MOTIVACIJA ZA IZOBRAŽEVANJE V PRIMARNEM IN SEKUNDARNEM ZDRAVSTVU

Pangerc Bratina, Darja

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Title:	MOTIVACIJA ZA IZOBRAŽEVANJE V PRIMARNEM IN SEKUNDARNEM ZDRAVSTVU
Authors:	ID Pangerc Bratina, Darja (Author) ID Jereb, Eva (Mentor) More about this mentor...
Files:	UNI_Pangerc_Bratina_Darja_2011.pdf (815,85 KB) MD5: 76F5078C1E45D643F0F0D530AF723D2C PID: 20.500.12556/dkum/00912f9d-6adc-45b4-b75d-857f6c8ce86c
Language:	Slovenian
Work type:	Undergraduate thesis
Organization:	FOV - Faculty of Organizational Sciences in Kranj
Abstract:	Za zaposlene v zdravstvu velja, da so poklicno zavezani k permanentnemu izobraževanju. Znano je tudi, da znanje, ki ga pridobimo v šoli in na fakulteti, hitro zastari, za današnji čas pa so značilni hiter tehnološki razvoj in velike spremembe. Velikega pomena pri vključevanju in uspešnosti v različne oblike izobraževanja je motivacija za izobraževanje. V diplomski nalogi so predstavljena teoretična izhodišča s področja izobraževanja, učenja, vseživljenjskega izobraževanja, motivacije in motivacije za izobraževanje. V raziskovalnem delu pa smo s pomočjo anketnega vprašalnika poskusili ugotoviti, kateri so najpomembnejši motivacijski dejavniki, ki spodbujajo ali ovirajo posameznika pri odločitvi za izobraževanje in izpopolnjevanje. Dodaten izziv je bilo ugotavljanje morebitnih odstopanj in podobnosti v motivaciji za izobraževanje med primarno ravnjo zdravstvenega varstva, ki jo predstavlja Zdravstveni dom Ajdovščina, in sekundarno ravnjo zdravstvenega varstva Splošno bolnišnico »dr. Franca Derganca« Nova Gorica. Ugotovili smo, da anketiranci hodijo v službo, ker imajo radi delo, ki ga opravljajo. Kot najpomembnejši razlog odločitve za formalno izobraževanje so anketiranci navedli željo po učenju in pridobivanju novega znanja, za izobraževanje so motivirani, vendar je udeležencev formalnega izobraževanja malo. Skoraj vsi poznajo pojem vseživljenjskega izobraževanja, manj anketirancev pozna pojem učeča se organizacija. Od neformalnih oblik izobraževanja se najpogosteje udeležujejo strokovnih seminarjev. Anketirance pri odločitvi za izobraževanje in izpopolnjevanje najbolj spodbujajo: večja usposobljenost za delo in dodatno znanje; ovirajo pa jih: pomanjkanje časa in stroški izobraževanja.
Keywords:	izobraževanje, motivacija, zdravstveno varstvo
Place of publishing:	Maribor
Year of publishing:	2011
PID:	20.500.12556/DKUM-17565
COBISS.SI-ID:	6873619
NUK URN:	URN:SI:UM:DK:INOJOWGQ
Publication date in DKUM:	20.07.2011
Views:	1718
Downloads:	287
Metadata:
Categories:	FOV
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Secondary language

Language:	English
Title:	MOTIVATION FOR EDUCATION IN PRIMARY AND SECUNDARY HEALTH CARE
Abstract:	Employees in health care are considered to be professionally committed to constant education. It is also known, that the knowledge we gain in school and on the faculty is quickly obsolete, but the present time is characterized by fast technological development and major changes. The motivation for education is of great importance in entering and successful finishing of different types of education. The thesis presents theoretical bases from the fields of education, learning, lifelong learning, motivation and motivation for education. In the research part we have tried with the help of a questionnaire to find out, which are the most important motivation factors, which motivate or hinder the individual in his choice for education or improvement. An additional challenge was the acknowledgement of possible deviations and similarities in motivation for education between the primary health care level, represented by the Health centre Ajdovščina, and the secondary health care level, represented by the General hospital of dr. Franc Derganc Nova Gorica. We found out, that the respondents go to work, because they love their job. As the most important reason for their decision for formal education the respondents state the desire for learning and gaining new knowledge, they are motivated to learn, but there is only a small number of participants of formal education. Almost all of them are familiar with the term lifelong learning, less respondents know the term learning organization. Of all informal types of education they mostly participate in professional seminars. The respondents are mostly motivated for education and improving by the thought of a greater work competence and additional knowledge and hindered by the lack of time and education costs.
Keywords:	education, motivation, health care

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