Nurses' and nursing students' reasons for entering the profession: content analysis of open-ended questions.

BACKGROUND: Global nursing shortages require effective recruitment strategies and understanding of individuals' motivations to enter the profession. These can be complex and bound by numerous factors such as gender and culture. While much research around this has been conducted, little has been undertaken in non-Western cultures where motivations could be different. AIM: To explore Indonesian nurses' and nursing students' motivations for entering the nursing profession. DESIGN: Online survey with closed and open-ended questions drawn from two different studies. This paper reports findings from one similar open-ended question. METHODS: As part of two larger surveys, nurses from 13 hospitals across one private health care group and nursing students with clinical experienced enrolled in a baccalaureate nursing program in Indonesia were asked the question, Why do you want to be a nurse? Responses were translated into English and back-translated into Indonesian prior to being subjected to summative content analysis. RESULTS: In total, 1351 nurses and 400 students provided responses to the question, representing 98.72% and 99.70% respectively of those completing the survey. Both groups were primarily influenced by desire to serve others and God, personal calling and influence of family members and others. Nurses identified a desire to work in the health field and with the sick, in a noble and caring profession. CONCLUSIONS: Nurses and nursing students were motivated by traditional perspectives on nursing. These should be considered in future recruitment activities. However, more research is needed to understand how these factors influence career choice.

Postgraduate nurse education in Indonesia and Australia: A comparative analysis.

BACKGROUND: Indonesia and Australia are neighbouring countries; however, their nursing systems are very different and there is limited migration between countries. AIM: As part of a larger study, the aim was to undertake a comparative analysis of postgraduate nurse education in Indonesia and Australia. DESIGN: Detailed literature review across academic and grey literature and semi-structured interviews with key stakeholders in Indonesia (n = 52) and Australia (n = 13) representing education, governments, professional nursing organisations, and rural, remote and urban health care providers. FINDINGS: Three key categories of comparison were identified: Higher Education System, Education Offerings, and Specialist practice and education standards. Regulation of higher education was found to generally be comparable. Postgraduate nursing specialisations are available in both countries, but there are currently more offerings in Australia. Furthermore, nurse practitioner education and graduate entry pathways into nursing are only currently available in Australia. Journal publications are required for graduation from masters and doctoral programmes in Indonesia, but not Australia. CONCLUSIONS: While there are many areas of similarity, postgraduate nurse education is more diverse in Australia, while there are growing opportunities for new developments in Indonesia. This analysis identifies areas for future consideration around postgraduate education development in both countries, along with possibilities for future collaboration. Furthermore, comparative analysis provided a useful foundation on mapping key elements.

Factors influencing nursing students' continued success in a baccalaureate nursing program in Indonesia.

Background: Holistic admission processes are needed to promote diversity in nursing students. Previous research had identified different variables related to the average grade point at the end of the first semester. There is a need to examine if those variables are associated with ongoing student success. Objective: The purpose of this study was to analyze experience, attributes, and academic variables for an association with nursing student success. Student success was defined as being an active student at the end of the first year and at the end of the second year of a baccalaureate nursing program in Indonesia. Methods: Binary logistic regression analysis was used to determine what relationship, if any, the variables had with student success, measured at the end of the first and second academic years. The data of 341 nursing students enrolled in August 2018 was analyzed. Results: The variables accounted for 40.3% of the variance at the end of the first year and 24.3% of the variance at the end of the second year. There was a significant (p < .05) relationship between being enrolled at the end of the first year and 1) academic variables of first semester grade point average and the admission score of Raven's Advanced Progressive Matrices, and 2) attribute variables of reason for entering nursing and brief calling presence scale. A significant relationship was found between being enrolled at the end of the second year and the attribute variable of grit score. No variables had a strong correlation with other variables. Conclusion: Holistic admission processes and promoting student success can create the future of the nursing workforce. Improving the diversity in admitted nursing students will enhance the diversity in the nursing workforce. To promote the success of all students, a variety of support interventions will need to be developed. As students' calling and grit may play a role in student success, a better understanding is needed. In addition, more research is needed to explore how developing calling and grit throughout the nursing program can impact student success.

