Aim: Stress negatively affects studentsʼ health, self-esteem, and clinical performance. Although stress has been analyzed on a long-term basis and many clinical stressors are known, some of the factors potentially triggering stress have not been adequately studied, and the results are not consistent. Our research focused on an assessment of the stress intensity that nursing and midwifery students experience and the impact of ward type, difficulty in providing nursing care, and previous experience on perceptions of stress. Design: Cross-sectional study. Methods: The study sample (n = 258) consisted of 65.5% nursing and 34.5% midwifery students who had completed their clinical training in basal pediatric (36.5%), surgical (27.5%), and medical (36.0%) wards. We analyzed stress intensity (0-10), perception of the difficulty in providing nursing care from the studentʼs perspective (0-10), and their previous experience. Results: Across the entire group of students, the stress intensity was 3.84 (SD = 2.71). Students providing care in pediatric wards (M = 4.72) experienced the highest stress intensity, especially when compared to students in medical wards (M = 2.69), (p < 0.001). The provision of care is most demanding in pediatric wards (M = 4.91) compared to surgical (M = 2.97) and medical wards (M = 3.08), (p < 0.001). Difficulty in providing care is significantly associated with stress intensity (r = 0.548). Previous clinical experience reduces the perception of stress. However, we found a significant decrease only in surgical and medical wards. Conclusion: To reduce the perception of stress in pediatric wards, attention needs to be paid to the quality of pre-clinical training focused on pediatric patient care. At the same time, it is important to increase the effectiveness of clinical education in pediatric wards.
- MeSH
- Humans MeSH
- Young Adult MeSH
- Hospital Departments classification MeSH
- Delivery of Health Care MeSH
- Occupational Stress classification prevention & control MeSH
- Cross-Sectional Studies MeSH
- Surveys and Questionnaires MeSH
- Stress, Psychological * etiology prevention & control MeSH
- Students, Nursing * psychology MeSH
- Check Tag
- Humans MeSH
- Young Adult MeSH
- Publication type
- Research Support, Non-U.S. Gov't MeSH
- Keywords
- intermediální učebna,
- MeSH
- Child MeSH
- Humans MeSH
- Young Adult MeSH
- Nursing Process * MeSH
- Child Care MeSH
- Education, Nursing methods MeSH
- Simulation Training * MeSH
- Check Tag
- Child MeSH
- Humans MeSH
- Young Adult MeSH
Všeobecne orientované pregraduálne vzdelávanie sestier má obmedzené možnosti pripraviť študentov na klinickú prax na špecifických pracoviskách, ako sú novorodenecké a pediatrické (N/P) oddelenia. Cieľom výskumu bolo preto posúdiť pripravenosť absolventov ošetrovateľstva na prácu na N/P oddeleniach z pohľadu zamestnávateľov – vedúcich a úsekových sestier na N/ P oddeleniach Slovenskej republiky. Výskumnú vzorku tvorilo 46 respondentov. Skúmali sme záujem o prácu na N/ P oddeleniach, pripravenosť absolventov na prácu s novorodencom/detským pacientom (rozmedzie: 1-10), problémy absolventov pri nástupe do zamestnania. 82,7% respondentov uviedlo, že sa záujem o prácu na N/P oddeleniach zo strany absolventov ošetrovateľstva znížil, resp. výrazne znížil. Celková pripravenosť absolventov je na priemernej úrovni (M = 5,30). Najčastejšie uvádzaným problémom u absolventov pri nástupe do zamestnania je ich nízka motivácia, dlhý proces adaptácie, nedostatočná teoretická a praktická príprava, strach pri práci s dieťaťom. S ohľadom na úroveň pripravenosti absolventov pre prácu s novorodencom/detským pacientom je nevyhnutné, aby vzdelávacie inštitúcie modifikovali proces vzdelávania s cieľom adekvátnejšej prípravy študentov pre potreby klinickej praxe.
General-oriented undergraduate nursing education has limited opportunities to prepare students for clinical practice in specific workplaces, such as neonatal and pediatric (N/ P) wards. The aim of the research was to assess the readiness of nursing graduates to work in N/ P departments from the point of view of employers - managers nurses at the N/ P departments of the Slovak Republic. The research sample consisted of 46 respondents. The analyzed factors included: interest in working in N/ P departments, readiness of graduates to work with newborn/ child patients (range: 1-10), problems of graduates when starting a job. 82.7% of the respondents said that the interest in working in N/ P departments on the part of nursing graduates has decreased or significantly reduced. The overall preparedness of graduates is at an average level (M = 5.30). The most frequently mentioned problem for graduates when starting a job is their low motivation, a long adaptation process, insufficient theoretical and practical training, and fear when working with a child. With regard to the level of preparedness of graduates for work with newborn/ child patients, it is necessary that educational institutions modify the education process with the aim of more adequate preparation of students for the needs of clinical practice.
