magistrsko delo
Tajda Kuhar (Author), Barbara Domajnko (Reviewer), Tina Kavčič (Mentor), Marija Milavec Kapun (Co-mentor)

Abstract

Uvod: Empatična zdravstvena oskrba v kliničnem okolju predstavlja prednosti, ki so povezane z večjim zadovoljstvom pacientov, večjim upoštevanjem priporočil zdravljenja in boljšimi izidi zdravljenja, prisotnih pa je tudi manj nepravilnosti v procesu obravnave. Empatija vključuje naučene čustveno-kognitivne odzive, ki jih študenti zdravstvene nege lahko pridobijo in razvijejo med študijem in kliničnim usposabljanjem. Empatija se pri študentih zdravstvene nege pogosto povezuje s stresom. Stres študentom povzročajo stresorji, ki so povezani z opravljanjem kliničnega usposabljanja in njihovo obremenitvijo tekom študijskega leta. Namen: Namen magistrskega dela je preučiti štiri vidike empatičnega odzivanja pri dodiplomskih študentih zdravstvene nege. Ugotavljali smo, ali obstajajo razlike v empatičnem odzivanju med študenti treh letnikov in med spoloma. Prav tako smo raziskali povezavo med empatičnim odzivanjem in stresom. Metode dela: Uporabili smo neeksperimentalno presečno kvantitativno metodo raziskovanja. Raziskovalni instrument, ki ga smo uporabili za namen raziskave, je vključeval dva vprašalnika, in sicer: Indeks medosebne reaktivnosti in Vprašalnik zaznanega stresa. Študenti so v raziskavi s pomočjo vprašalnika poročali o zaznanem stresu in štirih vidikih empatičnega odzivanja, tj. zavzemanju perspektive, domišljijskem vživljanju, empatični skrbi in osebni prizadetosti. Raziskava je bila izvedena med rednimi študenti 1., 2. in 3. letnika dodiplomskega študija v izbrani visokošolski izobraževalni instituciji v Sloveniji v študijskih letih 2021/22 in 2022/23. V raziskavi je sodelovalo 351 žensk in 60 moških. V raziskavi je sodelovalo 152 študentov 1. letnika, 145 2. letnika in 114 3. letnika. Za testiranje hipotez smo uporabili t-test za neodvisne vzorce, enosmerno analizo variance s Schefféjevim testom parnih primerjav in izračun korelacijskih koeficientov. Meja za določanje statistične značilnosti je bila p < 0,05. Rezultati: V naši raziskavi smo ugotovili, da med študenti ni značilnih razlik v empatičnem odzivanju glede na letnik študija. Ženske statistično značilno višje ocenjujejo vse štiri vidike empatičnega odzivanja kot moški. Ugotovili smo, da je v 1. letniku stres značilno višji kot v 2. in 3. letniku, učinek letnika na oceno stresa pa je majhen. Zaznani stres študentov se statistično značilno in zmerno visoko pozitivno povezuje z osebno prizadetostjo ter šibko pozitivno z domišljijskim vživljanjem in empatično skrbjo. Razprava in zaključek: Pomemben doprinos naše raziskave predstavlja dejstvo, da med študenti zdravstvene nege glede na letnik študija ni bilo opaziti upadanja osebne prizadetosti. To pomeni, da študenti z napredovanjem v višji letnik študija v empatičnih situacijah v povprečju doživljajo približno enako anksioznosti in osebne stiske, kljub temu da med študijem pridobivajo vse več praktičnih izkušenj pri delu s pacienti. Na podlagi ugotovitev bi predlagali izvedbo ukrepov za spodbujanje zavzemanja perspektive in empatične skrbi ter preprečevanje osebne prizadetosti v empatičnih situacijah in stresa študentov zdravstvene nege.

Keywords

magistrska dela;zdravstvena nega;empatična skrb;študij;klinično usposabljanje;empatično odzivanje;osebna prizadetost;medicinska sestra;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL ZF - University College of Health Studies
Publisher: [T. Kuhar]
UDC: 616-083
COBISS: 195450371 Link will open in a new window
Views: 48
Downloads: 4
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Other data

Secondary language: English
Secondary title: Empathy and stress in nursing students
Secondary abstract: Introduction: Empathic healthcare in a clinical setting offers advantages associated with greater patient satisfaction, better adherence to treatment recommendations, improved treatment outcomes and fewer errors in the care process. Empathy encompasses learned emotional-cognitive responses that nursing students can acquire and develop during study and clinical training. Among nursing students, empathy is often linked to stress. Stressors related to clinical training and academic workload contribute to student stress during the academic year. Objective: The purpose of this master’s thesis is to examine four aspects of empathic responsiveness among undergraduate nursing students. We investigated whether there are differences in empathic responses between students from different academic years and between genders. Additionally, we explored the relationship between empathic responsiveness and stress. Methods: We employed a non-experimental cross-sectional research method. The research instrument used for this study included two questionnaires: the Interpersonal Reactivity Index and the Perceived Stress Questionnaire. Students reported on their perceived stress levels and four aspects of empathic responsiveness: perspective taking, fantasy, empathic concern, and personal distress. The research was conducted among undergraduate nursing students in their 1st, 2nd, and 3rd years at a selected higher education institution in Slovenia in the academic years 2021/22 and 2022/23. A total of 351 female and 60 male students participated in the study. The participants included 152 1st year students, 145 2nd year students and 114 3rd year students. Hypothesis testing involved independent samples t-tests, one-way analysis of variance with Scheffé post hoc comparisons, and calculation of correlation coefficients. The significance level was set at p < 0.05. Results: Our study revealed no significant differences in empathic responsiveness among students based on their academic year. However, female students consistently rated all four aspects of empathic responsiveness higher than male students. We also found that stress levels were significantly higher in the 1st year compared to the 2nd and 3rd years, although the effect of academic year on stress levels was small. Perceived stress among students was positively and moderately associated with personal distress, and weakly positively correlated with fantasy and empathic concern. Discussion and conclusion: An important contribution of our research lies in the finding that there was no observed decrease in personal distress among nursing students with the increasing year of study. This means that as students’ progress to higher study years, they experience approximately the same level of anxiety and personal strain in empathic situations, despite gaining more practical experience working with patients during their studies. Based on these findings, we would recommend implementing measures to promote perspective-taking and empathic care, as well as preventing personal distress in empathic situations and stress among nursing students.
Secondary keywords: master's theses;nursing care;empathic care;study;clinical training;empathic response;personal distress;nurse;
Type (COBISS): Master's thesis/paper
Study programme: 0
Thesis comment: Univ. v Ljubljani, Zdravstvena fak., Oddelek za zdravstveno nego
Pages: 34 str.
ID: 23674458