poročilo o raziskavi
Špela Pevec (Avtor), Albina Bobnar (Recenzent), Bernarda Djekić (Mentor)

Povzetek

Uvod: Zdravstvena nega kritično bolnih pacientov je kompleksna in zahtevna. Študentje se med izobraževanjem v to okolje vključujejo v okviru kliničnega usposabljanja. Umeščanje pred kliničnim usposabljanjem pridobljenega znanja v prakso je za študente pogosto težavno. Pomembno vlogo v učnem procesu imajo nekatere pozitivne in negativne izkušnje. Namen: Namen diplomskega dela je predstaviti klinično usposabljanje v enoti intenzivnega zdravljena, s poudarkom na ocenah in izkušnjah študentov v povezavi s teoretičnim in praktičnim znanjem, strahom, pričakovanji in z delom mentorjev. Metode dela: Uporabljena je bila deskriptivna metoda dela. Izkušnje študentov s kliničnim usposabljanjem so bile raziskane z anketiranjem 95 študentov 3. letnika študijskega programa Zdravstvena nega, 1. stopnja, na Zdravstveni fakulteti Univerze v Ljubljani, redni in izredni študij. Anketiranje je potekalo po končanem kliničnem usposabljanju s tega področja, in sicer od marca do junija 2017. Rezultati: Anketiranci so pred kliničnim usposabljanjem ocenjevali, da imajo premalo teoretičnega in praktičnega predznanja, vendar pri prenosu že usvojenih znanj v klinično okolje niso prepoznali težav. Po kliničnem usposabljanju študentje ocenjujejo, da so pridobili najvišjo mogočo raven novih znanj in veščin. Študentje pred začetkom kliničnega usposabljanja navajajo strah zaradi pričakovane kompleksne obravnave kritično bolnih, uporabe tehnološko naprednih in zahtevnih aparatur, otežene komunikacije z nezavestnim pacientom, pričakovanih težkih zdravstvenih stanj kritično bolnih in pričakovanih težav pri vključitvi v zdravstveni tim. Tudi po kliničnem usposabljanju študentje ocenjujejo, da je bilo delo stresno in zahtevno. Za klinično usposabljanje je imela večina visoka pričakovanja (46, 48 %). V veliki večini potrjujejo, da so bili z izvedbo zelo zadovoljni. Odnosi s kliničnimi mentorji so bili spoštljivi (78, 82 %). Najbolj pozitivna izkušnja je bila možnost aktivnega vključevanja v delo (66, 69 %). Najbolj negativna izkušnja po oceni anketiranih je bilo pretirano doživljanje pacientovega zdravstvenega stanja (45, 47 %). Razprava in sklep: Naša raziskava, podobno kot druge, kaže, da je zelo pomembno teoretično in praktično znanje, ki ga študent pred kliničnim usposabljanjem dobi na fakulteti. Anketiranci so potrdili potrebo po predhodnem simuliranem kliničnem usposabljanju. V okolju intenzivnega zdravljenja študent potrebuje neprekinjeno spremljanje in podporo kliničnega mentorja. Zelo pomembno je tudi, da so klinični mentor in drugi zaposleni študentom na voljo za pogovor ob stresnih situacijah. Anketiranci so bili na oddelkih lepo sprejeti. Klinično usposabljanje je kljub strahu, ki so ga občutili pred njegovim začetkom, izpolnilo njihova pričakovanja.

Ključne besede

diplomska dela;zdravstvena nega;kritično bolni;simulirano klinično okolje;vloga mentorjev;naklonjenost do študentov;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL ZF - Zdravstvena fakulteta
Založnik: [Š. Pevec]
UDK: 616-083
COBISS: 5410667 Povezava se bo odprla v novem oknu
Št. ogledov: 1992
Št. prenosov: 603
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Clinical practice assessment and experiences of nursing students in the intensive care unit
Sekundarni povzetek: Introduction: Nursing of critically ill patients is complex and demanding. Students are integrated into this environment during their clinical practice. Putting their previously acquired knowledge to use during their clinical practice can be hard for many students. Supporting and unsupporting factors play an important role in the learning process. Purpose: The purpose of this diploma work is to introduce clinical practice in the intensive care unit emphasizing the grades and students’ experience connected to the theoretical and practical knowledge, fear, expectations, working with a mentor, and positive and negative experience. Methods: A descriptive work method was used. The clinical practice experience was explored by surveying 95 third-year students from the undergraduate programme Nursing (full-time and part-time students) at the Faculty of health sciences, University of Ljubljana. The survey took place after the clinical practice from this field was finished, from march until june 2017. Results: The interviewees estimated that they haven't obtained enough theoretical and practical knowledge before the clinical practice, but they haven't recognised any problems when transferring their knowledge to the clinical environment. After the end of their clinical practice they have estimated that they had obtained the highest possible level of new knowledge and skills. Before the beginning of the clinical practice the students pointed out fear due to the expected complex treatment of terminally-ill patients, the use of technologically advanced equipment, difficult communication with an unconscious patient, expected severe health conditions of the terminally-ill patients and expected problems with integration into their team. Even after the clinical practice they have estimated the work in the intensive care unit as very stressful and demanding. The clinical practice was highly anticipated by most of them (46, 48 %). Mostly they confirmed their satisfaction with the performance of the clinical practice. The relations with their mentors were respectful (78, 82 %). The most positive experience was the possibility to actively participate and work (66, 69 %). The most negative experience in their opinion was the excessive experience of patient’s condition (45, 47 %). Discussion and conclusion: Our research, as many others, shows the importance of theoretical and practical preparation of students before clinical practice. The interviewees confirmed the need for prior simulation of clinical practice. The student in an intensive care environment needs its mentor's continuous supervision and support. It is very important for the clinical mentor and other employees to be at students' disposal for a conversation in case of a stressful situation. The interviewees were well received in the departments. Clinical training met their expectations, despite the fear they felt before it started
Sekundarne ključne besede: diploma theses;nursing care;critically ill;simulation of clinical environment;mentors' role;affection for students;
Vrsta dela (COBISS): Diplomsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Dipl. delo (bolonjski študij), Univ. v Ljubljani, Zdravstvena fak., Oddelek za zdravstveno nego
Strani: 26 str., [4] str. pril.
ID: 10920813