- MeSH
- Child MeSH
- Quality of Life MeSH
- Adolescent MeSH
- Multiple Sclerosis MeSH
- Check Tag
- Child MeSH
- Adolescent MeSH
Východiská: Motivácia je kľúčovým aspektom učenia študentov. Ak majú študenti poskytovať kvalitnú ošetrovateľskú starostlivosť, potom proces získavania vedomostí a zručností by mal byť sprevádzaný adekvátnou motiváciou. Pri podpore motivácie zohráva svoju úlohu kvalita a efektivita vzdelávacieho procesu, pretože spokojnosť s výučbou predstavuje možnosť podpory ich motivácie.Cieľ: Posúdiť spokojnosť študentov ošetrovateľstva so vzdelávaním ošetrovateľských postupov zameraných na starostlivosť o deti, a vplyv spokojnosti na ich motiváciu pracovať s deťmi.Metódy: Realizovali sme prierezovú štúdiu u 76 študentov priemerného veku 20 rokov. Spokojnosť so vzdelávaním sme hodnotili subškálou "Satisfaction with Current Learning" (SCL) (rozmedzie: 1-5) a numerickou položkou (rozmedzie 0-10). Motiváciu študentov k práci s deťmi sme analyzovali numerickou položkou (rozmedzie 0-10).Výsledky: Globálne skóre pri subškále SCL bolo 2,37. 65,8 % študentov vyjadrilo nespokojnosť s metódami, 71% s učebnými materiálmi a aktivitami, 72,4 % uviedlo, že výučba nebola pre nich vyhovujúca. Zistili sme pozitívne, signifikantné korelácie medzi položkami subškály SCL a motiváciou študentov k práci s deťmi, a celkovou spokojnosťou s výučbou a motiváciou.Závery: Keďže sme zistili nízku úroveň spokojnosti študentov so vzdelávacím procesom v problematike starostlivosti o deti a jej negatívny dopad na motiváciu k práci s deťmi, je potrebná modifikácia vzdelávania a zvýšenie jej kvality.
Background: Motivationis a key aspect of student's learning. If students are to provide quality nursing care, then the process of acquiring knowledge and skills should be accompanied by adequate motivation. The quality and efficacy of the educational process plays a role in supporting motivation, because satisfaction with teaching is anopportunity to support their motivation.Aim: To assess the satisfaction of nursing students with the education of nursing procedures focused on child care, and the effect of satisfaction on their motivation to work with children.Methods: We conducted a cross-sectional study of 76 students with an average age of 20 years. We assessed satisfaction with education by subscale "Satisfaction with Current Learning" (SCL) (range: 1-5) and a numerical item (range: 0-10). We analyzed the motivation of students to work with children with a numerical item (range: 0-10). Results: The global score of SCL was 2.37. 65.8 % of students expressed dissatisfaction with the methods, 71 % with teaching materials and activities, 72.4 % stated that the teaching was not suitable for them. We found positive, significant correlations between items of SCL and student's motivation to work with children, and over all satisfaction with teaching and motivation.Conclution: As we found a low level of student satisfaction with the educational process in child care and its negative impact on motivation to work with children, it is necessary to modify education and increase its quality.
Simulácia je špecifický vzdelávací proces, ktorý v čo najväčšej miere imituje reálne klinické vzdelávanie. V posledných rokoch zaznamenávame výrazný nárast integrácie simulácie do vzdelávania študentov ošetrovateľstva, čo súvisí s obmedzeniami klinickej praxe, nárastom technologických procesov, ale aj preukázaním efektivity simulácie na rôzne výstupy študentov (napr. úzkosť, psychomotorické zručnosti, kritické myslenie, klinické uvažovanie, sebadôvera). Kvalita simulácie však závisí od faktorov, ako je vernosť použitého simulátora, prostredia a kvality vytvoreného a implementovaného scenára. Simulácia v rovine predprípravy študenta na poskytovanie starostlivosti novorodencovi a dieťaťu je špecificky dôležitá, pretože pregraduálna príprava študentov - v rovine teoretickej a klinickej - je v porovnaní so vzdelávaním a prípravou študentov na ošetrovateľskú starostlivosť dospelému pacientovi vo veľkej miere redukovaná.
Simulation is a specific educational process that imitates real clinical education as much as possible. In recent years, we have noticed a significant increase in the integration of simulation into the education of nursing students, which is related to the limitations of clinical practices, the increase in technological processe, but also the demonstration of the effectiveness of simulation on various student outcomes (e.g. anxiety, psychomotor skills, critical thinking, clinical judgment, self-confidence). However, the quality of the simulation depends on factors such as the fidelity of simulator, the environment and the quality of the created and implemented scenario. Simulation at the level of teoretical learning of students to provide care to newborns and children is specifically important, because the undergraduate learning of student – at the level of theory and clinical – is largely reduced compared to the education and preparation of students for nursing care of an adult patient.
- Keywords
- Wágnerův model péče o chronicky nemocné, The Chronic care Model - CCM,
- MeSH
- Self Administration MeSH
- Chronic Disease nursing MeSH
- Hypertension nursing nursing MeSH
- Self Care MeSH
- Delivery of Health Care MeSH
- Outcome and Process Assessment, Health Care methods MeSH
- Nurses MeSH
- Healthy Lifestyle MeSH
