Nurses\u27 pedagogical competencies according to the recommendations of the world health organization

Izhodišče in namen: Kakovostna zdravstvena vzgoja je osnova za razvoj usposobljenih zdravstvenih delavcev, zato je nujno, da izobraževalne institucije nudijo podporo in smernice za razvoj učnih načrtov, ki temeljijo na določenih kompetencah. V Sloveniji pedagoške kompetence medicinskih sester učiteljic niso dobro definirane, zato je namen tega dela raziskati koncept pedagoških kompetenc medicinskih sester učiteljic in ugotoviti poznavanje le-teh glede na priporočila SZO. Raziskovlana metodologija: V zaključnem delu smo uporabili kvantitativno metodologijo, deskriptivni pristop in izvedli presečno opazovalno raziskavo. Kot raziskovalni inštrument je uporabljen anketni vprašalnik zaprtega tipa, povzet in prilagojen po raziskavi, ki jo je SZO na področju kompetenc medicinskih sester učiteljic opravljala v letih 2014-2016. Rezultati: Ugotovili smo, da je srednješolsko izobraževanje na področju zdravstvene nege v Sloveniji enotno, primerljivo in kakovostno ter da so medicinske sestre učiteljice s pedagoškim in andragoškim izobraževanjem ter strokovnim izpitom bolj kompetentne za opravljanje svojega dela na področju oblikovanja, izvajanja in vrednotenja programa učnega načrta, boljše poznajo principe sodobnega izobraževanja, kakor tudi teorije, načela in modele, na katerih temelji oblikovanje kurikuluma in vrednotenje izobraževanja, imajo večje spretnosti za načrtovanje, izvajanje, spremljanje ter ocenjevanje kurikuluma in da se več vključujejo v poučevanje. Diskusija in zaključek: Medicinske sestre učiteljice na srednješolski ravni izobraževanja poznajo pedagoške kompetence in delo opravljajo kompetentno ter strokovno. Pričujoča raziskava je pokazala, da ne zaostajamo na področju izobraževanja za najboljšimi trendi glede teorije in prakse zdravstvene nege ter da dosegamo zahteve SZO na področju kompetenc v izobraževanju.Background and Aim: Quality health education is the basis for the development of skilled health professionals, so it is imperative that educational institutions provide support and guidance for the development of competency-based curricula. In Slovenia, the pedagogical competencies of teacher nurses are not well defined, so the purpose of this work is to explore the concept of pedagogical competencies of teacher nurses and to establish their knowledge in relation to WHO recommendations. Research methodology: In the master\u27s thesis we used quantitative methodology, descriptive approach and conducted cross-sectional observational research. The closed-ended questionnaire, summarized and adapted from a survey conducted by WHO in the field of teacher nurse competencies in 2014-2016, was used as a research instrument. Results: We found that secondary education in the field of nursing in Slovenia is uniform, comparable and of high quality, and that teachers with pedagogical and andragogical education and professional exam are more competent to carry out their work in the field of curriculum design, implementation and evaluation. have a better understanding of the principles of modern education, as well as the theories, principles and models that underpin curriculum design and evaluation, have greater skills in curriculum design, implementation, monitoring and assessment and are more involved in teaching. Discussion and conclusion: Nursing teachers at the secondary level of education are familiar with pedagogical competences and perform competently and professionally. This research has shown that we are not lagging behind in education in the best trends in nursing theory and practice and that we are meeting WHO\u27s competency requirements in education