The use of information - communication technology among nursing students during their course of study

Uvod: Na področju izobraževanja za zdravstveno nego se danes srečujemo s študenti, ki pripadajo generaciji, ki celo življenje živi obdana z informacijsko tehnologijo. Namen raziskave je bil ugotoviti, v kolikšni meri študentje zdravstvene nege informacijsko-komunikacijsko tehnologijo uporabljajo v učne namene. Metode: Raziskava je temeljila na deskriptivni in neeksperimentalni metodi. Instrument raziskave je bil vprašalnik zaprtega tipa s 55 vprašanji. Vprašalnik je bil zmerno zanesljiv (Cronbachov koeficient alfa = 0,7). Raziskava je potekala na namenskem vzorcu študentov dodiplomskega študijskega programa zdravstvene nege (n = 110) Fakultete za vedeo zdravju Univerze na Primorskem od januarja do aprila 2012. Podatki so bili obdelani na podlagi deskriptivne, bivariatne in multivariatne statistike. Rezultati: Anketiranci informacijsko-komunikacijsko tehnologijo največkrat uporabljajo za spletno prijavo na izpit, spremljanje ocen in dostop do elektronskega indeksa (n = 96) ter najmanj za pisanje zapiskov (n = 51). Menijo, da so njihove zmožnosti najboljše pri uporabi elektronske pošte (x = 2,86, s = 0,40) in uporabi programa za pripravo računalniške predstavitve (x = 2,72, s = 0,56) ter najmanj pri uporabi spletne bibliografske zbirke (x = 2,45, s = 0,61). Faktorski model je pri sklopu uporabnosti informacijsko-komunikacijske tehnologije med študijem podal pet faktorjev, s katerimi lahko pojasnimo 61,78 % variance (KMO = 0,74). Pri sklopu pomembnosti informacijsko-komunikacijska tehnologija med študijem je faktorski model podal tri faktorje, s katerimi lahko pojasnimo 63,24 % variance (KMO = 0,81). Diskusija in zaključek: Anketiranci med študijem informacijsko-komunikacijsko tehnologijo uporabljajo predvsem za logistične potrebe, kot so prijava na izpit ali dostop do elektronskega indeksa. Raziskava odpira novo raziskovalno vprašanje, zakaj je študentom kljub napredkom v informacijsko-komunikacijski tehnologiji tradicionalni način učenja bližji ter katera znanja in veščine so potrebna, da bi lahko informacijsko-komunikacijsko tehnologijo med študijem kar najbolje uporabljali.Introduction: In present times the applications of information-communication technology affect people in all walks of life and the health care environmentsare becoming increasingly technological. The aim of this study was to investigate the use of information-communication technology amongst nursing students for study purposes, its relevance and the factors enhancing its use. Methods: The study is based on a descriptive and non-experimental method of empirical research. The research instrument employed was a questionnaire with fifty-five closed-ended questions divided into thematic sections. One hundred and ten undergraduate nursing students participated in the study. Results: The findings of the study based on factor analysis show that the respondents use the information-communication technology mainly for online exam application and registration, to view the exam results and to access the electronic student transcript (n = 96), and to a lesser extent for writing notes (n = 51). They seem to be most confident in writing email messages (x = 2.86, s = 0.40) and in using the programmes for computer powerpoint presentations (x = 2.72, s = 0.56). The use of online bibliographic system and services was found to be the least frequent. The factor analysis yielded five separate factors related to the use of information-communication technology (61.78 % of variance explainedKMO = 0.74) and three factors related to the relevance of the informationc-ommunication technology for study purposes (63.24 % of variance explainedKMO = 0.81). Discussion and conclusion: In nursing education little empirical evidence is available on the impact of information-communication technology on learning results. The respondents of the study used information-communication technology mainly for logistical needs, such as online examination application or to access the electronic student transcript. The research results concoct new research questions why the students still prefer the traditional way of learning and what requisite knowledge and skills are necessary to enhance the students\u27 wider use of information-communication technology for study purpose

Differences of assertive behavior among female nursing students and female students of other faculties

