Bhakti Sabha Nusantara

Implementation Of A Simplified Comprehensive Geriatric Assessment And Emergency Warning-Sign Education For Older Adults In An Internal Medicine Outpatient Clinic

Puji Setya Rini — 2026-08-31

Introduction: Older adults are vulnerable to acute health deterioration due to multimorbidity, functional decline, cognitive impairment, nutritional problems, and fall risk. Comprehensive Geriatric Assessment (CGA) provides a multidimensional approach to identifying geriatric problems and supporting appropriate interventions. This community service program aimed to implement simplified CGA and improve older adults’ knowledge of emergency warning signs.

Methods: The program involved 30 older adults attending the Internal Medicine Outpatient Clinic of Muhammadiyah Hospital Palembang. Participants underwent simplified CGA covering medical, functional, cognitive and mental, fall-risk, nutritional, and social domains. Education on early recognition and initial management of emergency conditions was subsequently provided. Knowledge was assessed using pretest and posttest questionnaires. Data were analyzed descriptively and using the Wilcoxon Signed Rank Test.

Results: Participants had a mean age of 68.77 ± 5.59 years, with equal proportions of males and females. The mean total CGA score was 12.20 ± 6.36. The highest mean scores were observed in the medical (3.67 ± 1.32), functional (3.03 ± 2.08), and fall-risk (1.93 ± 1.34) domains. The median knowledge score increased from 8.00 at pretest to 13.00 at posttest. All participants demonstrated increased scores, with a statistically significant difference between pretest and posttest results (Z = 4.835; p < 0.001).

Discussion: Simplified CGA identified multidimensional geriatric problems, while targeted education was followed by improved knowledge of emergency warning signs.

Conclusion: Integrating simplified CGA with emergency education is a practical approach to identifying geriatric problems and improving older adults’ immediate knowledge of emergency conditions.

Enhancing Maternal Knowledge on Post-Caesarean Emergencies

Murbiah — 2026-08-31

Abstract

Introduction: Post-caesarean emergencies remain a critical maternal health issue requiring heightened awareness of hemorrhage, infection, hypertensive complications, and thromboembolism. This community service activity aimed to enhance maternal knowledge regarding the prevention, early recognition, and initial management of these emergencies. Methods: A one-group pre-test–post-test educational activity was conducted in June 2026 at the Obstetric Clinic of Muhammadiyah Hospital Palembang. Participants were 20 postpartum mothers after caesarean section. Education was delivered using interactive health education supported by a leaflet, followed by discussion. Knowledge was assessed before and after the education using a questionnaire. Data were analyzed descriptively based on mean scores. Results: The mean knowledge score increased from 8.45 before education to 14.55 after education, representing an absolute increase of 6.10 points. The activity also produced educational material in the form of a leaflet to reinforce the recognition of warning signs and prompt help-seeking. Conclusions: Structured education supported by a leaflet descriptively enhanced maternal knowledge on post-caesarean emergencies. Continued postpartum education involving families and health services is highly recommended.

Enhancing Maternal Knowledge on IYCF Through Toddler Mother Classes for Stunting Prevention

Rika Monika — 2026-08-31

Introduction: The issue of malnutrition and stunting in toddlers often stems from parenting mistakes, particularly the inaccuracies in the Practice Feeding. Although the facilities of the Toddler Mother Class are available at the Community Health Center, their utilisation tends to be suboptimal due to an approach dominated by one-way theoretical lectures. This community service activity aims to optimise the Toddler Class into an educational platform based on interactive practices to enhance mothers' knowledge of infant and child feeding practices. Methods: This activity was carried out at the Kesambi Primary Health Center in Cirebon City, involving 15 mothers with toddlers aged 0–24 months and 2 cadres as sustainability partners. The program implementation method is divided into three comprehensive stages: the preparation stage (policy coordination and assessment of the needs of mothers with toddlers), the implementation stage (IYCF education ), and the evaluation stage (measurement of cognitive aspects through pre-test and post-test). Results: The educational intervention led to a substantial improvement in maternal knowledge regarding IYCF practices. Prior to the intervention, baseline evaluation showed that only 33.3% of mothers demonstrated good knowledge. Following the implementation of the participatory educational sessions, the proportion of mothers in the good knowledge category increased markedly to 86.7%, reflecting a successful shift in maternal knowledge. Conclusion It is concluded that the education provided to mothers of toddlers, particularly with a different educational model in terms of methods and media usage, where participatory-applicative education is very effective in stimulating cognitive changes in mothers of toddlers in the practice of feeding infants and toddlers. It is recommended that the Puskesmas integrate the interactive practice-based discussion education model into the health promotion program scheme to ensure the sustainability of specific nutrition interventions at the primary service level.