Pregled publiciranja izbranih bibliografskih enot visokošolskih učiteljev strokovnih predmetov zdravstvene nege

retrospektivna raziskava

  • Branko Bregar Univerzitetna psihiatrična klinika Ljubljana, Studenec 48, 1260 Ljubljana Polje, in Fakulteta za zdravstvo Angele Boškin, Spodnji Plavž 3, 4270 Jesenice, Slovenija https://orcid.org/0000-0002-2341-2732
  • Jure Rašić Univerzitetna psihiatrična klinika Ljubljana, Studenec 48, 1260 Ljubljana Polje, Slovenija
Ključne besede: zdravstvo, visoko šolstvo, fakultete, kakovost, medicinske sestre

Povzetek

Uvod: Kakovost študijskih programov je povezana s strokovno in znanstveno usposobljenostjo visokošolskih učiteljev. Namen raziskave je bil pregledati publicistično aktivnost visokošolskih učiteljev izbranih strokovnih predmetov v visokošolskih institucijah za zdravstveno nego v Sloveniji.
Metoda: Retrospektivno so bili pregledani javno dostopni podatki o publiciranju 76 visokošolskih učiteljev, nosilcev dvanajstih strokovnih predmetov v sedmih visokošolskih institucijah na področju zdravstvene nege, za obdobje 2010–2015. Podatki so prikazani z opisno statistiko.
Rezultati: V prikazanem obdobju je bilo evidentiranih 4.337 enot publiciranja, na enega visokošolskega učitelja povprečno 57,32 (s = 59,05). Od tega je bilo največ mentorstev diplom (n = 2928, 67,30 %), najmanj izvirnih znanstvenih člankov (n = 268, 6,21 %), še manj  preglednih znanstvenih člankov (n = 46, 1,10 %). Obstajajo razlike v publiciranju na splošno med fakultetami (χ2(2) = 14,272, p = 0,027), pri mentorstvih (χ2(2) = 16,767, p = 0,010), preglednih znanstvenih člankih (χ2(2) = 28,442, p < 0,001) uredništvih (χ2(2) = 17,870, p = 0,007).
Diskusija in zaključek: Nosilci strokovnih predmetov zdravstvene nege kažejo različne aktivnosti na področju publiciranja bibliografskih enot. Visokošolske institucije naj spodbujajo visokošolske učitelje k publiciranju ter s tem pospešujejo njihov strokovni in znanstveni razvoj. Publiciranje znanstvenih bibliografskih enot bi bilo smiselno dodati tudi merilom za habilitacijo v naziv predavatelja.

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

Baumann, A. & Blythe, J., 2008. Globalization of Higher Education in Nursing. Journal of Issues in Nursing, 13(2), p. 4.

Blush, R.R., Mason, H.L. & Timmerman, N.M., 2017. Pursuing the clinical track faculty role: from clinical expert to educator. AACN Advanced Critical Care, 28(3), pp. 243–249. https://doi.org/10.4037/aacnacc2017250 PMid:28847858

Bole, U. & Skela-Savič, B., 2018. Odnos in znanje medicinskih sester ter ovire pri implementaciji na dokazih temelječe prakse. Obzornik zdravstvene nege, 52(3), pp. 177–185. https://doi.org/10.14528/snr.2018.52.2.206

Bregar, B., 2013. Zdravstvena nega v pričakovanju reform sistema zdravstvenega varstva. Obzornik zdravstvene nege, 47(2), pp. 132–134. Available at: https://obzornik.zbornicazveza.si:8443/index.php/ObzorZdravNeg/article/view/2920 [1. 7. 2019].

Broome, M.E., Oermann, M.H., Douglas, C.E., Simmons, D.F. & Woodward, A., 2019. Publication productivity of nursing faculty in selected schools of nursing across the United States. Journal of Nursing Scholarship, 51(3), pp. 346–355. https://doi.org/10.1111/jnu.12463 PMid:30762935

Bullin, C., 2018. To what extent has doctoral (PhD) education supported academic nurse educators in their teaching roles: an integrative review. BMC Nursing, 17, p. 6. https://doi.org/10.1186/s12912-018-0273-3 PMid:29483844; PMCid:PMC5824484

Cave, I., 2005. Nurse teachers in higher education: without clinical competence, do they have a future. Nurse Education Today, 25(8), pp. 646–651. https://doi.org/10.1016/j.nedt.2005.09.004 PMid:16289490

Collins, S. & Hewer, I., 2014. The impact of the Bologna process on nursing higher education in Europe: a review. International Journal of Nursing Studies, 51(1), pp. 150–156. https://doi.org/10.1016/j.ijnurstu.2013.07.005 PMid:23928323

Daw, P., Mills, M.E. & Ibarra, O., 2018. Investing in the future of nurse faculty: a state-level program evaluation. Nursing Economics, 36(2), pp. 59–82.