Uvod: Zdravstvena nega je dolgo veljala za tipično ženski poklic, kjer so medicinskim sestram pripisovali stereotipno žensko, to je pomočniško vlogo, in je zato asertivno vedenje med medicinskimi sestrami dolgo veljalo za manj izrazito kot v drugih po izobrazbi primerljivih poklicih. Namen raziskave je bil ugotoviti, ali so študentke zdravstvene nege enako asertivne kot študentke drugih fakultet Univerze na Primorskem in Evropske pravne fakultete v Novi Gorici in ali se s starostjo asertivnost študentk zvišuje. Metode: Uporabili smo deskriptivno in neeksperimentalno metodo raziskovanja. Kot raziskovalni instrument smo uporabili The Rathus Assertiveness Schedule (vprašalnik samoocene asertivnosti). Anketiranje je potekalo na namenskem vzorcu. Spletni vprašalnik je bil preko URL-naslova poslan na skupne elektronske naslove študentom nekaterih fakultet Univerze na Primorskem in Evropske pravne fakultete v Novi Gorici. Izpolnjen vprašalnik je vrnilo 218 študentk. Raziskava je potekala v maju in juniju leta 2010. Podatke smo obdelali na podlagi deskriptivne statistike in enosmerne analize variance (ANOVA). Rezultati: Ugotovili smo, da študentke Fakultete za vede o zdravju ne izkazujejo statistično značilno nižje asertivnosti v primerjavi s študentkami drugih fakultet, zajetih v raziskavo (F = 0,37, p = 0,83). Ugotovili smo tudi, da starejše študentke v primerjavi z mlajšimi študentkami ne izkazujejo statistično značilno višje asertivnosti (F = 1,52, p = 0,22). Diskusija in zaključek: Poznavanje asertivnega vedenja je pri študentih zdravstvene nege pomembno, saj predstavlja pomemben temelj in bistveno prvino medosebnega odnosa. Učenje novega načina odzivanja in novih načinov vedenja v profesionalnih situacijah ni preprosto in je dolgotrajen proces. Morali bi razmisliti o spodbujanju asertivnega vedenja med študenti zdravstvene nege, morda tudi z vpeljavo treningov asertivnosti v učni program ter dodatnim usposabljanjem učiteljev zdravstvene nege v tej smeri.Introduction: The aim of the study was to determine whether the nursing students are equally assertive as students of other faculties of the University of Primorska and the European Faculty of Law in Nova Gorica and whether assertiveness among students increases with age. Nursing has been considered to be a typical female profession where nurses function as nurturers, comforters and care providers. The assertive behaviour among nurses was accordingly considered less pronounced than in other professionals with similar educational level. Methods: The research was based on a descriptive and non-experimental research method. A questionnaire used as a research instrument included the Rathus Assertiveness Schedule. The purposive sampling was used in this qualitative research. The access to the online questionnaire was provided through URL address which was sent to the students\u27common e-mail addresses at some faculties of the University of Primorska and the European Faculty of Law in Nova Gorica. The questionnaires were completed and returned by 218 female students. The survey was conducted in May and June of 2010. The data collected were analysed using the descriptive statistics and the One-Way ANOVA. Results: According to the results obtained, the nursing students do not manifest statistically significant lower assertiveness levels as compared to the students of other faculties included in the study (F = 0.37, p = 0.83). It has also been established that older students are not statistically significantly more assertive in comparison to younger female students (F = 1.52, p =0.22). Discussion and conclusion: Assertive behaviour is a core element of interpersonal relationships and an important communication skill. Learning new communication skills and behaviours in professional situations, however, is not an easy task and takes a considerable time. To function as effective and safe practitioners, nurses should be encouraged to develop appropriate assertive behavioural patterns. The education in assertiveness should be integrated in their professional preparation which necessitates also adequately qualified teachers and mentors

Perspektiva odgojitelja o čimbenicima međugeneracijskog učenja važnima za profesionalno usavršavanje

The theoretical framework of the study is represented by two concepts: intergenerational learning and professional development. Quantitative research conducted in 2021 on a sample of 108 preschool teachers of preschool institutions in the Banja Luka region (Bosnia and Herzegovina, Republic of Srpska) aimed to examine the perspective of preschool taechers on the factors of intergenerational learning important for their own professional development. Using factor analysis (Principal component analysis, PCA), three factors of intergenerational learning were singled out from the perspective of preschool teachers, and they are: professional cooperation and personal growth; inclusion of the elderly in educational work and humanities education; prejudices and stereotypes. The findings indicate that preschool teachers strongly recognize intergenerational learning in the context of personal growth, work and career, but also notice the humane and inclusive nature of intergenerational cooperation, while not prone to intergenerational stereotypes and prejudices against colleagues from other generations, and that encouraging professional cooperation, and the promotion and support of the inclusion of the elderly can contribute to the reduction of intergenerational conflicts and prejudices.Teorijski okvir studije predstavljaju dva koncepta: međugeneracijko učenje i profesionalno usavršavanje. Kvantitativno istraživanje provedeno 2021. godine na uzorku od 108 odgojitelja predškolskih ustanova banjolučke regije (Bosna i Hercegovina, Republika Srpska) imalo je za cilj ispitati perspektivu odgojitelja o čimbenicima međugeneracijskog učenja važnima za vlastito profesionalno usavršavanje. Korištenjem faktorske analize (analiza glavnih komponenti) izdvojena su tri čimbenika međugeneracijskog učenja iz perspektive odgojitelja i to su: profesionalna suradnja i osobni rast; inkluzija starijih u odgojno obrazovni rad i humanističko obrazovanje; predrasude i stereotipi. Nalazi ukazuju na to da odgojitelji naglašeno prepoznaju međugeneracijsko učenje u kontekstu osobnoga rasta, rada i karijere, ali također uočavaju i human i inkluzivni karakter međugeneracijske suradnje, dok nisu skloni međugeneracijskim stereotipima i predrasudama prema kolegama iz drugih generacija. Poticanje profesionalne suradnje te promicanje i potpora inkluziji starijih mogu pridonijeti smanjenju međugeneracijskih sukoba i predrasuda

