Vzgoja kot pomemben element izobraževalnega procesa visokošolskega študija zdravstvene nege

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Naslov:	Vzgoja kot pomemben element izobraževalnega procesa visokošolskega študija zdravstvene nege
Avtorji:	ID Sancin, Dubravka (Avtor) ID Pšunder, Majda (Mentor) Več o mentorju...
Datoteke:	MAG_Sancin_Dubravka_2013.pdf (1,54 MB) MD5: DF9600825B7D494D5F5A8FB8C02AF58A PID: 20.500.12556/dkum/b52c8c6b-0865-43f1-afb6-d39b00965ea5
Jezik:	Slovenski jezik
Vrsta gradiva:	Magistrsko delo/naloga
Tipologija:	2.09 - Magistrsko delo
Organizacija:	FZV - Fakulteta za zdravstvene vede
Opis:	Teoretična izhodišča. Vzgoja je namerna ali intencionalna dejavnost in nenamerna ali funkcionalna dejavnost. Demokratični vzgojni stil je partnerski, kjer visokošolski učitelji in sodelavci vodijo vzgojno-izobraževalni proces, študentje pa se vključujejo po sposobnostih, interesih in znanju. Študent sme biti študent; lahko sprašuje, sodeluje in se ne strinja. Komunikacije so dvosmerne in študent je v položaju subjekta. Po Nicklovem transakcijskem modelu smo izpeljali splošne, pedagoške in hierarhične kompetence visokošolskega učitelja in sodelavca. Z raziskavo želimo podati možnosti za ozaveščen funkcionalen vpliv visokošolskih učiteljev in sodelavcev v študijskem procesu. Metodologija raziskovanja. Raziskava je potekala na Fakulteti za zdravstvene vede Univerze v Mariboru med redno zaposlenimi visokošolskimi učitelji in sodelavci. Raziskavo smo temeljili na deskriptivni metodi in kavzalno neeksperimentalni metodi. Osnovni raziskovalni instrument je anketni vprašalnik zaprtega tipa. Dobljene rezultate smo kvantificirali z deskriptivno in inferenčno statistiko. Rezultati. Osnovno hipotezo smo preverili s Pearsonovim koeficientom korelacije, ki izraža visoko stopnjo povezanosti med skupino anketirancev pred in po izobraževanju (r = 0,982; p < 0,01). Osnovno hipotezo zavračamo. Pri preverjanju odvisnosti zvez med pojavi intencionalnosti, predvsem pa funkcionalnosti vzgojne komponente študijskega procesa nismo ugotovili statistično značilnih razlik med vzorcema pred in po edukaciji. Visokošolski učitelj in sodelavec se lahko skozi funkcionalni vidik vzgoje približa študentu/študentom in z njim/njimi vodi metakomunikacijo. Naša raziskava je pokazala, da lahko podpremo utemeljitve modela Greenove na področju izobraževanja za zdravstveno nego. Poudariti želimo funkcionalni vzgojni vidik dela visokošolskega učitelja in sodelavca. Funkcionalna dejavnost je nenamerna in se manifestira skozi zgled visokošolskega učitelja, njegov pogled na življenje, način reševanja problemov, način pristopa k študentom. Visokošolski učitelj razvija funkcionalno vzgojni vidik dela v okviru poslanstva fakultete. Sklep. Predlagamo, da bi bile v poslanstvu in viziji fakultete jasno opredeljene temeljne vrednote, za katere si bodo prizadevali vsi visokošolski učitelji in sodelavci ter študentje. Doseči bi bilo potrebno čim višjo stopnjo soglasja o vrednotah, saj bi bila lahko od tega odvisna študijska klima in boljši študijski uspehi. Visokošolski zavod bi potreboval vzgojni koncept, ki daje možnost dogovarjanja in sodelovanja študentov, visokošolskih učiteljev in sodelavcev.
Ključne besede:	intencionalna vzgoja, funkcionalna vzgoja, študent, visokošolski učitelj
Kraj izida:	Maribor
Založnik:	[D. Sancin]
Leto izida:	2013
PID:	20.500.12556/DKUM-40551
UDK:	378:616-083
COBISS.SI-ID:	1909668
NUK URN:	URN:SI:UM:DK:LTVYLN7W
Datum objave v DKUM:	10.07.2013
Število ogledov:	2296
Število prenosov:	251
Metapodatki:
Področja:	FZV
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Sekundarni jezik

Jezik:	Angleški jezik
Naslov:	Upbringing as an important element of the nursing higher education programme
Opis:	Theoretical bases. Upbringing is deliberate or intentional and unintentional or functional. The democratic manner of upbringing is cooperative, because higher education teachers/workers lead the educational process and students participate depending on their abilities, interests and knowledge. Students are allowed to be students – they can ask questions, participate and express their disagreement. Communication is two-way and students are the subjects. Based on the Nickel's transaction model, general, pedagogical and hierarchic competences of higher education teachers/workers were derived. The aim of this research is to provide possibilities for an informed functional influence of teachers/workers during the educational process. Research methodology. This research was conducted at the Faculty of Health Sciences of University of Maribor among regularly employed higher education teachers/workers. It was based on a descriptive method and non-experimental causal method. The basic research instrument was a closed-ended questionnaire. The results obtained were quantified with descriptive and inference statistics. Results. The null hypothesis was verified with the Pearson's correlation coefficient, which shows a high level of connectedness among the group of respondents prior to and after education (r = 0.982; p < 0.01). The null hypothesis is therefore rejected. In verifying the dependence of relations between intentionality phenomena, particularly the functionality of upbringing as an element of educational process, no statistically significant differences were determined between the samples prior to and after education. Through a functional aspect of upbringing, higher education teachers/workers can get closer to students and establish meta-communication with them. Our research supported the justifications of Green's model, which states that, in order to realise the expectations, education in nursing should ensure active learning that stimulates critical thinking and skills of problem-solving approach to teaching and learning. We wish to point out the functional educational aspect of work of higher education teachers/workers. Functional activities are unintentional and manifest through the teacher as a role model and their view of life, manner of solving problems, and approach to students. Higher education teachers develop a functional educational aspect of work within the Faculty's mission. Conclusion. We propose that the Faculty's mission and vision clearly define the fundamental values, for which all higher education teachers/workers and students would strive. The highest possible degree of consent on values should be reached, because the study atmosphere and better study results could depend on it. The Faculty requires a concept of education that provides students and higher education teachers/workers with the possibility of having a discussion and participating.
Ključne besede:	intentional upbringing, functional upbringing, student, higher education teacher

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