Background: In health care, different professions work together on a daily basis. But how developed is the cooperation of researchers from different disciplines investigating nursing concepts? That is the fundamental question which we tried to answer in this article. Methods: We employed the systematic review method (qualitative synthesis) of entries in MEDLINE and Cinahl databases with Full Text and in the EBSCOhost browser, with the following keyword search: “interdisciplinary research” AND “nursing”. The first search yielded 677 results, of which 42 were included in the final review. Results: Based on the elements obtained through article analysis, four main categories of selected articles were identified: (I) a multidisciplinary group of researchers investigating an interdisciplinary topic (4 articles); (II) interdisciplinary cooperation in practice and science (6 articles); (III) interdisciplinary problem or research topic (17 articles); (IV) interdisciplinary research in nursing as the key subject of a scientific work (14 articles). Qualitative synthesis was performed, it focused mainly on the last category: interdisciplinary research in nursing as the key subject of a scientific work. Discussion: Although a literature review cannot be used to make general conclusions, it does indicate that interdisciplinary cooperation is less prevalent in nursing, with multidisciplinary research being the more established form of cooperation. Nursing researchers tend to cooperate most often with experts from the fields of psychology, medicine, and statistics. The field of cooperation with other disciplines has been expanding over the years and depends also on the topic being investigated. Our review indicates the need for further investigation of interdisciplinary research in nursing and health care in general. A possible future research includes a review of scientific works and Slovenian researchers who contributed to them.
COBISS.SI-ID: 1024155950
Having appropriate education available is the cornerstone of professionalization of every occupation and the basis for developing an occupation into a scientific discipline. Education must be based on the profession’s own research and consider also scientific research evidence. The aim of the research was to identify, among key stakeholders in nursing education, the understanding of the needs for implementing changes in nursing education, opinions on key international guidelines in the fields of nursing education and research, and the understanding of the concepts ‘nursing as a scientific discipline’ and ‘competency model in nursing’.
COBISS.SI-ID: 1024191278
Introduction: Researches examining the public image and self-concept of nurses point to the persistence of the traditional image of nursing care in general public. The purpose of the research carried out within the CRP project Nursing as a scientific discipline, was to examine the beliefs and attitudes towards nursing profession among pupils, nursing care high school students and bachelor nursing care students towards nursing profession. Methods: A non-experimental quantitative research approach was utilised (survey). The survey results were obtained on three samples: 1,984 pupils, 221 nursing care high school students and 213 students of bachelor nursing care study programme. Based on similar questionnaire found in the literature we translated and adapted the Beliefs and attitudes towards the nursing profession questionnaire. The 16-item version of the questionnaire had the most appropriate reliability (? = 0.81) and construct validity, with two sub-dimensions "traditional roles" and "development role" of the profession. Results: Primary school pupils statistically significantly higher (t = -48.25, P (0.001) evaluated the “traditional roles” dimension, in comparison to the “developmental roles” dimension. Nursing care high school students and students of bachelor nursing care study programmes were more homogeneous in their beliefs towards the profession in comparison to pupils. Nevertheless, also between the two groups of students significant differences were identified: students of the bachelor study programmes rated higher (=-3,79, p (0.001) the “developmental role” dimension, while nursing care high school students rated higher (t=3,08, p (0.05) the presence of the "traditional roles" in the nursing care profession. Discussion: The results of the study suggest the importance of the nursing education for the development of beliefs and attitudes about nursing profession. In comparison with two groups of nursing care students, the responses of the primary school pupils are more aligned with previously identified traditional image of nursing prevalent in the society. The study confirms previous findings that students of nursing care have positive image of their future profession that during the course of schooling becomes even more positive.
COBISS.SI-ID: 1024212270
Introduction: The purpose of this research was to establish the understanding of the competence model in all levels of nursing care education between all stakeholders, as a vital to understand the need of changes in nursing care education. Methods: Qualitative explorative method was used. To establish competence model, we have used European Federation of Nurses matrix on the 4 Categories of the nursing care continuum. Results: Competence model of the European Federation of Nurses for the health care assistant was not accepted by the teachers at this programme. Approval was mainly achieved for naming, general and specific competencies by leadership, student mentors, from all that were educated for research work and had access to data bases, and all that were educated on evidence based practice. Discussion: Traditional education at secondary school level in Slovenia in the comparison with other EU countries shows the need of change at the level of education and work in clinical environment. We can find a same addressing of a nursing profile in Slovenia at a two different levels of education, resulting in a deficiency of general practice nurses, meaning that many of nursing care activities are performed nurses with secondary school education.
COBISS.SI-ID: 1024212526
Introduction: EFN competency framework gives important contribution to understanding education in nursing. The EFN competency framework defines four personnel categories in nursing: healthcare assistant, general care nurse, specialist nurse and advance nurse practitioner. Method: To define understanding of competency model regarding education levels in nursing, consensus decision-making technique was used. The research was implemented in October 2016. Sample included 32 participants involved in education in nursing, nursing practice, and various nursing bodies in Slovenia. 11 standpoints and 4 open questions were developed and respondents took their opinions to standpoints and questions in consensus groups. Results: In more than 70%, respondents agreed that: education levels and related competencies need regulation, connection between high schools and colleges / faculties is poor, there is a need for development of higher education programmes in context of EU Directive and Bologna system, Slovenia needs constructive discussion on competencies and scope of nursing high school education, researches like this are needed. Respondents came to consensus that competency model at national level needs to be accepted. They also agree that exceeding competencies of healthcare assistants in clinical environments is mostly the consequence of working environment pressures, since management does not employ enough highly qualified personnel. Standpoints regarding competencies linked to personnel categories in nursing reflect disagreement among respondents. Discussion: The research found the need for defining competencies, systematization and competency levels according to education levels. Results show disagreement and distrust regarding high school and higher education levels. This means that understanding and implementation of nursing as scientific discipline needs correlations and interprofessional cooperation among education, nursing and other institutions.
COBISS.SI-ID: 1024212782