https://doi.org/10.14528/snr.2017.51.3.178
2017. Obzornik zdravstvene nege, 51(3), pp. 190–206.
ABSTRACT 
Introduction: There has been little research on systematic training of new employees in perioperative nursing. 
The aim of the present study was to establish whether the attitude of the employees in perioperative nursing 
towards the training of new employees in the workplace is connected to their education in perioperative 
nursing, workload, work competence or attitude of new employees in perioperative nursing.
Methods: A quantitative exploratory research was performed in March 2017 and data was collected by means 
of a structured survey questionnaire. Perioperative nursing staff working in a selected Slovenian hospital's 
operating theatres, who are trained well enough to work independently (n = 69) and have at least one year 
of working experience, were questioned to obtain a purposive sample. Descriptive statistics, the Pearson 
correlation coefficient and factor analysis are shown. 
Results: Employees in perioperative nursing gladly transmit their knowledge and experience (  = 4.79), 
growing professionally as they do so (  = 4.63). They see the training of new employees as their personal 
challenge (  = 4.17). The knowledge of the respondents was shown to be a factor that is marginally positively 
associated (r = 0.278, p = 0.021) with the attitude to training new employees in the workplace. The training 
that experienced employees in perioperative nursing have received, their competencies, workload, and their 
opinion of the work of the new employees, are not connected to the attitudes they posess when training these 
new employees in the workplace.
Discussion and conclusion: The study indicates the need to establish definined criteria relating to the 
employment of candidates, and may contribute toward the future design of a systematic training course in 
perioperative nursing.
IZVLEČEK 
Uvod: Sistematično usposabljanje novozaposlenih v operacijski zdravstveni negi je malo raziskano. Na 
primeru ene zdravstvene organizacije je bil cilj ugotoviti, ali je odnos zaposlenih v operacijski zdravstveni 
negi do usposabljanja novozaposlenih na delovnem mestu povezan z njihovim izobraževanjem iz operacijske 
zdravstvene nege, obremenjenostjo in usposobljenostjo za delo ter z odnosom novozaposlenih do dela v 
operacijski zdravstveni negi. 
Metode: Kvantitativna eksplorativna raziskava je bila izvedena marca 2017, podatki so bili zbrani s 
strukturiranim vprašalnikom. V namenski vzorec so bili vključeni zaposleni v operacijski zdravstveni negi v 
operacijskem bloku ene izmed slovenskih bolnišnic, ki so usposobljeni za samostojno delo (n = 69) in so imeli 
na tem delovnem mestu vsaj eno leto izkušenj. Za obdelavo podatkov so bili uporabljeni opisna statistika, 
Pearsonov koeficient korelacije in faktorska analiza. 
Rezultati: Zaposleni v operacijski zdravstveni negi svoje znanje in izkušnje z veseljem predajajo (  = 4,79) ter 
pri tem profesionalno rastejo (  = 4,63), usposabljanje novozaposlenih na delovnem mestu jim predstavlja 
izziv (  = 4,17). Znanje anketirancev se je pokazalo kot dejavnik, ki je šibko in pozitivno povezan (r = 0,278, 
p = 0,021) z odnosom do usposabljanja novozaposlenih na delovnem mestu. Izobraževanje zaposlenih v 
operacijski zdravstveni negi, njihova usposobljenost za delo in obremenjenost na delovnem mestu ter odnos 
novozaposlenih do dela v operacijski zdravstveni negi niso povezani z odnosom zaposlenih v operacijski 
zdravstveni negi do usposabljanja novozaposlenih. 
Diskusija in zaključek: Raziskava kaže na nujnost opredelitve kriterijev za zaposlitev kandidatov in lahko 
pripomore k definiranju sistematičnega izobraževanja novozaposlenih v operativni dejavnosti.
Key words: competency 
assessment; development of 
professional competencies; 
professional attitude; 
knowledge transfer; situational 
learning; workplace learning
Ključne besede: ocena 
usposobljenosti; razvoj 
poklicnih kompetenc; 
profesionalni odnos; prenos 
znanja; situacijsko učenje; 
učenje na delovnem mestu 
Tina Oblak, BA Nur; University 
Medical Center Ljubljana, 
Department of Perioperative 
Medicine, Zaloška cesta 7, 1000 
Ljubljana, Slovenia
Correspondence e-mail/
Kontaktni e-naslov:  
tinaobla@gmail.com
Associate Professor Brigita 
Skela-Savič, PhD, MSc, BSc, 
RN; Angela Boškin Faculty of 
Health Care, Spodnji Plavž 3, 
4270 Jesenice, Slovenia
Original scientific article/Izvirni znanstveni članek
The attitude of employees in perioperative nursing to training new employees in 
the workplace: an example of one organization
Odnos zaposlenih v operacijski zdravstveni negi do usposabljanja novozaposlenih 
na delovnem mestu: primer ene organizacije
Tina Oblak, Brigita Skela-Savič
The article was written in 
relation to work performed in 
the Master's study programme 
Nursing and the related subject 
Evidence-based Nursing at 
the Angela Boškin Faculty of 
Health Care (2017)./Članek je 
nastal v okviru magistrskega 
študija Zdravstvena nega pri 
predmetu Na dokazih podprta 
praksa v zdravstveni negi na 
Fakulteti za zdravstvo Angele 
Boškin (2017). 
Received/Prejeto: 22. 5. 2017
Accepted/Sprejeto: 1. 9. 2017
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206. 191
Introduction 
Traditional systems of training future nurses are 
not suitable for the present and future needs in this 
area, so a new training system based on scientific 
methods should be developed (Granger, et al., 2011). 
In a complex environment, employees in perioperative 
nursing must have considerable knowledge and all-
encompassing skills that they rarely acquire in a 
formal educational setting (Mitchell & Flin, 2008; 
Miller, 2014). Due to the aging population, increase 
of chronic diseases (Marsh, 2015) and shorter waiting 
periods, the pressure regarding time efficiency in 
operating theatres is constantly increasing. Moreover, 
employees in perioperative nursing face understaffing 
issues and various new work roles, which often makes 
them over-worked.
A didactically effective and clinically directed 
educational programme could contribute to a more 
efficient education programme in this area (Martin, 
2011). Such an educational system should meet the 
needs of a perioperative environment and lower 
fluctuations of health care workers in perioperative 
nursing (Marsh, 2015). Martin (2011) raises awareness 
of the fact that all employees in perioperative nursing 
are not suitable as mentors despite having suitable 
professional qualifications for their jobs. Harvey 
(2012) defines mentorship as a complex process that 
requires responsible mentors who are aware that they 
are educating future generations of experts in nursing. 
Skela-Savič and Kiger (2015) think that mentors should 
be properly trained, taught to have a positive attitude 
towards mentorship and be introduced to all the 
necessary procedures that would secure a suitable 
quality of mentorship. Skela-Savič (2014) also draws 
attention to the fact that nursing is expected to take on 
new roles and face more challenging work tasks. 
Researchers have found that mentorship is mostly 
hindered by insufficient support of the leadership 
and other members of the health care team in an 
institution (Kulaš, 2013; Čuk, 2014; Novak & Založnik, 
2015; Žerdoner, 2015) along with the heavy workload 
(Kulaš, 2013; Čuk, 2014; Foran, 2015; Žerdoner, 2015). 
Čuk (2014) warns about the staff not having enough 
qualifications to act as mentors, while Novak and 
Založnik (2015) state that nurses who have completed a 
Bachelor of Nursing Degree feel that they are qualified 
enough and that they have sufficient theoretical and 
practical knowledge to act as mentors. 
In perioperational nursing there is no systematic 
training of new employees. According to Marsh (2015), 
the surgical environment is dynamic, involves advanced 
technology and is therefore full of unpredictable 
situations that can only be managed if the emplyoees 
have complex knowledge of the subject. It is often the 
case that new employees are not qualified enough for 
this. From the point of view of safer health care and 
ethics it would be better to work in an experienced 
health care team and in a work environment where 
knowledge would not be transferred directly when 
providing nursing care to a patient.
Aims and objectives
The purpose of the study was to establish the attitude 
of employees in perioperative nursing towards training 
new employees in the workplace. The objectives were 
to define the factors that represent an obstacle in the 
training of new employees in the workplace. Based on 
this, the following hypotheses were made: 
H1: The employees in perioperative nursing that 
regularly undertake professional development 
in their professional field have a positive attitude 
towards the training of new employees in the 
workplace. 
H2: The attitude of employees in perioperative 
nursing to training employees in the workplace is 
connected to work overload of the employees in 
perioperative nursing. 
H3: The competencies of the employees in 
perioperative nursing are connected to their attitude 
towards training new employees in the workplace. 
H4: The attitude of the employees in perioperative 
nursing to training new employees in the workplace 
is connected to the attitude of new employees to 
perioperative nursing. 
Methods 
A quantitative explorative research was conducted. 
Description of the research instrument
A structured questionnaire was used for data 
collection, that we designed for this purpose 
especially. The basis for designing a questionnaire 
was literature review (Kulaš, 2013; Novak & Založnik, 
2015; Žerdoner, 2015) with a few questions written 
especially for the purposes of this research project. 
The questionnaire contained 3 closed-ended questions 
relating to different topics.
In the first two sets the respondents expressed their 
opinions by means of the following Opinion Scale/
Likert Questions: 1 – Strongly Disagree; 2 – Disagree; 
3 – Neither Agree nor Disagree; 4 – Agree; 5 – Strongly 
Agree. The first set of questions defined the knowledge 
and qualifications of the employees in perioperative 
nursing, their satisfaction at work and their attitude 
to training new employees in the workplace. This set 
contained 24 questions. The other set of questions 
defined the factors that have an effect on the efficiency 
of training new employees in the workplace. This set 
that describes in great detail the role of the leadership, 
the workload, and the knowledge and attitude of new 
employees in perioperative nursing, contained 23 
questions. 