Učenje na delu: Povezovanje učenja, dela in raziskovanja v času negotovosti

Work-related learning and adult education have been a subject of extensive theoretical discussion and empirical research. Researchers have been examining work-related knowledge, expertise, competencies, points of view, values, emotional and social skills, practical wisdom, workplace spirituality, and ethics; they are interested in learning strategies and different target groups, career transitions as well as concepts such as agency, open innovation, sustainability, and long-term employability (Alessandrini, 2018). This thematic edition of Studies in Adult Education and Learning encompasses five articles in which the authors reflect on the challenges of learning and working from various theoretic perspectives and by using diverse research approaches.Učenje in izobraževanje odraslih v povezavi z delom je predmet obsežnega teoretskega in empiričnega raziskovanja. Raziskovalci proučujejo znanje, spretnosti, kompetence, stališča, vrednote, emocionalne in socialne veščine, praktične modrosti na delu in tudi duhovnost na delu ter etičnost, zanimajo jih strategije učenja in različne ciljne skupine, karierni prehodi in koncepti, kot so delovalnost (ang. agency), odprta inovativnost, trajnostnost, dolgotrajna zaposljivost (Alessandrini, 2018). V tokratni tematski številki Andragoških spoznanj, ki zajema pet člankov, avtorice in avtorji razmišljajo o izzivih učenja in dela z različnih teoretskih zornih kotov in z uporabo različnih raziskovalnih pristopov

Razumijevanje demografskih i epidemioloških značajka hospitaliziranih imigrantica: retrospektivno opservacijsko istraživanje

Precise epidemiologic and demographic characteristics of immigrant women admitted to gynecology or obstetrics departments are rarely explored. The aim of this retrospective observational study was to analyze the epidemiologic and demographic characteristics of immigrant female patients hospitalized between 2012 and 2017 in one maternity hospital in south-west Slovenia. Clinical data retrieved from hospital electronic information system were used to analyze these characteristics. In the mentioned period, 605 immigrant women were hospitalized, most of them originating from countries of the former Yugoslavia (60.50%) or former Eastern Bloc (14.05%). The results show that in recent years there has been a constantly growing trend of immigrant women being admitted compared to the total number of hospitalizations. No statistical differences were established in the incidence of abortion, preterm delivery or vacuum extraction between Slovenian and immigrant women, although the analysis revealed a higher rate of cesarean section among immigrant women (χ2=26.960, p<0.01). Education level seems to be a significant predictor of the likelihood of an abortion in the group of immigrant women (B=-0.492, p=0.015), where less educated women are at a greater risk. To improve what is known about the sexual and reproductive health-related problems of immigrant women, a large-scale epidemiologic study is needed in the near future.Točni epidemiološki i demografski podatci imigrantica primljenih na ginekološkom ili porođajnom odjelu su rijetko dostupni. Cilj naše retrospektivne opservacijske studije bila je analiza epidemioloških i demografskih značajka bolesnica imigrantica koje su bile hospitalizirane u jednom rodilištu na jugozapadu Slovenije u razdoblju od 2012. do 2017. godine. Za analizu spomenutih značajka primijenjeni su podatci dobiveni putem bolničkog elektroničkog informacijskog sustava. U navedenom razdoblju hospitalizirano je 605 imigrantica. Većina njih potječe iz bivših republika Jugoslavije (60,50%) ili bivših zemalja Istočnog bloka (14,05%). Rezultati su pokazali da je trend prijma imigrantica u odnosu na ukupan broj hospitalizacija posljednjih godina u stalnom porastu. Analiza nije pokazala statistički značajne razlike u učestalosti pobačaja, prijevremenog porođaja ili vakuumske ekstrakcije između slovenskih žena i žena imigrantica, ali se je kod ovih posljednjih pokazala veća stopa carskog reza (χ2=26,960, p<0,01). Čini se da je stupanj obrazovanja značajan prediktor vjerojatnosti pobačaja u skupini žena imigrantica (B=-0,492, p=0,015), gdje su manje obrazovane žene sklonije pobačaju. Radi boljeg razumijevanja problematike na području seksualnog i reproduktivnog zdravlja kod imigrantica potrebno se je u bliskoj budućnosti usmjeriti na izradu većih epidemioloških studija

