students comprehend these objectives. Moreover, it is crucial to maintain manageable workloads for instructors. Clinical instructors should consistently offer valuable feedback and guidance to students.

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Postgraduate nurse education in Indonesia and Australia: A comparative analysis

Cited by 3 publications

References 31 publications

The hotspots and trends of nursing master’s education in China: a bibliometric analysis from 2000 to 2022

The hotspots and trends of nursing master’s education in China: a bibliometric analysis from 2000 to 2022

Theory-Practice Gap During Clinical Learning: A Descriptive Qualitative Study of Nursing Students’ Experiences and Perceptions

Nursing student perspectives on clinical instructor performance

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