caring behavior
teaching-learning strategies
nursing students

How to Cite

Anna, A., Nuraeni, A., & Praptiwi, A. (2018). A VARIETY OF TEACHING-LEARNING STRATEGIES TO IMPROVE THE CARING BEHAVIOR OF NURSING STUDENTS. Belitung Nursing Journal, 4(6), 545–551. https://doi.org/10.33546/bnj.568
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Background: Caring is the essence of nursing that is believed vital in improving the health and well-being of patients and in facilitating health promotion. Nursing education has a fundamental role in shaping a positive student’s caring behavior.

Objective: This study identified the caring behavior of the final-year nursing students after completing a critical care nursing course unit by implementing assorted teaching-learning strategies.

Methods: This study was a descriptive research using a comparative design. Samples were recruited from a group of 152 final-year students using a random sampling technique (n=76). Data were collected using a valid and reliable Indonesian caring instrument consisting of 32 items based on Watson’s ten carative factors. Data were analyzed using descriptive statistics by calculating mean scores of students’ caring behavior. A paired t test was performed to evaluate the difference between caring behavior before and after completion of the course unit involving a diverse teaching learning strategy, such as face-to-face lectures in the class, quizzes and practicums, facilitated small group case-based discussions, and expert reviews.

Results: Results showed that more than half of the students had negative caring behavior before (59.22%) and after (54.55%) participating in learning process. There was also a barely statistical insignificance in the change of caring behavior following the course unit that involved various learning strategies (p value = 0.276). Further analyses of the 10 carative factors revealed that there was a significant change in transpersonal teaching-learning, provision for a supportive, protective, and/or corrective mental, physical, sociocultural, and spiritual environment, and spiritual environment and existential-phenomenological spiritual forces (improved, p value <0.05).

Conclusions: Student-centered learning is a good approach to enhance the students’ critical thinking skills. However, in implementing the approach, there is a need to reevaluate appropriate method so as to simultaneously develop students’ critical thinking skills, caring behavior, and empathy.


Supporting Agencies

Faculty of Nursing, Universitas Padjadjaran, Bandung, Indonesia


Copyright (c) 2018 Anastasia Anna, Aan Nuraeni, Atlastieka Praptiwi

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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