Delle Rose, L.F.D. & Haug, G., 2014. Programme profiles and the reform of higher education in Europe: the role of Tuning Europe. Tuning Journal for Higher Education, 1(1), pp. 203–222. https://doi.org/10.18543/tjhe-1(1)-2013pp203-222

Dowding, D., Gurbutt, R., Murphy, M., Lascelles, M., Pearman, A. & Summers, B., 2012. Conceptualising decision making in nursing education. Journal of Research in Nursing, 17(40), pp. 348–360. https://doi.org/10.1177/1744987112449963

Directive 2005/36/EC on the recognition of professional qualifications, 2005. Official Journal of European Union, L255, pp. 22–142.

Directive 2013/55/EU of the European Parliament and of the Council, 2013. Official Journal of European Union, LE354/132.

Elliott, M., & Wall, N., 2008. Should nurse academics engage in clinical practice. Nurse Education Today, 28(5), pp. 580–586. https://doi.org/10.1016/j.nedt.2007.09.015 PMid:18055069

ESG, 2015. Standards and guidelines for quality assurance in the European Higher Education Area. Available at: http://www.enqa.eu/wpcontent/uploads/2015/11/ESG_2015.pdf [18. 7. 2017].

Galbany-Estragués, P. & Nelson, S., 2016. Migration of Spanish nurses 2009–2014. Underemployment and surplus production of Spanish nurses and mobility among Spanish registered nurses: a case study. International Journal of Nursing Studies, 63, pp. 112–123. https://doi.org/10.1016/j.ijnurstu.2016.08.013 PMid:27621041

Hardicre, J., 2003. Meeting the requirements for becoming a nurse lecturer. Nursing Times, 99(31), pp. 32–35.

Holopainen, A., Tossavainen, K. & Kärnä-Lin, E., 2009. Nurse teacherhood and the categories influencing it. Journal of Research in Nursing, 14(3), pp. 243–259. https://doi.org/10.1177/1744987108098140

Kodeks etike v zdravstveni negi in oskrbi Slovenij, 2014. Uradni list Republike Slovenije št. 7. Kvas, A. & Seljak, J., 2004. Slovenske medicinske sestre na poti v postmoderno. Ljubljana: Društvo medicinskih sester in zdravstvenih tehnikov Ljubljana.

Lahtinen, P., Leino-Kilpi, H. & Salminen, L., 2014. Nursing education in the European higher education area: variations in implementation. Nurse Education Today, 34(6), pp. 1040–1047. https://doi.org/10.1016/j.nedt.2013.09.011 PMid:24090615

Melnyk, B.M, Gallagher-Ford, L., Long, L.E., & Fineout-Overholt, E., 2014. The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing, 11(1), pp. 5–15. https://doi.org/10.1111/wvn.12021 PMid:24447399

Ministrstvo za izobraževanje, znanost in šport (MIZS), 2016. Available at: http://www.mizs.gov.si/si/delovna_podrocja/direktorat_za_visoko_solstvo/sektor_za_visoko_solstvo/razvid_visokosolskih_zavodov/ [2. 4. 2016].

