| Author/Editor | Pahor, Majda; Domajnko, Barbara; Lindahl, Elisabeth | |
| Title | Nursing students' perceptions of knowledge | |
| Translated title | Pojmovanje znanja pri študentih zdravstvene nege | |
| Type | članek | |
| Vol. and No. | Letnik 49, št. 1 | |
| Publication year | 2015 | |
| Volume | str. 18-25 | |
| ISSN | 1318-2951 - Obzornik Zdravstvene Nege | |
| Language | eng | |
| Abstract | Uvod: Izobraževanje za zdravstveno nego se v okviru bolonjske prenove na evropski ravni razvija v smeri večje primerljivosti. Izkušnje s poučevanjem v Sloveniji in na Švedskem so v ospredje postavile tudi pomen vidika študentov, njihovo pojmovanje znanja in prakse zdravstvene nege. Namen prispevka je raziskati, kako slovenski in švedski študenti dodiplomskega študija zdravstvene nege pojmujejo znanje, ki ga potrebujejo za delo na področju zdravstvene nege. Metode: Izvedena je bila kvalitativna raziskava. Z vprašalnikom, ki je vseboval vprašanja odprtega tipa, so bila pridobljena mnenja 174 študentov zdravstvene nege z Univerze v Ljubljani in 109 študentov zdravstvene nege s švedske University of Umea. Tekstovno gradivo je bilo obdelano s kvalitativno analize vsebine. Rezultati: Prepoznane so bile štiri podkategorije. V povezavi z vsebino znanja sta bili analitično oblikovani podkategoriji telo in bolezni ter ljudje in komunikacija. V povezavi z namenom sta bili prepoznani podkategoriji izvajati zdravstveno nego in biti medicinska sestra. Glavna tema, integracija, je nakazala, da se študenti zavedajo kompleksnosti bodočega dela in potrebe po širokem integriranem znanju. Diskusija in zaključek: Med vključenimi slovenskimi in švedskimi študenti je bilo več podobnosti kot razlik. Študenti so se zavedali kompleksnosti odgovornosti in so izrazili potrebo po integraciji različnih kompetenc. Medpoklicno izobraževanje bi moralo postati konstitutivni del izobraževalnih programov za zdravstveno nego.Introduction: Nursing education in Europe is undergoing the development toward greater comparability under the Bologna process. Based on our mutual experiences from teaching in Slovenia and Sweden, the students' perspectives on knowledge and nursing practice became an issue. The aim was to explore Slovenian and Swedish undergraduate nursing students' perceptions of knowledge needed for future practice. Methods: A qualitative study design was applied. A questionnaire with open ended questions was used to collect opinions of 174 nursing students from the University of Ljubljana, Slovenia, and 109 nursing students from the University of Umea, Sweden. Textual data were analysed using qualitative content analysis. Results: Four subcategories were identified, related to the content of knowledge: knowledge about 'bodies and diseases', about 'people and communication'; and to its purpose: 'to do nursing' and 'to be a nurse'. The main theme, 'integration', indicated the students' awareness of the complexity of their future work and the need for a wide integrated knowledge. Discussion and conclusion: There were more similarities than differences between the Slovenian and Swedish students included in the study. The students were aware of the complex responsibilities and expressed the need for integrating various competences. Interprofessional education should become a constitutive part of nursing education programmes. | |
| Keywords | zdravstvena nega znanje izobraževanje vidik študentov Slovenija Švedska nursing care knowledge education students' perspective Slovenia Sweden |