Detail Buku
Togamas Ecommerce Proceeding Book The 1 International Nursing Conference

Public demand on professional nursing care spurs nurse to achieve competency byinnovative and effective learning. The aim of this study was to analyzeachievement of suctioning competency through peer learning in Prodi DIIIKeperawatanKampusSutopo Surabaya. This study was posttest only control groupdesign. There were 20 samples selected by cluster sampling. Independent variablein this study was peer learning, and dependent variables were peer learningexperience and suctioning competency. Data were collected by using ClinicalTeaching Preference Questionnaire, Peer Teaching Experience Questionnaire andskills assessment sheet of suctioning; and were analyzed by using mann whitneytest. This study was conducted on May 2014. The results showed that 1) Peerlearning increased the interaction; collaboration; self-confidence; decreasedanxiety; freedom of communication; and more support. The instructor was themain learning resource. Peer learning embedded interest as educator. 2) Both self-learning and peer learning were able to reach competency in the level ofcompetent and proficient. Students who were adolescents tended to amplifybenefits. However,the similar knowledge between tutor-tutee and lack ofmanagement of tutor can reduce achievement of objectives. The difference oflearning behavior model, specifically on context learning was impediment.Therefore, it is suggested to identify learning behavior model and prepare tutor onknowledge, management and leadership.

9786027285606 180000
Proceeding Book The 1 International Nursing Conference
180000

Public demand on professional nursing care spurs nurse to achieve competency byinnovative and effective learning. The aim of this study was to analyzeachievement of suctioning competency through peer learning in Prodi DIIIKeperawatanKampusSutopo Surabaya. This study was posttest only control groupdesign. There were 20 samples selected by cluster sampling. Independent variablein this study was peer learning, and dependent variables were peer learningexperience and suctioning competency. Data were collected by using ClinicalTeaching Preference Questionnaire, Peer Teaching Experience Questionnaire andskills assessment sheet of suctioning; and were analyzed by using mann whitneytest. This study was conducted on May 2014. The results showed that 1) Peerlearning increased the interaction; collaboration; self-confidence; decreasedanxiety; freedom of communication; and more support. The instructor was themain learning resource. Peer learning embedded interest as educator. 2) Both self-learning and peer learning were able to reach competency in the level ofcompetent and proficient. Students who were adolescents tended to amplifybenefits. However,the similar knowledge between tutor-tutee and lack ofmanagement of tutor can reduce achievement of objectives. The difference oflearning behavior model, specifically on context learning was impediment.Therefore, it is suggested to identify learning behavior model and prepare tutor onknowledge, management and leadership.

469 Stikes Hang Tuah Surabaya English< 9786027285606

Proceeding Book The 1 International Nursing Conference

Stikes Hang Tuah
Rp. 200.000
Rp. 180.000

DESKRIPSI

Public demand on professional nursing care spurs nurse to achieve competency byinnovative and effective learning. The aim of this study was to analyzeachievement of suctioning competency through peer learning in Prodi DIIIKeperawatanKampusSutopo Surabaya. This study was posttest only control groupdesign. There were 20 samples selected by cluster sampling. Independent variablein this study was peer learning, and dependent variables were peer learningexperience and suctioning competency. Data were collected by using ClinicalTeaching Preference Questionnaire, Peer Teaching Experience Questionnaire andskills assessment sheet of suctioning; and were analyzed by using mann whitneytest. This study was conducted on May 2014. The results showed that 1) Peerlearning increased the interaction; collaboration; self-confidence; decreasedanxiety; freedom of communication; and more support. The instructor was themain learning resource. Peer learning embedded interest as educator. 2) Both self-learning and peer learning were able to reach competency in the level ofcompetent and proficient. Students who were adolescents tended to amplifybenefits. However,the similar knowledge between tutor-tutee and lack ofmanagement of tutor can reduce achievement of objectives. The difference oflearning behavior model, specifically on context learning was impediment.Therefore, it is suggested to identify learning behavior model and prepare tutor onknowledge, management and leadership.

DETAIL BUKU

Penerbit : Stikes Hang Tuah Surabaya
Tahun : 2017
Halaman : 469
Berat : 500 Gram
Dimensi : 15 x 23 Cm
Bahasa : English
Cover : Soft
ISBN/EAN : 9786027285606
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