JIKO (Jurnal Ilmiah Keperawatan Orthoped.
Vol.
8 No.
Volume.
8 Number.
Period: January Ae June 2024.
page 42-48 p-ISSN : 2580-1112.
e-ISSN : 2655-6669 Copyrighr @2024 The author owns the copyright of this article journal homepage: https://ejournal.
Jurnal Ilmiah Keperawatan Orthopedi (JIKO) Article history:
Received: November 28, 2023 Revised: December 28, 2023 Accepted: January 18, 2024 Clinical Learning Models in Nursing Students and Their Impact on Work Readiness Al-Bahra1.
Hardjito S.
Darmojo 2 Department of Information Technology Education University of Raharja.
Tangerang.
Indonesia1 Department of Master of Administrative Sciences Sheikh Yusuf Islamic University Tangerang.
Indonesia2 e-mail: albahra@raharja.
info 1, hsdarmojo@unis.
Abstract The clinical learning model is a crucial component of nursing education because it plays a direct role in shaping students' competencies and work readiness.
Work readiness is a key indicator of the success of the educational process, particularly in facing the complex and dynamic demands of professional nursing practice.
This study aims to analyze the influence of the clinical learning model on nursing students' work readiness.
The study used a quantitative design with a descriptive analytical approach.
The study sample consisted of 100 final-year nursing students who had participated in clinical practice, selected using a purposive sampling technique.
Data were collected using a structured questionnaire that measured students' perceptions of the clinical learning model and their level of work readiness, which included aspects of clinical competence, self-confidence, communication, and professional readiness.
Data were analyzed through univariate analysis, bivariate analysis using the Chi-Square test, and multivariate analysis using logistic regression.
The results showed that most respondents rated the clinical learning model as good and had a high level of work Bivariate analysis showed a significant relationship between the clinical learning model and students' work readiness .
< 0.
Multivariate analysis revealed that the clinical learning model was the dominant factor influencing nursing students' work readiness after controlling for age, gender, and length of clinical practice.
This study concludes that implementing an effective and structured clinical learning model can improve nursing students' work readiness.
Therefore, strengthening clinical learning strategies needs to be a priority in nursing education curriculum development.
Keywords: Clinical Learning.
Nursing Students.
Work Readiness.
Nursing Education.
Clinical Practice Clinical learning is an essential component of the nursing curriculum because it places Nursing education aims to produce students in a real-world environment to professional nurses who possess not only apply the knowledge, technical skills, and theoretical knowledge but also competent clinical thinking required in professional clinical skills and high work readiness.
Introduction Clinical Learning Models in Nursing Students and Their Impact on Work Readiness JIKO (Jurnal Ilmiah Keperawatan Orthoped.
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practice (Suryadi.
Thahirah, & Halisah.
An effective clinical learning model can directly impact students' competency and readiness to enter the workforce.
Various approaches, such as case-based learning, clinical simulations, and handson practice in healthcare facilities, have been identified as significant strategies for improving students' clinical understanding and confidence (Suryadi et al.
, 2.
Furthermore, experiences in units such as the intensive care unit (ICU) demonstrate that students' adaptation to real-life clinical situations contributes to the development of cognitive, affective, and psychomotor skills within the context of professional nursing (Nisa.
Setioputro, & Fitria, 2.
Employment readiness for nursing students is the end result of the clinical learning process, which includes readiness to handle professional tasks independently, make clinical decisions, and work within a healthcare team (Akince et al.
, 2.
Research also suggests that psychological factors such as stress during the first clinical experience can impact students' readiness for future professional practice, making pedagogical support and a safe learning environment crucial (Kasenda.
Hadjo, & Hadjo, 2.
Recent empirical research highlights the relationship between the clinical learning environment, clinical evaluation, and student performance in real-world Cross-cultural studies have shown that students' perceptions of the clinical learning environment correlate with academic adjustment and readiness for real-world practice (Kwon.
