Indonesian Nursing Educators' Experiences with Developing Student-Centered Learning Methods.
Vigdis Abrahamsen Grøndahl, Kirsti Lauvli Andersen, Ann Karin Helgesen, Asniar Asniar, Randi Martinsen, Riza Septiani, Dharina Baharuddin, Signe Rasch Woersaa, Anna Willman, Liv Berit Olsen
Author Information
Vigdis Abrahamsen Grøndahl: Faculty of Health, Welfare and Organisation, Østfold University College, P.O. Box 700, 1757 Halden, Norway. ORCID
Kirsti Lauvli Andersen: Faculty of Health, Welfare and Organisation, Østfold University College, P.O. Box 700, 1757 Halden, Norway. ORCID
Ann Karin Helgesen: Faculty of Health, Welfare and Organisation, Østfold University College, P.O. Box 700, 1757 Halden, Norway. ORCID
Asniar Asniar: Faculty of Nursing, University of Syiah Kuala, JL. Teuku Nyak Arief No. 441, Kopelma Darussalam, Kec. Syiah Kuala, Kota Banda Aceh, Aceh 23111, Indonesia. ORCID
Randi Martinsen: Department of Health and Nursing Sciences, Faculty of Social and Health Sciences, University of Inland Norway, P.O. Box 400, 2418 Elverum, Norway.
Riza Septiani: Department of Public Health, Faculty of Public Health, Universitas Muhammadiyah Aceh, Banda Aceh 23245, Indonesia. ORCID
Dharina Baharuddin: Department of Public Health, Faculty of Public Health, Universitas Muhammadiyah Aceh, Banda Aceh 23245, Indonesia. ORCID
Signe Rasch Woersaa: Nursing, Institute for Health Sciences, University College South Denmark, Degnevej 16, 6705 Esbjerg Ø, Denmark.
Anna Willman: Department of Health Sciences, Faculty of Health, Science, and Technology, Karlstad University, Universitetsgatan 2, 65188 Karlstad, Sweden.
Liv Berit Olsen: Faculty of Health, Welfare and Organisation, Østfold University College, P.O. Box 700, 1757 Halden, Norway. ORCID
: There is a rising global demand to educate independent and reflective nurses capable of addressing the evolving needs of healthcare systems and diverse populations. The Indonesian Nursing Act solidifies the professional status of nurses, although challenges persist including discrepancies between practice and educational standards. There is a need to increase the competence of Indonesian nurse educators and their ability to facilitate learning that can strengthen the nursing programs' quality and improve the nurses' ability to address various health issues in the population. The aim of the study was to describe the nurse educators' experiences with developing student-active methods in nursing education in Indonesia. : This study is part of an Erasmus+ project: Capacity Building in Nursing Education in Indonesia (CABNEI). A three-year educational program for nursing educators in Indonesia was developed. The current study used a qualitative, descriptive design with a questionnaire containing four open-ended questions focusing on the educators' experiences with developing student-active methods and conditions affecting this process. Data were collected between January and November 2022 and analyzed using qualitative content analysis. : A total of 32 educators from two universities and two nursing schools in Indonesia participated. The analysis revealed the theme "A change of pedagogical approaches to nursing students' learning" with three categories: "Setting the stage for pedagogical development in the nursing education", "From correction to reflection", and "Factors affecting the educators' learning process". : The nursing educators' experiences with developing student-active methods in Indonesia were positive. They reported incorporating additional pedagogical tools into their teaching methods and nursing programs. Management is vital in facilitating active-learning strategies. It is important to foster collaborative opportunities for educators and enhance their pedagogical skills to meet the healthcare system's evolving needs and society's demands for sustainable nursing expertise.
