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  1. Rusnani Ab Latif
    MyJurnal
    Introduction: Birth weight is the single most important factor which determines infant morbidity and
    mortality. Birth weight of the newborn is believed to be influenced by several factors. Therefore, it is
    important to understand the possible factors that influence birth weight.

    Methodology: The respondents were 230 postnatal mothers who participated in this study. A selfadministered
    questionnaire was used for interviewing the postnatal mothers. One Way Analysis of
    Variance (ANOVA), Chi-square tests and the independent t-test were used. Statistically significant data
    were those that had a p- value < 0.05.

    Results: The mean birth weight was 3080.02±400.61g. The incidence of low birth weight (LBW) was
    12.6%. By using One-Way ANOVAtest, the factors that were found to be significantly associated with birth
    weight (p
  2. Rusnani Ab Latif
    MyJurnal
    Introduction: The effectiveness of teaching and learning process is highly dependent on the methods and
    strategies of teaching and learning practices. As a result, nurse educator must choose and use the suitable
    method to help the nursing students to achieve the learning objective.

    Methodology: There were 218 respondents. This study consisted of two-group quasi experimental study
    with pre- and post-test design. The experimental and control groups received education using concept
    mapping and lecture method respectively. The data was analyzed using inferential and descriptive statistic.

    Results: In the pre-test, students were taught using concept mapping. These students had achievement
    mean scores of 11.23, SD=2.59 and post–test was 13.19, SD=1.71 with mean gain scores of 1.96. Students
    who were taught using lecture method had an achievement mean scores of 10.71, SD=2.23 in the pre-test
    and post-test was 12.60, SD=1.64 with mean gain scores of 1.89. The results showed an increase in grade
    achievement, the percentage pass for the experimental group increased from 95.4% in pre-test to 100% in
    the post-test. The percentage pass for control group had increased from 93.57% in pre-test increased to
    99.08% in the post-test.