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206.192
The third set of questions defined demographic data 
and characteristics of the profession of a perioperative 
nurse. In this set, data was collected on the basis of 16 
questions. We focused on the basic demographic data 
(age, years of employment, education in the field and 
outside nursing) and types of work that perioperative 
nurses engaged in. We were also interested in training 
and participation in the Professional group of nurses 
and health technicians in surgery at the Nurses and 
Midwives Association of Slovenia or other professional 
association in the last five years. The respondents 
answered the questions with 'Yes' or 'No'. The respondents 
also rated job satisfaction, their competencies to 
work in perioperative nursing and for training new 
employees in the workplace on the scale from 1 to 5 (1 
– Unsatisfactory; 2 – Satisfactory; 3 – Good; 4 – Very 
Good; 5 – Excellent). The employees in perioperative 
nursing also expressed their opinions as to how often 
they trained new employees in the workplace, and if, 
while acting as mentors to new employees they worked 
fewer hours as perioperative nurses and whether they 
were paid for the mentorship. We were also interested in 
their opinion regarding the knowledge and significance 
of the criteria for selecting the candidates to work in 
perioperative nursing. The respondents answered the 
last four questions with 'Yes' or 'No'. 
We measured the internal consistency of the 
questionnaire by calculating Cronbach's alpha, taking 
the recommended values from authors Tavakol and 
Dennick (2011). The value of the Cronbach alpha 
for the first and second set was 0.839, which showed 
a good reliability of the questionnaire (Tavakol & 
Dennick, 2011). To decrease the large number of 
questions we used a factor analysis using the method 
of principle components. For a clearer structure 
of questions, varimax rotation was used. For each 
subassembly of the questionnaire we designed new 
variables/components (Table 1) whereby we followed 
the basic rules of the result: a good component explains 
at least 60 % of the whole variance: the variables in the 
component are inter-related; the component is of at 
least acceptable reliability or the value of the Cronbach 
alpha coefficient is higher than 0.60 (Field, 2009). Such 
new variables/components were used for testing the 
hypotheses. 
Description of the research sample
We used a census representing all the employees 
in perioperative nursing in the studied health care 
organization. It included all those employees in 
perioperative nursing that had had at least one year of 
experience in this workplace. The questionnaire was 
distributed to 93 employees. We received 69 (74.19 %) 
Table 1: Variables formed by a factor analysis and the value of the Cronbach alpha coefficient
Tabela 1: Spremenljivke, oblikovane s faktorsko analizo, s pripadajočimi vrednostmi koeficienta Cronbach alfa
Subassembly of the 
questionnaire/Podsklop 
vprašalnika
Cronbach alpha coefficient value 
for subassembly/Koeficient 
Cronbach alfa za podsklop
Cronbach alpha coefficient value 
for a single factor/Koeficient 
Cronbach alfa za posamezen faktor
Factor/Faktor
Training of new employees in 
the workplace 0.728 0.728 F1
Knowledge and competencies 
of employees in perioperative 
nursing
0.629
0.717 F2
0.279 F3
Job satisfaction 0.825
0.865 F4
0.815 F5
Role of the leadership 0.908 0.908 F6
Workload 0.684
0.683 F7
0.634 F8
Knowledge and attitude 
of new employees in the 
workplace
0.823 0.823 F9
Legend/Legenda: F1 – training of new employees in the workplace/usposabljanje novozaposlenih na delovnem mestu; F2 – knowledge 
of employees in perioperative nursing/znanje zaposlenih v operacijski zdravstveni negi; F3 – competencies of employees in perioperative 
nursing/usposobljenost zaposlenih v operacijski zdravstveni negi; F4 – overall job satisfaction/splošno zadovoljstvo na delovnem 
mestu; F5 – additional capabilities in the workplace/dodatne zmožnosti na delovnem mestu; F6 – role of the leadership/vloga vodstva; 
F7 – time workload at the workplace/časovna obremenjenost na delovnem mestu; F8 – workload in the operating theatre/delovna 
obremenjenost v operacijski dvorani; F9 – knowledge and attitude of new employees in the workplace/znanje in odnos novozaposlenih 
do dela v operacijski zdravstveni negi
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206. 193
completed questionnaires. The average age of the 
respondents was 40.4 years (s = 9.336), the youngest 
was 26 years and the oldest was 62 years. Their average 
years of employment totalled 17.9 years (s = 10.412), 
the least was two years and the most was 39 years. 
The respondents' average years of employment in 
the current job position was 14.8 years (s = 9.411), at 
least was one year and the most was 39 years. Three 
respondents (4 %) did not answer this question. In 
terms of the education level the following health care 
workers participated in the study: 3 (4.3 %) nurses 
with completed secondary school for nursing, 12 (17.4 %) 
nurses with completed college education, 49 (71 %) 
nurses with a Bachelor of Nursing Degree and 4 (5.8 %) 
with a Master's Degree in Nursing. Five (7.2 %) 
respondents also had university qualifications earned 
before the Bologna model of education in a field other 
than nursing. In the last five years (since 2012) 50.7 % 
(n = 35) respondents participated in training quality 
and safety in nursing training, 7.2 % (n = 5) in research 
in nursing, 50.7 % (n = 35) in ethics in nursing, 11.6 % 
(n = 8) in topics related to mentorship in nursing 
and 72.5 % (n = 50) in perioperative nursing. Two 
respondents did not answer the question regarding the 
attendance at training sessions. All the respondents 
work in the morning shift (n = 69), 55 (79.7 %) in the 
afternoon shift, 56 (81.25 %) in emergency, 34 (49.35 %) 
were on call for transplatations and 36 (52.2 %) in the 
additional operative programme.
Description of the research procedure and data 
analysis
An anonymous volunteer research was conducted 
after obtaining a written consent from the Group 
for research in nursing and midwifery in the studied 
health care institution. The survey was conducted 
from 9 to 20 March 2017. The questionnaires were 
distributed in operating theatres and due to a long 
absence from work 8.6 % of a total of 93 respondents 
were sent the questionnaire by post to their permanent 
addresses. The respondents returned the completed 
questionnaires in a closed, blank envelope to a box in 
the administration office of the operating theatre. 
Descriptive statistics was used to provide a general 
overview of the analysed data, whereby the mean values, 
standard deviation, frequencies and percentages were 
calculated. The mean values and standard deviation 
were calculated with the data about the age of the 
respondents and at the grades for job satisfaction. The 
frequencies and percentages were calculated with the 
data on the type of work of the respondents, education 
level, type of education, evaluation of the capacities 
for working in perioperative nursing, evaluation of 
capacities for training new employees in the workplace, 
and knowledge and evaluation of the significance of 
the criteria for employment in perioperative nursing. 
To determine a lower number of linear combinations 
of measured variables, the principle components 
with varimax rotation method was used in factor 
analysis. The data was analysed using the SPSS ver. 
21.0 programme (SPSS Inc., Chicago, IL, USA). 
For data processing we used descriptive statistics, 
Pearson correlation coefficient and factor analysis. We 
considered statistical difference at value 0.05. 
Results
Five (7.2 %) respondents train new employees in the 
workplace every day, 17.4 % (n = 12) a few times a week, 
30.4 % (n = 21) a few times a month, 26.1 % (n = 18) 
a few times a year, 18.8 % (n = 13) of the respondents 
do not train new employees in the workplace at all. 
3 (4.3 %) respondents said they worked less time in 
their job position whilst training new employees in the 
workplace, with 65 (94.2 %) respondents both roles 
intertwine in the workplace and one respondent did 
not answer the question. 5 (7.2 %) respondents were 
compensated for providing training to new employees 
in the workplace, 62 (89.9 %) were not compensated 
and 2 respondents did not answer this question. 
During the last five years (since 2012), 20.6 % (n = 14) 
respondents have been actively involved with the 
Professional group of nurses and health technicians 
in surgery at the Nurses and Midwives Association of 
Slovenia or some other professional association. One 
Table 2: Training new employees in the workplace
Tabela 2: Usposabljanje novozaposlenih na delovnem mestu 
Statements/Trditve n s F1
All employees in perioperative nursing must transfer our knowledge. 69 4.60 0.878 0.731
I am pleased to share my knowledge and experience. 69 4.79 0.472 0.801
In sharing my knowledge and information I grow professionally. 69 4.63 0.617 0.881
Training of new employees in the workplace is a challenge for me. 68 4.17 0.945 0.686
Training new employees in the workplace burdens me. 67 2.68 1.221 /
When I started working as a perioperative nurse, I had the support of my 
older colleagues. 69 3.81 0.974 /
Legend/Legenda: n – number/število;  – average/povprečje; s – standard deviation/standardni odklon; F1 – training new employees 
in the workplace/usposabljanje novozaposlenih na delovnem mestu
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206.194
respondent did not answer the question relating to 
nursing associations. The respondents evaluated their 
job satisfaction with an average grade of 3.3 (s = 0.827), 
their capacities for working in perioperative nursing 
with 4.3 (s = 0.620) and their capacity for training new 
employees in the workplace with 3.52 (s = 0.867). 
5.85 % (n = 4) of respondents answered the question 
on whether they were aware of any other criteria 
used in the selection of the candidates for work in 
perioperative nursing in addition to relevant education 
and completed medical examination with 'Yes', while 
94.2 % (n = 65) answered 'No'. Setting additional criteria 
for selecting the candidates for work in perioperative 
nursing seems important to 65 (95.6 %) respondents, 
to 3 (4.4 %) it does not seem important, and one 
respondent did not answer this questions. 
The attitude of employees in perioperative nursing 
towards training new employees in the workplace 
and to the knowledge and skills of the employees in 
perioperative nursing is shown in Tables 2 and 3. 
The answers to the questions related to work overload 
in the workplace and on the knowledge and attitude of 
new employees towards work in perioperative nursing 
are shown in Tables 4 and 5. 
Table 3: Knowledge and skills of employees in perioperative nursing
Tabela 3: Znanje in usposobljenost zaposlenih v operacijski zdravstveni negi
Statements/Trditve n s F2 F3
I have enough knowledge to work in my professional field. 69 4.27 0.764 0.727 0.217
My training in the workplace included training in all areas of surgery. 69 3.10 1.250 0.342 0.688
I follow research studies published in the field of perioperative nursing. 69 3.52 0.933 / /
I have enough practical knowledge to train new employees in the 
workplace. 69 4.01 0.757 0.895 0.136
I have enough theoretical knowledge to train new employees in the 
workplace. 69 3.85 0.827 0.765 0.082
I have enough knowledge in teaching methodology to train new 
employees in the workplace. 69 3.14 1.032 0.583 −0.359
I would like to attend more training sessions in the field of training new 
employees. 69 4.00 0.907 / /
Training workshops on the subject of training new employees in the 
workplace in perioperative nursing would contribute to more efficient 
training of new employees in the workplace. 
