Inovasi Lokal

Family-Centered Care as A Cadre Empowerment Strategy For Early Detection Of High-Risk Pregnancies in The Community

2026-06-05T08:08:21+00:00

High-risk pregnancies remain a significant contributor to maternal complications and elevated maternal mortality rates, necessitating early detection efforts that involve communities and families. This community service program aimed to enhance the knowledge and skills of community health cadres in early detection of high-risk pregnancies using a Family-Centered Care (FCC) approach in the working area of Wagir Primary Health Center, Malang Regency. Methods used included health education, training on the use of screening forms, simulation exercises, family education sessions, and on-site mentoring of cadres at integrated health posts (posyandu). Evaluation was conducted using a pretest-posttest design among 64 health cadres. Results showed an increase in the average knowledge score from 54.90 at pretest to 88.75 at posttest. In addition, cadres demonstrated the ability to identify pregnancy risk factors, detect pregnant women in the high-risk category, and coordinate with village midwives for case follow-up. Family involvement in pregnancy monitoring also increased through improved awareness of danger signs and greater support for antenatal care visits. Statistical analysis showed that Family-Centered Care-based training and mentoring are effective in enhancing cadre capacity and family participation in the early detection of high-risk pregnancies. This program can serve as a community empowerment strategy that supports the prevention of pregnancy complications and the sustainable improvement of maternal health.

Empowering Lay Rescuers in Out-of-Hospital Cardiac Arrest: A Pretest-Posttest Study Guided by Orem’s Self-Care Deficit and Neuman’s Systems Models

2026-07-01T07:14:41+00:00

Introduction: Out-of-hospital cardiac arrest (OHCA) has a low survival rate, making bystander Basic Life Support (BLS) crucial. However, in Indonesia, bystander intervention is frequently hindered by knowledge deficits, cultural norms regarding cross-gender touch, and fear of legal liability. This community service aimed to enhance the BLS competence of PIA Ardhya Garini members as first responders, theoretically grounded in Orem’s Self-Care Deficit and Neuman’s Systems Models.

Methods: A quasi-experimental one-group pretest-posttest design was employed involving 60 PIA members. The intervention was a contextualized BLS training integrating legal empowerment (Indonesian Good Samaritan Law), cultural adaptation, and demographic adjustments (Hands-Only CPR for middle-aged women). Effectiveness was evaluated using a validated 10-item cognitive test, and data were analyzed using the Wilcoxon signed-rank test and Normalized Gain (N-Gain).

Results: The intervention significantly improved participants' cognitive knowledge. The mean score increased from 6.87 ± 0.96 (pretest) to 9.03 ± 0.74 (posttest) with a p-value < 0.001. The Normalized Gain (N-Gain) was 0.67, indicating moderate effectiveness. The training successfully corrected clinical misconceptions and mitigated specific socio-cultural and legal barriers to bystander intervention.

Conclusion: Integrating nursing theories with socio-cultural-legal-clinical modifications effectively empowers laywomen as "dependent care agents" and strengthens community primary prevention against OHCA. To sustain cognitive and psychomotor retention, periodic refresher training every 6–12 months is strongly recommended. This model provides a replicable blueprint for community nursing practice in collectivist societies.

Transformative Praxis Beyond Methodology: A Multi-Theoretical Integration of Classroom Action Research for Novice Educators' Critical Reflection and Epistemic Awakening

2026-05-12T03:40:31+00:00

Introduction: Critical reflection constitutes a foundational competency for novice educators, yet remains suboptimally developed due to limited experiential scaffolding and insufficient systematic guidance. While Classroom Action Research (CAR) has been widely employed as a methodological tool, its transformative potential as a multi-theoretical praxis remains underexplored. This study addresses this gap by integrating four complementary theoretical frameworks—Dewey's reflective thinking, Korthagen's ALACT model, Mezirow's transformative learning, and Freirean critical pedagogy—to reconceptualize CAR not merely as research methodology but as transformative praxis capable of catalyzing epistemic awakening among novice educators.

Method: Employing a participatory action research design, this study conducted an intensive one-day workshop with novice educators (pre-certification teachers) in the coastal communities of Sidoarjo Regency, Indonesia. The intervention comprised four sequential phases: (1) conceptual grounding through theoretical orientation, (2) problem identification and critical analysis using classroom data as evidentiary foundations, (3) CAR proposal development with peer review and mentor feedback, and (4) evaluation and reflective synthesis. Data were collected through pre-post evaluation forms,

Result: Evaluation data revealed significant paradigmatic shifts in participants' understanding of critical reflection and CAR. Participants transcended viewing reflection as administrative ritual, instead embracing it as transformative strategy for cultivating sustained critical consciousness.

Conclusion: This study contributes theoretical novelty by demonstrating the integrative power of synthesizing Deweyan, Korthagenian, Mezirowian, and Freirean perspectives within a unified framework for novice educator development. The findings validate CAR's function not merely as methodological instrument but as transformative praxis that catalyzes epistemic awakening and perspective transformation.