    Conclusion: Student-centered learning is a teaching method that is active and can change passive to active
    learning. Findings from several reviewed studies suggest that using concept mapping can improve
    academic performance in nursing education and is a valuable teaching strategy.
  3. Rusnani Ab Latif
    MyJurnal
    Psychological well-being is relatively complex notions with a variety of components that may contribute to it. Individuals differ in their overall levels of psychological health and well-being. Mother with low birth weight (LBW) babies required hospitalization especially in the Neonatal Intensive Care Unit (NICU) more exposed to the experience of anxious symptoms. Therefore, it would become a stressful event that might cause psychological distress or even emotional crisis in mother's when their infants were LBW especially premature. Health promotion is very important to prevent this problem. Health promotion efforts aimed at improving infant health status must do so by improving women's health. Improving women's health before, during, and after pregnancy is the key to reduce the human and economic costs associated with infant mortality and morbidity. To improve both women's and infants' health, efforts should include an emphasis on preventive health care services, family-oriented work site options, changes in social norms, and individual behavior modification. Therefore, it is important for health care professionals in NICU to be able to assess the factors associated psychological well-being of mother's with LBWinfant.
  4. Rusnani Ab Latif, Mohd Zarawi Mat Nor
    MyJurnal
    INTRODUCTION: Stress is a particularly important issue in education because it has the potential to decline learning and performance. However, little empirical evidence about the influence of stress in nurse students’ clinical practices.
    Methods: There are 346 totals of respondents for this study. Perceived Stress Scale (PSS), which have six domains of stressors and Brief COPE inventory, consisted of 28 items which measure 14 different coping styles was used. By using Likert scale in order to measure the degree of stress for each stressor. Higher mean score indicates higher degree of stress.
    Results: In this study, stress from clinical assignments and workload was the most stressful having by nursing students (Mean = 3.19, SD = 1.09). Among the 14 types of coping strategies, religion was the most frequently used, religion (Mean = 3.30, SD = 0.71).
    Conclusion: The results provided valuable information for nurse educators, clinical educators and clinical staff in identifying students’ needs, facilitating their learning in the clinical setting and developing effective interventions to reduce the stress. Therefore it is important, especially nursing students can handle the pressure because it will affect the level of achievement in academic and thereby affecting student skills in the field of clinical nursing. And this affects the care of patients.
  5. Rusnani Ab Latif, Rasidah Mohamed, Akehsan Dahlan, Mohd Zarawi Mat Nor
    MyJurnal
    In today’s challenging and highly complex health care settings nurses must be able to think critically.
    With the current traditional and rote methods of learning, the critical thinking skills among the
    students are seen to diminish. As nurse educators must find a different method in their teaching on
    how to encourage students to engage in analytical thinking and how to make the analytical thinking
    process part of their daily practice due to increase safety of the patients. This will give challenge for
    the nurse educators to reshape education by adopting instructional strategies to equip students with
    foundational knowledge in critical thinking, creative problem solving and collaboration. Through
    concept mapping, students should be able to transfer applied didactic objectives from the classroom
    to the clinical practice, where critical thinking and problem solving skills are needed for success. It also
    provide nurse educators with the ability to help students learn how to organise data, prioritise patient
    needs and can relate patient medical illness and nursing intervention.
  6. Rusnani Ab Latif, Rasidah Mohamed, Akehsan Dahlan, Mohd Zarawi Mat Nor
    MyJurnal
    The Delphi technique is a widely used and accepted method for gathering data from participantswithin domain of expertise. The objective of this study is to discuss the process of the three roundsDelphi technique in seeking a consensus of concept mapping structure and Multiple Choice Questions(MCQ) in Diabetic Mellitus subject. In the first, round, participants were given a structuredquestionnaire regarding item of concept mapping structure and MCQ in Diabetic Mellitus subject.The second were added mean and median value of round one. In the third round were add meanand median value of round two were added. Participants were asked to rate the categorised responsesfrom Round 1 on a scale of 1 to 5, with 1 being “Very irrelevant” and 5 being “Very relevant”. Thistechnique does not require participants to meet face-to-face, thereby making it useful to conductsurveys with qualified people over a wide geographic area. The feedback process allows and encouragesthe selected Delphi participants to reassess their initial judgements about the information providedin previous iterations. Data is then analysed to check for consistency of experts’ responses betweenrounds. Instrument developed from the Delphi technique research findings is also examined forvalidation from experts in educational medical health sciences on content and constructs validity.Analysis on the consensus of data from experts was based on median, inter quartile range and quartiledeviation on Round 1, 2 and 3 data. Therefore, the Delphi technique is an appropriate method foridentifying significant issues related with academic.
  7. Rusnani Ab Latif, Akehsan Dahlan, Zamzaliza Abdul Mulud, Mohd Zarawi Mat Nor
    MyJurnal
    Introduction: In Malaysian nursing education, concept mapping is not widely practiced among nurse
    educators and students. Therefore, the researcher aims to develop and evaluate the impact of the
    Rusnani Concept Mapping (RCM) protocol on academic achievement and clinical practices among
    diploma nursing students. RCM is one of the teaching learning methods that specifies guidelines for
    nurse educators to harmonise classroom and clinical setting methods. Method: RCM is a concept
    mapping protocol guideline developed by the researcher and is validated with content and face validity
    and the Delphi technique. The study design is quasi-experimental with two groups. The experimental
    and control groups received education using RCM and the lecture method, respectively. Data were
    analysed using descriptive and inferential statistics using paired t-tests. P values less than 0.05 were
    interpreted as significant. Results: In the pre-test, the students taught using RCM had a mean
