THE RELATIONSHIP BETWEEN READINESS FOR LIFELONG LEARNING AND UNIVERSITY SATISFACTION AMONG STUDENTS OF HEALTH STUDIES IN REPUBLIC OF CROATIA

Cilj istraživanja: Utvrditi postoji li razlika u spremnosti studenata zdravstvenih studija na cjeloživotno učenje s obzirom na njihovo zadovoljstvo odabranim studijem. Metode: Provedba istraživanja odobrena je od strane Etičkog povjerenstva Sveučilišnog odjela zdravstvenih studija u Splitu. Za potrebe ispitivanja sastavljen je upitnik od tri dijela. Prvim dijelom upitnika ispitani su opći podaci o ispitanicima (podaci o studijskoj grupi, spolu, razini studija, godini studija i jeli odabrani studij bio njihov prvi izbor). U drugom dijelu upitnika, uz dozvolu autora,, nalazi se prevedena revidirana verzija Jeffersonove Skale cjeloživotnog učenja studenata zdravstvenih studija (JeffSLL-HPS). Tom skalom se utvrđuje kolika je spremnost studenata zdravstvenih studija na cjeloživotno učenje. U skali je 14 tvrdnji kojima se procjenjuje na ljestvici Likertova tipa od 1 do 4, pri čemu je 1-uopće se ne slažem, 2-ne slažem se, 3-slažem se i 4-u potpunosti se slažem u kojoj se mjeri ispitanici slažu s tim tvrdnjama. Raspon rezultata u upitniku može biti minimalno 14, a maksimalno 56. U trećem dijelu, uz dozvolu, korišten je modificirani upitnik Nursing student satisfaction Scale (NSSS) na osnovu kojeg su Čeko, Antičević i Stipčić (2015) provele istraživanje o zadovoljstvu studijem i percepciji profesionalnih perspektiva studenata zdravstvenih studija.. Skala se sastoji od 28 tvrdnji kojima se procjenjuje na ljestvici Likertova tipa od 1 do 5, pri čemu je 1-uopće nisam suglasan/na, 2-donekle nisam suglasan/na, 3-niti sam suglasan/na niti nisam suglasan/na, 4-donekle sam suglasan/na i 5-u potpunosti sam suglasan/na u kojoj se mjeri ispitanici slažu s tim tvrdnjama. Tom skalom se utvrđivao stupanj zadovoljstva studenata Sveučilišnim odjelom zdravstvenih studija. Rezultati: Ukupni rezultati pokazali su da su studenti spremni na cjeloživotno učenje i zadovoljni studijem. Analizom rezultata utvrđeno je da su studenti/ice koji su umjereno ili više zadovoljni studijem značajnije usmjereni na cjeloživotno učenje od studenata/ica koji su manje zadovoljni. Nema razlike između usmjerenosti prema cjeloživotnom učenju studenata s obzirom na razinu studija i odabir studijske grupe. Studenti diplomskih studija su zadovoljniji studijem od studenata preddiplomskih studija, a studenti radiološke tehnologije su značajno zadovoljniji od studenata fizioterapije, dok ostalih razlika između grupa nema. Zaključci: Studenti Sveučilišnog odjela zdravstvenog studija u Splitu načelno se slažu da se zbog brzih promjena u medicinskoj znanosti od njih zahtijeva stalno usavršavanje, razvijanje profesionalnih vještina i svjesni su važnosti cjeloživotnog učenja. Iz rezultata ispitivanja možemo zaključiti da studenti ipak nisu dovoljno uključeni u proces cjeloživotnog učenja, oni ga prepoznaju kao nužnost, imaju teorijska znanja o njemu i deklarativno ga zagovaraju, ali se dovoljno ne uključuju u praktičan rad za poboljšanje svojih kompetencija.Rezultati istraživanja skale zadovoljstva studijem pokazuju da su ispitanici studijem zadovoljni.Research goal: To determine whether there is a difference in readiness for lifelong learning among students of health professions with respect to their satisfaction with the selected study. Methods: The research was approved by the Ethical Committee of the University Department of Health Studies in Split. For the purposes of the survey, a questionnaire made of three parts was drawn up. The first part of the questionnaire elicits general data on the subjects (data on the study group, sex, level of study, year of study and whether the selected study was their first choice). The second part of the questionnaire contains a revised version of the Jefferson Scale of Lifelong Learning – Health Professions Students (JeffSLL-HPS), with the author’s permission. This scale is used to determine to what extent health professions students are prepared for lifelong learning. The scale contains 14 statements with a Likert-type scale from 1 to 4, 1 being – completely disagree, 2 – disagree, 3 – agree and 4 – completely agree, which is used to assess to what extend students agree with the statements. The result range in the questionnaire varies from a minimum of 14 to a maximum of 56. In the third part, a modified questionnaire Nursing student satisfaction Scale (NSSS) was used with permission, with the help of which Čeko, Antičević and Stipčić (2015) carried out a survey on the satisfaction with the study and perception of professional perspectives of health professions students. The scale consists of 28 statements with a Likert-type scale from 1 to 5, 1 being – completely disagree, 2 – somewhat disagree, 3 – neither agree nor disagree, 4 – somewhat agree and 5 - completely agree, which is used to assess to what extent students agree with those statements. This scale was used to determine the level of satisfaction of students with the University Department of Health Studies. Results: Overall results show that the students are ready for lifelong learning and satisfied with the study. The analysis of results established that students who are moderately or more satisfied with the study have a more significant focus on lifelong learning than students who are less satisfied. There is no difference between student focus on lifelong learning with regard to the level of study and choice of study programme. Students at the graduate level are more satisfied with the study than students at the undergraduate level, and the students of radiologic technology are significantly more satisfied than students of physiotherapy, with no other differences between groups. Conclusions: The students of the University Department of Health Studies in Split generally agree that, due to rapid changes in medical sciences, they are required to constantly learn and develop their professional skills and are aware of the importance of lifelong learning. The research results indicate, however, that students are not sufficiently involved in the lifelong learning process, they recognise it as a necessity, they possess theoretical knowledge about it and advocate it in principle, but they are not sufficiently involved in practical activities for improving their competencies. Research results of the study satisfaction level show that the subjects are satisfied with the study