ABSTRACT: Background. Clinical education is a learning process where students
focus in the context of real patient care in order to achieve the
competencies and skills through the application of clinical nursing
knowledge and skills which have acquired at the academic stage. One
factor supporting the achievement of learning outcomes or competencies
is the learning environment. Student perceptions on clinical learning
environment is a factor that affects student competence achievement in
clinical nursing practice.
Objectives. The purpose of this study was to determine students'
perceptions on ward atmosphere, leadership style of chief of ward,
the nursing values in the ward, the values of learning in ward and
supervision relationship in context of achievement of competencies and
skills in the logbook, case report response or resumes and clinical
practice exam in the implementation of nursing clinical practice.
Methods. A quantitative method is applied. The study sample were 134
first-year student of Luwuk Nursing Academy.
Results. The results of descriptive analysis showed positive perceptions
of the ward atmosphere of 54.5%, the leadership style of chief of ward of
55.2%, the values of nursing in the ward of 55.2%, the values of learning
in ward of 52.2%, and 56.0% for supervision relationship. Negative
perception on clinical learning environment were found in the maternity
room and internal medicine. There were 78.36% of respondents who
achieved clinical competency of nursing practice. The results of hypothesis
testing using Chi Square of the individual components of the perception of
the achievement of clinical competency of nursing practice indicate the pvalue
of <0.05, which means there was a statistically significant
relationship, except for the components of the perception of the values in
the ward the p-value was > 0.05 which means there is no statistically
significant relationship. The results showed that the clinical learning
environment support the achievement of the competence of nursing
clinical practice in addition to internal motivation as students’ willingness to
graduate and the role of clinical supervisor.
Conclusion. Students’ positive perception towards the atmosphere
of the ward, chief of ward leadership style, nursing values in the
ward, the values of learning in the ward, and supervision
relationships can be used as support factor in the achievement of
clinical competency of nursing practice
INTISARI: Latar Belakang. Pendidikan klinik adalah proses pembelajaran dimana
mahasiswa memusatkan diri dalam konteks perawatan pasien secara
nyata dalam upaya untuk mencapai kompetensi dan keterampilan klinik
keperawatan melalui proses aplikasi ilmu pengetahuan dan keterampilan
yang telah diperoleh pada tahap akademik. Salah satu faktor penunjang
pencapaian hasil belajar atau kompetensi adalah keadaan lingkungan
pembelajaran. Persepsi mahasiswa terhadap lingkungan belajar klinik
merupakan faktor yang mempengaruhi mahasiswa mencapai kompetensi
praktik klinik keperawatan.
Tujuan Penelitian. Tujuan penelitian ini adalah untuk mengetahui
gambaran persepsi mahasiswa terhadap suasana ruang perawatan, gaya
kepemimpinan kepala ruangan, nilai-nilai perawatan di ruangan, nilai-nilai
pembelajaran di ruangan dan hubungan supervisi dalam hubungannya
dengan pencapaian kompetensi dan keterampilan dalam logbook,
responsi laporan kasus atau resume dan ujian praktik keterampilan klinik
pada pelaksanaan praktik klinik keperawatan.
Metode Penelitian. Metode penelitian adalah metode kuantitatif. Sampel
penelitian adalah 134 mahasiswa tahun pertama Akademi Keperawatan
Luwuk.
Hasil. Hasil analisis deskriptif menunjukkan persepsi positif terhadap
suasana ruang perawatan sebesar 54.5%, gaya kepemimpinan kepala
ruangan sebesar 55.2%, nilai-nilai perawatan di ruangan sebesar 55.2%,
nilai-nilai pembelajaran di ruangan sebesar 52.2%, dan hubungan
supervisi sebesar 56.0 %. Ditemukan persepsi lingkungan belajar klinik
yang negatif pada ruangan Nifas dan UP Dalam. Terdapat 78.36%
responden yang mencapai kompetensi praktik klinik keperawatan. Hasil uji
hipotesis menggunakan Chi Square dari masing-masing komponen
persepsi terhadap pencapaian kompetensi praktik klinik keperawatan
menunjukkan nilai p-value < 0.05, yang berarti ada hubungan yang
bermakna secara statistik, kecuali untuk komponen persepsi terhadap
nilai-nilai perawatan di ruangan nilai p-value > 0.05 yang berarti tidak ada
hubungan yang bermakna secara statistik. Hasil penelitian menunjukkan
bahwa lingkungan belajar klinik menunjang pencapaian kompetensi
praktik klinik keperawatan disamping motivasi internal seperti keinginan
mahasiswa untuk lulus dan peran dari pembimbing klinik.
Kesimpulan. Persepsi mahasiswa yang positif terhadap suasana ruang
perawatan, gaya kepemimpinan kepala ruangan, nilai-nilai perawatan di
ruangan, nilai-nilai pembelajaran di ruangan, dan hubungan supervisi
mendukung dalam pencapaian kompetensi praktik klinik keperawatan.