Kim, & Kwak.
Furthermore, designed clinical learning models have shown the potential to accelerate students' adaptation to the field, ultimately positively impacting their work readiness after graduation (Decoding Readiness for Clinical Practicum, 2.
Given the complexity of evolving healthcare work demands, it is crucial for nursing education to focus not only on integrating theory and practice but also on developing holistic clinical learning Models such as technology-based simulations, collaborative practice, and clinical instructor capacity building are crucial elements in supporting student work readiness (Permana et al.
, 2.
Therefore, clinical learning models and their implementation in the context of nursing education is a strategic step to ensure that students are not only clinically competent but also prepared to enter the nursing profession professionally and adapt to the demands of the modern workplace.
Methods This study used a quantitative design with a descriptive correlational approach.
This design was chosen to analyze the relationship between the clinical learning model applied in nursing education and students' levels of work readiness.
The correlational approach allows researchers to identify the strength and direction of the relationship between variables without directly manipulating the intervention.
The population in this study were final-year nursing students who had completed clinical practice in a hospital or healthcare facility.
The sampling technique used purposive sampling, with the following inclusion criteria: .
Active students in the nursing study program, .
Having participated in clinical practice for at least one semester, and .
Willingness to participate in the study.
The sample size was 100 students.
The independent variable in this study was the clinical learning model, which includes direct practice-based learning methods, case-based learning, and clinical guidance.
The dependent variable was nursing students' work readiness.
Clinical Learning Models in Nursing Students and Their Impact on Work Readiness JIKO (Jurnal Ilmiah Keperawatan Orthoped.
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which encompasses aspects of clinical self-confidence, communication skills, and readiness to face a professional work environment.
The research instrument was a structured questionnaire consisting of two parts: .
a clinical learning model questionnaire that measured students' perceptions of the learning methods received during clinical practice, and .
a questionnaire that measured cognitive, affective, and psychomotor readiness.
The instrument was developed based on the latest literature and has been tested for validity and reliability before being used in data collection.
Data collection was conducted both online and offline after obtaining Respondents were given an explanation of the research objectives and Confidentiality respondent data was maintained in Data were analyzed using descriptive characteristics and study variables.
Pearson or Spearman correlation analysis .
djusted for data distributio.
was then performed to determine the relationship between the clinical learning model and nursing students' work readiness.
The significance level was set at p < 0.
Results Univariate Analysis 1 Respondent Characteristics Table 1.
Respondent Characteristics .
= .
Characteristics Gender Male Female Age 20Ae21 years 22Ae23 years Ou 24 years Duration of Clinical Practice 1Ae2 semesters Ou 3 semesters 2 Clinical Learning Models Table 2.
Distribution of Clinical Learning Models Category Good Sufficient Poor Total 3 Job Readiness Level Table 3.
Distribution of Student Job Readiness Category High Medium Low Total Bivariate Analysis Bivariate analysis was conducted to determine the relationship between the clinical learning model and student job readiness using the Chi-Square test.
Table 4.
Relationship between Clinical Learning Model and Job Readiness Clinical High Medium Low Readiness Total p-value Learning Model Readiness Readiness Good Sufficient 0,001 Poor Total The Chi-Square test results showed a clinical learning model and nursing significant relationship between the students' work readiness .
= 0.
Clinical Learning Models in Nursing Students and Their Impact on Work Readiness JIKO (Jurnal Ilmiah Keperawatan Orthoped.
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Multivariate Analysis Multivariate analysis used ordinal confounding variables.
logistic regression to determine the effect of the clinical learning model on work 3.
1 Logistic Regression Model Table 5.
Results of Multivariate Logistic Regression Analysis Variables 95% CI p-value Clinical Learning Model (Goo.
3,21 1,75Ae5,89 0,000 Duration of Clinical Practice (Ou 3 semester.
2,14 1,12Ae4,07 0,021 Age (Ou 22 year.
