Background: Student academic achievement is influenced by learning instruments  such as: of teaching staff, facility and infrastructure as well as the curricular component. Teacher-Centered Learning (TCL) or Student-Centered Learning (SCL) will also contributes to student’s  outcomes as an approach to apply a curricular component.Aim: To compare students’ academic achievement levels between undergraduate students who follow TCL and SCL approaches in nursing school.Methods: This was a quantitative research with a descriptive analytic method comparative study with 918 samples.Methods: The entire undergraduate student population of in one of nursing school in Indonesia from 1999 to 2011 was included in this research. The relevant data in this study was GPA score and length of study. A total sampling method was performed to select 918 subjects involved in the study. The data were analyzed using Mann-Whitney test.Results: Academic achievement was assesed from GPA score and length of study. The average GPA of students who followed a TCL approach was 3.28, while the score for those who followed a SCL approach was 3.54 with p-value of 0.00. The average length of study of students who followed a TCL approach was 4 years 3 months; while those with a SCL approach was 4 years 1 month with p-value of 0.279.Conclusions: There was a significant difference on GPA score and no significant differences on the length of study between the undergraduate students who followed a TCL versus a SCL approaches.

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ABSTRAKTujuan Penelitian: Praktik klinik keperawatan memiliki stresor tinggi yang dapat mempengaruhi harga diri mahasiswa. Komunikasi terapeutik merupakan skill mendasar dan penting dalam mencegah kesalahan medis dan memberikan pelayanan optimal terhadap pasien. Tujuan penelitian ini adalah mengetahui hubungan skor harga diri dan skor komunikasi terapeutik mahasiswa profesi di Program Studi Ilmu Keperawatan, Fakultas Kedokteran, Kesehatan Masyarakat, dan Keperawatan, Universitas Gadjah Mada. Metode: Jenis penelitian ini adalah kuantitatif korelasional dengan rancangan cross-sectional dengan subyek 60 mahasiswa profesi. Pengambilan data dilakukan selama 1 bulan. Harga diri diukur dengan Kuesioner State Self-Esteem Scale dan komunikasi terapeutik dengan checklist observasi. Hasil penelitian dianalisis dengan Uji Pearson. Hasil: Harga diri sebagian besar responen berada pada kategori rendah atau kurang dari rata-rata (53,4%). Komunikasi terapeutik sebagian besar responden berada pada kategori kurang (86,7%). Uji korelasi skor harga diri dan skor komunikasi terapeutik menghasilkan r=0,057 dan p=0,664. Diskusi: Sebagian responden memiliki harga diri rendah, hal ini disebabkan responden baru tiga minggu mengikuti pendidikan profesi sehingga dalam proses adaptasi dan proses menumbuhkan harga diri. Skor komunikasi terapeutik yang kurang pada sebagian besar responden disebabkan responden terfokus pada tindakan keperawatan untuk menghindari kesalahan. Hasil korelasi skor harga diri dan skor komunikasi terapeutik dalam penelitian ini tidak mendukung adanya hubungan antara skor harga diri dan skor komunikasi terapeutik. Hasil ini disebabkan komunikasi terapeutik tidak hanya ditentukan oleh faktor internal, namun juga faktor eksternal serta perbedaan jenis tindakan keperawatan yang memiliki kesulitan yang berbeda dan perbedaan ruang rawat inap. Kesimpulan: Tidak ada hubungan antara harga diri dan komunikasi terapeutik.Kata Kunci: harga diri, komunikasi terapeutik, mahasiswa profesi keperawatan, pasienCORRELATION BETWEEN SELF-ESTEEM AND THERAPEUTIC COMMUNICATION OF STUDENTS OF PROFESSIONAL NURSING PROGRAM, FACULTY OF MEDICINE, UNIVERSITAS GADJAH MADA WITH PATIENTS AT RSUP Dr. SARDJITO YOGYAKARTAABSTRACTObjective: Nursing clinical practice has high stressors that may affect student self-esteem. Therapeutic communication is a basic and important skill in preventing medical errors and providing optimum services to patients. This research aims to identify the correlation between self-esteem scores and therapeutic communication scores in students in Nursing Professional Program, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada. Methods: This research is quantitative correlational using cross-sectional design with the subjects of 60 professional students. Data were collected for 1 month. Self-esteem was measured by using State Self-Esteem Scale Questionnaire and therapeutic communication was measured using an observation checklist. The data were analyzed using Pearson Test. Results: 53.4% of respondents had low self-esteem or less than the average. 86.7% of respondents had poor therapeutic communication. The score of correlational test of self-esteem and therapeutic communication score indicated r=0.057 and p=0.664. Discussion: Some respondents had low self-esteem because they had just been three weeks in professional education so that they were in the process of adaptation and the process of developing self-esteem. Low therapeutic communication scores on the majority of respondents were caused by respondents focus on nursing procedures in order to avoid errors. The results of the correlation between self-esteem scores and therapeutic communication scores in this research did not support the correlation between self-esteem scores and therapeutic communication scores. This was because therapeutic communication is not only determined by internal factors, but also external factors and differences in types of nursing actions which have different difficulties and different inpatient rooms. Conclusion: There is no correlation between self­esteem and therapeutic communication.Keywords: self-esteem, therapeutic communication, students of professional nursing program, patients

