PERSEPSI MAHASISWA DAN DOSEN TERHADAP EARLY CLINICAL EXPERIENCE PADA PROGRAM SI KEPERAWATAN STIK IMMANUEL BANDUNG

YULIANA, dr. Ova Emilia, M.Med.Ed, Sp.OG(K), PhD

2013 | Tesis | S2 Ilmu Pendidikan Kedokteran

Latar Belakang. Early Clinical Experience merupakan pendekatan belajar yang dapat mengitegrasikan pembelajaran di kelas dengan pembelajaran klinik sejak mahasiswa menempuh tahap akademik, berbagai manfaat telah dapat dirasakan baik bagi mahasiswa maupun dosen, namun kendala dalam pelaksanaannya masing sering ditemukan. Mahasiswa dan dosen perlu saling mengetahui persepsi masing-masing terhadap ECEs agar dapat menciptakan komunikasi yang baik dan menghasilkan tujuan pembelajaran yang diharapkan, sehingga mutu pendidikan preklinik dapat ditingkatkan Tujuan. Penelitian ini untuk mengetahui perbedaan persepsi mahasiswa dan dosen terhadap Early Clinical Experience pada pendidikan S1 keperawatan. Metode. Penelitian ini menggunakan metode deskriptif analitik studi komparatif dengan pendekatan kuantitatif dan kualitatif (mix method). Pendekatan kuantitatif digunakan sebagai pendekatan utama, pendekatan kualitatif sebagai pendukung. Subjek penelitian sebanyak 71 orang mahasiswa keperawatan tahun 2007 dan 2008 dan dosen sebanyak 21 orang, terdiri dari 11 orang pembimbing akademik dan 10 orang pembimbing klinik. Pendekatan kualitatif melalui Focus Group Discussion pada 2 kelompok mahasiswa tahun 2007 dan 2008, indepth interview pada 5 pembimbing akademik dan 4 pembimbing klinik. Analisis kuantitatif menggunakan analisis deskriptif dan analisis komparatif dengan One Way Anova. Analisis kualitatif mengguanakan analisis konten meliputi identifikasi, pengkodean, kategorisasi dan sintesis. Tahap akhir mengintegrasikan analisis kuantitatif dengan analisis kualitatif. Hasil. Nilai rata-rata persepsi mahasiswa terhadap ECEs sebesar 3,11 (Sd.0,24) lebih rendah dari pembimbing akademik yaitu 3,27 (Sd.0,28) dan pembimbing klinik, yaitu 3,30 (Sd.0,25). Hasil uji hipotesis One Way Anova diperoleh nilai F=3,188, dan p=0,046 (p<0,05) Hasil multiple comparisons test mahasiswa dengan pembimbing klinik diperoleh nilai p=0,047. Perbedaan persepsi mahasiswa dengan pembimbing klinik terhadap komponen ECEs pada proses bimbingan dengan p=0,00. Analisis kualitatif mendukung hasil analisis kuantitatif. Kesimpulan. Terdapat perbedaan bermakna terhadap persepsi ECEs dari ketiga kelompok responden. Perbedaan bermakna pada kelompok mahasiswa dengan pembimbing klinik, yaitu pada komponen proses bimbingan, sedangkan pada kelompok mahasiswa dengan pembimbing akademik, dan pembimbing akademik dengan pembimbing klinik tidak terdapat perbedaan bermakna. Mahasiswa memiliki nilai persepsi terendah terhadap ECEs dari pemimbing akademik dan pembimbing klinik, masalah dikemukakan pada komponen struktur dan isi, proses bimbingan, pengalaman belajar dan evaluasi mahasiswa.

Background: Early Clinical Experiences (ECEs) are a learning strategy that helps students integrate their knowledge through clinical learning in classes easily from their initial semester of study. Advantages have been earned by both students and lecturers; nevertheless, obstacles in the implementation have frequently emerged. Ideally, lecturers and students should know their own perception on ECEs for the sake of creating good communication and expected learning results in order to improve preclinical education. Objective: To find out different perceptions between students and lecturers on ECEs in nursing undergraduate program. Method: This was a comparative study with a descriptive-analytic method using quantitative and qualitative approaches (mix method). Subjects comprised students in the year of 2007 and 2008 as many as 71 nursing students and 21 lecturers, consisting of 11 academic advisors and 10 clinical advisors. Qualitative approach was done with Focus Group Discussion for two student groups and in-depth interview to 5 academic advisors and 4 clinical advisors. Quantitative analysis used descriptive analysis and comparative analysis used One Way Anova analysis. Qualitative analysis used content analysis that included identification, coding, categorization, and synthesis. In the end, the result of quantitative analysis was integrated with the result of qualitative analysis. Result: Mean score of students’ perception on ECEs was 3.11 (SD 0.24) which was lower than that of academic advisors that was 3.27 (SD 0.28) and of clinical advisors that was 3.30 (SD 0.25). The result of One Way Anova presented F score of 3.188 and p=0.046 (p<0.05) while the result of multiple comparison test of students and clinical advisors showed p=0.047. Perception difference of students and clinical advisors on ECEs components in the supervision process showed p=0.00. Qualitative analysis supports the results of quantitative analysis. Problems revealed in all ECEs components: the structure and content, preceptorship, experiential learning and student assessment. Conclusion: There was a significant difference among three respondent groups on ECEs perceptions. The significant difference between students and clinical advisors was in the component of supervision process while there was no significant difference between students and academic advisors as well as between academic advisors and clinical advisors. Students posed the lowest ECEs perception score compared to both academic and clinical advisors. Problems came up in the components of structure and content, supervision process, learning experience, and student evaluation.

Kata Kunci : early clinical experience, early clinical exposure, integrasi kurikulum, persepsi, preklinik