69 4.57 0.774 −0.570 0.743
Employees in perioperative nursing train new employees in the workplace 
in a similar way. 69 3.55 0.993 / /
Legend/Legenda: n – number/število;  – average/povprečje; s – standard deviation/standardni odklon; F2 – knowledge of employees 
in perioperative nursing/znanje zaposlenih v operacijski zdravstveni negi; F3 – competence of employees in perioperative nursing/
usposobljenost zaposlenih v operacijski zdravstveni negi
Table 4: Workload in the workplace
Tabela 4: Obremenjenost na delovnem mestu 
Statements/Trditve n s F7 F8
Due to my work duties I cannot dedicate as much time as would be 
needed to training new employees in the workplace. 68 3.86 0.991 0.835 –0.079
Due to training new employees at the workplace I do not manage to 
complete all my work duties. 68 2.83 1.001 0.853 0.098
Training new employees in the workplace shortens the time I have for a 
break. 68 3.14 1.068 0.558 0.481
Training a new employee in the workplace during a perioperative 
procedure represents additional workload. 68 3.36 1.035 0.394 0.638
Due to training a new employee at the workplace the work in the 
operating theatre is slowed down. 68 2.69 0.996 0.118 0.772
Despite training a new employee at the workplace the work in the 
operating theatre is always smooth. 67 3.77 0.849 −0.255 0.812
During the training of a new employee the team of health care workers in 
the operting theatre should be larger. 68 4.01 0.954 / /
Legend/Legenda: n – number/število;  – average/povprečje; s – standard deviation/standardni odklon; F7 – time workload at the 
workplace/časovna obremenjenost na delovnem mestu; F8 – workload in the operating theatre/obremenjenost v operacijski dvorani
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206. 195
Verification of hypotheses
Hypotheses were verified with the Pearson correlation 
coefficient (Table 6). Hypothesis 1 was verified with 
two questions that point at need for additional training 
in perioperative nursing. With other hypotheses 
the connection between components of various 
subassemblies of questions was verified. 
Hypothesis 1, The employees in perioperative 
nursing that regularly undertake professional 
development in their professional field, have a positive 
attitude towards the training of new employees in 
the workplace, was rejected. We used two factors for 
verifying the hypothesis and found that following 
research in perioperative nursing (r = 0.211, p = 0.085) 
and additional training in perioperative nursing (r = 
−0.097, p = 0.435) are not connected with a positive 
attitude of the employees in perioperative nursing to 
training of new employees in the workplace. 
Hypothesis 2, The attitude of employees in perioperative 
nursing to training new employees in the workplace 
is connected to work overload of the employees in 
perioperative nursing, was rejected. We used two factors 
for verifying the hypothesis and found that time workload 
of the employees in perioperative nursing (r = 0.087, 
p = 0.484) and the workload in the operating theatre 
(r = −0.105, p = 0.396) are not connected to the attitude 
of the employees in perioperative nursing towards new 
employees in the workplace.
Hypothesis 3, The competencies of the employees 
in perioperative nursing are connected to their 
attitude towards training new employees in the 
workplace, was partially confirmed. Two factors were 
used for verifying the hypothesis. We found that the 
competencies of employees in perioperative nursing 
(r = 0.032, p = 0.795) are not connected to their 
attitude to training new employees in the workplace. In 
verifying the evaluations of knowledge of the employees 
in perioperative nursing we found that the attitude of 
the employees in perioperative nursing is statistically 
significantly connected to training new employees in 
the workplace (p = 0.021). The connection is weak (r = 
0.278), and positive, which means that the greater the 
knowledge of employees in perioperative nursing, the 
better their relationship to training new employees in 
the workplace is.
Hypothesis 4, The attitude of the employees in 
perioperative nursing to training new employees in 
Table 5: Knowledge and attitude of new employees in the workplace
Tabela 5: Znanje in odnos novozaposlenih do dela v operacijski zdravstveni negi
Statements/Trditve n s F9
The level of general knowledge that new employees obtain during the 
course of their schooling at faculties is sufficient. 69 2.42 0.897 /
The knowledge of new employees in perioperative nursing is insufficient. 69 3.71 1.072 /
New employees follow instructions for work in perioperative nursing. 69 3.86 0.684 0.760
New employees are respectful towards the employees in perioperative 
nursing. 69 3.82 0.785 0.691
The new employees are motivated for acquiring new knowledge and 
experience. 69 3.75 0.715 0.815
New employees in perioperative nursing show initiative. 69 3.18 0.791 0.774
New employees in perioperative nursing are self-critical. 69 3.01 0.882 0.798
Legend/Legenda: n – number/število;  – average/povprečje; s – standard deviation/standardni odklon; F9 – knowledge and attitude 
of new employees in the workplace/znanje in odnos novozaposlenih do dela v operacijski zdravstveni negi
Tabela 6: Correlation of employees' attitude in 
perioperative nursing towards training new employees 
in the workplace with the most relevant factors
Table 6: Korelacije odnosa zaposlenih v operacijski 
zdravstveni negi do usposabljanja novozaposlenih na 
delovnem mestu z najpomembnejšimi faktorji
Hypotheses/Hipoteze Factor/Faktor r
H1
F1  0,211
F2 −0,097
H2
F5  0,087
F6 −0,105
H3
F7  0,278
F8  0,032
H4 F9  0,058
Legend/Legenda: H1 − education/izobraževanje; H2 − workload/
obremenjenost; H3 − competence/usposobljenost; H4 − attitude of 
new employees/odnos novozaposlenih; F1 − following research from 
perioperative nursing/sledenje raziskavam iz operacijske zdravstvene 
nege; F2 − learning in perioperative nursing/izobraževanje iz 
operacijske zdravstvene nege; F5 − time workload in perioperative 
nursing/časovna obremenjenost zaposlenih v operacijski zdravstveni 
negi; F6 − workload in the operating theatre/obremenjenost v 
operacijski dvorani; F7 − knowledge in perioperative nursing/
znanje zaposlenih v operacijski zdravstveni negi; F8 − competence 
in perioperative nursing/usposobljenost zaposlenih v operacijski 
zdravstveni negi; F9 − attitude of new employees in the workplace/
odnos novozaposlenih do dela v operacijski zdravstveni negi; 
r − Pearson correlation coefficient/Pearsonov koeficient korelacije
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206.196
the workplace is connected to the attitude of new 
employees to perioperative nursing, was rejected. The 
reserach showed that the attitude of new employees 
towards work in perioperative nursing is not connected 
to the attitude of the employees in perioperative 
nursing to training new employees in the workplace 
(r = 0.058, p = 0.641).
Discussion
The research has shown that the employees in 
perioperative nursing in one health care institution 
strongly agree with the claim that they should transfer 
their knowledge forward. Their attitude towards the 
training of new employees in the workplace is positive 
and they are happy to tranfer their knowledge and 
experience and thus grow professionally. This might 
be the result of a positive experience that they had in 
the past when they enjoyed support from experienced 
colleagues while starting their own careers in 
perioperative nursing. Žerdoner (2015) and Ramšak 
Pajk (2008) also assign a positive role to mentorship. 
In her research Žerdoner (2015) found that the process 
assists the professional development of mentors, while 
Ramšak Pajk (2008) is of the opinion that mentorship 
increases the mentors' professional loyalty, their self-
consciousness, job satisfaction and contributes to 
their career development. A little surprising is the 
finding that the employees did not think training new 
employees in the workplace was stressfulul considering 
that in her previous research Čuk (2014) found that 
teaching in a clinical setting was an extra workload for 
the mentors. Conducting mentorship in perioperative 
nursing is very specific also due to the fact that at 
least two employees in perioperative nursing work 
together at all times and maybe it is precisely this fact 
that establishes a positive attitude towards training 
new employees in the workplace. The employees in 
perioperative nursing know from experience that in 
the future they will themselves depend on the skills of 
the employees in perioperative nursing. 
From the results of other sets of our research it can 
be said that those included in the research do not agree 
that they could take on any other work duties, which 
is otherwise not true for undertaking more complex 
work challenges. This points to the fact that employees 
in perioperative nursing are overworked. Similarly, 
Kulaš (2013) and Žerdoner (2015) emphasised the 
workload of clinical mentors in the workplace, while 
Čuk and Hvala (2009) mention workload, long 
working hours, difficulties in performing work duties 
and various risks that the mentors and other health care 
workers are exposed to as some of the issues that occur 
during mentorship. Due to training a new employee 
in the workplace, work in the operating theatre is not 
disturbed nor is it slowed down. However, according 
to the respondents, there should be more perioperative 
nursing employees included in the operating theatre 
working team during new employee training in 
the workplace. Therefore, we can conclude that the 
respondents are aware of the responsibility for a safe 
and high quality nursing care that they provide to a 
patient while training a new employee. Robida (2013) 
says that for clinical mentors it is not only the teaching 
of technical skills that is important, but also the 
knowledge on the safety of patients. During training, 
the employees in perioperative nursing do not burden 
other members of the health care team owing to to their 
timely and professional intervention in perioperative 
nursing, however, they think that while training a new 
employee in the workplace, the perioperative nursing 
team should be larger, which shows that the process of 
training new employees during surgery, is actually an 
extra workload for them. 
The latter is also in accordance with the following 
findings of our research: due to the training of new 
employees in the workplace perioperative nurses 
cannot complete all of their work duties and their 
break time is shorter. In addition, new perioperative 
nurses should be allocated as much time as they need. 
Also, Lorber and Donik (2009) mention that foremost 
a mentor should do their job nursing a patient 
professionally yet at the same time they are expected 
to transfer their knowledge and skills and dedicate 
enough time to mentoring. It must be emphasised 
that more employees in the operating theatre alone 
will not decrease the workload of the employees in 
perioperative nursing. Attention must be brought to 
the competencies of the staff.