Background: E-learning method could develop student’s self-directed learning abilities, as its advantage. Self-directed learning (SDL) becomes essential in education since it encourages student to learning, skill development, and professional practice. Educators need to combine current learning process with information technology and e-learning to promote student readiness for SDL abilities.Objective: To describe self-directed learning readiness (SDLR) for nursing students during e-learning implementation in clinical rotation nurse professional program.Method: This was a descriptive-quantitative study with a cross-sectional design conducted at PSIK FK-KMK UGM. Total sampling was applied and included 102 respondents. They were nurse professional program students who were taking basic nursing practice and nursing management courses from August to December 2018. Self-Directed Learning Readiness Scale (SDLRS) was used as data collection instrument which consisted of 40 items. Data was analysed using univariate approach.Result: There were 60,8% of Nurse Professional Program students who took e-learning courses had high SDLR scores (Mean=152,75; SD=13,362; Min=121; Max=195). The average SDLR scores in each subscale were reaching 3,61 on self-management, 3,98 on the desire to learn, and 3,86 on self-control.Conclusion: The SDLR level of nurse professional program students who took basic nursing practice and nursing management courses showed high results in the implementation of e-learning. ABSTRAKLatar belakang: E-learning memiliki keunggulan dalam mengembangkan kemampuan belajar mandiri siswa (self-directed learning). Self-directed learning (SDL) penting dalam pendidikan karena memotivasi mahasiswa untuk belajar, mengembangkan keahlian, serta melatih profesionalitas. Pendidik perlu menggabungkan proses pembelajaran dengan teknologi informasi dan e-learning guna memfasilitasi kesiapan mahasiswa terhadap kemampuan SDL (self-directed learning readiness).Tujuan: Untuk mengetahui gambaran SDLR mahasiswa profesi ners.Metode: Penelitian ini merupakan penelitian descriptive-quantitative dengan rancangan cross sectional yang dilakukan di PSIK FK-KMK UGM. Pengambilan responden secara total sampling, responden sebanyak 102 mahasiswa profesi ners stase praktik keperawatan dasar dan manajemen keperawatan pada periode Agustus-Desember 2018. Instrumen yang digunakan adalah Self-Directed Learning Readiness Scale (SDLRS) yang terdiri atas 40 pertanyaan. Data penelitian dianalisis menggunakan analisis univariat.Hasil: Sebanyak 60,8% mahasiswa profesi ners pada pembelajaran e-learning ini memiliki nilai SDLR yang cenderung tinggi (Mean=152,75; SD=13,362; Min=121; Max=195). Rata-rata skala SDLR pada tiap sub-skala adalah 3,61 pada manajemen diri, 3,98 pada keinginan untuk belajar, dan 3,86 untuk kontrol diri.Simpulan: Tingkat SDL mahasiswa profesi ners menunjukkan kecenderungan tinggi pada pembelajaran e-learning.

<span>National nurse competency examination (UKNI) aims to measure standards of nurses approved with Nurse’s Register License. This examination could induce anxieties that affect students’ readiness, performance and graduation. The objective of this study was to describe coping strategy in dealing with national nurse competency examination and its related factors which are anxiety and perception. A descriptive study was performed on 80 nursing students at clinical rotation nursing program who enrolled in March 2017’s nurse competency examination. German Test Anxiety Inventory (TAI-G), Perception Questionnaire and Coping Strategy Indicators (CSI) were used to measure exam anxiety, student’s perception and coping strategy respectively. The results show that regarding to students’ perception, 37 students (46,3%) demonstrated good perception and the rest (58,7%) showed poor perception. Forty two students (52.5%) experienced low anxiety and the rest (47.5%) experienced high anxiety. In regards to coping strategy in dealing with competence examination, 44 students were in good category (55%), while 36 students (45%) were in poor category. This study implies that information about the national nurse competence examination should be provided as earlier as possible, so that students could make adequate preparation.</span>