1,28 0,71Ae2,30 0,412 Gender (Femal.
1,10 0,58Ae2,08 0,769 Clinical Learning Models in Nursing Students and Their Impact on Work Readiness JIKO (Jurnal Ilmiah Keperawatan Orthoped.
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Multivariate analysis showed that the clinical learning model was the most dominant factor influencing nursing students' work readiness (OR = 3.
Students who participated in a positive clinical learning model were 3.
times more likely to have high work readiness compared to students who participated in a poor clinical learning knowledge with direct practice, allowing students to project their preparedness into clinical decision-making and patient care (Maalouf & El Zaatari, 2.
Furthermore, the concept of clinical readiness encompasses attributes such as professional skills, communication, selfmanagement, and self-confidence, all of which are important determinants of nursing students' employment readiness (Damiran et al.
, 2.
Discussion Relationship of Clinical Learning Model to Work Readiness This study found a significant relationship between the clinical learning model and nursing students' work readiness .
= 0.
This finding is consistent with studies showing that practice-rich experiences are essential for preparing Effective clinical learning, including simulations, fieldwork, and instructor guidance, provides opportunities for students to apply theory in real-world contexts, thereby enhancing clinical skills and confidence (Maalouf & El Zaatari.
Furthermore, quantitative research indicates that perceived practice readiness is positively associated with the ability to practice basic skills, as well as cognitive and affective abilities related to nursing practice (BMC Medical Education, 2.
Student Employment Readiness as a Reflection of Learning Quality The majority of students in this study had high employment readiness .
%).
This finding aligns with studies explaining that quality clinical training provides students with a strong sense of confidence and competence to face the professional An experiential learning approach .
earning based on direct experienc.
allows for the integration of theoretical Psychological Factors and the Clinical Environment In addition to learning models, psychological factors such as stress have been shown to influence students' clinical Another study showed that academic and clinical stressors negatively impacted students' readiness for clinical practice, supporting the finding that a safe pedagogical support are significant for work readiness (BMC Medical Education.
Furthermore, perceptions of preparedness following the COVID-19 pandemic indicated that distance learning and clinical barriers can reduce student readiness due to reduced practice opportunities (Italy study, 2.
Components of Effective Clinical Learning Methods Effective clinical learning models include not only hands-on practice in healthcare facilities but also laboratory simulations, real-life case discussions, and feedback evaluation.
A scoping review study confirmed that methods such as case-based learning, and the integration of learning technology can significantly improve student competency (Suryadi et al.
, 2.
Clinical learning supported by experiential learning principles helps students experience a full learning cycle, from concrete experiences, reflection, abstract conceptualization, to active Clinical Learning Models in Nursing Students and Their Impact on Work Readiness JIKO (Jurnal Ilmiah Keperawatan Orthoped.
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experimentation, which strengthens their self-confidence, and communication skills.
clinical readiness holistically (Maalouf & Furthermore.
El Zaatari, 2.
psychologically safe clinical learning environment supports students' adaptation Challenges in Implementing Clinical to the demands of the professional These findings align with Learning Models Although many students demonstrate various studies confirming that the high levels of work readiness, there are integration of theory and practice through indications of weaknesses in some real-world clinical experiences is a key students' readiness, primarily stemming factor in shaping the work readiness of from a lack of clinical skills practice or novice nurses.
However, challenges such limited practicum facilities (Maalouf & El as limited practice facilities and clinical Zaatari, 2.
stress remain, which can impact student Other studies have also found that readiness.
Therefore, nursing educational adapting to new trends such as online institutions need to develop innovative, learning and reduced practicum hours due adaptive, and sustainable clinical learning to the pandemic can reduce students' work models to ensure nursing graduates have readiness levels.
Therefore, nursing optimal work readiness and are able to education needs to balance online navigate the dynamics of healthcare approaches with direct clinical experiences professionally.
(Italy study, 2.
References