Experiential learning of nursing students on camp for children with emotional and behavioral problems

Uvod: Izkustveno učenje je povezava med teoretičnim in praktičnim delom. Omogoča obliko učinkovitejšega dojemanja in spoznanja. Pri tem je pomembno, da znamo o situacijah in dogodkih razmišljati, razglabljati in o njih reflektirati. Neposredna praksa je seveda nujna za izkustveno učenje, ni pa dovolj. V vsaki situaciji moramo biti navzoči tako telesno kot miselno. Šele potem se lahko iz izkušenj tudi kaj naučimo. Namen: Namen diplomskega dela je ugotoviti doživljanja in pridobljene izkušnje študentov zdravstvene nege na praktičnem usposabljanju na taboru Mavrični bojevniki, kjer je bilo med vsemi prisotnimi otroki največ otrok s hiperkinetično motnjo.. Metode dela: Uporabljena je bila kvalitativna analiza. Kot raziskovalni instrument za zbiranje podatkov je služil skupinski pol-strukturiran intervju s petimi rednimi študenti Zdravstvene fakultete v Ljubljani, smer Zdravstvena nega. Izvedena je bila tudi analiza gradiva, ki smo ga obdelali na beseden način, brez uporabe merskih postopkov, ki kot rezultat prikažejo števila. Rezultati: Po pregledu ključnih pojmov v gradivu smo le-te najprej združili v smiselne kategorije. Ustvarili smo tri organizirane teme (odnos do udeležencev in krepitev osebnih lastnosti, pozitivni občutki dela z otroki ter samoizobraževanje) in šest osnovnih tem (zaupanje vase, iznajdljivost, zadovoljstvo, pripadnost, samospraševanje in poslušanje). Slednje smo povezali v tematsko shemo, iz katere lahko razberemo, da zaupanje vase in iznajdljivost, ki naj bi jo imeli študenti, vplivajo na odnos do udeležencev in krepitev njihovih osebnostnih lastnosti. Zadovoljstvo in pripadnost igrata pomembno vlogo pri pozitivnih občutkih dela z otroki. Samospraševanje in poslušanje vodita tudi do samoizobraževanja. Skupni imenovalec vsega naštetega je izkustveno učenje študentov na taboru otrok s hiperkinetično motnjo. Na podlagi intervjuja pa smo ugotovili, da intervjuvanke in intervjuvanci kot glavne razloge za izkustveno učenje na taboru otrok s hiperkinetično motnjo omenjajo tri glavne dejavnike, ki jih opredeljujemo z največkrat omenjenimi vzorci: pozitivni občutki dela z otroci, odnos do udeležencev in krepitev osebnostnih lastnosti ter samoizobraževanje. Razprava in zaključek: Tabor predstavlja pozitivno izkušnjo, krepitev osebnostnih lastnosti ter vzpostavljanje odnosa z udeleženci tabora. Študenti so spoznali svoje sposobnosti pri delu v okolju, ki je drugačen v primerjavi s kliniko. Udeležba študentov na taboru otrok s hiperkinetično motnjo se je pokazala kot ustrezna metoda za pridobivanje izkušenj. Izkustveno učenje študentov zdravstvene nege na taboru otrok s hiperkinetično motnjo nudi študentom vsaj osnovna znanja, ki so potrebna za obravnavo otrok s hiperkinetično motnjo. Takšen način poučevanja bi bilo potrebno raziskovati v večji meri, ker je uspešnejši način poučevanja študentov.Introduction: Experiential learning is the connection between theoretical and practical work. It provides a form of a more effective perception of knowledge. It is important for us to think about situations happened in events, to talk about and to reflect upon them. Of course, direct practise in necessary for experiential learning, but it is not enough. We must be present in every situation, both physically and mentally. Only then can we learn from our experiences. Purpose: The purpose of the diploma work is to determine the experiences and acquired skills of nursing students at the camp of children with hyperkinetic disorder, where they underwent new practical knowledge for work, under the guidance of mentors. Methods: A qualitative analysis was used. As a research instrument for data collection, a group semi-structured interview was conducted with five full-time students from the Faculty of Health Sciences in Ljubljana, in the fields of nursing care. An analysis of the reading material was also used, where it was processed in word mode, without the use of measurement procedures that give the numbers. Results: After reviewing the key concepts in the reading material, we first joined them into meaningful categories. We have created three organized topics (attitude towards participants and strengthening of personal characteristics, positive feelings of working with children and self-education) and six basic themes (confidence in yourself, ingenuity, satisfaction, affiliation, self-inquiry and listening). We have linked them to a thematic scheme, from which we can understand that confidence in yourself and the ingenuity that students should have has an impact on the attitude towards participants and the strengthening of their personality traits. Satisfaction and affection play an important role in the positive feelings of working with children. Just asking and listening lead to self-education. The common denominator of all of these is the experiential learning of students at the camp of children with hyperkinetic disorder. On the basis of the interview, we found that the interviewers, as the main reasons for experiential learning in the camp of children with hyperkinetic disorder, mention three main factors that we define with the most commonly mentioned patterns: positive feelings of working with children, attitudes towards participants and strengthening personality traits, and self-education. Discussion and conclusion: The camp represents a positive experience, the strengthening of personality traits and the establishment of a relationship with the camp participants. Students have learned their skills in working in a different environment compared to a hospital. The participation of students at the camp of children diagnosed with hyperkinetic disorder has proven to be an appropriate method for experience gaining. The experiential learning of nursing students at the camp of children diagnosed with hyperkinetic disorder provides students with at least basic knowledge needed to treat children with hyperkinetic disorder. This type of teaching needs to be explored more because it is a more successful way of teaching students