Combination antiretroviral therapy (cART) has improved the health and life expectancy of people living with human immunodeficiency virus (HIV). Comorbidities and geriatric syndrome are more prevalent in patients with HIV than in the general population. As a result, people living with HIV may face unique characteristics and needs related to aging. Health-care systems need to prepare to encounter those issues that not only focus on virology suppression and cART management but also chronic non-AIDS comorbidities and geriatric syndrome. However, there are limited data on geriatric assessment among people living with HIV. The purpose of this article is to present findings of a literature search that integrate age-related issues in HIV care management for health-care professionals caring for people living with HIV in Indonesia to consider. Integrating comprehensive geriatric assessment (CGA) into HIV care is essential. However, some critical issues need to be considered prior to implementing CGA in HIV primary care, including social vulnerability, economic inequality, and aging-related stigma. Developing guidelines for implementing CGA in HIV primary clinics remains a priority. Studies of HIV in the aging population in Indonesia need to be conducted to understand the burden of geriatric syndrome.
AberdeenS. M., LeggatS. G., & BarracloughS. (2010). Concept mapping: A process to promote staff learning and problem-solving in residential dementia care. Dementia, 9(1), 129–151. doi:10.1177/1471301209354022.
2.
AusubelD. P. (1968). The psychology of meaningful learning; An introduction to school learning.New York, NY: Grune and Stratton.
3.
BruneM. E. (2014). Concept mapping: A strategy to increase critical thinking in nursing students: An action research study. Unpublished doctoral dissertation, Capella University, Minneapolis, Minnesota.
4.
Carson-DavisS. (2012). Relationships between concept mapping and critical thinking skills of vocational nursing students. Doctoral dissertation, Capella University, Minneapolis, Minnesota. Retrieved from https://eric.ed.gov/?id=ED545695.
5.
CarterA. G., CreedyD. K., & SidebothamM. (2015). Evaluation of tools used to measure critical thinking development in nursing and midwifery undergraduate students: A systematic review. Nurse Education Today, 35(7), 864. doi:10.1016/j.nedt.2015.02.023.
6.
ChanZ. (2013). A systematic review of critical thinking in nursing education. Nurse Education Today, 33(3), 236–240. doi:10.1016/j.nedt.2013.01.007.
7.
ChangK.-E., SungY.-T., & ChenI.-D. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education, 71(1), 5–23. doi:10.1080/00220970209602054.
8.
DaleyB. J., MorganS., & BlackS. B. (2016). Concept maps in nursing education: A historical literature review and research directions. Journal of Nursing Education, 55(11), 631–639. doi:10.3928/01484834-20161011-05.
9.
DearmonV., LawsonR., & HallH. R. (2011). Concept mapping a baccalaureate nursing program: A method for success. Journal of Nursing Education, 50(11), 656–659. doi:10.3928/01484834-20110817–01.
10.
EnnisR., & WeirE. (1989). The Ennis-Weir critical thinking essay test: Test, manual, criteria, scoring sheet: An instrument for teaching and testing. Cheltenham, VIC, Australia: Hawker Brownlow.
11.
EnnisR. H., & WeirE. E. (1985). The Ennis-Weir critical thinking essay test: An instrument for teaching and testing. Cheltenham, VIC, Australia: Hawker Brownlow.
12.
HadidL. A. (2012). Critical thinking and disposition skills among nurse educators in Jordanian Universities: An exploration of the perceived practices and the measured achievement. Jordan Medical Journal, 46(3), 201–209.
13.
HarrisonS., & GibbonsC. (2013). Nursing student perceptions of concept maps: From theory to practice. Nursing Education Perspectives, 34(6), 395–399. doi:10.5480/10-465.
14.
JaafarpourM., AazamiS., & MozafariM. (2016). Does concept mapping enhance learning outcome of nursing students?Nurse Education Today, 36, 129–132. doi:10.1016/j.nedt.2015.08.029.
15.
KaddouraM., Van-DykeO., & YangQ. (2016). Impact of a concept map teaching approach on nursing students' critical thinking skills. Nursing & Health Sciences, 18(3), 350–354. doi:10.1111/nhs.12277.
16.
KanbayY., IsikE., & AslanÖ. (2011). Examination of the relationship between critical thinking disposition and academic success of nursing students. Journal of Psychiatric Nursing, 2(3), 123–127. doi:10.1080/10376178.2017.1339567.
17.
KanbayY., & OkanliA. (2017). The effect of critical thinking education on nursing students' problem-solving skills. Contemporary Nurse, 53(3), 313–321. doi:10.1080/10376178.2017.1339567.
18.
KhraisH., & SalehA. (2017). The outcomes of integrating concept mapping in nursing education: An integrative review. Open Journal of Nursing, 7(11), 1335. doi:10.4236/ojn.2017.711096.
19.
KuK. Y. (2009). Assessing students' critical thinking performance: Urging for measurements using multi-response format.. Thinking Skills and Creativity, 4(1), 70–76. doi:10.1016/j.tsc.2009.02.001.
20.
LinC.-C., HanC.-Y., PanI. J., & ChenL.-C. (2015). The teaching-learning approach and critical thinking development: A qualitative exploration of Taiwanese nursing students. Journal of Professional Nursing, 31(2), 149. doi:10.1016/j.profnurs.2014.07.001.
21.
LudinS. M. (2018). Research article: Does good critical thinking equal effective decision-making among critical care nurses? A cross-sectional survey. Intensive & Critical Care Nursing, 44, 1–10. doi:10.1016/j.iccn.2017.06.002.
22.
MrayyanM., & AcornS. (2004). Nursing practice issues in Jordan: student-suggested causes and solutions. International Nursing Review, 51(2), 81–87. doi:10.1111/j.1466-7657.2003.00201.x.
23.
NovakJ. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. London, England: Routledge.
24.
NovakJ. D., & GowinD. B. (1984). Learning how to learn. Cambridge, England: Cambridge University Press.
25.
SmithL. S. (2016). Building the foundation: Utilizing concept maps to enhance critical thinking in first semester nursing students. Unpublished doctoral dissertation, Gardner-Webb University, Boiling Springs, North Carolina.
26.
SwartR. (2017). Critical thinking instruction and technology enhanced learning from the student perspective: A mixed methods research study. Nurse Education in Practice, 23, 30–39. doi:10.1016/j.nepr.2017.02.003.
27.
TutticciN., LewisP. A., & CoyerF. (2016). Measuring third year undergraduate nursing students' reflective thinking skills and critical reflection self-efficacy following high fidelity simulation: A pilot study. Nurse Education in Practice, 18, 52–59. doi:10.1016/j.nepr.2016.03.001.
28.
VacekJ. E. (2009). Using a conceptual approach with a concept map of psychosis as an exemplar to promote critical thinking. Journal of Nursing Education, 48(1), 49–53. doi:10.3928/01484834-20090101-12.
29.
Von Colln-ApplingC., & GiulianoD. (2017). A concept analysis of critical thinking: A guide for nurse educators. Nurse Education Today, 49, 106–109. doi:10.1016/j.nedt.2016.11.007.
30.
WarnerR. M. (2008). Applied statistics: From bivariate through multivariate techniques. Thousand Oaks, CA: Sage.
31.
YueM., ZhangM., ZhangC., & JinC. (2017). The effectiveness of concept mapping on development of critical thinking in nursing education: A systematic review and meta-analysis. Nurse Education Today, 52, 87–94. doi:10.1016/j.nedt.2017.02.018.
