1 

 

JNK 

 

JURNAL NERS DAN KEBIDANAN 

(JOURNAL OF NERS AND MIDWIFERY) 

http://jnk.phb.ac.id/index.php/jnk 

 

  

Student Perceptions of Skills Training Program as a Mean of Preparation 

for Nurse Profession Program  
 

 

Erma Wahyu Mashfufa1, Lilis Setyowati2 
1,2Nursing Department, Faculty of Health Science, University of Muhammadiyah Malang, Indonesia 

 

Article Information  Abstract 

  The nursing profession must be pursued through higher education. Practice vehicles, 

such as hospitals require students to pass a skills test before they can practice. The 

Nursing Study Program, FIKES UMM, has implemented a matriculation program 

for students who will join the Nursing Profession. This activity has been carried out 

for a long time and has undergone several method changes to produce more 

effective outputs. However, there has never been an evaluation of how successful 

and valuable this program is for students. This type of research is a descriptive study 

because the researcher only observed Student' Perceptions Skills Training Programs 

in Preparing to Participate in Nursing Professional Education. The population in this 

study were all students of professional practice Nurses wave 20, a total of 50 

respondents were taken by total sampling technique. The Dundee Ready Education 

Environment Measure (DREEM) questionnaire is appropriate for measuring the 

learning environment. Data analysis was carried out descriptively with percentages, 

tables, mean, and standard deviation. The result has shown that a score the DREEM 

questionnaire  200 value indicates that there is a positive perception of the 

matriculation learning environment that has been carried out in preparation for 

entering professional practice, including the expertise of the 

teacher/facilitator. Students' perceptions of the matriculation program for the 

preparation of professional education are positive. On the other hand, to improve 

student skills to be more optimal, it is necessary to enhance the skills of facilitators 

and more supportive facilities and infrastructure. 

 

History Article:  

Received, 15/10/2021  

Accepted, 09/12/2021  

Published, 15/04/2022  

  

Keywords:  

skills training program, 

nurse profession 

program 

 

  

 

© 2022 Journal of Ners and Midwifery 
 

Correspondence Address: 

University of Muhammadiyah Malang – East Java, Indonesia P-ISSN : 2355-052X 

Email : erma@umm.ac.id  E-ISSN : 2548-3811 

DOI: 10.26699/jnk.v9i1.ART.p001-004  

This is an Open Access article under the CC BY-SA license (http://creativecommons.org/licenses/by-sa/4.0/) 

 

http://jnk.phb.ac.id/index.php/jnk
erma@umm.ac.id
https://doi.org/10.26699/jnk.v9i1.ART.p001-004


 
 
 
 
2 Jurnal Ners dan Kebidanan, Volume 8, Issue 1, April 2022, page 1-4 

INTRODUCTION  

Health care requires resources in the health 

sector: health workers (Health Law No. 36, 2009). 

Efforts to provide health services will be 

reasonable when the health workers have quality 

and are professional. One of the health workers 

required to be professional in carrying out their 

duties is a nurse (Constantia, Arneliwati, & 

Utomo, 2017). The nursing profession must be 

pursued through higher education, namely by 

attending Vocational education (D3 Nursing) and 

the Nursing profession program. The nursing 

professional education curriculum has been set by 

AIPNI (Indonesian Nurses Education 

Association). The compiled curriculum focuses 

more on the student-centered learning process and 

is oriented to graduates' competencies. The 

curriculum compiled is a competency-based 

curriculum, with the hope of producing nurses 

who know (cognitive), attitudes (psychomotor), 

and professional skills (Aini & Mashfufah, 2018). 

Regulations in AIPNI (Association of Indonesian 

Nurses Professional Education Institutions) 

require that students must have attended pre-

clinical practice and passed a skill or skill test 

(AINEC/AIPNI, 2021). The Nursing Profession 

Study Program (FIKES UMM) has implemented 

the Nursing Profession matriculation program to 

prepare students to enter the profession. This 

program has been implemented for a long time. It 

has undergone several changes in learning 

methods to improve the quality of students facing 

practical vehicles.  

Student matriculation activities are taught 

knowledge and laboratory skills carried out for 

four weeks. At the end of the activity, a skill test 

will determine the students' abilities. The nursing 

study program conducting matriculation activities 

is that there are also nursing students who are non-

alumni, and their graduation year from the nursing 

undergraduate program is not the same. Some 

have just graduated, but some have graduated one 

year earlier. So that matriculation activities are 

needed to equalize perceptions and review their 

knowledge and skills (Mohamed & Fashafsheh, 

2019). 

Solvik & Struksnes (2018) nursing students 

have different backgrounds. Provision of 

preparation before they practice includes the 

knowledge and skills needed to improve their 

abilities when practicing in special health services. 

On the other hand, providing practice skills to 

students can improve student skills when caring 

for patients. In his research, students were divided 

into small groups consisting of 10-12 students. So 

far, the implementation of the matriculation 

program also divides students into small groups 

(10-12 students), and there is assistance from the 

lecturer. However, students' perceptions of the 

effectiveness of this program have never been 

evaluated. 

 

METHOD  

This type of research is a descriptive study 

with a cross-sectional design because the research 

only conducted observations at the end of the 

nursing profession matriculation activity. The 

research was conducted at FIKES UMM in 

August 2020. 

