Wpływ kształcenia ustawicznego i doskonalenia zawodowego pielęgniarek na proces opieki nad pacjentami neurologicznymi

Introduction. Nurses distinguish continuous professional development intended for career improvement and personal development from continuous professional development intended for improvement of skills and knowledge. Too many requests are put in front of an individual unacceptably stretching it onto the life outside work. Nurses and students have various expectations from their education.Aim. The aim of the study was to recognize the motivation and expectations of nurses undertaking further nursing education.Material and Methods. A three-phase study was conducted in 2007, 2009 and 2010 and included 622 nurses, 132 head nurses and 106 nursing undergraduate students at the University of Applied Health Studies in Zagreb, respectively. Anonymous questionnaire was used in the study.Results. Factors that motivate nurses to study are to improve knowledge, patient care and professional relations. Factors connected to personal development include boost of confidence and embracing of other values. Motivation for additional education is also connected to the change of work, practice improvement, self-confidence improvement, nursing career plans, and necessary intellectual stimulation. The reasons for which nurses decide to undertake further education are also desire for maintenance of clinical competence, but also enjoyment in studying itself.Conclusions. A permanently educated nurse will be able to assess the needs of patients of health care on time and consequently organize the provision of health care by using all human and technical resources. (JNNN 2014;3(1):10–14)Wprowadzenie. Pielęgniarki dostrzegają różnicę między kształceniem ustawicznym dającym szansę rozwoju osobistego i lepszej kariery w zawodzie a ciągłym doskonaleniem zawodowym, którego celem jest pogłębianie wiedzy i podnoszenie umiejętności zawodowych. Pielęgniarkom stawiane są zbyt wysokie wymagania, które rozciągają się poza sferę zawodową. Pielęgniarki i studenci pielęgniarstwa mają różne oczekiwania związane z procesem kształcenia.Cel. Głównym celem badań było poznanie i określenie motywacji oraz oczekiwań osób kontynuujących naukę w zawodzie pielęgniarki.Materiał i metody. Przeprowadzono trzyfazowe badania w latach 2007, 2009 i 2010, które objęły kolejno: 622 pielęgniarki, 132 siostry przełożone oraz 106 studentów pielęgniarstwa na University of Applied Health Studies w Zagrzebiu. Badania przeprowadzono za pomocą anonimowego kwestionariusza ankiety.Wyniki. Czynnikami, które motywują pielęgniarki do studiowania są: chęć pogłębiania wiedzy, poprawa opieki nad pacjentem oraz udoskonalenie relacji zawodowych. Czynniki związane z rozwojem osobistym obejmują wzmocnienie pewności siebie. Motywacją do dalszej edukacji jest chęć zmiany pracy, udoskonalenie umiejętności zawodowych, umocnienie pewności siebie, plany rozwinięcia kariery oraz stymulacja intelektualna. Innymi czynnikami, dla których pielęgniarki decydują się na dalszą naukę są potrzeba utrzymania kompetencji klinicznych oraz chęć uczenia się dla przyjemności.Wnioski. Dobrze wykształcona i ciągle kształcąca się pielęgniarka będzie w stanie na czas ocenić potrzeby pacjenta, a co za tym idzie, będzie potrafiła wykorzystać wszelkie zasoby ludzkie i techniczne, by jakość jej opieki była na najwyższym poziomie. (PNN 2014;3(1):10–14

Utjecaj trajne stručne izobrazbe i usavršavanja na proces sestrinske skrbi za neurološke bolesnike

