The training and development needs of nurses in Indonesia: paper 3 of 3

Hennessy, Deborah; Hicks, Carolyn; Hilan, Aflah; Kawonal, Yoanna

doi:10.1186/1478-4491-4-10

Cited by 34 publications

(46 citation statements)

References 8 publications

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“…They found that all nurses reported significant training needs for all 40 tasks. [24] Also, these results disagree with Jones (2008), about training needs of nurses working in child and adolescent services. He found that training needs varied depending on the career trajectory of nurses, and where nurses were working.…”

Section: Discussioncontrasting

confidence: 55%

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The educational needs among obstetrical and gynecological nurses in El-Gharbia Governorate

Belal

Gaheen

Mohamed

2015

JNEP

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Obstetrical and Gynecological nursing is a healthcare profession that focuses on the care of the women and newborn, for that reason Obstetrical and Gynecological nurses (OB/GYN nurses) should be highly knowledgeable and well trained caregivers for the overall safety and well-being of women from the moment of menarche to menopause. The aim of this study was to assess the educational needs among obstetrical and gynecological nurses in Gharbia Governorate. This study followed a descriptive design. The study was carried out at Tanta University Hospital and Zifta General Hospital these were selected using multistage random sample technique. The subjects of the study consisted of all obstetrical and gynecological nurses working in the previously mentioned settings (151 nurses). A structured interview questionnaire sheet was designed to collect the required data regarding the study elements. It comprised questions about socio-demographic and practice, general health educational programs, specific health educational programs and the specific health training programs. The main results of this study revealed that the majority of the nurses (90.7%) weren't attended any training courses in obstetrical and gynecological nursing. The results also illustrated that around one half of the studied nurses (56.1%) had low need for general theoretical education courses. The results also illustrated that 73.2%, 56.2% of the nurses in the study had low need for specific theoretical education courses and clinical training courses, respectively. The study concluded that the main general theoretical educational needs among the nurses in the study were; infection control, medical terminology, and decision making skills. While, the specific theoretical educational needs included: common medications during labor, normal labor, and emergency obstetrical and gynecological nursing. Also, the top clinical training needs among the nurses in the study were insertion and removal of IUD, immediate care of newborn, pre and post-operative nursing management and CPR. The study recommended the development of a series of continuing in-service training programs based on the educational needs assessment.

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Section: Discussioncontrasting

confidence: 55%

“…[22,23] It is obvious from the present study that the nurses needs for theoretical knowledge and training skills were low. These results disagree with Hennessy et al (2006), who assess the training and development needs of nurses in Indonesia. They found that all nurses reported significant training needs for all 40 tasks.…”

Section: Discussioncontrasting

confidence: 51%

The educational needs among obstetrical and gynecological nurses in El-Gharbia Governorate

Belal

Gaheen

Mohamed

2015

JNEP

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“…Approximately 6.3 million perinatal deaths and 500,000 maternal deaths occur annually all over the world with 99% occurring in the developing countries and are avoidable [12]. According to World Health Organization [12], most of the interventions aiming at reducing perinatal and maternal mortalities need a responsive health system. A responsive health system is one offering appropriate antenatal care; comprehensive emergency obstetrics care and quality delivery services.…”

Section: Introductionmentioning

confidence: 99%

“…"It is any planned series of incidents at any time in the life span, having a humanistic basis directed towards the participants learning and understanding" [11]. Approximately 6.3 million perinatal deaths and 500,000 maternal deaths occur annually all over the world with 99% occurring in the developing countries and are avoidable [12]. According to World Health Organization [12], most of the interventions aiming at reducing perinatal and maternal mortalities need a responsive health system.…”

Section: Introductionmentioning

confidence: 99%

Perspectives of Continuing Professional Development (CPD) for Kenyan Midwives

Gitonga¹,

Muriuki²

2014

OJCD

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Continuing Professional Development (CPD) provides an important strategy for reduction of maternal morbidity and mortality with the aim of attaining Millennium Development goals (MDG) four and five. However, there is a lack of information about how Kenyan midwives understand and perceive CPD and how this is situated in the practice and social context. This research aimed to explore Kenyan midwives' experience and perceptions of CPD. A descriptive explorative approach gathered focus group discussion and questionnaire data on beliefs, opinions, and perceptions, demotivating and motivating factors to CPD of a total of 25 midwives in a level five hospital in Kenya. Questionnaires were piloted and self-administered after cleaning and focus groups taped and transcribed verbatim. Data were analyzed thematically using inductive approach with the aid of SPSS computer program. Results: Four key themes emerged from the data: Midwives' views of CPD, their motivators for undertaking CPD, the choices they made around CPD, their demotivators for undertaking CPD. Congruence with the issues evident in the literature were: the difficulties with role diversity, the importance of CPD in personal and professional growth, the importance of flexible modes of study and the importance of a supportive culture for ongoing learning. The study findings helped in identifying gaps in the literature about Kenyan midwives' perspectives on CPD.

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“…In general, the quality of nursing care for sick children with ARI in Indonesia is still far from optimal. This is due to the lack of regulatory standards for education and clinical competence, the absence of proper job descriptions, and also, the training of many nurses does not necessarily match the nature of the work being undertaken (Hennessy, Hicks, Hilan & Kowanal 2006). Chakraborty and Frick (2002) conducted a study among private hospitals in rural West Bengal, India and focused on providers' disease management practices for acute respiratory infections among under-five children.…”

Section: Introductionmentioning

confidence: 99%

Development of the Quality of Nursing Care Scale for Hospitalized Acute Respiratory Infection Children in Indonesia

Suza¹,

Punthmatharith²,

Prateepchaikul³

2017

J. Ners

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Introduction: Acute respiratory infection in children leads to high morbidity and mortality. This is probably due to a lack of quality of care and no quality control. The Quality of Nursing Care for Hospitalized Ari Children (QNCS-HARIC) instrument is expected to be a potential tool for improving the quality of nursing practice with an approach more genuinely focused on parental involvement, especially in Indonesia. The purpose of this study is to develop a scale of QNCS-HARIC in Indonesia. Methods: Development of the QNCS-HARIC refers to a literature review, expert panel meeting, experts' review, and pilot study. Results: Four dimensions and 79 items were generated: 1) the physical needs of ARI children (36 items); 2) the psychological needs of ARI children and their families (26 items); 3) the socio-cultural needs of ARI children and their families (10 items) and 4) the spiritual needs of ARI children and their families (7 items). The validity was approved by five experts yielding a content validity index equalling .96. After performing the CVI, the QNCS-HARIC consisted of 78 items (deleting 2 items from the dimension on the physical needs of ARI children and an additional 1 item from the dimension on the physical needs of ARI children). The reliability was tested with 30 pediatric nurses yielding an alpha Cronbach's coefficient of the overall QNCS-HARIC 77 items of .94 and each of the dimensions equalled .94, .87, .79, and .73, respectively. Conclusion:To improve the quality of nursing care delivery, pediatric nurses need to be equipped with a quality instrument which should be psychometrically tested, sensitive, specific, accurate, objective, and feasible.

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The training and development needs of nurses in Indonesia: paper 3 of 3

Cited by 34 publications

References 8 publications

The educational needs among obstetrical and gynecological nurses in El-Gharbia Governorate

The educational needs among obstetrical and gynecological nurses in El-Gharbia Governorate

Perspectives of Continuing Professional Development (CPD) for Kenyan Midwives

Development of the Quality of Nursing Care Scale for Hospitalized Acute Respiratory Infection Children in Indonesia

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