The population in this study were all students 

of professional practice Nurses wave 20, and 

several 52 respondents were taken by total 

sampling technique.  

The variable in this study is the perception of 

student nurses. The instrument used is the Dundee 

Ready Education Environment Measure 

(DREEM) questionnaire, an appropriate tool for 

measuring student perceptions of the learning 

process, lecturers' perceptions of academic 

achievement, and perceptions of the learning 

atmosphere (academic atmosphere) and 

perceptions of the environment  (Tejoyuwono, 

Armyanti, & Nugraha, 2015).  

The DREEM questionnaire consists of 50 

questions containing student perceptions of the 

learning process-12 numbers (maximum score is 

48), perceptions of lecturers-11 numbers 

(maximum score 44), perceptions of academic 

achievement-7 numbers (maximum score 28), 

perceptions of the learning atmosphere (academic 

atmosphere) -12 numbers (maximum value 48) 

and perceptions of the social environment-8 

numbers (maximum value 32). The assessment 

was carried out using a Linker scale, ranging from 

agreeing to disagree strongly. A score of 0 was 

given to disagree strongly, and a score of 4 to 

agree. According to students ' perceptions, the 

maximum score for this questionnaire is 200, 

which indicates an ideal learning environment.  

The results of the total DREEM scores are 

interpreted as follows: 0-50 (very poor), 51-100 

(plentiful of problems), 101-150 (more positive 

than negative), and 151-200 (excellent) 

(Tejoyuwono et al., 2015). Data analysis was done 



 
 
 
 

Mashfufa, Setyowati, Student Perceptions of Skills Training Program … 3 

 

 

descriptively with percentages, tables, mean, and 

standard deviation. In addition, the data will also 

be displayed in a graph based on each indicator, 

namely: student perceptions about the learning 

process, teachers/facilitators, social and social 

environmental conditions. 

  

RESULT  

The number of respondents involved in this 

study was 50 students distributed based on male 

sex as many as 14 people and 36 women. Based 

on the age distribution, most of them were 22 

years old. The results of the measurement of the 

DREEM questionnaire that 50 respondents have 

filled out, the total results obtained are 135.32/200 

(0-50 (very poor), 51-100 (plenty of problems), 

101-150 (more positive than negative), and 151 

The -200 (excellent) value indicates that there is a 

positive perception of the matriculation learning 

environment that has been carried out in 

preparation for entering professional practice, 

including the expertise of the teacher/facilitator, in 

this case, the departmental lecturer, perception of 

self-ability, and a conducive learning environment 

(Vural Doğru & Zengin Aydın, 2020). Most of the 

respondents chose answers in numbers 4 and 3 

(strongly agree and agree), which means that the 

implementation of matriculation learning that has 

been carried out by the FIKES UMM nursing 

professional study program is adequate, only 

needs to increase the expertise of 

teachers/facilitators, facilities and infrastructure. 

The distribution of each parameter will be 

presented in table 1. 

 

Table 1: DREEM Parameter Parameters  

Parameters (Maximum Value) Average Value Interpretation 

Student perceptions of the  

learning process (48) 

35.08 The process is going well and needs to 

be improved continuously 

Student's perception of the  

teacher/facilitator (44) 

27.54 The teacher/facilitator has the 

appropriate expertise 

Student perception of  

achievement (32) 

24.36 Students actively participate in 

activities, only a few individuals still 

need intensive guidance 

Student perceptions of the  

learning environment (48) 

29.44 Facilities and infrastructure need to be 

improved to support activities 

Student perceptions of the  

social environment (28) 

18.9 The campus environment is quite 

supportive of the learning process 

Total DREEM Value = 200 135.32 Positive value learning 

Source: Primary Data 

 

DISCUSSION  

Many factors strongly influence the results of 

the research that have been obtained. The first is 

that the matriculation learning process that the 

study program has carried out continues to 

improve according to the results of evaluating the 

success and readiness of students to enter 

professional programs. The student-centered 

learning method is still considered the best by the 

study program so that students are more active in 

every learning activity that is carried out. 

The second factor is that the facilitators have 

been adjusted to their respective expertise. Eight 

experts are involved in the process, namely the 

essential nursing team, medical-surgical nursing, 

emergency nursing, maternity nursing, child 

nursing, psychiatric nursing, management nursing, 

and community nursing. Based on the results of 

the research, students' perceptions of the 

facilitators have provided good direction and 

learning during PBL (Problem Based Learning). 

PBL is supported by the experience of the 

facilitators/teachers participating in training to 

support expertise. In this case, the support for the 

learning environment, facilities, and infrastructure 

are adequate. 

 

CONCLUSION  

The perception of professional students about 

the matriculation program is positive. The 

implementation of matriculation learning held by 

the nursing profession program of FIKES UMM 

has been adequate. Only need to improve the 

expertise of the facilitator, facilities, and 



 
 
 
 
4 Jurnal Ners dan Kebidanan, Volume 8, Issue 1, April 2022, page 1-4 

infrastructure used when the matriculation 

program is implemented. 

 

SUGGESTION  

Further research is needed using measuring 

instruments that can directly observe matriculation 

activities carried out by the Nurse's study program. 

 

ACKNOWLEDGMENT 

The authors would like to thank to Dean of 

Faculty of Health Science, University of 

Muhammadiyah Malang and all the students who 

participated in this study. 

 

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