Diploma Nursing Curriculum/Kurikulum D3 Keperawatan

By: Djenta Saha
All diploma nursing programs in Indonesia are based on a national nursing curriculum for diploma nursing courses. The content of the diploma nursing curriculum is 80 per cent of the national content, which means that all nursing schools in Indonesia provide the same content and 20 per cent of local content so each school can provide different content depending on local/regional needs. The diploma nursing curriculum document states that the curriculum is guided by the goal of national education, rules, norms and ethics of science, community needs, and considerations of personal interest, capability and initiative (Sister School project, 2002). The diploma nursing curriculum is used for all nursing education in Indonesia, including Central Kalimantan. The aim of the specification is to standardise nursing education to a certain level throughout the country (Pusdiknakes, 2002, p.1).
The diploma nursing curriculum is a very specific document that describes the number of credit points, subjects, objectives and structure of the courses. This curriculum is six semesters in length and consists of 40 subjects. There are no elective subjects and every semester has a different number of subjects. The first
semester comprises nine subjects, the second semester consists of nine subjects, the third semester comprises five subjects, the fourth semester contains five subjects, the fifth semester comprises seven subjects, and the last semester consists of five subjects (Pusdiknakes, 2002). The subjects in the nursing curriculum can be divided into three major areas: supporting theoretical science, professional nursing subjects,
and clinical nursing subjects (Sister School Project, 2002). Each nursing subject is divided into a number of topics and skills to learn. The semesters are 20 weeks in duration, including the examination period. The
semesters are structured such that the first two semesters have a higher theoretical load than clinical load, with students spending about six to eight hours a week in clinical learning. However, much of the clinical learning in these two semesters occurs in the laboratory. In the third and fourth semester the clinical load begins to increase (20 hours theory compared to 15 hours of clinical learning) and by the fifth and sixth semester the majority of the student activity is clinical learning (25 hours a week) compared to 10–12 hours of theory per week. Much of the theory is given prior to the clinical component.
Source: Djenta Saha

Apa yang diinginkan Perawat / What Nurses Want

By V. Dion Haynes, Washington Post Staff Writer
Nurse Jennifer Dimmick helped her 71-year-old patient, George Mulligan, struggle from a chair to his feet for his daily walk around the corridor outside his room at Inova Fairfax Hospital.
During the previous three days following Mulligan’s aortic valve replacement surgery, Dimmick was preparing him to care for himself after his discharge — demonstrating how he should gingerly lift himself when he rises for his walks so that he won’t damage his incision and playing videotapes that show him how to dress the wound to prevent infection and how to use a breathing device so that he won’t get pneumonia. The hospital introduced the education program after Dimmick and other nurses discovered an unusually high readmission rate for heart patients.
Like hospitals around the country, Inova is grappling with a nursing shortage that is projected to worsen over the next two decades. Hospitals increasingly are responding with a new recruitment and retention strategy — giving nurses like Dimmick much more say in their patients’ care.
Five years ago, hospitals waged intense bidding wars to fill nursing vacancies, luring nurses with huge signing bonuses and even sport-utility vehicles and vacations to the Bahamas. Those efforts often only served to exacerbate turnover, spurring nurses to remain in jobs just long enough to claim the prizes before moving to other hospitals with better incentives.

As it turns out, many nurses want better working conditions more than they do extra money. Hospitals now are responding by introducing technology to dramatically reduce paperwork, offering more flexible hours, reducing caseloads, paying for advanced training and giving them more authority.

“Autonomy is a big thing,” said Dimmick, who has been at the hospital for 7 1/2 years. “It’s important for me to know that what I do matters.”
Inova Fairfax recently introduced a state-of-the-art data system — consisting of video monitors and other equipment that track the vital signs of intensive care patients — to reduce the amount of time nurses spend filling out paperwork. It also has established a concierge that offers such services as dry cleaning, movie tickets and car detailing for busy nurses trying to juggle their professional and personal lives.
Inova is part of a nationwide movement. These days, nurses at Children’s Mercy Hospitals and Clinics in Kansas City, Mo., for instance, set their own schedule and have a say in what type of equipment should be purchased and whether patient-staff ratios need to be adjusted.
“Having the option to voice an opinion is amazing,” said Jana Schlosser, a nursing education coordinator at the hospital. Continue reading Apa yang diinginkan Perawat / What Nurses Want


The Global Nursing Leadership Institute (GNLI) offers an advanced leadership programme for nurses and/or midwives at senior level and executive positions in developed and developing countries across the world. The programme, drawing on the expertise of international faculty, allows participants to review and enhance their national and global leadership knowledge and skills within a collaborative and stimulating learning culture. The GNLI is facilitated by Paddie Blaney, ICN Nurse Consultant and Director of the ICN Leadership for Change™ programme.
ICN has been a pioneer in leadership, management and negotiation skill development for nurses for more than 25 years, through the highly successful Leadership for Change™ (LFC) and Leadership in Negotiation (LIN) programmes. The GNLI represents the third-arm of ICN’s leadership development strategy.
The fee for attending the GNLI is set and announced each year, and includes GNLI costs, accommodation and meals. Thanks to the ICN-Burdett partnership, the cost of attending the GNLI is subsidised for all participants.
In addition approximately a third of GNLI places will attract a full bursary. Preference for Bursaries will be given to those who meet the selection criteria, come from lower income countries and do not have access to the necessary resources to participate.
The cost per participant, inclusive of fees, accommodation, meals and local transport from 10 – 16 September 2011 is 2 500 Swiss francs. Please note this does not include travel cost from the home country to the GNLI venue , unless the participant has been offered a bursary.
Full information: http://www.icn.ch/pillarsprograms/global-nursing-leadership-institute/