Employees in perioperative nursing have ample 
professional knowledge as they evaluated their skills 
to perform the work in perioperational nursing 
as very high. We have found that the respondents 
in our research on training new employees in the 
workplace do not lack professional, practical or 
theoretical knowledge. On the other hand, employees 
in perioperative nursing claim that they do not have 
enough knowledge related to teaching to be able 
to train new employees in the workplace. This is no 
surprise as the respondents mostly attend trainings 
with a focus on perioperative nursing and ethics in 
nursing as well as quality and safety in nursing. The 
respondents practically receive no training relating to 
mentorship and research in nursing. In her research 
Čuk (2014) has also found that mentors do not have 
enough competencies and need additional knowledge 
of teaching methodology, while Lorber and Donik 
(2009) mention that mentors have a lot of practical 
experience, but often face a problem as to how to 
transfer their practical knowledge as they do not 
have enough knowledge in teaching methodology. 
The respondents would like to have more training in 
how to train new employees in perioperative nursing 
and feel that workshops on training new employees 
in perioperative nursing in the workplace could 
contribute to more efficient training of new employees 
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206. 197
in the workplace. Considering the expressed need and 
will of the respondents it might prove beneficial to 
implement a systematic system of training that could 
be conducted in simulation centres (Granger, et al., 
2011). In the development and implementation of the 
entire educational system, competent experts from 
educational institutions should take part.
Employees in perioperative nursing agreed that 
the level of knowledge that new perioperative nurses 
obtained during the course of their studies at faculties 
or higher education institutions is not sufficient and 
also that their knowledge on perioperative nursing is 
not sufficient. Moreover, in the research conducted 
in several Slovenian hospitals, Brdnik (2013) found 
that the knowledge that a nurse with a Bachelor 
Degree in Nursing obtained in the course of their 
undergraduate studies does not provide them with 
enough professional knowledge in perioperative 
nursing. Some faculties have started to introduce 
courses in perioperative nursing at the undergraduate 
level. The implementation of specialist studies in 
perioperative nursing taught and assessed by experts 
in the field would fill the void in this professional 
area. We should not forget that tertiary education 
in nursing is only limited to general health care and 
that specialist knowledge and competencies should 
be developed within post-graduate specialisations. 
The respondents also feel that new employees in the 
workplace lack self initiative and that they are not 
critical enough of their own work. On the other hand, 
the respondents think that the new employees in the 
workplace are motivated to acquire new knowledge 
and experience, and that their attitude towards the 
employees in perioperative nursing is respectful. They 
also follow the instructions for work in perioperative 
nursing. It might be necessary to acquire additional 
knowledge for identification and understanding of the 
specific needs of the Generation Y and then seize their 
advantages, especially their dedication to team work 
and the fact that most of them are very tech-savvy 
(Sherman, 2015).
In the future the opinions of the new employees in 
the workplace about their training in peroperative 
nursing should be looked into and how employees in 
perioperative nursing understand their competencies 
should be researched. Gillespie and colleagues (2009) 
state that the employees' knowledge, teamwork abilities, 
communication and coordination skills as well as 
handling of new situations should be considered.
We conducted a study in one institution, so the 
results cannot be generalised to all comparable health 
care institutions or work areas. The limitation of the 
study conducted in only one institution is that we also 
included employees in perioperative nursing who 
perform their jobs in an outpatient clinic (n = 10). Due 
to the type of surgery that they perform in this unit, 
the complexity of job duties and the competencies 
of the employees in perioperative nursing are lower. 
These perioperative nurses consequently do not 
perform duties in transplantation procedures and in 
the emergency room. They also generally do not train 
new employees in the workplace. Attention should 
be brought to the value of the Pearson correlation 
coefficient which points only to a weak and positive 
connection between the attitude of the employees 
in perioperative nursing and the knowledge of the 
employees in perioperative nursing. In addition, the 
research is an opportunity to introduce improvements 
in the studied institution and points at the significance 
of conducting research on a representative sample 
of this activity in Slovenia and could contribute to a 
systemic organisation and definition of post-graduate 
studies in this field in Slovenia. 
Conclusion 
The process of training new employees in the 
workplace does generally not represent additional 
workload, but is a pleasure for the respondents. In 
direct training of new employees during surgery the 
team should consist of more members whereby their 
skills for conducting training of new employees should 
be considered. It would be wise to organise training 
courses on the topic of training new employees in the 
workplace, organise workshops in a simulation centre 
and expand training of employees in perioperative 
nursing. For effective training of new employees 
in perioperative nursing, a holistic and applicative 
educational programme in a clinical setting should 
be implemented; a systematic training course that 
would be based on gradual building of knowledge 
– from the basics in perioperative nursing to highly 
specific activities restricted to an individual surgical 
area. Experts in this area and other experts should 
be invited to develop a strategy of training new 
employees in perioperative nursing. The approach to 
the strategy should be scientific and should consider 
all the involved parties. Finally, appropriate criteria for 
the selection of suitable candidates for employment in 
such a specifc health care area should be developed. 
Slovenian translation/Prevod v slovenščino
Uvod 
Tradicionalno zasnovani sistemi usposabljanja v 
zdravstvu za potrebe sedanjosti in prihodnosti niso 
več sprejemljivi, treba je razviti izobraževalni sistem, 
ki bo osnovan na znanstvenih metodah (Granger, 
et al., 2011). Zaposleni v operacijski zdravstveni 
negi morajo v tem kompleksnem okolju posedovati 
poglobljena znanja in vsestranske veščine, ki jih v 
sklopu formalnega pridobivanja znanja ne osvojijo 
(Mitchell & Flin, 2008; Miller, 2014). Zaradi starajoče 
se populacije, povečane prevalence kroničnih bolezni 
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206.198
(Marsh, 2015) in nenazadnje zaradi zmanjševanja 
čakalnih dob se pritiski glede izkoriščenosti časa v 
operacijskih dvoranah nenehno stopnjujejo. Zaposleni 
v operacijski zdravstveni negi se soočajo s kadrovskim 
primanjkljajem in številnimi novimi delovnimi vlogami, 
zaradi česar so preobremenjeni. 
Didaktično učinkovit in klinično usmerjen izobraževalni 
program bi lahko pripomogel k učinkovitejšemu 
izobraževanju strokovnjakov na tem področju (Martin, 
2011). Tak izobraževalni sistem bi moral zadostiti 
potrebam operacijskega okolja in hkrati pripomoči tudi 
k manjši fluktuaciji zdravstvenega kadra v tej dejavnosti 
(Marsh, 2015). Martin (2011) navaja, da se moramo 
zavedati, da vsi zaposleni v operacijski zdravstveni negi 
niso primerni mentorji, čeprav imajo primerno izobrazbo 
in so za opravljanje svojega poklica strokovno usposobljeni. 
Harvey (2012) mentorstvo opredeljuje kot kompleksen 
proces, ki od izvajalcev terja visoko stopnjo odgovornosti, 
temelječe tudi na zavedanju, da se v procesu mentorstva 
dejansko oblikujejo naslednje generacije strokovnjakov v 
zdravstveni negi. Skela-Savič in Kiger (2015) sta mnenja, 
da je za mentorje treba zagotoviti ustrezno usposabljanje, in 
sicer takšno, ki spodbuja pozitivno kulturo mentorstva in 
vzpostavlja potrebne operativne postopke za zagotavljanje 
njegove kakovosti. Skela-Savič (2014) opozarja še, da se od 
zdravstvene nege pričakuje, da bo prevzela odgovornost 
za nove vloge v zdravstveni obravnavi in se soočila z 
zahtevnejšimi oblikami dela.
Raziskovalci ugotavljajo, da mentorstvo ovirata 
predvsem nezadostna podpora vodstva in ostalih članov 
zdravstvenega tima organizacije (Kulaš, 2013; Čuk, 
2014; Novak & Založnik, 2015, Žerdoner, 2015) ter 
obremenjenost na delovnem mestu (Kulaš, 2013; Čuk, 
2014; Foran, 2015; Žerdoner, 2015). Kot moteč dejavnik 
je bilo izpostavljeno tudi neurejeno področje financiranja 
(Kulaš, 2013; Novak & Založnik, 2015; Žerdoner, 2015). 
Čuk (2014) opozarja na prenizko stopnjo usposobljenosti 
za mentorstvo, Novak in Založnik (2015) pa po drugi 
strani navajata, da se diplomirane medicinske sestre čutijo 
dovolj usposobljene ter opremljene z dovolj teoretičnega 
in praktičnega znanja. 
V operacijski zdravstveni negi sistematičnega 
usposabljanja novozaposlenih ni zaznati. Kot pravi 
Marsh (2015), je operacijsko okolje dinamično in 
vključuje napredno tehnologijo, kot tako pa je polno 
nepredvidljivih situacij, ki jih je možno obvladati 
le s kompleksnim znanjem. Nemalokrat se izkaže, 
da so novozaposleni na delovnem mestu za slednje 
nezadostno usposobljeni. S stališča varne zdravstvene 
obravnave in etike bi bilo primerneje delati v utečenem 
zdravstvenem timu in v delovnem okolju, kjer se 
posredovanje znanja ne bi izvajalo neposredno pri 
zdravstveni obravnavi pacienta. 
Namen in cilji
Namen raziskave je bil ugotoviti odnos zaposlenih 
v operacijski zdravstveni negi do usposabljanja 
novozaposlenih na delovnem mestu. Cilj raziskave je bil 
opredeliti opredeliti dejavnike, ki proces usposabljanja 
novozaposlenih na delovnem mestu ovirajo. Na podlagi 
tega so bile postavljene naslednje hipoteze:
H1: Zaposleni v operacijski zdravstveni negi, ki se 
na področju operacijske zdravstvene nege dodatno 
izobražujejo, vzpostavljajo pozitiven odnos do 
usposabljanja novozaposlenih na delovnem mestu.
H2: Odnos zaposlenih v operacijski zdravstveni negi 
do usposabljanja novozaposlenih na delovnem mestu 
je povezan z delovno obremenjenostjo zaposlenih v 
operacijski zdravstveni negi.
H3: Usposobljenost zaposlenih v operacijski 
zdravstveni negi je povezana z njihovim odnosom 
do usposabljanja novozaposlenih na delovnem 
mestu.
H4: Odnos zaposlenih v operacijski zdravstveni 
negi do usposabljanja novozaposlenih na delovnem 
mestu je povezan z odnosom novozaposlenih do 
dela v operacijski zdravstveni negi.