Nurses distinguish continuous professional development intended for career improvement and personal development from continuous professional development intended for improvement of skills and knowledge. Too many requests are put in front of an individual unacceptably stretching it onto the life outside work. Students have various expectations from their education. Factors that motivate nurses to study are to improve knowledge, patient care and professional relations. Factors connected to personal development include boost of confidence and embracing of other values. Motivation for additional education is also connected to the change of work, practice improvement, self-confidence improvement, nursing career plans, and necessary intellectual stimulation. The reasons for which nurses decide to undertake further education are also desire for maintenance of clinical competence, but also enjoyment in studying itself. An employer who expects from nurses to opt for such a type of education or stimulate it is another common reason.Medicinske sestre razlikuju kontinuirani profesionalni razvoj namijenjen unapređenju karijere i osobnog razvoja od kontinuiranog profesionalnog razvoja namijenjenog unapređenju znanja i vještina. Previše zahtjeva stavlja se pred pojedinca koji se neprihvatljivo protežu na život izvan radne sredine. Studenti imaju različita očekivanja od obrazovanja. Čimbenici koji motiviraju medicinske sestre za studiranje uključuju unapređenje znanja, skrbi o bolesnicima i profesionalnih veza. Čimbenici povezani s osobnim razvojem uključuju povećanje povjerenja i otvaranje drugih mogućnosti. Motivacija za dodatno obrazovanje povezana je i s promjenom poslova, unapređivanjem prakse, unapređivanjem samopouzdanja, planova za sestrinsku karijeru i potrebnu intelektualnu stimulaciju. Razlozi zbog kojih se medicinske sestre odlučuju na daljnje obrazovanje su i želja za održavanjem kliničke stručnosti, ali i uživanje u samom studiranju. Čest razlog je i poslodavac koji očekuje da se medicinske sestre odluče na takvu vrstu usavršavanja ili ju i sami potiču

Music as an Auditory Stimulus in Stroke Patients

Auditory stimulation increases mean blood flow velocity (MBFV) in the middle cerebral artery (MCA) in healthy individuals. Our aim was to monitor such changes in the affected MCA of patients with acute ischemic stroke (AIS). The study included 66 non-thrombolysed patients with AIS who were divided into groups according to National Institutes of Health Stroke Scale (NIHSS) score. Group I consisted of patients with NIHSS score £ 10 and group II with NIHSS score ³11. Affected MCA was insonated with transcranial Doppler (TCD). MCA MBFVs were monitored during listening to music for 30 minutes. The first response of MBFV increase was measured as time (Tmax) and percentage of amplitude change (Amax). Pearson Chi-Square test was used. In 78.85% of patients there was a significant increase in MBFV compared to baseline values as a reaction to the music. There was no significant difference in Tmax or Amax between the two groups. However, a trend of longer Tmax was observed with every 2 NIHSS score increase. Music is an auditory stimulus in stroke patients and can be measured with TCD as MCA MBFV increase. Although our study showed no significant change of reaction time with the severity of stroke, a trend of prolonged Tmax was observed with NIHSS score increase

Enhancement of stroke recovery by music

The connection of musical sounds and the brain functions is a major challenge of modern neuroscience. It has long been proven that music has a psychological effect on human beings, including induction and modification of cognitive states,moods and emotion. Brain activity,metabolismand blood flow are closely linked. Cognitive activation leads to metabolic changes in specific cortical centres. Consequently, any change in cognitive cortical activity reflects in blood flow velocity. This is especially important in patients recovering from stroke. At present stroke is a frequent, serious, and hindering global health-care problem, and rehabilitation is amajor part of patient care. Thus any improvement in blood flowthrough the brain during rehabilitation period is amajor contribution in stroke recovery. The recent studies show that rehabilitation in well coordinated multidisciplinary stroke units proved to be more successful in the recovery of stroke patients. One of the possible attributing factors to the improvement of stroke rehabilitation could be incorporation of music listening in the therapy. Furthermore the studies show that music stimulation increases blood flow in patients suffering from acute ischemic stroke enhancing the post-stroke recovery and can therefore be a helpful tool in neurorehabilitation

