Uvod: Lastnosti mentorja so za odnos med mentorjem, dijakom in študentom zdravstvene nege zelo pomembne. Namen raziskave je bil ugotoviti, katere lastnosti mentorjev so pomembne z vidika dijakov in ...študentov zdravstvene nege, in obratno, katere lastnosti mentorirancev, tj. dijakov oz. študentov, so pomembne z vidika mentorjev. Metode: Uporabljena je bila kvantitativna deskriptivna metoda raziskovanja. S spletnim anketnim vprašalnikom je bil anketiran 201 anketiranec, od tega 50 dijakov srednje zdravstvene šole (3. in 4. letnik), 97 študentov prve stopnje zdravstvene nege (2. in 3. letnik) ter 54 mentorjev v kliničnem okolju. Uporabljena je bila deskriptivna statistika, test hi-kvadrat ter metoda analize variance oz. analiza povprečij. Rezultati: Ugotovljeno je bilo, da mentorji menijo, da odnos med mentorirancem in mentorjem ni odvisen od mentorjeve starosti. Komunikacija je pomembna vsem trem skupinam anketirancev. Medsebojno spoštovanje je enako pomembno dijakom, študentom in mentorjem. Mentorjem je poleg dijakovega oz. študentovega spoštljivega odnosa najpomembnejše, da se dijak oz. študent zaveda svojih nalog in zadolžitev (x = 4,6). Najbolj zaželena lastnost mentorja je, da si vzame čas (x = 4,7) za dijaka oz. študenta ter da je organiziran in dostopen. Diskusija in zaključek: Med raziskovalnimi skupinami je opaziti razlike v dojemanju lastnosti in vrlin mentorjev. Vsem raziskovalnim skupinam je pomembna mentorjeva sposobnost komunikacije ter ustvarjanja kreativnega okolja.
Uvod: Izbira primernega teoretičnega modela ali teorije zdravstvene nege je osnova za dobro prakso. V Sloveniji uporabljamo teoretični model Virginie Henderson, ki ga v članku primerjamo s ...teoretičnim modelom Imogene M. King in teorijo zdravstvene nege Hildegard E. Peplau.
Metode: Uporabili smo deskriptivno metodo dela s pregledom domače in tuje strokovne ter znanstvene literature. Uporabili smo metodo kritičnega branja javno dostopnih virov, navezujoč se na podatke iz doslej objavljenih knjig, člankov in ostale literature, ki se dotika izbrane teme. Spletno iskanje literature je bilo opravljeno preko vzajemne bibliografsko-kataložne baze podatkov (COBIB.SI) ter tujih podatkovnih baz, kot so Jupsline, Medline, Cumulative Index to Nursing and Allied Health Literature (CINAHL). Za primerjavo teoretičnih modelov in teorije je bil uporabljen okvir za vrednotenje teoretičnih modelov in teorij po Jacqueline Fawcett.
Rezultati: Primerjani teoretična modela in teorija zdravstvene nege opišejo koncepte metaparadigme in odnose med njimi. Koncept zdravstvena nega je najpomembnejši v vseh teoretičnih modelih, cilj vseh pa je zdravje. Vse tri teoretičarke se manj poglabljajo v koncept okolje.
Diskusija in zaključek: Na področju uporabe teoretičnih modelov in teorij zdravstvene nege v zadnjih letih je narejenega premalo, medtem ko razvoj zdravstvene nege na drugih področjih hitro napreduje. Medicinske sestre morajo nadaljevati z raziskovanjem in razvojem teoretičnih modelov in teorij.
The characteristics of a mentor are of vital importance for a successful mentor-mentee relationship. The aim of the study was to explore and determine the mentors' and mentees' essential ...characteristics and values in nursing education influencing effective mentoring, as perceived and expected from each other. A quantitative descriptive research method was used, using an online questionnaire. The research sample consisted of 147 nursing students (50 secondary-school and 97 undergraduate students), and 54 mentors in the clinical settings. Descriptive statistics, Chi-square test and variance analysis test were used. According to the mentors, a successful relationship is not influenced by the mentor's age. All the respondents agreed that the most important factors in mentoring relationships are proper communication and mutual respect. The views on the required characteristics and attributes of mentors differ among the groups of respondents. The respondents within all three groups, however, agree that successful mentoring relationships are characterized by the mentors' good communication skills and creative environment.
Selection of a suitable theoretical model or theory of nursing is the basis for good practice. In Slovenia, Virginia Henderson's nursing model has been adopted as a base for professional nursing ...practice. The aim of this article is to present an organised and practical overview of the strengths and weaknesses of Henderson's nursing need theory in comparison to Hildegard E. Peplau's theory of interpersonal relations and Imogene M. King's goal attainment theory, as well as their implications for practice. The descriptive method was used with a literature review of domestic and foreign professional and scientific literature. The technique of critical reading was employed to study all the relevant accessible published sources. Web searching was conducted through COBIB.SI data base and data bases such as Jupsline, Medline and CINAHL. The results are compared in terms of the theories' utilization and application following Jacqueline Fawcett's framework for evaluation. All three nursing theories presented are applicable at all levels of nursing practice. Nursing is a major concept in all three theories and health is the goal for all three theorists. The concept of environment is poorly described. The research into the application of nursing models and theories in recent years is scarce. Nurses should commit to further research and development of nursing theories to generate and test the theories and their practical application.
Abstract The COVID‐19 pandemic and its effect on the world led to major changes in educational practices worldwide and presented many challenges for students from vulnerable groups. In this study, we ...examined protective and risk factors related to schooling from the perspective of students with learning disabilities (LD) and/or attention‐deficit/hyperactivity disorder (ADHD) during the pandemic in three European countries. Data were collected through semi‐structured interviews with 53 primary school students and analysed using qualitative content analysis. The results showed that additional individualised educational support from the school was the most common protective factor, followed by the availability of synchronous teaching. On the other hand, lack of individualisation and additional educational support, and shortcomings in teaching strategies during distance education, were the most common risk factors. These findings lead to the conclusion that school professionals need additional training on academic accommodations for LD and/or ADHD students and how to provide them under the conditions of distance and hybrid education.
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