This document discusses challenges in sustainable nursing education in Indonesia. It identifies several issues including unmet standards for competent lecturers and faculty, different regional policies, and varying competency levels among nurses. It emphasizes the need to maintain competency through continuous education and training programs. It also outlines Indonesia's nursing policy goals of improving nursing education, training, placement, and the nursing profession. Finally, it discusses Indonesia's role in harmonizing higher education with the ASEAN community.

1. Fitri Arofiati, SKep.,Ns, MAN, Ph.D
Disampaikan pada General Education, Mahasiswa M.Kep UMY 2017
TANTANGAN PENDIDIKAN BERKELANJUTAN
BAGI PERAWAT DI INDONESIA

2. Human Resources
Standard
Unmet ratio
of competent
lecturer, CI,
and student
Unmet training
program
Different
regional policies
Various level of
competencies
Competency
NURSING SERVICES
NURSING EDUCATION
Cultures Geographic Socioeconomic Technology Politic demographic
Low motivation
Dynamic Changing
Globalization
- Borderless
- Competitiveness
Chalenge Opportunity
Fresh Graduated
Practicing nurses
Government Regulatory
Authority Indonesia
Commission of Higher
Education (ICHEd)
Department of
Health
Indonesia National
Nurses Association
(INNA)
Association of Indonesia
Nursing Education
Center (AINEC
Various access,
spaces, rights,
opportunity
Quality of Nursing Care
Management
Environment
Routine activity
How to maintain
competency?
DOCTORAL
MASTER,
SPECIALIST
BACHELOR
DIPLOMA
Expecting competency?
Existing competency?
Competence Examination

3. 5
1
2
3
4
programme
graduates
academic
faculty and
staff
programme
admission
programme development
and revision
programme curriculum
Five key areas for global standards (WHO)
The collaborative activities of the World Health Organization
in the South-East Asia Region aim to improve the health
status of populations in Member countries of the Region.

4. 4

5. The ASEAN MRA: OBJECTIVES
•Exchange
information and
enhance
cooperation in
respect of mutual
recognition of
practitioners
•Provide
opportunities for
capacity building
and training of
practitioners
•Facilitate mobility of
practitioners within ASEAN
•Promote adoption of best practices
on standards and qualifications

6. The basic
principles
Production of HRH
covering number, types
and qualification based
on the need and
demand ofthe local and
international markets
Appropriate utilization
of HRH concerning
particular attention to
the equity, welfare and
fairness aspects of
HRH
Improvement of the HRH
quality which are focused
at the advancement of
health knowledge and
technologies, moral and
performance based on
the religion and
professional ethics
Career development
should be carried
out objectively and
transparency based
on their working
performances and
national status

7. NURSING POLICY IN
INDONESIA
6
1
2
3
4
5
Planning improvement
of nurse
Education
improvement
of nurse
Training
improvement of
nursePlacement improvement
of nurse
Empowerment
of nurse
profession
Improvement of integrated
management of nurse

8. Harmonisation of Higher Education towards
ASEAN Community 2015
Higher education is the
foundation for development of
all 3 pillars.
Political-
security
pillar
Economic Pillar
Socio-Culture
Pillar

10. Kesetaraan dan
pengakuan
kualifikasi
berbasis NQF
SDM
INDONESIA
SDM
ASING
The Ultimate Goal
GENERAL AGREEMENT ON TRADE IN SERVICES (GATS)
ASEAN FREE TRADE AREA (AFTA)

11. Mahasiswa
Baru
Proses
Pembelajaran
SPMILeader
Dosen -pimpinan
Dokumen
KurikulumOrganisasi Pegawai PustakaLaboratorium
ResourcesDana
Masyarakat
akademik
BIDANG
KERJA
Pasar kerja
Pengakuan
Masyarakat
endrop3ai@ its.ac.id
BAN PT
STANDAR
KOMPETENSI
LULUSAN
STANDAR
KOMPETENSI
KERJA
BNSP
ASOSIASI
PROFESI
KKNI
LEARNING
OUTCOME
PERGURUANTINGGI

12. SMP
SMA
D1
D2
D3
S1
D4
S2
S3
Sp
1
2
3
4
5
6
7
8
9

13. S2
S1
S3
1
2
3
4
5
7
8
9
6
D I
D III
D II
D IV
S2 (Terapan)
S3 (Terapan)
AHLI
TEKNISI /
ANALIS
OPERATOR
PENGEMBANGAN
KARIER
Spesialis
Profesi
9 Tahun Pendidikan Dasar (6+3)
Pendidikan Pra Sekolah (1-2)
Sekolah Menengah Kejuruan
(3)
SMA
(3)

14. 14

15. AREAS OF
QUALIFICATION
FRAMEWORK
qualification systems’
development and
provision of education
and training (supply
side)
career
development,
guidance and
employment
placement,
information and
orientation
including
occupational
mobility (demand
side)
the international and
transnational
dimension, mutual
transparency and
cooperation
regulation,
legislation and
institutional
arrangements as
well as definition
of
responsibilities
of stakeholders
or bodies

16. FLEXIBLE PROCESSES
STANDARDIZED
OUTPUT / OUTCOMES
1
2
3
4
5
7
8
9
6

17. Standar
kompetensi
Standar
kompetensi
Standar
kompetensi
SELARAS
kerja
t
r
a
i
n
i
n
g
Langsung
kerja

18. kompetensi
Capaian Pembelajaran/
Learning Outcomes
SUPPLY SIDE:
Ditetapkan oleh
Penyelenggara
Pendidikan
DEMAND SIDE:
Ditetapkan oleh
Pengguna

19. Iowa’s
Targeting
Life Skills
Wheel
http://www.extension.ia
state.edu/4H/lifeskills/
homepage.html
Contoh CP/LO

20. 5. Peran KEMENDIKBUD dalam
Peningkatan Mutu SDM Nasional
Berbasis KKNI
A. Akuntabilitas penyelenggaraan pendidikan melalui
Penyetaraan Jenis dan Strata Pendidikan Nasional
dengan KKNI
B. Pengakuan Pembelajaran Lampau
C. Perpindahan antara jenis dan strata pendidikan
tinggi
D. Sistem Penjaminan Mutu berbasis KKNI

21. 21

22. 22

23. Gambar 1 Proses Pengembangan Karir Perawat
Pengajuan aplikasi,
pengisian form isian
SertifikatKompeten
Assessment:
Tertulis
Interview
Praktek
Portfolio
Rekomendasi
Tidak
Kompeten
Training
(CBT)
PK I
PK II
PK III
PK IV
PM I
PM II
PM III
PM IV
PP I
PP II
PP III
PP IV
PR I
PR II
PR III
PR IV

24. Gambar 2 Program Pengembangan Karir
Perawat Klinik (PK)
Perawat Manager (PM)
Perawat Pendidik (PP)
Perawat Peneliti/Riset (PR)
PK IV
PK III
PK II
PK I
PM
PM III
PM I
PM II PP II
PP III
PP IV
PP I PR I
PR II
PR III
PR IV