Evaluasi diri mahasiswa keperawatan dalam praktik simulasi laboratorium gawat darurat dan kritis
Self-evaluation of nursing students in emergency and critical care simulation laboratory practice
Keywords:
Evaluasi Diri, Mahasiswa Keperawatan, Simulasi Laboratorium, gawat daruratAbstract
Praktik simulasi laboratorium menjadi metode penting dalam pendidikan keperawatan gawat darurat, namun evaluasi diri mahasiswa setelah pelatihan masih perlu diteliti lebih lanjut. Penelitian ini bertujuan untuk mengetahui gambaran evaluasi diri mahasiswa keperawatan setelah mengikuti praktik simulasi laboratorium gawat darurat dan kritis. Metode penelitian menggunakan desain kuantitatif deskriptif dengan sampel 176 mahasiswa (teknik convenience sampling). Data dikumpulkan melalui kuesioner Scale Evaluation Scale for Simulation Laboratory Practices (SES-SLP) yang telah divalidasi (Cronbach’s alpha 0,916) dan dianalisis secara univariat. Hasil penelitian menunjukkan skor evaluasi diri rata-rata 75,6±9,1 (rentang 35-92), dengan faktor pengembangan (62,7±8,6) lebih tinggi daripada faktor penyulit (12,9±3,9). Sebanyak 50,6% responden sangat setuju simulasi meningkatkan pengetahuan, sedangkan 75,0% tidak setuju bahwa simulasi menyulitkan pembelajaran. Simulasi laboratorium efektif meningkatkan kompetensi mahasiswa, tetapi perlu pengembangan skenario untuk meminimalkan faktor stres.
Laboratory simulation practice has become a crucial method in emergency nursing education; however, students' self-evaluation after training remains an area requiring further investigation. This study aims to explore the self-evaluation of nursing students following emergency and critical care simulation laboratory practice. A descriptive quantitative design was employed, involving 176 students selected through convenience sampling. Data were collected using the validated Scale Evaluation Scale for Simulation Laboratory Practices (SES-SLP) (Cronbach's alpha 0.916) and analyzed using univariate analysis. The results showed an average self-evaluation score of 75.6±9.1 (range 35–92), with the development factor (62.7±8.6) scoring higher than the hindering factor (12.9±3.9). A total of 50.6% of respondents strongly agreed that simulation improved their knowledge, while 75.0% disagreed that simulation hindered their learning. Laboratory simulation was found to be effective in enhancing student competence; however, scenario development is necessary to mitigate stress-related factors.
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