Morales, D.X., Grineski, S.E. & Collins, T.W., 2017. Increasing research productivity in undergraduate research experiences: exploring predictors of collaborative faculty-student publications. CBE life sciences education, 16(3), art. ID. ar42. https://doi.org/10.1187/cbe.16-11-0326 PMid:28747352; PMCid:PMC5589422

Nilsson, J., Carlsson, M., Johansson, E., Egmar, A.C., Florin, J., Leksell, J., et al., 2014. Nursing in a globalized world: nursing students with international study experience report higher competence at graduation. Open Journal of Nursing, 4, pp. 848–858. https://doi.org/10.1111/j.1365-2648.2010.05331.x PMid:20626496

O'Sullivan, P.S. & Irby, D.M., 2011. Reframing research on faculty development. Academic Medicine, 86(4), pp. 421–428. https://doi.org/10.1097/ACM.0b013e31820dc058 PMid:21346505

Ousey, K. & Gallagher, P., 2010. The clinical credibility of nurse educators: time the debate was put to rest. Nurse Education Today, 30(7), pp. 662–665. https://doi.org/10.1016/j.nedt.2009.12.021 PMid:20116143

Pahor, M., 2006. Medicinske sestre in univerza. Domžale: Izolit.

Pallant, J., 2002. SPSS survival manual: a step by step guide to data analysis using SPSS for Windows (Version 10 and 11). Buckingham, Philadelphia: Open University Press.

Polit, D.F. & Beck, C.T., 2018. Essentials of nursing research: appraising evidence for nursing practise. Philadelphia: Wolters Kluwer Health/Lippincott Wiliams and Wilkins, pp. 4, 6, 13.

Råholm, M.B., Hedegaard, B.L., Löfmark, A., & Slettebø, A., 2010. Nursing education in Denmark, Finland, Norway and Sweden: from Bachelor's degree to PhD. Journal of Advanced Nursing, 66(9), pp. 2126–2137. https://doi.org/10.1111/j.1365-2648.2010.05331.x PMid:20626496

Reid, T.P., Hinderer, K.A., Jarosinski, J.M., Mister, B.J. & Seldomridge, L.A., 2013. Expert clinician to clinical teacher: developing a faculty academy and mentoring initiative. Nurse Education in Practice, 13(4), pp. 288–293. https://doi.org/10.1016/j.nepr.2013.03.022 PMid:23615037

Satu, K.U., Leena, S., Mikko, S., Riitta, S. & Helena, L.K., 2013. Competence areas of nursing students in Europe. Nurse Education Today, 33(6), pp. 625–632. https://doi.org/10.1016/j.nedt.2013.01.017 PMid:23462517

Salminen, L., Stolt, M., Saarikoski, M., Suikkala, A, Vaartio, H. & Leino-Kilpi, H., 2010. Future challenges for nursing education: a European perspective. Nurse Education Today, 30(3), pp. 233–238. https://doi.org/10.1016/j.nedt.2009.11.004 PMid:20005606

Seljak, J. & Kvas, A., 2004. Sprememba odnosov v zdravstvenem varstvu kot predpogoj za uspeh zdravstvene reforme. Central European Public Administration Review, 2(1), pp. 109–124. https://doi.org/10.17573/cepar.v2i1.30

Seyyedrasooli, A., Zamanzadeh, V., Valizadeh, L., & Tadaion, F., 2012. Individual potentials related to evidence-based nursing among nurses in teaching hospitals affiliated to Tabriz University of Medical Sciences, Tabriz, Iran. Journal of Caring Sciences, 1(2), pp. 93–99.

Skela-Savič, B., 2009. Zdravstvena nega in raziskovanje: nekateri vplivni dejavniki za razvoj zdravstvene nege kot znanstvene discipline v Sloveniji. Obzornik zdravstvene nege, 43(3), pp. 209–222. Available at: https://obzornik.zbornica-zveza.si/index.php/ObzorZdravNeg/article/view/2726 [1. 7. 2019].

Skela-Savič, B., 2013. Publiciranje v zdravstveni negi: rezultati bodo prišli s pridobivanjem znanj in spodbudami. Obzornik zdravstvene nege, 47(1), pp. 5–7. Available at: https://obzornik.zbornica-zveza.si:8443/index.php/ObzorZdravNeg/article/view/2906 [1. 7. 2019].

Skela-Savič, B., 2015a. Smernice za izobraževanje v zdravstveni negi na študijskem programu prve stopnje Zdravstvene nege (VS). Obzornik zdravstvene nege, 49(4), pp. 320–333. https://doi.org/10.14528/snr.2015.49.4.79

Skela-Savič, B., 2015b. Smernice za izobraževanje v zdravstveni negi za program prve stopnje Zdravstvena nega (VS): rezultati prve Delfi iteracije. 9. šola za klinične mentorje: teorije in modeli zdravstvene nege. Kako jih uporabiti na kliničnih problemih. Jesenice: Fakulteta za zdravstvo Jesenice, pp. 1–25.

