Chemotherapy is an effective treatment for cancer. However, it causes some side effects which include nausea and vomiting. More than 70% of patients experience nausea and vomiting after chemotherapy. The purpose of this study was to determine the effect of ginger aromatherapy in nausea, and vomiting patients on post cervical cancer chemotherapy. We used a pretest-posttest control group design, using purposive sampling of 60 respondents. We used anti-emetics measurement tool according to Multinational Association of Supportive Care in Cancer (MASCC) to assessed patients complaints. The result showed significant difference in nausea and vomiting group before and after given aromatherapy (p = 0.000); nausea score (p = 0.005) and vomiting score (p= 0.013) from intervention and control group. No significant difference was observed in nausea (p = 0.279), and vomiting (p = 0.276) on control group. Ginger aromatherapy can be used as alternative medication to reduce post-chemotherapy nausea and vomiting.

Pembelajaran klinik merupakan kebutuhan primer dalam proses pendidikan tahap profesi ners. Pembelajaran klinik yang baik harus didukung oleh instruktur klinik yang mampu menjadi role model. Pelatihan diperlukan untuk meningkatkan pemahaman dan kesiapan instruktur klinik dalam melaksanakan peran dan tanggung jawabnya. Kegiatan ini bertujuan untuk memberikan kejelasan peran fungsi dan tanggung jawab instruktur klinis dalam membimbing peserta didik. Pemberian materi melalui pendidikan pembelajaran klinik, diskusi interaktif dan simulasi pembelajaran klinik. Strategi pembelajaran yang digunakan yaitu ceramah, metode demonstrasi untuk memberikan keterampilan tentang preceptorship dan proses evaluasi, simulasi, metode diskusi, dan pendampingan bimbingan klinik. Berdasarkan hasil evaluasi didapatkan sebagian besar peserta menyatakan tema pelatihan bagus (63,4%), ketepatan waktu cukup (49,6%), suasana bagus (60,1%), kelengkapan materi bagus (70,6%), pelayanan atau sikap penyelenggaraan bagus (61,6%), media atau alat bantu bagus (57,2%). Rerata nilai pembicara sebesar 84,85 termasuk dalam kategori baik. Rerata nilai pre-test sebesar 30,45 dan nilai post-test sebesar 45,5 dengan rerata peningkatan nilai antara pre dan post-test sebesar 10,9. Kegiatan ini dapat meningkatkan pemahaman pembimbing klinik tentang metode perceptorship dan dapat diadopsi untuk dilaksanakan di lahan praktik lain. Ketepatan waktu pelatihan perlu diperhatikan. Evaluasi kegiatan tidak hanya menilai pengetahuan instruktur klinik tetapi juga menilai sikap atau kesiapan dalam pelaksanaan metode preceptorship.

The demand for high-quality health services is increasing. It motivates nurses to utilize the best evidence in making decisions. Professional nurses were born from an excellent education. Preceptorship and mentorship clinical learning methods are expected to be able to answer these demands. This study aims to identify the effect of preceptorship and mentorship methods on students' critical thinking skills. The study design applies a quasi-experimental type pretest and post-test with a control group. Twenty-six students were examined as respondents for each intervention and control group, using a purposive sampling technique. The survey took place at a teaching hospital in Semarang, using a student-evidence-based practice questionnaire (validity 0.584-0.904; reliability 0.821) developed by Upton et al.in 2014. The intervention during three weeks with the training stages of clinical advisors, clinical guidance, internalization, and evaluation. Univariate data analysis is described by frequency and percentage (categorical) and mean and SD (numerical). Bivariate data analysis using a paired t-test and independent ttest. There was a significant effect of the preceptorship and mentorship methods on students' thinking abilities (p-value = 0.006). Integrated academic and clinical learning could form critical thinking skills among students. Educational institutions play a role in providing training for clinical instructors oriented to improving the ability of students to provide scientific evidence-based nursing care. The clinical instructors are responsible for improving students' critical thinking skills through preceptorship and mentorship learning methods.