    achievement score of 11.23 with and SD = 2.59, while at post-test, the mean achievement score was
    13.19 with and SD = 1.71 and a mean gain score of 1.96. In contrast, students taught using lecture
    method had a mean achievement score of 10.71 and SD = 2.23 in the pre-test and a mean score of
    12.60, SD = 1.64 in post-test achievement with a mean gain score of 1.89. The post-test scores of the
    experimental and control group were significantly different (t = 2.53, p < 0.05). The mean concept
    mapping care plan score was 59.33 and 65.23, respectively, for the control group and experimental
    group. The paired t-test revealed that there was a significant difference between experimental and
    control groups, p value < 0.05. The result of students’ perceptions regarding concept mapping in the
    experimental group showed as positive moderate with a mean score of 3.44. Conclusion: This study
    provides additional evidence that RCM is instructionally valuable as a learning method and is an active
    learning strategy for meaningful learning and motivating superior achievement in students.
  8. Rusnani Ab Latif, Dahlan, Akehsan, Zamzaliza Ab Mulud, Mohd Zarawi Mat Nor
    MyJurnal
    The Delphi technique is a widely used and accepted method to obtain consensus among the
    experts. This technique uses a judgement to prove the accuracy of the content item when evaluating
    instrument. The objective of this study is to discuss the process of the three rounds Delphi technique
    to obtain consensus of concept mapping care plan and multiple choice questions (MCQ) in Diabetic
    Mellitus subject. In the first round, participants were given a structured questionnaire regarding item
    of concept mapping care plan and MCQ in Diabetic Mellitus subject. In the second round, the mean
    and median values of round one were added. In the third round, the mean and median values of round
    two were added. Participants were asked to rate the categorised responses from Round 1 on a scale of
    1 to 5, with 1 being “Very Irrelevant” and 5 being “Very Relevant”. This technique does not require
    that participants be collocated or meet face-to-face, thereby making it useful to conduct surveys
    with qualified people over a wide geographic area. The feedback process allows and encourages the
    selected Delphi participants to reassess their initial judgements about the information provided in
    previous iterations. The analysis of consensus data of the experts was done based on median, inter
    quartile range and quartile deviation on round one, two and three data. The median score was used to
    analyse the level of consensus of experts and result shows that in all three rounds Delphi the medium
    result more than 4. It reported that level of importance of the statements were high. As a conclusion,
    the concept mapping care plan and MCQ have meets the consensus by using three rounds of Delphi
    techniques. Therefore, the Delphi technique is the best method to obtain consensus in health care
    education research.
  9. Rusnani Ab Latif, Dahlan, Akehsan, Zamzaliza Ab Mulud, Mohd Zarawi Mat Nor
    MyJurnal
    Introduction: Concept mapping is an innovative teaching learning strategy for students who have
    the ability to develop concept maps. A planned and well-developed concept mapping protocol is
    needed, so that nursing educators have a teaching guideline, enabling them to improve their teaching
    techniques through concept mapping. Therefore, the researcher seeks to develop and validate the
    impact of the Rusnani Concept Mapping (RCM) protocol guideline for application among nursing
    students. Objectives: To develop, validate, and test the reliability of the RCM protocol guideline.
    Methods: The development of RCM based on Mohd Afifi Learning model (MoAFF), ADDIE model
    and integrating with Kemp model. This model protocol has five phases: analysis, design, development,
    implementation and evaluation. The validity of the protocol was determined based on content and
    face validity and the Delphi technique. The content validity of this lesson plan was established through
    expert review, involving seven expert panels. Results: After obtaining feedback from the expert panel,
    the researcher analysed content validity, using a formula based on percentages. This formula suggested
    that good content validity is indicated by a percentage of content validity achievement greater than
    70%, whereas if the percentage of content validity is below 70%, it is advisable to recheck the content,
    according to the study objective. Conclusion: The reliability of the protocol was 0.816, showing that
    the RCM protocol has high reliability and validity. RCM is thus a positive and innovative teaching
    method that could be helpful in improving the academic performance of nursing students.
  10. Rusnani Ab Latif, Akehsan Dahlan, Zamzaliza Abdul Mulud, Mohd Zarawi Mat Nor
    MyJurnal
    Excellence in academic and practical skills is the main goal of most nursing educators. It is a tool to measure the level of success of the nurse educators. Concept mapping care plan is related to the expectation that today's nursing students must master a constantly expanding body of knowledge and apply complex skills in rapidly changing environment. Concept mapping care plan was developed by researcher and validated by ten expert panels using three rounds of Delphi technique. It was used to evaluate academic performance of nursing students at clinical practice. Concept mapping care plan is a good assessment tool to nursing educators to prepare nursing students for better critical thinking and expected to function effectively after graduation. The goal of concept mapping care plan as a teaching strategy during the clinical practices, help the students to integrate the knowledge from theory and implementing this knowledge in the clinical setting. Researcher believes that concept mapping care plan can be as a replacement of nursing process that have been practiced before in the clinical setting. In addition, through concept mapping care plan provides an opportunity for students to broaden their knowledge and become more creative.
  11. Rusnani Ab Latif, Akehsan Hj. Dahlan, Zamzaliza Ab Mulud, Mohd Zarawi Mat Nor
    MyJurnal
    Introduction: The teacher centered approach is a teaching and learning strategy has been practiced
    traditionally for long in the classroom. Through this strategy the teacher plays an important role, while the
    students only act as spectators, the interaction between students and teachers is only one way. In this study, the
    concept mapping notes was added in teaching and learning methods during classroom teaching. Concept
    mapping is one method of teaching that encourages students to becomes independent learner, critical thinking
    and competent in their work.