Music as an Auditory Stimulus in Stroke Patients

Auditory stimulation increases mean blood flow velocity (MBFV) in the middle cerebral artery (MCA) in healthy individuals. Our aim was to monitor such changes in the affected MCA of patients with acute ischemic stroke (AIS). The study included 66 non-thrombolysed patients with AIS who were divided into groups according to National Institutes of Health Stroke Scale (NIHSS) score. Group I consisted of patients with NIHSS score £ 10 and group II with NIHSS score ³11. Affected MCA was insonated with transcranial Doppler (TCD). MCA MBFVs were monitored during listening to music for 30 minutes. The first response of MBFV increase was measured as time (Tmax) and percentage of amplitude change (Amax). Pearson Chi-Square test was used. In 78.85% of patients there was a significant increase in MBFV compared to baseline values as a reaction to the music. There was no significant difference in Tmax or Amax between the two groups. However, a trend of longer Tmax was observed with every 2 NIHSS score increase. Music is an auditory stimulus in stroke patients and can be measured with TCD as MCA MBFV increase. Although our study showed no significant change of reaction time with the severity of stroke, a trend of prolonged Tmax was observed with NIHSS score increase

Utjecaj trajne stručne izobrazbe i usavršavanja na proces sestrinske skrbi za neurološke bolesnike

Nurses distinguish continuous professional development intended for career improvement and personal development from continuous professional development intended for improvement of skills and knowledge. Too many requests are put in front of an individual unacceptably stretching it onto the life outside work. Students have various expectations from their education. Factors that motivate nurses to study are to improve knowledge, patient care and professional relations. Factors connected to personal development include boost of confidence and embracing of other values. Motivation for additional education is also connected to the change of work, practice improvement, self-confidence improvement, nursing career plans, and necessary intellectual stimulation. The reasons for which nurses decide to undertake further education are also desire for maintenance of clinical competence, but also enjoyment in studying itself. An employer who expects from nurses to opt for such a type of education or stimulate it is another common reason.Medicinske sestre razlikuju kontinuirani profesionalni razvoj namijenjen unapređenju karijere i osobnog razvoja od kontinuiranog profesionalnog razvoja namijenjenog unapređenju znanja i vještina. Previše zahtjeva stavlja se pred pojedinca koji se neprihvatljivo protežu na život izvan radne sredine. Studenti imaju različita očekivanja od obrazovanja. Čimbenici koji motiviraju medicinske sestre za studiranje uključuju unapređenje znanja, skrbi o bolesnicima i profesionalnih veza. Čimbenici povezani s osobnim razvojem uključuju povećanje povjerenja i otvaranje drugih mogućnosti. Motivacija za dodatno obrazovanje povezana je i s promjenom poslova, unapređivanjem prakse, unapređivanjem samopouzdanja, planova za sestrinsku karijeru i potrebnu intelektualnu stimulaciju. Razlozi zbog kojih se medicinske sestre odlučuju na daljnje obrazovanje su i želja za održavanjem kliničke stručnosti, ali i uživanje u samom studiranju. Čest razlog je i poslodavac koji očekuje da se medicinske sestre odluče na takvu vrstu usavršavanja ili ju i sami potiču

Migraine and Tension-Type Headache in Medical Students: A Questionnaire Study

The purpose of our study was to perform an epidemiological study of migraine and tension-type headache (TTH) in medical students (MS) at University of Zagreb Medical School and to determine whether there are differences in prevalence, trigger factors, health care utilization and self-medication between sixth year and first year MS. This study included 314 students who answered a questionnaire from October to November 2003. The prevalence of migraine was 8.86% in first year students and 10.90% in sixth year students while the prevalence of TTH was 60.13% and 57.69% respectively. Female students suffered from migraines significantly more often than male students (p=0.017). Female students with migraine linked their headaches to their menstrual cycle significantly more often than female students with TTH (p=0.011). Significantly more first year students have visited a doctor concerning their headaches than sixth year students. Also, there is a significantly higher level of self-medication amongst sixth year students. Our study has shown that a relatively large percent of MS suffers from TTH; a low percent is seeking medical advice for headaches, the majority is self-medicated, and an unacceptably low percentage is taking triptans for migraine