Metode
Izvedena je bila kvantitativna eksplorativna raziskava. 
Opis instrumenta
Za zbiranje podatkov smo uporabili strukturirani 
vprašalnik, ki smo ga oblikovali posebej za ta namen. 
Osnova za oblikovanje vprašalnika je bil pregled 
literature (Kulaš, 2013; Novak & Založnik, 2015; 
Žerdoner, 2015), nekaj vprašanj pa je bilo sestavljenih 
posebej za potrebe tega raziskovalnega projekta. 
Vprašalnik je vseboval 3 vsebinsko ločene sklope 
vprašanj zaprtega tipa. 
V prvih dveh sklopih so se anketiranci opredeljevali 
po Likertovi lestvici stališč (1 − nikakor se ne strinjam; 
2 − ne se strinjam; 3 − niti – niti; 4 − strinjam se; 5 
− popolnoma se strinjam). Prvi sklop vprašanj je 
opredeljeval znanje in usposobljenost zaposlenih v 
operacijski zdravstveni negi, njihovo zadovoljstvo pri 
delu ter njihov odnos do usposabljanja novozaposlenih 
na delovnem mestu. Ta sklop je vseboval 24 vprašanj. 
Drugi sklop vprašanj je opredeljeval dejavnike, ki 
vplivajo na učinkovitost usposabljanja novozaposlenih 
na delovnem mestu. V tem sklopu, ki natančneje 
opisuje vlogo vodstva, obremenjenost na delovnem 
mestu ter znanje in odnos novozaposlenih do dela v 
operacijski zdravstveni negi, je bilo postavljenih 23 
vprašanj. 
Tretji sklop vprašanj je opredeljeval demografske 
podatke in značilnosti zaposlitve v operacijski 
zdravstveni negi. V tem sklopu smo podatke zbirali na 
podlagi 16 vprašanj. Osredotočili smo se na osnovne 
demografske podatke (starost, delovna doba, izobrazba 
na področju in izven področja zdravstvene nege) 
in oblike dela, v katerih zaposleni na tem delovnem 
mestu sodelujejo. Zanimali so nas tudi podatki o 
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206. 199
izobraževanjih in aktivnem sodelovanju pri Sekciji 
medicinskih sester in zdravstvenih tehnikov v operativni 
dejavnosti, pri Zbornici zdravstvene in babiške nege 
Slovenije – Zvezi strokovnih društev medicinskih 
sester, babic in zdravstvenih tehnikov Slovenije ali pri 
drugem strokovnem društvu v zadnjih petih letih. 
Na ta vprašanja so anketirani odgovorili pritrdilno ali 
nikalno. Anketirani so ocenili tudi svoje zadovoljstvo na 
delovnem mestu in svojo usposobljenost za opravljanje 
dela v operacijski zdravstveni negi ter za usposabljanje 
novozaposlenih na delovnem mestu, ocene so podali 
po lestvici od 1 do 5 (pomen: 1 − nezadostno; 2 − 
zadostno; 3 − dobro; 4 − prav dobro; 5 – odlično). 
Zaposleni v operacijski zdravstveni negi so se opredelili 
tudi do tega, kako pogosto usposabljajo novozaposlene 
na delovnem mestu, ali so pri tem razbremenjeni 
aktivne vloge v delovnem procesu ter ali so za to prejeli 
plačilo. Zanimalo nas je tudi mnenje o poznavanju 
in pomembnosti kriterijev za izbor kandidatov za 
zaposlitev v operacijski zdravstveni negi. Na zadnja 
štiri vprašanja so anketiranci odgovarjali pritrdilno ali 
nikalno. 
Preverjanje notranje konsistentnosti vprašalnika 
je bilo izvedeno z izračunom koeficienta Cronbach 
alfa, pri čemer smo priporočljive vrednosti povzeli 
po avtorjih Tavakol in Dennick (2011). Vrednost 
koeficienta Cronbach alfa za prvi in drugi vsebinski 
sklop skupaj je znašala 0,839, kar je pokazalo dobro 
zanesljivost vprašalnika (Tavakol & Dennick, 2011). 
Za reduciranje velikega števila vprašanj smo uporabili 
faktorsko analizo z metodo glavnih komponent. Za 
bolj jasno strukturo vprašanj po komponentah smo 
uporabili rotacijo varimax. Za vsak podsklop vprašanj 
smo oblikovali nove spremenljivke – komponente 
(Tabela 1), pri čemer smo sledili osnovnim pravilom 
rezultata: dobra komponenta pojasnjuje vsaj 60 % 
celotne variance; spremenljivke v komponenti so 
med seboj povezane; komponenta je vsaj sprejemljive 
zanesljivosti oz. mora biti pri tej komponenti vrednost 
koeficienta Cronbach alfa večja od 0,60 (Field, 2009). 
Tako oblikovane nove spremenljivke – komponente – 
smo v nadaljevanju uporabili za preverjanje hipotez.
Opis vzorca
Uporabili smo cenzus, predstavljali so ga vsi zaposleni 
v operacijski zdravstveni negi v proučevani zdravstveni 
organizaciji. Vključeni so bili tisti zaposleni v 
operacijski zdravstveni negi, ki imajo na tem delovnem 
mestu več kot eno leto delovnih izkušenj. Vprašalnik 
je bil razdeljen med 93 zaposlenih. Prejeli smo 69 
(74,19 %) izpolnjenih vprašalnikov. Povprečna starost 
anketiranih je bila 40,4 let (s = 9,336), najmanj 26 let in 
največ 62 let. Njihova povprečna skupna delovna doba 
Tabela 1: Spremenljivke, oblikovane s faktorsko analizo, s pripadajočimi vrednostmi koeficienta Cronbach alfa
Table 1: Variables formed by a factor analysis and the value of the Cronbach alpha coefficient
Podsklop vprašalnika/
Subassembly of the 
questionnaire
Koeficient Cronbach alfa za 
podsklop/Cronbach alpha 
coefficient value for subassemly
Koeficient Cronbach alfa za 
posamezen faktor/Cronbach alpha 
coefficient value for a single factor
Faktor/Factor
Usposabljanje novozaposlenih 
na delovnem mestu 0,728 0,728 F1
Znanje in usposobljenost 
zaposlenih v operacijski 
zdravstveni negi
0,629
0,717 F2
0,279 F3
Zadovoljstvo pri delu 0,825
0,865 F4
0,815 F5
Vloga vodstva 0,908 0,908 F6
Obremenjenost na delovnem 
mestu 0,684
0,683 F7
0,634 F8
Znanje in odnos 
novozaposlenih do dela v 
operacijski zdravstveni negi
0,823 0,823 F9
Legenda/Legend: F1 – usposabljanje novozaposlenih na delovnem mestu/training new employees in the workplace; F2 – znanje 
zaposlenih v operacijski zdravstveni negi/knowledge of employees in perioperative nursing; F3 – usposobljenost zaposlenih v 
operacijski zdravstveni negi/competence of employees in perioperative nursing; F4 – splošno zadovoljstvo na delovnem mestu/overall 
job satisfaction; F5 – dodatne zmožnosti na delovnem mestu/additional capabilities in the workplace; F6 – vloga vodstva/leadership 
role; F7 – časovna obremenjenost na delovnem mestu/time workload at the workplace; F8 – delovna obremenjenost v operacijski 
dvorani/workload in the operating theatre; F9 – znanje in odnos novozaposlenih do dela v operacijski zdravstveni negi/knowledge and 
attitude of new employees in the workplace
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206.200
je bila 17,9 let (s = 10,412), najmanj dve leti in največ 39 
let. Povprečna delovna doba anketiranih na trenutnem 
delovnem mestu je znašala 14,8 let (s = 9,411), najmanj 
eno leto in največ 39 let. Trije anketirani (4 %) se do 
teh vrednosti niso opredelili. V raziskavi so glede na 
izobrazbeno strukturo v zdravstveni negi sodelovale 
3 (4,3 %) srednje medicinske sestre, 12 (17,4 %) 
višjih medicinskih sester, 49 (71 %) diplomiranih 
medicinskih sester in 4 (5,8 %) magistrice zdravstvene 
nege. Pet (7,2 %) anketiranih je imelo doseženo 
tudi izobrazbo izven zdravstvene nege, in sicer 
univerzitetno izobrazbo, doseženo pred uvedbo 
bolonjskega procesa. V zadnjih petih letih (od 2012) se 
je 50,7 % (n = 35) anketiranih udeležilo izobraževanja 
iz kakovosti in varnosti v zdravstveni negi, 7,2 % (n = 
5) iz raziskovanja v zdravstveni negi, 50,7 % (n = 35) 
iz etike v zdravstveni negi, 11,6 % (n = 8) iz vsebin 
mentorstva v zdravstveni negi in 72,5 % (n = 50) iz 
vsebin operacijske zdravstvene nege. Dva anketirana 
se do udeležbe na izobraževanjih nista opredelila. V 
dopoldanski izmeni sodelujejo vsi anketirani (n = 69), 
v popoldanski izmeni 55 (79,7 %), v dežurni službi 
56 (81,25 %), v pripravljenosti za transplantacijsko 
dejavnost 34 (49,35 %) in v dodatnem operativnem 
programu 36 (52,2 %) anketiranih.
Opis poteka raziskave in obdelave podatkov
Anonimno prostovoljno raziskavo smo izvedli po 
pridobitvi pisnega soglasja Skupine za raziskovanje v 
zdravstveni in babiški negi v proučevani zdravstveni 
organizaciji. Anketiranje je potekalo od 9. do 20. 
marca 2017. Vprašalnike smo razdelili po operacijskih 
dvoranah operacijskega bloka, zaradi daljše odsotnosti 
na delovnem mestu smo 8,6 % izmed 93 vključenih 
v raziskavo vprašalnik poslali po pošti na naslov 
njihovega stalnega prebivališča. Izpolnjene vprašalnike 
so anketiranci v zaprti, neoznačeni kuverti vračali v 
zbirno škatlo v tajništvu operacijskega bloka. 
