STRATEGY OF CLINICAL PRACTICE LEARNING OF MIDWIFER OF STUDENTS: A SCOPING REVIEW
DOI:
https://doi.org/10.35730/jk.v12i1.434Abstract
Background:Clinical practice learning is the most important part of health education programs. The limitation of the presence of students at hospitals to avoid exposure to covid-19 causes the lack of training received by students
Objective:The purpose of this study was to systematically map the results of research on clinical practice learning methods carried out by health professional education as learning recommendations during the Covid-19 pandemic.
Method:This research was conducted with a five-stage review process, starting with searching for articles through relevant databases, namely Pubmed, Science Direct and Wiley, and finding 11 articles relevant to the inclusion criteria that have been determined.
Result:Based on the review results, several clinical learning methods were found using E-learning through video, telehealth collaboration, and simulation based learning. There are several advantages and disadvantages to using each of these methods. Not all of these methods can be used as an evaluation of the student learning process. E-learning through videos can be done as a learning innovation to provide opportunities for students for patients with specific learning objectives.
Conclusion:In conclusion, in practice there are clinical experiences that cannot be included by any method. Therefore, the standardization of student competencies is fulfilled by the Midwife Competency Test. However, clinical learning strategies in midwifery education can be done through E-learning with video conference, telehealth collaboration, and combination simulation methods with case studies which have the effectiveness to achieve certain learning objectives according to each method. In practice, information technology can be used as an innovation in distance learning. The implementation of this learning strategy requires good support and cooperation between institutions for clinical practice locations and the education institutions. And, Infrastructures need to be prepared to support the clinical practice learning process.
References
J. Ilyas, Materi Workshop Kurikulum DIII Kebidanan tanggal 12-13 Mei 2018. Jakarta. http://www.aipkind.org/?menu=kegiatan
WHO. 2020. https://www.who.int/indonesia/news/novel-coronavirus/qa-for-public. Di Akses pada tanggal 28 Juni 2020
F. Firman, “Dampak Covid-19 terhadap Pembelajaran di Perguruan Tinggi,†BIOMA J. Biol. dan Pembelajarannya, vol. 2, no. 1, pp. 14–20, 2020.
Reddit. 2020. Coronavirus—Medical school closure. https://www. reddit.com/r/medicalschool/comments/fh4vd5/serious_coronavirus_medical_school_closure/. Accessed Juli 08, 2020
M. Furuta, “2020 International Year of Midwifery—In the midst of a pandemic,†Midwifery, no. xxxx, p. 102739, 2020.
A. Hidayat dan Mufdlilah, (2018). Preseptorship dalam klinical teaching. Yogyakarta. Nuha Medika.
D.Lewis, 2020. Webinar Kebidanan II: Peran Institusi Kesehatan Selama Pandemi Covid-19. https://www.youtube.com/watch?v=kbd_Waqgwmo&t=4586s. Di akses tanggal 30 Juni 2020
D. Izzati, 2020. "Webinar Reconstruction And Adaptation Of Learning For Midwifery Students In The New Normal Era". https://www.youtube.com/watch?v=IknWBpiDHWk&t=6628s. Diakses tanggal 11 Juni 2020
A. Majid, 2015. Strategi Pembelajaran. Bandung. PT Remaja Rosdakarya
A. W. Murni, “CRITICAL THINKING DAN CLINICAL REASONING.â€
L. O’malley and H. Arksey, “Scoping Studies: Towards a Methodological Framework,†Int. J. Soc. Res. Methodol., vol. 8, no. 1, pp. 19–32, 2005.
D. Moher, A. Liberati , J. Tetzlaff , DG. Altman, The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7): e1000097. doi:10.1371/journal.pmed1000
B. Rush, N. J. Walsh, C. J. Guy, and H. J. Wharrad, “A clinical practice teaching and learning observatory: The use of videoconferencing to link theory to practice in nurse education,†Nurse Educ. Pract., vol. 11, no. 1, pp. 26–30, 2011.
P. Springer, R. J. Bischoff, K. Kohel, N. C. Taylor, and A. Farero, “Collaborative Care at a Distance: Student Therapists’ Experiences of Learning and Delivering Relationally Focused Telemental Health,†J. Marital Fam. Ther., vol. 46, no. 2, pp. 201–217, 2020.
L. Lendahls and M. G. Oscarsson, “Midwifery students’ experiences of simulation- and skills training,†Nurse Educ. Today, vol. 50, pp. 12–16, Mar. 2017.
C. Stoodley, L. McKellar, M. Steen, and J. Fleet, “Simulation in midwifery education: A descriptive explorative study exploring students’ knowledge, confidence and skills in the care of the preterm neonate,†Nurse Educ. Pract., vol. 42, p. 102635, 2020.
S. Allsop et al., “Using videoconferencing to deliver anatomy teaching to medical students on clinical placements,†Transl. Res. Anat., vol. 19, no. December 2019, p. 100059, 2020.
R. Khalaila, “Simulation in nursing education: An evaluation of students’ outcomes at their first clinical practice combined with simulations,†Nurse Educ. Today, vol. 34, no. 2, pp. 252–258, 2014.
