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Assalamualaikum wr wb.

Good Afternoon ladies and gentlemen, the honorable participant, in this occasion, let
me presenting the information about: The Role of AINEC in guiding its member to
improve the passing rate of Ners national competency examination

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The current situation of nursing education hasnt balanced with the Arrangement
of adequate clinical practice (such as hospital, clinic, public health care, nursing
home and society) which being used as educational place for student.

For the information that the amount of hospital in Indonesia are being increasing
and we already had as much as 1.979 (one thousand nine hundred seventy nine)
hospital, however it havent being an adequate educational place for students
(PERSI,2012)

Aside from that aspect, the quality and quantity of lecturer still minimal and
limited in terms of education level (master or specialist), facility and financial
(AIPNI, 2013).

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Considering several facts above, these condition have an impact to competency

examination result from graduates which is still lower than the national average value (or
as much as less than 50%). It was very concerned

Even though the average result of accreditation is quite good enough and there is an
improvement of the number of accreditation achievement, either in good or excellent
levels.

This two factors was influenced the uptake of graduates in term of

job opportunities which has not been satisfying for stakeholder.
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For solving that problems, several efforts was conducted by AINEC such as Together with
Indonesian National Nurse Association (PPNI):

1. Develop educational standards for Nurses which has been done since 2010 2013

2. Develop academic texts about the education system of nurses since 2010 2013

3. Develop Indonesian Nurse Competency Standards (D3, nurses, S2 / Sp1, S3 / SP2) since
2010-2013

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4. Develop the instruments of accreditation for nurses as quality assurance efforts in 2013

5. Actively involved in the formation of LAM PT Kes since 2010 s.d now as a member of
accreditation Board

6. Getting involved in the formation of LPUK since 2010 as a founder

7. Efforts to reform the profession learning model (preceptorship) in 2012 until now

8. Increasing the quantity and quality of lecturers until now

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9. Reconstruct the curriculum in 2010 by adjusting the formulation of national qualification

framework (KKNI) and generate new curriculum in 2015

10. Extending the networks with foreign institutions

11. Increasing the faculty research capabilities through training and research grants

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13. Acceleration of Ners program permit as the legal aspects of program implementation which
was completed in 2012

14. Coaching the member for accreditation

15. Arrangement of the role and function of AINEC regional administrators to empower and
improve the quality of institutions as well as the achievement of passing the national competency
test

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6. Understanding of the blue print as part of the mapping field of teaching, which should be
taught and included in the process of implementation of competency-based curriculum.

17. Training item development and item review that boost the ability of lecturers in teaching with
focus on the materials according to the competency-based curriculum.

18. Read the results of the tryout report cards of competency examination, as a basis direction for
development and improving the result of graduates.

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19. Programming how to read and analyze the forms of question items in the nursing competency
test to improve the understanding of the process of question item reading, especially how to read
the question items with the proper and efficient way to improve the student understanding about
the content or the competency of the question items.

20. The development of course subject groups specialization in order to unify the perception of
the material which need to be taught, including limits of achievement according to national
qualification framework (KKNI Level) and the impact of KKNI level on: preparation of teaching
materials, perception of competency, teaching equivalency across Indonesia, Increased capacity
of staff in the development of material test

21. The development of remedial process and implementation patterns of the two programs (5
and 6) which will be implemented on the following period.

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EFFORT TO STRENGTHENING THE ORGANIZATION

Organization
Arrangement of regionalization (number, structure, authority)
membership guidance
regional empowerment
Activities of RTA and RUA
offices guarding for license
 Public Relation
Website / SIM
Management of streaming video
Information products of the government, AIPNI, OP and other parties concerned

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REFORMING OF EDUCATION CURRICULUM AND POLICY

CURRICULUM
A review of the curriculum related to National qualification framework (KKNI)
Monitoring and supervision of implementation of curriculum (undergraduate and
professions)
The development of curriculum and its instrument
Curriculum development for master / specialist
EDUCATION POLICY
Unification efforts of academic-professional
Relations AIPNI-Collegium for curriculum development
Monitoring the implementation of the Nursing Act
Institutional Relations and hospital as clinical practices (financing of clinical
Practice)

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IMPROVING THE QUALITY ASSURANCE
ACCREDITATION
the enactment of Ners Accreditation form for academic and Ners program
The Role in the LAM-PT Kes
Coaching accreditation for Ners Program
assessor coordination
Financing mechanism when LAM PT-Kes has been established
Assessments by the institution of international accreditation
COMPETENCY TEST
Guidance for the preparation of the competency test
Controlling of question items
Monitoring of the certificate of competency test and STR
The arrangement of regionalization
Evaluation of the implementation of competency test based on curriculum
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IMPROVEMENT OF RESEARCH AND DEVELOPMENT
RESEARCH
Follow-up AINEC Research Award
fostering research
Research cooperation (financing and implementation)
DEVELOPMENT
Model of care
Learning model
Scientific journals
Nursing books
International Nursing Conference (INC)
Intellectual Property Rights (HAKI)

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EXPANDING THE COOPERATION
NATIONAL
Cooperation with the Directorate of Higher Education (Dikti)
finishing Ners program permit
Cooperation with Kopertis for coaching the member
Cooperation sponsorship: Medical Devices, publisher, product
health / beauty, travel
Cooperation with the hospital association to practice and user uptake
towards graduates
INTERNATIONAL
Faculty Development (KU bangkok, NCKU Taiwan, UTAS, QUT,
Bournville College, dll)on February, UTAS
Exchange staff & Student
Joint research
INC

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Efforts to improve the education quality assurance system in professional Ners done in 2 ways:
strengthening of the accreditation system to improve the quality of institutions and increase the
competency test system to improve the quality of graduates to be able to compete, wherever they
are.
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Framework: The quality assurance system of Professional Education (Ners) are start
from higher institution, professional organization, association of ners education
center. Those three part agreed and set about the standard of education and
 competence, standards and guidelines are used as a guidance. Therefore AIPNI,
aipviki and PPNI should be able to pay attention to the development of LAM PTKes
and LPUK of health workers

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The Implementation of Ners Program Accreditation including:

The instrument adjustment of integrated academic-professional accreditation

AIPNI is the founder of LAM PTKes along with PPNI and IBI and the AIP and
OP fields of medicine, midwifery, pharmacy, nutrition and public health

Role of AINEC elements and AIPKIND on LAM PTKes are: Assembly and
Accreditation Division for Ners Program and as Assessors, facilitators, validator
of Ners Program Accreditation

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Conclusion

The Efforts of AINEC by mobilizing various available resources has an aim for motivate that
each Institution which establishing the Ners education program to meet the standards and
produce the graduates who are competent in accordance with the standards of national
qualification framework (KKNI).