Za splošni pregled analiziranih podatkov smo 
uporabili opisno statistiko, pri čemer smo izračunali 
srednje vrednosti, standardni odklon, frekvence in 
odstotke. Srednje vrednosti in standardni odklon smo 
izračunali pri podatkih o starosti anketiranih in pri 
ocenah njihovega zadovoljstva na delovnem mestu, 
frekvence in odstotke smo izračunali pri podatkih 
o oblikah dela anketiranih, stopnji izobrazbe, vrsti 
izobraževanj, oceni usposobljenosti za opravljanje dela 
v operacijski zdravstveni negi, oceni usposobljenosti 
za usposabljanje novozaposlenih na delovnem mestu 
in pogostosti usposabljanja ter poznavanju in oceni 
pomembnosti kriterijev za zaposlitev v operacijski 
zdravstveni negi. Za določitev manjšega števila linearnih 
kombinacij merjenih spremenljivk smo pri faktorski 
analizi uporabili metodo glavnih komponent z rotacijo 
varimax. Podatki so bili analizirani s programom SPSS 
verzija 21.0 (SPSS Inc., Chicago, IL, USA). Za obdelavo 
podatkov so bili uporabljeni opisna statistika, Pearsonov 
koeficient korelacije in faktorska analiza. Upoštevali 
smo statistično značilnost pri vrednosti 0,05. 
Rezultati
Pet (7,2 %) anketiranih novozaposlene na delovnem 
mestu usposablja vsak dan, 17,4 % (n = 12) nekajkrat 
na teden, 30,4 % (n = 21) nekajkrat na mesec, 26,1 % 
(n = 18) nekajkrat na leto, 18,8 % (n = 13) anketiranih 
pa novozaposlenih na delovnem mestu ne usposablja. 
Pri 3 (4,3 %) anketiranih je med usposabljanjem 
novozaposlenih na delovnem mestu njihova aktivna 
vloga v delovnem procesu razbremenjena, pri 65 
(94,2 %) anketiranih se obe vlogi v delovnem procesu 
prepletata; en anketirani na vprašanje ni odgovoril. 
Za usposabljanje novozaposlenih na delovnem mestu 
prejme plačilo 5 (7,2 %) anketiranih, 62 (89,9 %) jih 
plačila ne prejme, 2 anketirana se do odgovora nista 
opredelila. 
Pri Sekciji medicinskih sester in zdravstvenih 
tehnikov v operativni dejavnosti, pri Zbornici zdravstvene 
in babiške nege Slovenije – Zvezi strokovnih društev 
medicinskih sester, babic in zdravstvenih tehnikov 
Slovenije ali pri drugem strokovnem društvu je v 
zadnjih petih letih (od 2012) aktivno sodelovalo 
20,6 % (n = 14) anketiranih. En anketirani se do 
Tabela 2: Usposabljanje novozaposlenih na delovnem mestu 
Table 2: Training new employees in the workplace 
Trditve/Statements n s F1
Vsi zaposleni v operacijski zdravstveni negi moramo predajati svoje 
znanje.
69 4,60 0,878 0,731
Svoje znanje in izkušnje z veseljem predajam naprej. 69 4,79 0,472 0,801
Pri predajanju znanj in informacij profesionalno rastem. 69 4,63 0,617 0,881
Usposabljanje novozaposlenih na delovnem mestu mi predstavlja izziv. 68 4,17 0,945 0,686
Usposabljanje novozaposlenih na delovnem mestu me obremenjuje. 67 2,68 1,221 /
V procesu vključevanja v operacijsko zdravstveno nego sem imel/-a 
podporo starejših kolegic/kolegov.
69 3,81 0,974 /
Legenda/Legend: n – število/number;  – povprečje/average; s – standardni odklon/standard deviation; F1 – usposabljanje 
novozaposlenih na delovnem mestu/training new employees in the workplace
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206. 201
sodelovanja do stanovskih organizacij v zdravstveni 
negi ni opredelil. Anketirani so svoje zadovoljstvo 
na delovnem mestu ocenili s povprečno oceno 3,3 
(s = 0,827), svojo usposobljenost za opravljanje dela v 
operacijski zdravstveni negi s 4,3 (s = 0,620) ter svojo 
usposobljenost za usposabljanje novozaposlenih na 
delovnem mestu s 3,52 (s = 0,867).
Anketiranci so na vprašanje, ali so razen z zahtevo po 
primerni stopnji izobrazbe in opravljenem zdravniškem 
pregledu seznanjeni še z drugimi kriteriji za izbor 
kandidatov za zaposlitev v operacijski zdravstveni negi, 
pritrdilno odgovorili v 5,85 % (n = 4) in negativno v 
94,2 % (n = 65). Postavitev dodatnih kriterijev za izbor 
kandidatov za zaposlitev v operacijski zdravstveni 
negi se za razvoj operacijske zdravstvene nege zdi 
pomembna 65 (95,6 %) udeleženim v raziskavi, 3 (4,4 %) 
ne; en anketirani pa svojega mnenja ni izrazil.
Preverjanje odnosa zaposlenih v operacijski zdravstveni 
negi do usposabljanja novozaposlenih na delovnem 
mestu ter do znanja in usposobljenosti zaposlenih v 
operacijski zdravstveni negi je prikazano v Tabeli 2 in 
Tabeli 3. 
Tabela 3: Znanje in usposobljenost zaposlenih v operacijski zdravstveni negi
Table 3: Knowledge and skills of employees in perioperative nursing
Trditve/Statements n s F2 F3
Za delo na svojem strokovnem področju imam dovolj znanja. 69 4,27 0,764 0,727 0,217
V sklopu svojega usposabljanja na delovnem mestu sem se usposabljal/-a 
na vseh kirurških področjih.
69 3,10 1,250 0,342 0,688
Sledim objavljenim raziskavam na področju operacijske zdravstvene nege. 69 3,52 0,933 / /
Za usposabljanje novozaposlenih na delovnem mestu imam dovolj 
praktičnega znanja.
69 4,01 0,757 0,895 0,136
Za usposabljanje novozaposlenih na delovnem mestu imam dovolj 
teoretičnega znanja.
69 3,85 0,827 0,765 0,082
Za usposabljanje novozaposlenih na delovnem mestu nimam dovolj 
znanja iz pedagoških vsebin.
69 3,14 1,032 0,583 −0,359
Na področju usposabljanja novozaposlenih na delovnem mestu se želim 
dodatno izobraževati.
69 4,00 0,907 / /
Izobraževalne delavnice za usposabljanje novozaposlenih na delovnem 
mestu v operacijski zdravstveni negi bi pripomogle k učinkovitosti 
usposabljanja novozaposlenih na delovnem mestu.
69 4,57 0,774 −0,570 0,743
Zaposleni v operacijski zdravstveni negi usposabljamo novozaposlene na 
delovnem mestu med seboj primerljivo.
69 3,55 0,993 / /
Legenda/Legend: n – število/number;  – povprečje/average; s – standardni odklon/standard deviation; F2 – znanje zaposlenih v 
operacijski zdravstveni negi/knowledge of employees in perioperative nursing; F3 – usposobljenost zaposlenih v operacijski zdravstveni 
negi/competence of employees in perioperative nursing
Tabela 4: Obremenjenost na delovnem mestu 
Table 4: Workload in the workplace 
Trditve/Statements n s F7 F8
Zaradi opravljanja svojih delovnih obveznosti novozaposlenemu 
na delovnem mestu ne morem nameniti toliko časa, kot bi ga le-ta 
potreboval.
68 3,86 0,991 0,835 –0,079
Zaradi usposabljanja novozaposlenih na delovnem mestu ne uspem 
opraviti vseh delovnih obveznosti.
68 2,83 1,001 0,853 0,098
Usposabljanje novozaposlenih na delovnem mestu mi krajša čas, 
odmerjen za odmor.
68 3,14 1,068 0,558 0,481
Usposabljanje novozaposlenega na delovnem mestu med operativnim 
posegom mi predstavlja dodatno obremenitev.
68 3,36 1,035 0,394 0,638
Zaradi usposabljanja novozaposlenega na delovnem mestu delo v 
operacijski dvorani poteka počasneje.
68 2,69 0,996 0,118 0,772
Kljub usposabljanju novozaposlenega na delovnem mestu delo v 
operacijski dvorani vedno poteka nemoteno.
67 3,77 0,849 −0,255 0,812
Med usposabljanjem novozaposlenega na delovnem mestu bi morala 
biti ekipa zaposlenih v operacijski zdravstveni negi v operacijski dvorani 
številčnejša.
68 4,01 0,954 / /
Legenda/Legend: n – število/number;  – povprečje/average; s – standardni odklon/standard deviation; F7 – časovna obremenjenost 
na delovnem mestu/time workload at the workplace; F8 – obremenjenost v operacijski dvorani/workload in the operating theatre
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206.202
Odgovori na vprašanja o obremenjenosti na delovnem 
mestu ter o znanju in odnosu novozaposlenih do dela 
v operacijski zdravstveni negi so prikazani v Tabeli 4 
in Tabeli 5.
Preverjanje hipotez
Hipoteze smo preverjali s Pearsonovim korelacijskim 
koeficientom (Tabela 6). Hipotezo 1 smo preverjali 
z dvema vprašanjema, ki kažeta na dodatno 
izobraževanje iz operacijske zdravstvene nege, pri 
ostalih hipotezah smo preverjali povezanost med 
komponentami različnih podsklopov vprašanj. 
Hipotezo 1 »Zaposleni v operacijski zdravstveni 
negi, ki se na področju operacijske zdravstvene nege 
dodatno izobražujejo, vzpostavljajo pozitiven odnos 
do usposabljanja novozaposlenih na delovnem 
mestu« smo zavrnili. Za preverjanje hipoteze smo 
uporabili dva faktorja in ugotovili, da sledenje 
raziskavam iz operacijske zdravstvene nege (r = 0,211, 
p = 0,085) in dodatno izobraževanje iz operacijske 
zdravstvene nege (r = −0,097, p = 0,435) s pozitivnim 
odnosom zaposlenih v operacijski zdravstveni negi 
do usposabljanja novozaposlenih na delovnem mestu 
nista povezani.
Hipotezo 2 »Odnos zaposlenih v operacijski 
zdravstveni negi do usposabljanja novozaposlenih na 
delovnem mestu je povezan z delovno obremenjenostjo 
zaposlenih v operacijski zdravstveni negi« smo zavrnili. 