    Methodology: This study was carried out in Kolej Kejururawatan Kubang Kerian (Kelantan), and Kolej
    Kejururawatan Pulau Pinang. The respondents were selected using simple random sampling. There were 109
    respondents. The respondents were given 40 minutes to develop the concept mapping notes.

    Results: The activity of the students in the teaching is certainly a positive sign towards achieving their
    learning. The example of variety concept maps construct done by the students are highly creative and
    innovative.

    Conclusion: Students should take responsibility for their own learning. However, that is a role of a educator
    to choose the best teaching method to makes the learning become meaningful and effective toward the student
    cognitive structure that will help them to understand the topic those were taught.
  12. Rusnani Ab Latif, Akehsan Dahlan, Zamzaliza Ab Mulud, Mohd Zarawi Mat Nor
    MyJurnal
    The major component in nursing education is attachmnet at clinical practices to give the students experience,
    responsibility and understanding in care of the patient. Nurse educators and the clinical nurse instructors are
    responsible for coordinating the education of nursing students in clinical area. Currently practice using nursing
    processes is more familiar to compare than concept mapping care plan among the nurses and nursing students.
    Nursing care plan or nursing process has been utilized at the clinical setting to assess the actual and potential
    health problems of the patients. However, the format of nursing care plans makes challenging to the students,
    especially for new students in semester one to gather the information based on patients problems. In addition,
    this nursing process evaluation is one of examination tools for them in running assessments. Therefore, the
    development of concept mapping care plan at clinical practices was used to evalaute the students academic
    achievement in clinical pratices. Concept mapping care plan was found to enhance the knowledge and
    understanding of the nursing students and also improving the quality of clinical education. Nursing students
    who have good skills will perform certain procedures better than students having fewer skills. This affects the
    quality of work in the future as either a higher quality or of poor quality.
  13. Rusnani Ab Latif, Fairani Yusof, Tan, Yok Mui, Nor Suraizai Ibrahim
    MyJurnal
    Introduction: Students learn in many ways. Some students are visual learners, while others are auditory or kinesthetic learners. The purpose of the study is to identify the learning style of the students and factors that influence their learning styles. Methods: This is a descriptive study with cross-sectional design. Convenient sampling was used. In this study, a total of 51 nursing students were involved. A set of questionnaires using VARK (Visual; Auditory; Read/Write; Kinesthetic) inventory was used. Descriptive statistics and Chi-square test were use. Results: The learning styles of the respondents were mostly kinesthetic learning style and auditory learning styles which is 14(27.5%) for both, ten respondent had combinations of various styles, seven respondents had read write learning style and six respondent had visual learning style which is 13.7% and 11.8% respectively. Chi-square test shows that there was significant difference between learning style and respondents' demographic factors of previous school and number of siblings, where p-value 0.05). Conclusion: In order to achieve the goal of student learning it is important to use a combination of teaching methods and to make the classroom environment as stimulating and interactive as possible
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