BACKGROUND AND OBJECTIVES

Natural disasters occur frequently in Indonesia, so the community must understand the impact of these disasters. Nurses, on the other hand, can perform trauma prevention care and carry out interventions in areas prone to natural disasters. The concept of trauma prevention care is not new in nursing. However, it needs to be analyzed further because there are still unclear definitions and inconsistencies in its implementation.

This study aims to describe the concept of trauma prevention care using the Walker & Avant analysis method.

The Walker and Avant concept analysis method was used which consists of eight systematic steps. Information sources include electronic databases such as ScienceDirect, PubMed, EBSCO, and SAGE, for articles published from January 2006 to June 2024. Embase was searched for the terms "trauma prevention," AND "trauma prevention care," AND "trauma prevention natural disasters."

The literature search identified 80 articles in the fields of medicine, nursing, sociology, and psychology. After analysis, 13 articles were selected for this study. Data extraction and analysis adhered to the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines. Trauma prevention care is defined as 1) knowledge, 2) recognition, 3) caring, 4) respect, and 5) communication. The idea of antecedents includes trauma, education, and skills, while consequences comprise assessment, safety, resources, psychological stress, unidentified trauma, and limitations of nurses.

Understanding the attributes of trauma prevention care, along with its antecedents and consequences, can facilitate development in nursing practice. This concept of trauma prevention care can be used to conduct trauma assessment and prevention in natural disaster-prone areas to minimize the impact that will occur.

Introduction: Personal preventive behaviors was cited as effective strategy to prevent the SARS-CoV-2 transmissions. When vaccine become available, preventive behavior must still be implemented to significantly decreased the COVID-19 infection risk in the emergence of novel SARS-CoV-2 variants of concern with immune escape phenotype. The Health Belief Model (HBM) is the most widely recognized behaviour theory, but its capacity to predict the preventive behaviours have been inconsistent. This study aimed to assess predictors adherence to COVID-19 preventive behaviour among nursing students based on HBM during the second wave of COVID-19 in Indonesia. Methods: An online cross-sectional study was conducted from May to September 2021. Undergraduate nursing students (n=1,413) from 10 universities in Indonesia was recruited using consecutive sampling. Online self-administered questionnaire was used to collect the data. Binary logistic regression was employed to analyse the association between sociodemographic and HBM construct with adherence to preventive behaviors. Results: Most of the students (n=804; 56.9 %) had poor adherence to COVID-19 preventive behaviors, and poor physical distancing identified as the most dominant non-adherence type (n=774; 54.8 %). First year students (AOR=1.313; 95%CI: 1.020-1.690), low perceived susceptibility (AOR=1.530; 95%CI: 1.193-1.962), low perceived severity (AOR= 1.756; 95%CI: 1.337- 2.307), low perceived effectiveness (AOR=1.910; 95%CI: 1.315-2.777), and low self-efficacy (AOR=4.795; 95%CI: 3.566-6.447) significantly associated with poor adherence (p<0.05). Nagelkerke R square value was 0.313 suggesting that the whole model explained 31.3% of variance in adherence. Conclusion: Intervention that targeting health belief model could be useful to increased adherence level to COVID-19 preventive measures among nursing students.

Introduction: The COVID-19 pandemic has limited social activities in public spaces because transmission originates from physical contact. The impact of activity limitations affects the nursing profession’s practice learning system. The blended learning model is used to achieve the learning process. This study aimed to identify the effect of blended learning on knowledge of competency tests for nursing students at the mental health nursing station. Methods: The study used a quantitative study approach with a quasi-experiment design. The number of respondents based on the calculation of the total sampling amounted to 77 people. It used research data collection with the pre and post-test procedures, which arranged the questions based on the style of competency tests. The data analysis used a parametric Paired T-test. Results: The results showed an effect of blended learning on knowledge of competency test questions for nursing students at the mental health nursing station with a p-value < 0.05. There is an increase in the average knowledge of nursing students before and after the blended learning process. Conclusion: This study provides recommendations for approaches related to methods and evaluation in blended learning in each subject taught at the professional stage.