The role of formal educational degrees in learning goal orientations referring to graduate nursing students

Cilj: Utvrditi obilježja i značaj formalnog obrazovanja medicinskih sestara/tehničara te utvrditi postoje li razlike kod ispitanika u ciljnim orijentacijama učenja. Ispitanici i metode: Istraživanje je provedeno kao presječna studija. U istraživanje su bili uključeni studenti prve i druge godine Sveučilišnog diplomskog studija sestrinstva u Čakovcu. Broj ispitanika uključenih u istraživanje je 70. Instrument istraživanja je anonimni upitnik koji se sastoji od dva dijela. Prvi dio vezan je za demografska obilježja i sastoji se od osam pitanja. Drugi dio vezan je za upitnik ciljnih orijentacija studenata kojeg čine petnaest čestica/tvrdnji u obliku Likertove skale koje su podijeljene u tri domene: skala usmjerenosti na učenje, na izvedbu i na izbjegavanje truda te su definirane rangiranjem odgovora prema skali od 1 do 5. Rezultati: Kod skale usmjerenosti na učenje u potpunosti je jako zadovoljno kad nauči nešto novo 42 (60%) ispitanika. Kod skale usmjerenosti na izvedbu najviše ispitanika, njih 45 (64%) se slaže ili se u potpunosti slaže s tvrdnjom da su jako zadovoljni kad mogu drugima pokazati što su naučili. Kod skale usmjerenosti na izbjegavanje truda, ne slaže se ili se u potpunosti ne slaže 36 (51%) ispitanika s tvrdnjom da ne žele raditi ništa više od onog što moraju. Zaključak: Ne postoji statistički značajna razlika kod ispitanika s obzirom na obilježja i značaj formalnog obrazovanja. U ciljnim orijentacijama utvrđene su dvije grupe studenata, jedni koji su orijentirani na učenje i izvedbu te jedni koji nisu usmjereni na izbjegavanje truda.Objectives: To determine the features and the importance of formal education of nurses and to determine whether there are any differences in goal orientations of learning among respondents. Participants and methods: A cross - sectional survey has been carried out. First and second - year students of Nursing Studies in Čakovec (graduate programme) took part in the survey. 70 respondents were included. The instrument used in the survey was an anonymous questionnaire consisting of two parts. The first part is related to demographic features and consists of eight questions. The second part has to do with goal orientations of students and contains fifteen statements in the form of Likert scale, divided into three domains: orientation to learning, performance and avoiding effort. All three are defined by ranging answers on a scale from 1 to 5. Results: The scale of orientation to learning implies that 42 (60%) respondents are very satisfied when they learn something new. According to the scale of orientation to performance, the majority of respondents, 45 (64%) of them, agree or totally agree with the statement that they are very satisfied when they can demonstrate what they have learned to others. When it comes to the scale of orientation to avoiding effort, 36 (51%) respondents do not agree or totally do not agree with the statement that they do not want to do any more than they have to. Conclusion: There is no statistically significant difference among respondents regarding the characteristics and importance of formal education. As far as goal orientations are concerned, two groups of students have been detected - those who are learning and performance oriented and those who are not oriented to avoiding effort