Prediktori međugeneracijskog učenja u vrtiću

An exploratory study is part of a project of a quantitative nature conducted in 2021 on a sample of 105 preschool teachers of preschool institutions in the Banja Luka region, Bosnia and Herzegovina. Its goal was to examine whether elementary knowledge and sociodemographic variables of preschool teachers (work experience and year of completion of formal education) play a role in the prediction of intergenerational learning in a kindergarten context. The theoretical framework of the study is the concept of both intergenerational learning and professional development. Using multiple regression analysis, preschool teachers’ elementary knowledge was singled out as a predictor of intergenerational learning in kindergarten. The predominance of elementary knowledge about intergenerational learning for its implementation in relation to other variables that do not carry individual action, confirms the importance of a constructivist approach in pedagogical work and indicates that the active construction of individual knowledge through various types of education is crucial. The findings of the study indicate the need for more emphasis on the design and implementation of education on intergenerational learning through formal, non-formal education and informal learning in order to acquaint preschool teachers with this concept and ways of its implementation in everyday life and work through various programs and projects.Eksplorativna studija dio je kvantitativnog projekta realiziranog 2021. godine na uzorku od 105 odgajatelja iz predškolskih ustanova s područja Banje Luke, Bosna i Hercegovina. Cilj studije je bio ispitati imaju li elementarna znanja i sociodemografske varijable odgajatelja (radno iskustvo i godina završetka formalnog obrazovanja) ulogu u predikciji međugeneracijskog učenja u vrtićkom kontekstu. Teoretski okvir studije su koncepti međugeneracijskog učenja i profesionalnog razvoja. Uz pomoć višestruke regresijske analize izdvojeno je elementarno znanje odgajatelja kao prediktor međugeneracijskog učenja u vrtiću. Predominacija upućenosti i elementarnoga znanja o međugeneracijskom učenju za njegovu provedbu u odnosu na druge varijable koje ne uključuju aktivnost pojedinca, potvrđuje važnost konstruktivističkog pristupa u pedagoškom radu i ukazuje da je ključna konstrukcija znanja pojedinca kroz različite vidove obrazovanja povezana s praktičnim djelovanjem. Nalazi studije ukazuju na potrebu povećanja osmišljavanja i provedbe obrazovanja o međugeneracijskom učenju kroz formalno, neformalno i informalno obrazovanje da bi se odgajatelji educirali o ovom konceptu i njegovom realiziranju u svakodnevnom životu i radu kroz različite programe i projekte

Skupnosti prakse kot metodologija za razvijanje inovacij v izobraževanju odraslih za trajnostni razvoj

In this article, we present findings on the characteristics of community of practice appearing in sustainable education in reference to preserving natural and cultural heritage. Our research originated in the poststructuralist theory of practice and in concepts of social learning. Freire’s learning theory was the basis for establishing the thesis that critical awareness is necessary for sustainable innovation. The empirical section of our research is based on an ethnographical collection of data in three different environments. We analysed cases of connected learning and activities, based both in local community and participants’ needs. All three cases join learning with innovative practices that develop social and environmental well-being. Our results reveal that innovative practices develop in connection with transformative learning: the dialogical linking of scientific and local behaviour and the identity of participants.Članek prinaša ugotovitve o značilnostih skupnosti prakse pri izobraževanju za trajnostni razvoj v povezavi z ohranjanjem naravne in kulturne dediščine. Raziskava se je opirala na poststrukturalistično teorijo prakse in koncepte socialnega učenja. Izhajajoč iz Freirove teorije učenja, je bila postavljena teza, da je za inovacije v trajnostnem razvoju potrebno kritično ozaveščanje. Empirični del raziskave sloni na etnografskem zbiranju podatkov v treh okoljih. Analizirani so primeri povezovanja učenja in delovanja, ki izhajajo iz lokalne skupnosti in potreb udeležencev. V vseh treh primerih se učenje povezuje z inovativnimi praksami, ki razvijajo družbeno in okoljsko blagostanje. Rezultati kažejo, da se inovativne prakse razvijajo v povezavi s transformativnim učenjem, dialoškim povezovanjem znanstvenega in lokalnega vedenja ter identitete vključenih