232 KB37 KB199420252015Gönc, VidaLorber, MatejaNerat, Jasminaštevilka:3letnik:49str. 205-213ISSN:1318-2951COBISSID:524914457URN:URN:NBN:SI:doc-G1DX3GE5slZbornica zdravstvene negeObzornik zdravstvene negeevaluationevalvacijalearningnursingproblem-based learningproblemsko zasnovan študijteachingučenjezdravstvena negaZadovoljstvo študentov zdravstvene nege s problemskim učenjem| Nursing student satisfaction with problem-based learning|Introduction: Problem-based learning represents an educational paradigm shift from traditional to student-oriented teaching and learning philosophy. It encourages the development of independent learning and gaining of knowledge and skills needed to perform competent nursing care. The purpose of the research was to determine the satisfaction levels of full-time and parttime nursing students with the method of problem-based learning. Methods: The study employed methods of quantitative non-experimental research and a survey data collection. A total of 169 nursing students participated in the study. The data were processed by a descriptive statistics, t-test and correlation analysis. The statistical significance was tested on a 5 % risk level. Results: Average ratings of all statements regarding the students' satisfaction levels with problembased learning were very high (> 4 out of 5). According to the results, there is no statistically significant difference in satisfaction with problem-based learning between full-time and part-time students (t = -0.818, p = 0.414) and between male and female students (t = -0.002, p = 0.998). A positive impact of work experience on the satisfaction with problem-based learning was observed in part-time students employed in the health care sector. There is also a correlation between the student's age and satisfaction with problem-based learning (r = 0.198, p = 0.006). Discussion and conclusion: Research findings indicate that problem-based learning improves work motivation and encourages independent study as well as teamwork. Further research would need to investigate the problem-based learning in clinical practice and the application of theoretical knowledge in clinical environmentUvod: Problemsko učenje predstavlja premik v izobraževalni paradigmi, saj predstavlja na posameznika usmerjeno učenje, ki spodbuja razvijanje samostojnosti, znanj, spretnosti in lastnosti, potrebnih za delovanje v zdravstveni negi. Namen raziskave je bil ugotoviti zadovoljstvo študentov rednega in izrednega študija zdravstvene nege s problemskim učenjem. Metode: Uporabljeno je bilo kvantitativno neeksperimentalno raziskovanje, podatki so bili zbrani s tehniko anketiranja. V raziskavi je sodelovalo 196 študentov zdravstvene nege. Za obdelavo podatkov je bila uporabljena deskriptivna statistika, t-test in korelacijska analiza. Statistično značilnost smo preverjali na ravni 5% tveganja. Rezultati: Povprečne ocene vseh trditev, ki so se nanašale na zadovoljstvo študentov s problemskim učenjem, so bile zelo visoke (> 4 od 5). Glede na način študija zdravstvene nege (t = -0,818, p = 0,414) in spol (t = -0,002, p = 0,998) ne prihaja do razlik v oceni glede zadovoljstva s problemskim učenjem, vendar se je pokazal pozitiven vpliv delovnih izkušenj pri študentih izrednega študija, zaposlenih v zdravstvu. Ugotovljena je bila povezanost med starostjo študentov in zadovoljstvom s problemskim učenjem (r = 0,198, p = 0,006). Diskusija in zaključek: Raziskava pokaže, da problemsko učenje pri študentih zdravstvene nege izboljšuje motivacijo za delo ter spodbuja tako samostojen študij kot delo v skupinah. Nadaljnje raziskave bi bilo potrebno usmeriti na problemsko učenje v klinični praksi in aplikacijo teoretičnih znanj v klinično okoljeTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZbornica zdravstvene in babiške nege Slovenije - Zveza strokovnih društev medicinskih sester, babic in zdravstvenih tehnikov Slovenije