Professional development needs of registered nurses in Indonesia: A cross-sectional study.

BACKGROUND: Rapid developments in health care technologies and treatments require nurses to keep abreast of current and best evidence to inform their practice. Continuing professional development is a key component in ensuring knowledge and practice meet contemporary demands and best practice. OBJECTIVE: To examine professional development needs for registered nurses working in Indonesia. METHODS: A cross-sectional survey design using the previously validated Indonesian version of the Hennessy Hicks Training Needs Analysis measurement tool was distributed via digital technologies across thirteen hospitals of one private health care provider in four different regions across Indonesia. RESULTS: A total of 1355 nurses completed the tool. Nurses rated direct care tasks higher on importance, performance and training need, while supporting tasks rated lowest on performance and training need. Nurses with less than one year of experience reported higher need for training. CONCLUSIONS: Most identified performance development needs were similar to those reported by nurses elsewhere. There is a need for specifically and locally tailored education opportunities for outcomes to motivate learning that are meaningful and applicable to practice needs. Future research should seek to examine training needs for nurses working in other settings such as public hospitals and community health settings.

Exploratory Factor Analysis of the Indonesian Version of the Clinical Learning Environment, Supervision, and Nurse Teacher Scale (CLES + T).

BACKGROUND AND PURPOSE: The purpose of this article is to describe an evaluation of psychometric properties of the Indonesian version of the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES + T) scale, a scale that measures nursing students' perceptions of their clinical learning environment. METHODS: The CLES + T was completed by 292 nursing students. Inter-item correlations, exploratory factor analysis, Cronbach's alpha, and evidence of validity were used to examine reliability and validity. RESULTS: Four factors were extracted that explained 58% of the variance. Cronbach alphas ranged from .86-.95. Wording to describe different titles of supervisors was unclear to some of the participants. CONCLUSION: The Indonesian version of the CLES + T is a reliable version. More research is needed to clarify some of the wording.

Nurse Educators' Perspectives on Implementing Culturally Sensitive and Inclusive Nursing Education.

BACKGROUND: Nurse educators must be equipped to teach diverse students using culturally sensitive and inclusive nursing education (CSINE). The purpose of this study was to explore associate degree nurse educators' perceptions on implementing CSINE. METHOD: This was a descriptive exploratory study. Associate degree nurse educators in a midwestern state completed an open-ended question survey that included dichotomous response questions to help participants self-reflect and respond. Follow-up interviews added further depth to the findings. RESULTS: Four major categories emerged that helped answer the research questions: personalize approaches, consider resources, promote cultural diversity broadly, and use active teaching methods and strategies. In addition, participants provided descriptive comments about beginning benefits and outcomes of CSINE and gaining needed education regarding CSINE. CONCLUSION: Participants indicated that learning about CSINE was an ongoing and necessary process for nurse educators. Categories emerging from the data provide guidance for educators in developing and sharing CSINE educational resources to promote positive outcomes for students and their patients. [J Nurs Educ. 2020;59(3):126-132.].

Perceived images and expected roles of Indonesian nurses.

AIM: The aim of this study was to explore how non-nurses and nurses differ regarding the perceived images and expected roles of Indonesian nurses. DESIGN: A cross-sectional survey study. METHODS: An online tool shared via email was used to collect data in March 2014, from a convenient sample of 1,228 employees of a private university located in Karawaci, Indonesia. An English/Indonesian version of the survey was developed: 19 perception items and 19 expectation items using a 5-point Likert scale. Independent sample t tests were used to compare groups. RESULTS: One hundred and forty-three people completed the survey; a response rate of 11.6%. Thirteen were nurses and 130 were non-nurses. Compared with nurses, non-nurses were less likely to agree with statements that Indonesian nurses are self-sacrificing, provide help to others, are devoted to caring, perform housekeeping duties and are knowledgeable. Monitoring nurses' image on a regular basis is essential. A public education campaign could focus on selected positive characteristics to improve the image of Indonesian nurses.