Pojmovanje znanja pri študentih zdravstvene nege: mednarodna perspektiva

Avtorji

  • Majda Pahor Univerza v Ljubljani Zdravstvena fakulteta Zdravstvena pot 5 SI-1000 Ljubljana
  • Barbara Domajnko Univerza v Ljubljani Zdravstvena fakulteta Zdravstvena pot 5 SI-1000 Ljubljana
  • Elisabeth Lindahl Umeå University Department of Nursing SE-90187 Umeå Sweden

DOI:

https://doi.org/10.14528/snr.2015.49.1.47

Ključne besede:

nursing knowledge, education, students' perspective, Slovenia, Sweden

Povzetek

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.

Prenosi

Podatki o prenosih še niso na voljo.

Metrike

Nalaganej metrik....

Biografije avtorja

Majda Pahor, Univerza v Ljubljani Zdravstvena fakulteta Zdravstvena pot 5 SI-1000 Ljubljana

red. prof. dr. Majda Pahor, univ. dipl. soc.

Barbara Domajnko, Univerza v Ljubljani Zdravstvena fakulteta Zdravstvena pot 5 SI-1000 Ljubljana

doc. dr. Barbara Domajnko, prof. angl, dipl. soc. kult.

Elisabeth Lindahl, Umeå University Department of Nursing SE-90187 Umeå Sweden

assist. prof. Elisabeth Lindahl, RNT, PhD

Literatura

Apesoa-Varano, E.C., 2007. Educated caring: the emergence of professional identity among nurses. Qualitative Sociology, 30(3), pp. 259–274. http://dx.doi.org/10.1007/s11133-007-9069-6

Bengtsson, B. & Ohlsson, B., 2010. The nursing and medical students' motivation to attain knowledge. Nurse Education Today, 30(3), pp. 150–156.http://dx.doi.org/10.1016/j.nedt.2009.07.005

Binding, L.L., Morck, A.C. & Moules, N.J., 2010. Learning to see the other: a vehicle of reflection. Nurse Education Today, 30(7), pp. 591–594. http://dx.doi.org/10.1016/j.nedt.2009.12.014

Bonis, S.A., 2009. Knowing in nursing: a concept analysis. Journal of Advanced Nursing, 65(6), pp. 1328–1341.http://dx.doi.org/10.1111/j.1365-2648.2008.04951.x

Brante, T., 2010. State formations and the historical take-off of continental professional types: the case of Sweden. In: Svensson,L.G. & Evetts J. eds. Sociology of professions: continental and Anglo-Saxon traditions. Göteborg: Daidalos, pp. 75–122.

Brown, C.E., Kim, S.C., Stichler, J.F. & Fields, W., 2010. Predictors of knowledge, attitudes, use and future use of evidence- based practice among baccalaureate nursing students at two universities. Nurse Education Today, 30(6), pp. 521–527. http://dx.doi.org/10.1016/j.nedt.2009.10.021

CAIPE, 2002. Defining interprofessional education. Available at: http://caipe.org.uk/about-us/the-definition-and-principles-ofinterprofessional-education/ [2. 7. 2014]

Carper, B.A., 1978. Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), pp. 13–23. http://dx.doi.org/10.1097/00012272-197810000-00004 PMid:110216

Carlsson, E., Pilhammar, E. & Wann-Hansson, C., 2010. 'This is nursing': nursing roles as mediated by precepting nurses during clinical practice. Nurse Education Today, 30(8), pp. 763–767. http://dx.doi.org/10.1016/j.nedt.2010.01.020

Dickieson, P., Carter L.M., & Walsh M., 2008. Integrative thinking and learning in undergraduate nursing education: three strategies. International Journal of Nursing Education Scholarship, 5(1), pp. 1–15. http://dx.doi.org/10.2202/1548-923X.1696 PMid:18976236

European Ministers of Education, 1999. The Bologna declaration of 19 June 1999. Available at: http://www.magna-charta.org/resources/files/BOLOGNA_DECLARATION.pdf [3. 2. 2015].

Goverment bill 2004/05: 162. Ny värld – ny högskola [in English: New world – new higher education]. Stockholm: Utbildningsoch kulturdepartementet.

