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The failing rate of Medical science subjects which were taught to students from the Bachelor of Nursing Program in Universiti Kebangsaan Malaysia was between 35%-45% every semester. This exploratory survey was designed to examine the issues, perception and experiences related to the learning of these subjects. Thirty, year one nursing students participated in this study. Data was analysis indicated that 53% of the students did not expect these subjects in nursing, 70% were not satisfied with the way these subjects were conducted and 40% wanted different teaching strategies. This study reveals a need to reform the teaching and learning of these subjects to a more student-centered approach.

Problem-based learning (PBL) as a teaching learning method has been implemented by the Department of Nursing Universiti Kebangsaan Malaysia (UKM) since 1996. The conceptual framework of conducting PBL uses systems approach involving input, process and output. The systems input of PBL is preparation stage which includes the determination of clear learning outcomes in the development of generic skills, introducing of PBL as a teaching learning method to students as well as teaching staff, training of the facilitators, and preparation of PBL package to ensure the success of PBL. The systems Process of PBL is its implementation involving the integration of medical sciences such as anatomy, physiology and biochemistry, nursing sciences, social sciences and clinical practice. The process also involves three stages of activities in PBL: i) encountering the problem, ii) self-directed learning and iii) back to the problem. The activities of each stage will produce the outcomes of the PBL. The systems output of PBL is the generic skills that students gain after completing the three stages of activities in PBL. The generic skills include i) application of knowledge, team work and communication skills, ii) professionalism skill iii) leadership skills and iv) critical thinking and problem solving skills. The study concludes that the systems approach can be applied in conducting PBL starting with preparation before the PBL sessions known as input , the three stages and activities of PBL is the process and the generic skills known as output .

The fatigue that is observed in patients who are undergoing dialysis is usually associated with an impaired quality of life. The present cross-sectional study was conducted from January to April 2009 in three hemodialysis units in Kuala Lumpur, Malaysia. In this study, the Multidimensional Fatigue Inventory and Depression Anxiety and Stress Score 21 were used to determine the level of fatigue, depression, anxiety, and stress of patients who were undergoing dialysis. The data were obtained from a calculated sample of 116 and a total of 103 respondents participated in the study. A total of 56 (54.4%) and 47 (45.6%) respondents experienced a high level and a low level of fatigue, respectively. There was a significant relationship between the duration of treatment and the level of fatigue. The respondents who had been receiving treatment for > 2 years experienced more fatigue, compared to the respondents who had been undergoing hemodialysis for > 2 years. There was a significant difference in relation to the age of the participants regarding the level of fatigue. No significant relationship between the sex of the participants, anemia, depression, anxiety, stress, and the level of fatigue was observed. Special attention needs to be paid to both the younger and older adults who are receiving treatment. In addition, proper planning is needed for the patients regarding their daily activities in order to reduce fatigue. Nurses who work in hemodialysis units are recommended to provide exercise classes or group therapy in order to boost the energy levels among patients who are undergoing dialysis. Health professionals should provide appropriate treatment for patients who are experiencing fatigue in order to prevent any other complications that could arise.

Background: Performance evaluation is a continuous process. In nursing, clinical performance encompasses more than just cognitive skills; it also requires skills from affective and psychomotor domains. The aim of this study was to evaluate the staff performance that had been trained within an environment of “everything is new to everyone.” Methods: A comparative descriptive study was conducted on 113 nurse graduates with 33 head nurses as first evaluator, and seven nurse managers as second evaluator. The instrument used is consisted of 33 items with six domains of performance: punctuality, physical appearance, attitude and commitment to work, service excellence, positive relationship & communication skills, and leadership skills; together with three sets of open-ended structured questions. Results: Eighty six (76.10%) graduates were rated as “excellent” and 20 (17.69%) were rated as “very good”. Thus, 106 (93.8%) of the nurse graduates had performed well if the two groups "excellent" and " very good" were to be put together as one. Conclusion: The performance evaluations by both evaluators were found to be consistent meanwhile personal qualities such as wisdom and reflection were found to be important in determining an erratic staff performance evaluation © 2012 GESDAV

Confidence level among nursing student is an important factor to enable them to carry out their duties competently in the clinical area. Most of the time nursing students lacked confidence in clinical skills. Data was collected from the month of February to April 2008 using a tool adopted from Beech, 2003 on 189 nursing students in a nursing college. The results revealed that 90.5% (n=171) were not confident in providing and managing care for patients. Changes in the nursing curriculum that encourages more of student centered study activities can cause a change in the students’ confidence level in the clinical setting.

Teaching and learning of medical sciences in nursing was identified as the cause of anxiety among students, teachers and the organizations. The aim of this study was to determine the difficulties faced by nursing students in those modules. An action research was conducted on 1st and 2nd year of Bachelor of Nursing students. Results showed that, relationship between CGPA, students’ guide book (p= 0.021, 0.018), lectures timetable (p =0.032), lectures (p=0.034, 0.043) and learning package (p=0.008, 0.016) of physiology and biochemistry influenced the teaching and learning of medical science subjects.