Skela-Savič, B., Hvalič-Touzery, S. & Pesjak, K., 2017. Professional values and competencies as explanatory factors for the use of evidence-based practice in nursing. Journal of Advanced Nursing, 73(8), pp. 1910–1923. https://doi.org/10.1111/jan.13280 PMid:28205259

Smith, C. & Boyd, P., 2012. Becoming an academic: the reconstruction of identity by recently appointed lecturers in nursing, midwifery and the allied health professions. Innovations in Education & Teaching International, 49(1), pp. 63–72. https://doi.org/10.1080/14703297.2012.647784

Sommers, C.L., 2018. Measurement of critical thinking, clinical reasoning, and clinical judgment in culturally diverse nursing students: a literature review. Nurse Education in Practice, 30, pp. 91–100. https://doi.org/10.1016/j.nepr.2018.04.002 PMid:29669305

Spitzer, A. & Perrenoud, B., 2006. Reforms in nursing education across Western Europe: implementation processes and current status. Journal of Professional Nursing, 22(3), pp. 162–171. https://doi.org/10.1016/j.profnurs.2006.03.011 PMid:16759959

Starc, A. & Ilič, B., 2007. Pridobivanje in razvoj znanstvenega in strokovnega človeškega kapitala v zdravstveni negi. Obzornik zdravstvene nege, 41(2–3), pp. 61–69. Available at: https://obzornik.zbornica-zveza.si/index.php/ObzorZdravNeg/article/view/2626 [1. 7. 2019].

Starc, A., 2009. Nursing professionalism in Slovenia: knowledge, power, and ethics. Nursing Science Quarterly, 22(4), pp. 371–374. https://doi.org/10.1177/0894318409344758 PMid:19858518

Starc, A., 2014. Profesionalizacija zdravstvene nege za kakovostne zdravstvene storitve. Ljubljana: Zdravstvena fakulteta. https://doi.org/10.24141/1/2/2/1

Starc, A., 2016. Professionalization in healthcare chain. Journal of Applied Health Sciences, 2(2), pp. 69–86. https://doi.org/10.24141/1/2/2/1

Starc, A., Pahor, M. & Ilič, B., 2012. What makes nursing a profession: professionalization elements. HealthMed, 6(11), pp. 3815–3821.

Tschannen, D., Anderson, C., Strobbe, S., Bay, E., Bigelow, A., Dahlem, C.H., et al., 2014. Scholarly productivity for nursing clinical track faculty. Nursing Outlook, 62(6), pp. 475–481. https://doi.org/10.1016/j.outlook.2014.05.006 PMid:25015410

Zakon o visokem šolstvu (ZViS), 2012. Uradni list Republike Slovenije št. 32.

Warne, T., Johansson, U.B., Papastavrou, E., Tichelaar, E., Tomietto, M., Van den Bossche, K., et al., 2010. An exploration of the clinical learning experience of nursing students in nine European countries. Nurse Educaton Today, 30(8), pp. 809–815. https://doi.org/10.1016/j.nedt.2010.03.003 PMid:20409620

Williamson, G.R., 2004. Lecturer practitioners in UK nursing and midwifery: what is the evidence: systematic review of the research literature. Journal of Clinical Nursing, 13(7), pp. 787–795. https://doi.org/10.1111/j.1365-2702.2004.00996.x PMid:15361152

Williamson, G.R., Webb, C. & Abelson-Mitchell, N., 2004. Developing lecturer practitioner roles using action research. Journal of Advanced Nursing, 47(2), pp. 153–164. https://doi.org/10.1111/j.1365-2648.2004.03074.x PMid:15196189

Objavljeno
2020-09-21
Kako citirati
Bregar, B. in Rašić, J. (2020) Pregled publiciranja izbranih bibliografskih enot visokošolskih učiteljev strokovnih predmetov zdravstvene nege, Obzornik zdravstvene nege, 54(3), str. 230-240. doi: 10.14528/snr.2020.54.3.3008.
Rubrike
Izvirni znanstveni članek