Fahni Haris, Kellyana Irawati, Laili Nur Hidayati, Agnes Erida Wijayanti, Ignatius Djuniarto, Andri Purwandari, Sendhi Tristanti Puspitasari

Pengetahuan Mahasiswa tentang Aktivitas Fisik terhadap Resiko Penyakit Tidak Menular

Introduction

Pengetahuan mahasiswa tentang aktivitas fisik terhadap resiko penyakit tidak menular. Pahami peningkatan pengetahuan mahasiswa keperawatan tentang aktivitas fisik untuk mitigasi risiko PTM. Edukasi efektif penting untuk praktik klinik & promosi kesehatan.

Abstract

Background: The incidence of non-communicable diseases (NCDs) is increasing globally. Physical exercise, as a preventive and management strategy for NCDs, should be introduced to students at an early stage. Assessing students' level of knowledge regarding physical activity in relation to NCDs is essential as an academic foundation for conducting health promotion in hospital or community settings. Objective: To assess students' knowledge of physical activity in mitigating the risk of NCDs. Methods: This study employs a quasi-experimental with one group pretest-posttest design. The sample consists of 20 active nursing students who will undergo a clinical practice phase. Results: The paired t-test indicate a significant difference in the mean scores before and after the material presentation (p = 0.001; p < 0.05). Statistically, students' knowledge scores regarding physical activity for individuals with NCDs increased by an average of 2.4 points compared to pre-test score. Conclusion: Providing educational material on physical activity for NCDs is highly recommended for nursing students preparing for clinical practice to enhance their knowledge

Review

This study addresses a highly relevant topic: the knowledge of nursing students regarding physical activity for the prevention and management of non-communicable diseases (NCDs). Given the global rise in NCDs and the crucial role healthcare professionals play in health promotion, assessing and enhancing this knowledge among future nurses is of paramount importance. The objective to assess students' knowledge of physical activity in mitigating NCD risk is clear and well-articulated. The abstract reports a positive and statistically significant increase in knowledge following the educational intervention, suggesting that the material presentation effectively improved students' understanding, which is a promising initial finding for educational strategies in this area. However, the methodology presented has several limitations that warrant careful consideration. The use of a quasi-experimental one-group pretest-posttest design, while suitable for preliminary exploration, lacks a control group, making it difficult to definitively attribute the observed knowledge gain solely to the intervention rather than other confounding factors. More critically, the sample size of 20 nursing students is very small, which significantly limits the generalizability of the findings to a broader student population. Details regarding the sampling method (e.g., convenience, random) are also absent, further impacting external validity. Additionally, the abstract does not provide specific information about the "material presentation" – its content, duration, or delivery method – making replication or a deeper understanding of the intervention's components impossible. Finally, while a 2.4-point increase in knowledge is reported as significant, the abstract lacks context for this score (e.g., the maximum possible score, the range of scores), making it difficult to gauge the practical significance or magnitude of this improvement. Despite these methodological concerns, the study offers valuable preliminary insights into the potential effectiveness of educational interventions for nursing students. The conclusion that providing educational material on physical activity for NCDs is highly recommended for nursing students is supported by the observed knowledge increase, albeit with the aforementioned limitations. For future research, it would be highly beneficial to employ a larger, more diverse sample, include a control group to strengthen causal inferences, and provide comprehensive details about the intervention and the knowledge assessment instrument used. Exploring the long-term retention of this knowledge and its subsequent application in clinical practice would also significantly enhance the impact and generalizability of such studies.

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