Department of Economic Psychology, Kozminski University, Ul. Jagiellońska 57, 03-301, Warsaw, Warsaw, Poland.
Faculty of Medicine and Health Sciences, University of Zielona Góra, 65- 046, Zielona Góra, Poland.
BMC Med Educ. 2024 Sep 28;24(1):1067. doi: 10.1186/s12909-024-06079-6.
The Polish educational system for nurses has undergone a substantial transformation over the past two decades, with the introduction of a mandatory university education that encompasses humanization in medicine. Consequently, nurses who had been licensed to practice before the implementation of the reform returned to universities to pursue master's degrees alongside their younger colleagues who had only recently obtained bachelor's degrees. This distinctive learning environment, in which nurses of varying ages and years of practice study together, offers an opportunity to gain insight into their perspectives on the educational process. Accordingly, the present study aims to examine the opinions of Polish postgraduate nursing students at one university regarding medical humanization courses, focusing on the extent to which these opinions are shaped by age, years of service, and specialty of nursing care.
From February to June 2023, an anonymous survey was conducted on the university's online platform, involving 89 out of 169 participants in the master's degree nursing program. The newly designed questionnaire comprised 15 primary questions and 11 metric questions.
The study population consisted of registered nurses with a mean age of 35 years (ranging from 22 to 54 years). The majority of participants were women (97.8%). The analysis revealed that older students (Spearman's rho 0.480, p < 0.001) and those with more years of professional experience (Spearman's rho 0.377, p < 0.001) perceived humanizing classes as a vital component of nurse training and work. Younger and less experienced students did not share this perspective. Specialization status was also identified as a differentiating factor (Chi² = 10.830, p < 0.05). However, other characteristics, including the number of positions held during the survey, the type of position, the primary employer, and the nature of work (shift or non-shift), did not exhibit statistically significant differentiation among participants.
This study found age- and work-experience-related differences in nursing students' opinions toward courses teaching humanization in health care. The results suggest that changing the teaching format and involving older and more experienced students in sharing experiences with younger and less experienced students could potentially improve the implementation of learned skills in clinical practice.
在过去的二十年中，波兰的护士教育体系经历了重大变革，引入了强制性的大学教育，涵盖了医学的人性化。因此，在改革实施之前获得执业许可的护士与最近获得学士学位的年轻同事一起回到大学攻读硕士学位。这种独特的学习环境，让不同年龄和工作经验的护士一起学习，有机会深入了解他们对教育过程的看法。因此，本研究旨在探讨一所大学的波兰研究生护理学生对医学人性化课程的看法，重点关注这些看法在多大程度上受到年龄、工作年限和护理专业的影响。
2023 年 2 月至 6 月，在大学的在线平台上进行了一项匿名调查，涉及硕士学位护理课程的 169 名参与者中的 89 名。新设计的问卷由 15 个主要问题和 11 个度量问题组成。
研究人群由注册护士组成，平均年龄为 35 岁（22 岁至 54 岁）。大多数参与者为女性（97.8%）。分析表明，年龄较大的学生（Spearman 的 rho 0.480，p < 0.001）和工作经验较多的学生（Spearman 的 rho 0.377，p < 0.001）认为人性化课程是护士培训和工作的重要组成部分。年轻和经验较少的学生则不认同这一观点。专业地位也是一个区分因素（Chi² = 10.830，p < 0.05）。然而，其他特征，包括调查期间担任的职位数量、职位类型、主要雇主和工作性质（轮班或非轮班），在参与者中没有表现出统计学上的显著差异。
本研究发现，护理学生对医疗保健人性化课程的看法存在与年龄和工作经验相关的差异。研究结果表明，改变教学形式，让年龄较大、经验较丰富的学生与年龄较小、经验较少的学生分享经验，可能有助于将所学技能应用于临床实践。