Hsieh, H-F. & Shannon, S.E., 2005. The approaches to qualitative content analyses. Qualitative Health Resarch, 15(9), pp. 1277–1288. http://dx.doi.org/10.1177/1049732305276687

James, I., Andershed, B., Gustavsson, B. & Ternestedt, B-M., 2010. Knowledge constructions in nursing practice: understanding and integrating different forms of knowledge. Qualitative Health Research, 20(11), pp. 1500–1518. http://dx.doi.org/10.1177/1049732310374042

Lindahl, E., Gilje, F. & Norberg, A., 2007. Striving for purity. Shared understandings in retired Swedish care providers' narratives on nursing care around 1950. Journal of Holistic Nursing, 22(4), pp. 333–350. http://dx.doi.org/10.1177/0898010104269243 PMid:15486153

Lipscomb, M., 2011. Only connect ... a response (connected!). Nurse Education Today, 31(1), pp. 6–8. http://dx.doi.org/10.1016/j.nedt.2010.08.004

Lundman, B. & Sandman, P.O. red., 2009. Umeĺ-modellen för omvĺrdnad (In English: The Umeĺ concept of nursing care). Umea: Institutionen för omvardnad, Umea universitet.

Mantzoukas, S. & Jasper, M., 2007. Types of nursing knowledge used to guide care of hospitalized patients. Journal of Advanced Nursing 62(3), pp. 318–326. http://dx.doi.org/10.1111/j.1365-2648.2007.04587.x

McKie, L., Gregory, S. & Bowlby, S., 2002. Shadow times: the temporal and spatial frameworks and experiences of caring and working. Sociology, 36(4), pp. 897–924. http://dx.doi.org/10.1177/003803850203600406

Neergaard, M.A., Olesen, F., Andersen R.S. & Sondergaard, J., 2009. Qualitative description – the poor cousin of health research? BMC Medical Research Methodology, 9, p. 52. http://dx.doi.org/10.1186/1471-2288-9-52

Pahor, M., 2003. Do nurses in Slovenia have the opportunity to care? Barriers to nursing care becoming a cognitive, reflective and moral practice. In: Sevenhuijsen, S. & Švab, A. eds. Labirynths of care – the relevance of the ethics of care perspective for social policy. Ljubljana: Mirovni institut, pp. 79–93.

Pahor, M. & Rasmussen, B., 2009. How does culture show? A case study of an international and interprofessional course in palliative care. Journal of Interprofessional Care, 23(5), pp. 474–485. http://dx.doi.org/10.1080/13561820903163512

Reeves, S., Perrier, L., Goldman, J., Freeth, D. & Zwarenstein M., 2013. Interprofessional education: effects on professional practice and health care outcomes (update). Cochrane Database of Systematic Reviews, 3, p. CD002213. http://dx.doi.org/10.1002/14651858.CD002213.pub3 PMid:23543515

Robinson, K. & Vaughan, B., 1993. Knowledge for nursing practice. Oxford: Butterworth- Heinemann.

Rolfe, G., 2010. Editorial: only connect ... an invitation to scholarship. Nurse Education Today, 30(8), pp. 703–704. http://dx.doi.org/10.1016/j.nedt.2010.05.010

Safadi, R.R., Saleh M.Y.N., Nassar O.S., Amre H.M. & Froelicher E.S., 2011. Nursing students perceptions of nursing: a descriptive study of four cohorts. International Nursing Review, 58(4), pp. 420–427. http://dx.doi.org/10.1111/j.1466-7657.2011.00897.x PMid:22092319

Sandelowski, M., 2000. Focus on research methods. Whatever happened to qualitative description. Research in Nursing and Health 23(4), pp. 334–340. http://dx.doi.org/10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-G

Sandelowski, M., 2010. What's in a name? Qualitative description revisited. Research in Nursing and Health, 33, pp. 77–84. http://dx.doi.org/10.1002/nur.20362

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. http://dx.doi.org/10.1016/j.nedt.2009.11.004 PMid:20005606

Skar, R., 2009. Knowledge use in nursing practice: the importance of practical understanding and personal involvement. Nurse Education Today, 30(2), pp. 132–136. http://dx.doi.org/10.1016/j.nedt.2009.06.012

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. http://dx.doi.org/10.1016/j.profnurs.2006.03.011

Syllabus Nursing Programme, 2007. Umea: Department of Nursing, Umea University. Visokošolski strokovni študijski program Zdravstvena nega [in English: Higher Education Study Programme in Nursing], 2008, Ljubljana: Univerza v Ljubljani, Zdravstvena fakulteta

Objavljeno

2015-03-20

Kako citirati

Pahor, M., Domajnko, B., & Lindahl, E. (2015). Pojmovanje znanja pri študentih zdravstvene nege: mednarodna perspektiva. Obzornik Zdravstvene Nege, 49(1). https://doi.org/10.14528/snr.2015.49.1.47

Številka

Rubrike

Izvirni znanstveni članek

##plugins.generic.recommendBySimilarity.heading##

##plugins.generic.recommendBySimilarity.advancedSearchIntro##