Kakovost problemov, obravnavanih pri problemskem učenju: ocena študentov zdravstvene nege

Avtorji

  • Vida Gönc Univerza v Mariboru, Fakulteta za zdravstvene vede, Katedra za zdravstveno nego, Žitna ulica 15, 2000 Maribor
  • Mateja Lorber Univerza v Mariboru, Fakulteta za zdravstvene vede, Katedra za zdravstveno nego, Žitna ulica 15, 2000 Maribor
  • Jasmina Nerat Univerza v Mariboru, Fakulteta za zdravstvene vede, Katedra za zdravstveno nego, Žitna ulica 15, 2000 Maribor

DOI:

https://doi.org/10.14528/snr.2016.50.3.113

Ključne besede:

evalvacija, zdravstvena nega, problemi, študenti

Povzetek

Uvod: Z vpeljavo problemskega učenja se je spremenil kontekst učenja. Z uporabo kakovostnih problemov v okviru problemskega učenja se spodbuja kritično mišljenje, skupinske interakcije, uporaba teorije v praksi. Namen raziskave je bil ugotoviti oceno študentov zdravstvene nege glede kakovosti problemov, obravnavanih v okviru problemskega učenja. Metode: Uporabljeno je bilo kvantitativno neeksperimentalno raziskovanje, podatki so bili zbrani s tehniko anketiranja. V raziskavi je sodelovalo 196 študentov zdravstvene nege. Za obdelavo podatkov je bila uporabljena deskriptivna statistika, t-test in korelacijska analiza. Statistično značilnost smo preverjali na ravni 5% tveganja. Rezultati: Povprečne ocene vseh trditev, ki so se nanašale na oceno kakovosti problemov, obravnavanih v okviru problemskega učenja, so bile visoke ( > 4 od 5). Glede na način študija zdravstvene nege (redni, izredni študij) (t = –1,333, p = 0,558) in spol (t = 0,236, p = 0,354) ne prihaja do razlik v oceni kakovosti obravnavanih problemov. Ugotovljene so bile razlike v oceni kakovosti obravnavanih problemov glede na zaposlenost v zdravstvu (t = 2,109, p = 0,04) ter pozitivna šibka povezanost (r = 0,190, p = 0,002) med starostjo in oceno kakovosti obravnavanih problemov. Diskusija in zaključek: Raziskava pokaže visoko oceno kakovosti problemov, obravnavanih v okviru problemskega učenja, s čimer se pri študentih spodbuja samousmerjeno učenje, povečuje zanimanje za učno enoto in izboljšujejo motivacija za delo, komunikacijske spretnosti ter kritično razmišljanje. Nadaljnje raziskave bi bilo smiselno usmeriti v spremljanje vpliva problemskega učenja na učne izide ter uvedbo problemskega učenja v vse učne enote v okviru študija zdravstvene nege.

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Biografije avtorja

Vida Gönc, Univerza v Mariboru, Fakulteta za zdravstvene vede, Katedra za zdravstveno nego, Žitna ulica 15, 2000 Maribor

viš. pred. mag. Vida Gönc, viš. med. ses., univ. dipl. org.

Mateja Lorber, Univerza v Mariboru, Fakulteta za zdravstvene vede, Katedra za zdravstveno nego, Žitna ulica 15, 2000 Maribor

viš. pred. dr. Mateja Lorber, viš. med. ses., univ. dipl. org.

Jasmina Nerat, Univerza v Mariboru, Fakulteta za zdravstvene vede, Katedra za zdravstveno nego, Žitna ulica 15, 2000 Maribor

pred. Jasmina Nerat, viš. med. ses., univ. dipl. org.

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2016-09-27

Kako citirati

Gönc, V., Lorber, M., & Nerat, J. (2016). Kakovost problemov, obravnavanih pri problemskem učenju: ocena študentov zdravstvene nege. Obzornik Zdravstvene Nege, 50(3). https://doi.org/10.14528/snr.2016.50.3.113

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