Afendi Afendi, Ieke Wulan Ayu, Abdul Rahim, Muhammad Fauzi, Nila Yuliana

MEMPERKUAT SOFT SKILL MAHASISWA KEPERAWATAN MELALUI PENDAMPINGAN BAHASA INGGRIS DI FAKULTAS KESEHATAN UNIVERSITAS SAMAWA

Introduction

Memperkuat soft skill mahasiswa keperawatan melalui pendampingan bahasa inggris di fakultas kesehatan universitas samawa. Tingkatkan soft skill mahasiswa Keperawatan Unsa melalui pendampingan English for Nursing. Program intensif fokus pada berbicara & pelayanan pasien, berdampak positif.

Abstract

Program pengabdian ini bertujuan untuk meningkatkan kemampuan soft skill mahasiswa Keperawatan Universitas Samawa melalui pendampingan bahasa Inggris untuk keperawatan (English for Nursing), Pengabdian ini menggunakan model Intensive course atau belajar bahasa Inggris secara intensif yang berlansung dari tanggal 15 september 2025 sampai dengan 4 januari 2026  dengan durasi pertemuan dua kali seminggu. Materi yang disampaikan pada program pendampingan ini berfokus kepada peningkatan kemampuan berbicara bahasa inggris mahasiswa, dan cara melayani pasien dalam bahasa inggris dirumah sakit maupu di pusat kesehatan. Pendampingan ini dilaksanakan dalam tiga tahapan yaitu sosialisasi kegiatan pendampingan, pelaksanaan pendampingan, dan evaluasi pendamping. Hasil  pendampingan ini menujukan bahwa pendampingan bahasa Inggris bagi mahasiswa Fakultas kesehatan Universitas Samawa membawa dampak positif bagi pengembangan Soft Skill mahasiswa keperawatan, hal ini terlihat dari hasil evaluasi bahwa mahasiswa memberi respons positif dan antusiasme tinggi terhadap kegitan pendampingan.

Review

This community service program addresses a highly relevant and critical need: the enhancement of soft skills among nursing students through English language proficiency. The title clearly articulates the project's focus on strengthening these essential attributes, particularly in the context of the Faculty of Health at Samawa University. The abstract outlines a clear objective to improve nursing students' soft skills via an "English for Nursing" intensive mentoring program. This initiative is particularly pertinent given the increasing globalization of healthcare and the importance of effective communication in patient care, making the topic timely and valuable. The methodology employed for this program is described as an intensive course model spanning from September 2025 to January 2026, with twice-weekly sessions. The curriculum focuses on practical English speaking skills and patient communication within healthcare settings, which directly aligns with the stated goal of improving soft skills relevant to professional nursing practice. The program followed a structured three-phase approach: socialization, implementation, and evaluation. The abstract reports a positive outcome, indicating a beneficial impact on students' soft skill development, demonstrated by positive student responses and high enthusiasm for the program. Overall, this program presents a valuable and practical approach to integrating language skills with professional development in nursing education. Its strength lies in directly addressing a recognized gap in student preparedness. However, for a more comprehensive journal publication, the evaluation section would ideally benefit from more specific metrics for soft skill assessment, perhaps differentiating between various soft skills targeted (e.g., communication, empathy, critical thinking) and how these were quantitatively measured. Providing objective data on the improvement of these skills, rather than solely relying on student enthusiasm, would significantly strengthen the findings and provide more robust evidence of effectiveness.

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