Za preverjanje hipoteze smo uporabili dva faktorja 
in ugotovili, da časovna obremenjenost zaposlenih v 
operacijski zdravstveni negi (r = 0,087, p = 0,484) in 
obremenjenost v operacijski dvorani (r = −0,105, p = 
0,396) z odnosom zaposlenih v operacijski zdravstveni 
negi do usposabljanja novozaposlenih na delovnem 
mestu nista povezani.
Hipotezo 3 »Usposobljenost zaposlenih v operacijski 
zdravstveni negi je povezana z njihovim odnosom 
do usposabljanja novozaposlenih na delovnem 
mestu« smo delno potrdili. Za preverjanje hipoteze 
smo uporabili dva faktorja. Ugotovili smo, da 
usposobljenost zaposlenih v operacijski zdravstveni 
negi (r = 0,032, p = 0,795) z njihovim odnosom do 
usposabljanja novozaposlenih na delovnem mestu ni 
povezana. Pri preverjanju ocen znanja zaposlenih v 
operacijski zdravstveni negi pa smo ugotovili, da je 
odnos zaposlenih v operacijski zdravstveni negi do 
Tabela 5: Znanje in odnos novozaposlenih do dela v operacijski zdravstveni negi
Table 5: Knowledge and attitude of new employees in the workplace
Trditve/Statements n s F9
Nivo splošnega znanja, ki ga novozaposleni pridobijo v sklopu šolanja na 
fakultetah, je zadosten. 69 2,42 0,897 /
Znanje novozaposlenih o operacijski zdravstveni negi ni zadostno. 69 3,71 1,072 /
Novozaposleni upoštevajo navodila za delo v operacijski zdravstveni negi. 69 3,86 0,684 0,760
Novozaposleni imajo do zaposlenih v operacijski zdravstveni negi 
spoštljiv odnos. 69 3,82 0,785 0,691
Novozaposleni so motivirani za pridobivanje novih znanj in izkušenj. 69 3,75 0,715 0,815
Novozaposleni v operacijski zdravstveni negi so samoiniciativni. 69 3,18 0,791 0,774
Novozaposleni v operacijski zdravstveni negi so do svojega znanja 
samokritični. 69 3,01 0,882 0,798
Legenda/Legend: n – število/number;  – povprečje/average; s – standardni odklon/standard deviation; F9 – znanje in odnos 
novozaposlenih do dela v operacijski zdravstveni negi/knowledge and attitude of new employees in the workplace
Tabela 6: Korelacije odnosa zaposlenih v operacijski 
zdravstveni negi do usposabljanja novozaposlenih na 
delovnem mestu z najpomembnejšimi faktorji
Table 6: Correlation of employees' attitude in 
perioperative nursing towards training new employees 
in the workplace with the most relevant factors
Hipoteze/Hypotheses Faktor/Factor r
H1
F1  0,211
F2 −0,097
H2
F5  0,087
F6 −0,105
H3
F7  0,278
F8  0,032
H4 F9  0,058
Legenda/Legend: H1 − izobraževanje/education; H2 − obremenjenost/
workload; H3 − usposobljenost/competence; H4 − odnos 
novozaposlenih/attitude of new employees; F1 − sledenje raziskavam 
iz operacijske zdravstvene nege/tracking researches from perioperative 
nursing; F2 − izobraževanje iz operacijske zdravstvene nege/learning 
in perioperative nursing; F5 − časovna obremenjenost zaposlenih v 
operacijski zdravstveni negi/time workload in perioperative nursing; 
F6 − obremenjenost v operacijski dvorani/workload in the operating 
theatre; F7 − znanje zaposlenih v operacijski zdravstveni negi/
knowledge in perioperative nursing; F8 − usposobljenost zaposlenih 
v operacijski zdravstveni negi/competence in perioperative nursing; 
F9 − odnos novozaposlenih do dela v operacijski zdravstveni negi/
attitude of new employees in the workplace; r − Pearsonov koeficient 
korelacije/Pearson correlation coefficient
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206. 203
usposabljanja novozaposlenih na delovnem mestu 
z njihovim znanjem statistično značilno povezan 
(p = 0,021). Povezanost je po moči šibka (r = 0,278) 
in pozitivna, kar pomeni, da boljše kot je znanje 
zaposlenih v operacijski zdravstveni negi, boljši je 
njihov odnos do usposabljanja novozaposlenih na 
delovnem mestu.
Hipotezo 4 »Odnos zaposlenih v operacijski 
zdravstveni negi do usposabljanja novozaposlenih 
na delovnem mestu je povezan z odnosom 
novozaposlenih do dela v operacijski zdravstveni 
negi« smo zavrnili. Raziskava je pokazala, da odnos 
novozaposlenih do dela v operacijski zdravstveni negi 
z odnosom zaposlenih v operacijski zdravstveni negi 
do usposabljanja novozaposlenih na delovnem mestu 
ni povezan (r = 0,058, p = 0,641).
Diskusija
Raziskava kaže, da zaposleni v operacijski zdravstveni 
negi na primeru ene zdravstvene organizacije izkazujejo 
visoko strinjanje s trditvijo, da morajo svoje znanje 
predajati naprej. Njihov odnos do usposabljanja 
novozaposlenih na delovnem mestu je pozitiven, svoje 
izkušnje in znanje z veseljem predajajo naprej in pri 
tem profesionalno rastejo. Verjetno se pri tem kaže 
tudi vpliv njihove pozitivne izkušnje iz preteklosti, 
ko jim je v procesu vključevanja v operacijski 
zdravstveni negi bila na voljo podpora izkušenih 
sodelavcev. Mentorstvu pozitivno vlogo pripisujeta tudi 
Žerdoner (2015) in Ramšak Pajk (2008). Žerdoner 
(2015) je v raziskavi ugotovila, da proces pripomore 
k profesionalnemu razvoju mentorjev, Ramšak 
Pajk (2008) pa je mnenja, da mentorstvo poveča 
poklicno pripadnost mentorjev, njihovo samozavest, 
zadovoljstvo pri delu in da vpliva na njihov karierni 
razvoj. Morda nekoliko preseneča rezultat, da se 
vključenim v raziskavo usposabljanje novozaposlenih 
na delovnem mestu ne zdi obremenjujoče. Predhodno 
je namreč Čuk (2014) v svoji raziskavi ugotovila, 
da je poučevanje v kliničnem okolju za mentorje 
dodatna delovna obremenitev. Izvajanje mentorstva v 
operacijski zdravstveni negi je specifično tudi zaradi 
nenehno prisotne medsebojne odvisnosti delovanja 
vsaj dveh oseb, zaposlenih v operacijski zdravstveni 
negi, in morda prav to zavedanje vzpostavlja tako 
pozitiven odnos do usposabljanja novozaposlenih na 
delovnem mestu. Zaposleni v operacijski zdravstveni 
negi se namreč izkustveno zavedajo, da bodo v 
prihodnosti pri izvajanju delovnega procesa tudi sami 
(so)odvisni od usposobljenosti izvajalcev operacijske 
zdravstvene nege. 
Iz rezultatov drugih sklopov naše raziskave je mogoče 
razbrati, da se vključeni v raziskavo ne strinjajo, da bi 
zmogli opraviti še dodatne delovne zadolžitve, kar sicer 
ne drži za opravljanje še bolj kompleksnih delovnih 
izzivov. To kaže na dejstvo, da so zaposleni v operacijski 
zdravstveni negi preobremenjeni. Tudi Kulaš (2013) 
in Žerdoner (2015) sta izpostavili preobremenjenost 
kliničnih mentorjev na delovnem mestu, Čuk in 
Hvala (2009) pa sta kot težave, ki se pojavljajo v 
času mentorstva, navedli delovno obremenitev, 
dolg delovnik, težave pri izvajanju poklicnih vlog in 
različna tveganja, ki so jim izpostavljeni mentorji 
in drugo zdravstveno osebje. Zaradi usposabljanja 
novozaposlenega na delovnem mestu delo v operacijski 
dvorani ni moteno niti ne poteka počasneje, vendar 
pa bi, kot opredeljujejo vključeni v raziskavo, med 
usposabljanjem novozaposlenega na delovnem mestu 
ekipa zaposlenih v operacijski zdravstveni negi v 
operacijski dvorani morala biti številčnejša. Iz sinteze 
trditev lahko zaključimo, da se vključeni v raziskavo med 
usposabljanjem novozaposlenega na delovnem mestu 
zavedajo svoje odgovornosti za varno in kakovostno 
obravnavo pacienta. Robida (2013) pravi, da za klinične 
mentorje ni pomembno samo učenje tehničnih 
veščin, ampak tudi znanje o varnosti pacientov. Med 
usposabljanjem novozaposlenih na delovnem mestu 
s pravočasnim in strokovnim izvajanjem potrebnih 
intervencij zaposleni v operacijski zdravstveni negi 
ne obremenjujejo ostalih članov zdravstvenega tima, 
vendar po drugi strani njihovo mnenje, da bi med 
usposabljanjem novozaposlenega na delovnem mestu 
ekipa zaposlenih v operacijski zdravstveni negi v 
operacijski dvorani morala biti številčnejša, kaže, 
da jim proces usposabljanja novozaposlenih med 
operativnim posegom pravzaprav predstavlja dodatno 
obremenitev. 
Tako sklepanje se sklada tudi z naslednjimi ugotovitvami 
naše raziskave: zaradi usposabljanja novozaposlenih 
na delovnem mestu zaposleni v operacijski zdravstveni 
negi ne uspejo opraviti vseh delovnih obveznosti; njihov 
čas za odmor je zaradi usposabljanja novozaposlenih 
na delovnem mestu krajši; novozaposlenemu na 
delovnem mestu je treba nameniti toliko časa, kot 
bi ga le-ta potreboval. Tudi Lorber in Donik (2009) 
navajata, da mora mentor najprej profesionalno 
opraviti svojo delo pri pacientu, istočasno pa se od 
njega pričakuje še, da posreduje znanje in veščine ter 
mentorstvu posveti dovolj časa. Poudariti je treba, 
da samo večje število kadra v operacijski dvorani 
ne bo pripomoglo k učinkovitejšemu usposabljanju 
novozaposlenega na delovnem mestu in k zmanjšani 
obremenitvi zaposlenih v operacijski zdravstveni negi. 