Y. K. Ji and J. K. Eun, “Effects of Simulation on Nursing Students’ Knowledge, Clinical Reasoning, and Self-confidence: A Quasi-experimental Study. Korean Journal of Adult Nursing [revista en Internet] 2015 [acceso 25 de marzo de 2019]; 27(5): 604-611,†Korean J. Adult Nurs., vol. 27, no. 5, pp. 604–611, 2015.
L. Valizadeh, A. Amini, E. Fathi-Azar, S. Ghiasvandian, and B. Akbarzadeh, “The Effect of Simulation Teaching on Baccalaureate Nursing Students’ Self-confidence Related to Peripheral Venous Catheterization in Children: A Randomized Trial.,†J. caring Sci., vol. 2, no. 2, pp. 157–15764, 2013.
A. M. Bowling and P. W. Underwood, “Effect of simulation on knowledge, self-confidence, and skill performance in the USA: A quasi-experimental study,†Nurs. Health Sci., vol. 18, no. 3, pp. 292–298, 2016.
L. M. Akhu-Zaheya, M. K. Gharaibeh, and Z. M. Alostaz, “Effectiveness of simulation on knowledge acquisition, knowledge retention, and self-efficacy of nursing students in Jordan,†Clin. Simul. Nurs., vol. 9, no. 9, pp. e335–e342, 2013.
A. C. O. Tsang, P. P. W. Lee, J. Y. Chen, and G. K. K. Leung, “From bedside to webside: A neurological clinical teaching experience,†Med. Educ., vol. 54, no. 7, p. 660, 2020.
W. Hartanto, “Penggunaan E-Learning Sebagai Media Pembelajaran,†no. 3.
A. B. Pribadi, “Pengembangan Program Tutorial Via Media Teknologi Video Conference dalam Sistem Pendidikan Jarak Jauh,†Pendidik. Terbuka dan Jarak Jauh, vol. 15, no. 1, p. 7, 2014.
BALL, JHON.R. 2015. COMMITTEE ON DIAGNOSTIC ERROR IN HEALTH CARE. Improving Diagnosis in Health Care. National Academies of Sciences, Engineering, and Medicine. Washington, DC: The National Academies Press. https://doi.org/10.17226/21794
I. Popil, “Promotion of critical thinking by using case studies as teaching method,†Nurse Educ. Today, vol. 31, no. 2, pp. 204–207, 2011.
L. D. Kantar, “Demystifying instructional innovation: The case of teaching with case studies,†Am. J. Community Psychol. Public Heal. Reports J. Clin. Nurs. Toboada, A. J. Public Heal. Manag. Pract. J. Public Heal. Manag. Pract., vol. 13, no. 2, pp. 413–417, 2013.
R. V Tuckson, M. Edmunds, D. Ph, and M. L. Hodgkins, “Telehealth,†N. Engl. J. Med., vol. 16, p. 377, 2017.
V. Niederhauser, (2012). Creating Innovative Models of Clinical Nursing Education. Journal of Nursing Education. 51(11): 603- 608. doi:10.3928/01484834-20121011-02
M. Koivunen, & K. Saranto, (2018). Nursing professionals’ experiences of the facilitators and barriers to the use of telehealth applications: a systematic review of qualitative studies. Scandinavian Journal of Caring Sciences, 32(1), 24–44. https://doi.org/10.1111/scs.12445
B. Lindberg, K. Axelsson, & K. Öhrling, (2009). Experience with videoconferencing between a neonatal unit and the families’ home from the perspective of certified paediatric nurses. Journal of Telemedicine and Telecare, 15(6), 275–280. https://doi.org/10.1258/jtt.2009.090112
J. M. Weller, D. Nestel, S. D. Marshall, P. M. Brooks, and J. J. Conn, “Simulation in clinical teaching and learning,†Med. J. Aust., vol. 196, no. 9, pp. 1–5, 2012.
L, G., MS, G., K, C., CA, G., K, K., & Neal-T, D. (2013). Effect of Simulation on the Development of Critical Thinking in Associate Degree Nursing Students. Nurse Education Perspectives, 34(3), 159–162.
Mc Cabe, D. E., Gilmartin, M. J., & Goldsamt, L. A. (2016). Student Self confidence with Clinical Nursing Competencies in A High-dose Simulation Clinical Teaching Model. Journal of Nursing Education and Practice, 6(8), 52–58. https://doi.org/10.5430/jnep.v6n8p52
WHO, “Simulation in nursing and midwifery education Simulation in nursing and midwifery education,†2018.
K. Adamson, 2015. A Systematic Review of the Literature Releated to the NLN/ Jeffries Simulation Framework. Nurs Educ Perspect. 36(5);91-281
L. Mc Naill, 2020. Rearrange Simulation In a Pandemic. International Webinar Midwifery Study Programme Faculty Of Midicine Universitas Airlangga. 16 September 2020.
International Nursing Association for Clinical Simulation and Learning (INACSL) Standards Commitee, 2016. INACSL Standards of best practice; Simulation Debreafing. Clinical Simulation in Nursing.12;S21-S25.http://dx.doi.org/10.1016/j.ecns.2016.09.008