Pozornost je treba usmeriti na usposobljenost kadra.
Na svojem strokovnem področju imajo zaposleni 
v operacijski zdravstveni negi dovolj znanja, svojo 
usposobljenost za opravljanje dela v operacijski 
zdravstveni negi so ocenili zelo visoko. Ugotavljamo, 
da vključenim v raziskavo pri usposabljanju 
novozaposlenih na delovnem mestu strokovnega 
praktičnega in teoretičnega znanja ne primanjkuje. 
Po drugi strani zaposleni v operacijski zdravstveni 
negi opredeljujejo, da za proces usposabljanja 
novozaposlenih na delovnem mestu nimajo dovolj 
znanja iz pedagoških vsebin. Podatek ne preseneča, 
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206.204
saj se vključeni v raziskavi v večini primerov 
udeležujejo izobraževanj iz vsebin operacijske 
zdravstvene, etike v zdravstveni negi ter kakovosti in 
varnosti v zdravstveni negi. Na področju mentorstva 
in raziskovanja v zdravstveni negi se vključeni 
v raziskavo skorajda ne izobražujejo. Tudi Čuk 
(2014) je v svoji raziskavi ugotovila, da mentorji 
nimajo dovolj razvitih kompetenc in potrebujejo 
dodatna pedagoška znanja, Lorber in Donik (2009) 
pa navajata še, da imajo mentorji veliko praktičnih 
izkušenj, vendar se pogosto srečujejo s težavo, kako 
posredovati svoja praktična znanja, saj imajo premalo 
pedagoško-andragoških izkušenj. Na področju 
usposabljanja novozaposlenih na delovnem mestu 
se vključeni v raziskavo želijo dodatno izobraževati, 
prav tako so mnenja, da bi izobraževalne delavnice 
za usposabljanje novozaposlenih na delovnem 
mestu v operacijski zdravstveni negi pripomogle 
k učinkovitosti usposabljanja novozaposlenih na 
delovnem mestu. Glede na izraženo potrebo in željo 
vključenih v raziskavo po dodatnem izobraževanju 
bi kazalo resno razmisliti o uvedbi sistematičnega 
sistema izobraževanja, ki bi lahko potekalo tudi v 
simulacijskih centrih (Granger, et al., 2011). Pri 
razvoju in izvedbi celovitega izobraževalnega procesa 
bi morali sodelovati tudi in predvsem kompetentni 
strokovnjaki iz izobraževalnih institucij. 
Zaposleni v operacijski zdravstveni negi so se strinjali, 
da nivo znanja, ki ga novozaposleni na delovnem mestu 
pridobijo v sklopu šolanja na fakultetah oz. visokih 
šolah ni zadosten in da njihovo znanje o operacijski 
zdravstveni negi ni zadostno. Tudi Brdnik (2013) je 
v raziskavi, izvedeni v več slovenskih bolnišnicah, 
ugotovil, da izobrazba, ki jo diplomirana medicinska 
sestra pridobi v dodiplomskem študiju, ne nudi dovolj 
strokovnih vsebin iz operacijske zdravstvene nege. V 
tem času so nekatere fakultete v sklopu dodiplomskega 
izobraževanja že začele izvajati študijske vsebine iz 
operacijske zdravstvene nege. A le uvedba s skrbjo 
razvitega specialističnega študija iz operacijske 
zdravstvene nege, ki bi ga vodili, izvajali in evalvirali 
kompetentni izvajalci, bi popolnoma zapolnila vrzel 
na tem strokovnem področju. Ne smemo namreč 
pozabiti, da je visokošolsko izobraževanje za področje 
zdravstvene nege omejeno na splošno zdravstveno nego 
in da je poglobljena specialistična znanja in kompetence 
treba razvijati v okviru podiplomskih specializacij. 
Vključeni v raziskavo menijo tudi, da so novozaposleni 
na delovnem mestu premalo samoiniciativni in do 
svojega znanja premalo samokritični. Na drugi strani 
so vključeni v raziskavo mnenja, da so novozaposleni 
na delovnem mestu motivirani za pridobivanje novih 
znanj in izkušenj, da imajo do zaposlenih v operacijski 
zdravstveni negi spoštljiv odnos in da upoštevajo 
navodila za delo v operacijski zdravstveni negi. Verjetno 
se bo za prepoznavanje in razumevanje specifičnih 
potreb in pričakovanj, ki jih ima tako imenovana 
»generacija Y«, treba izobraziti ter nato izkoristiti 
njihove prednosti. Med temi prednostmi sta predvsem 
predanost timskemu delu in rokovanje z napredno 
tehnologijo (Sherman, 2015).
V prihodnje bi bilo treba preveriti stališča 
novozaposlenih na delovnem mestu do njihovega 
usposabljanja v operacijski zdravstveni negi in raziskati, 
kako zaposleni v operacijski zdravstveni negi dojemajo 
svoje kompetence. Kot navajajo Gillespie in sodelavci 
(2009) bi bilo pri tem treba upoštevati predvsem 
njihovo znanje, timsko delo, komunikacijo, zmožnost 
koordiniranja in obvladovanja novih situacij. 
Izvedli smo raziskavo na primeru ene organizacije, 
zato rezultatov ni mogoče posploševati na vse 
primerljive zdravstvene organizacije oziroma področja 
dela. Omejitev izvedene raziskave na primeru 
ene organizacije je, da smo v vzorec vključili tudi 
zaposlene v operacijski zdravstveni negi, ki svoje 
delo opravljajo na ravni dnevne bolnišnice (n = 10). 
Zaradi vrste operativnih posegov, ki se v tej enoti 
izvajajo, je kompleksnost delovnih opravil in obseg 
kompetenc zaposlenih v operacijski zdravstveni negi 
v tem delovnem okolju manjša. Ti izvajalci operacijske 
zdravstvene nege posledično ne opravljajo dela v 
transplantacijski dejavnosti in dežurni službi, prav tako 
skorajda ne usposabljajo novozaposlenih na delovnem 
mestu. Opozoriti je treba tudi na vrednost Pearsonovega 
koeficienta korelacije, ki kaže na zgolj šibko pozitivno 
povezanost odnosa zaposlenih v operacijski zdravstveni 
negi do usposabljanja novozaposlenih na delovnem 
mestu z znanjem zaposlenih v operacijski zdravstveni 
negi. Poleg tega, da raziskava daje priložnosti za 
izvedbo izboljšav v proučevani organizaciji, pokaže tudi 
na pomen raziskovanja na reprezentativnem vzorcu te 
dejavnosti v Sloveniji in bi lahko pripomogla k sistemski 
ureditvi in definiciji podiplomskega izobraževanja na 
tem področju v Sloveniji.
Zaključek
Proces usposabljanja novozaposlenih na delovnem 
mestu za vključene v raziskavo na splošno ne predstavlja 
obremenitve, pravzaprav jim je v zadovoljstvo. Ob 
neposrednem usposabljanju novozaposlenih med 
operativnim posegom bi bilo treba ekipo izvajalcev 
operacijske zdravstvene nege številčno okrepiti, pri 
tem pa tudi ne zanemariti njihove usposobljenosti 
za usposabljanje novozaposlenih. Smotrno bi bilo 
pripraviti izobraževanja za področje usposabljanja 
novozaposlenih na delovnem mestu, pričeti z 
izvajanjem izobraževalnih delavnic v simulacijskem 
centru in razširiti vsebino izobraževanja zaposlenih 
v operacijski zdravstveni negi. Za učinkovito 
usposabljanje novozaposlenih v operacijski zdravstveni 
negi je treba razviti celosten in v kliničnem okolju 
aplikativen izobraževalni program. Mislimo na 
sistematično usposabljanje, ki bi temeljilo na postopnem 
nadgrajevanju znanja – od osnov operacijske zdravstvene 
nege do ozko specifičnih aktivnosti, omejenih na 
Oblak, T. & Skela-Savič, B., 2017. / Obzornik zdravstvene nege, 51(3), pp. 190–206. 205
posamezna kirurška področja. K razvoju strategije 
usposabljanja novozaposlenih v operacijski zdravstveni 
negi je treba povabiti in pritegniti več v operacijskem 
okolju in tudi izven njega delujočih strokovnjakov, 
pristop do strategije naj bo znanstven in odgovoren do 
vseh udeleženih. In nenazadnje, za zaposlitev v tako 
ozko specifični zdravstveni dejavnosti bi morali razviti 
ustrezne kriterije, ki bi bili v pomoč pri izbiri primernih 
kandidatov za zaposlitev. 
Conflict of interest/Nasprotje interesov
The authors declare that no conflicts of interest 
exist./Avtorici izjavljata, da ni nasprotja interesov.
Funding/Financiranje
The study received no funding./Raziskava ni bila 
finančno podprta.
Ethical approval/Etika raziskovanja
The study was conducted in accordance with the 
Helsinki-Tokyo Declaration (World Medical Association, 
2013) and the Code of Ethics for Nurses and Nurse 
Assistants of Slovenia (2014)./Raziskava je pripravljena 
v skladu z načeli Helsinško-Tokijske deklaracije (World 
Medical Association, 2016) in v skladu s Kodeksom etike 
v zdravstveni negi Slovenije (2014).
Author contributions/Prispevek avtorjev
Under the mentorship of the second author the first 
author prepared a research proposal, a research plan, a 
research project and wrote the article. The second author 
participated in all stages of the research process and was 
responsible for methodologically appropriate research 
process. The second author also participated in the 
writing of the article./Prva avtorica je pod mentorstvom 
druge avtorice pripravila raziskovalni predlog, načrt 
raziskave, izvedbo raziskave in oblikovala besedilo 
članka. Druga avtorica je v vseh fazah raziskovalnega 
procesa sodelovala kot oseba, odgovorna za metodološko 
ustreznost, sodelovala je tudi pri pisanju članka.
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Oblak, T. & Skela-Savič, B., 2017. The attitude of employees in perioperative nursing to training new employees in the workplace: 
an example of one organization. Obzornik zdravstvene nege, 51(3), pp. 190–206. https://doi.org/10.14528/snr.2017.51.3.178