Iskanje po repozitoriju

Opis: Objectives (1) To determine the perceived level of safety climate among nursing staff in operating rooms (ORs) in Slovenia; (2) to investigate correlations and differences between professional position, length of service, healthcare level and perceived safety climate and (3) to identify independent predictors of overall and domain-specific safety climate perceptions. Design A cross-sectional non-experimental quantitative analytical study. Setting Surgical departments in 14 hospitals across Slovenia between June 2024 and November 2024. Participants A total of 169 OR and anaesthesia nurses employed in surgical departments with a minimum of 1 year of work experience. Measures Self-reported perceived safety climate in the OR using the Slovenian version of the Safety Attitudes Questionnaire–OR (SAQ-OR). Results Positive attitudes towards safety varied substantially across the SAQ-OR domains. The lowest proportion of positive responses was found in Perceptions of Management (7.7%; mean=45.89, 95% CI (42.92 to 48.87)), while the highest was recorded in Job Satisfaction (57.4%; mean=75.24, 95% CI (72.86 to 77.62)). OR nurses reported a more positive overall safety climate than anaesthesia nurses (mean difference=0.21, 95% CI (0.07 to 0.35)). Regression analyses identified the following independent predictors: professional nursing role for the global SAQ-OR score (β=−0.21, p=0.007) and institutional tenure for Stress Recognition (β=−0.23, p=0.004). The Perceptions of Management domain was predicted by professional role (β=−0.17, p=0.033) and institutional tenure as a positive driver (β=0.16, p=0.041). Conclusions The safety climate among nursing staff working in Slovenian ORs was perceived as moderately positive, with notable variation across SAQ-OR domains and professional groups. Professional role and institutional tenure were identified as independent predictors of safety climate perceptions.
Ključne besede: operating rooms, perioperative nursing, perception, safety
Objavljeno v RUP: 20.09.2026; Ogledov: 274; Prenosov: 8
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Opis: Aim: The aim of the study was to quantitatively assess reflective capacity among nursing students and to examine the expression of its dimensions in the clinical learning environment. Material and Methods: A cross-sectional quantitative study design was used. A purposive sample of 177 nursing students enrolled in the Nursing programme in Slovenia participated in the study. Data were collected between October and December 2025 using the Reflective Practice Questionnaire. The study used the 16-item reflective capacity subscale, which includes four dimensions: reflection-in-action, reflection-on-action, reflection with others, and self-appraisal. Data were collected through an anonymous online survey (1KA). Statistical analyses were performed using SPSS 29. Descriptive statistics were calculated, and internal consistency was assessed using Cronbach’s alpha. Due to non-normal data distribution, non-parametric tests were applied, including the Wilcoxon signed-rank test, Friedman test, Mann–Whitney U test, Kruskal–Wallis test, and Spearman’s correlation coefficient. Results: The results showed a relatively high level of reflective capacity among nursing students (Mdn = 4.56). Based on median values, the highest scores were observed in reflection with others and self-appraisal, while the lowest were found for reflection-in-action. Differences between reflective capacity dimensions were not statistically significant (χ²(3) = 2.399, p = 0.494). No significant differences were observed between full-time and part-time students or across years of study (p > 0.05). Age was not significantly associated with reflective capacity, except for a weak negative correlation with reflection with others (ρ = −0.193, p = 0.011). Students who perceived reflection as important for their professional development and those interested in additional practical training demonstrated significantly higher levels of reflective capacity (p < 0.05). Conclusion: The findings indicate that nursing students demonstrate a relatively high level of reflective capacity, particularly in collaborative reflective processes. Reflective practice appears to be an important component of clinical learning and professional development in nursing education. Implication for nursing practice: Structured reflective activities, mentoring conversations, and guided reflection in clinical environments may strengthen students’ clinical judgement, professional responsibility, and quality of patient care.
Ključne besede: clinical education, nursing education, nursing students, reflective capacity, reflective practice
Objavljeno v RUP: 24.08.2026; Ogledov: 717; Prenosov: 15
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Opis: Background: Military nursing operates at the intersection of healthcare and defense, requiring nurses to balance professional ethics with military discipline, operational readiness, and organizational hierarchy. Purpose: To explore how military nurses in a small defense system construct and sustain professional identities and how organizational structures and military culture shape their autonomy, competence, wellbeing, and family life. Methods: A qualitative design using reflexive thematic analysis was employed. Nineteen individual semistructured interviews were conducted with military nurses serving in the armed forces. Discussion: Seven interrelated themes demonstrated that professional identity in military nursing is dynamic, adaptive, and morally grounded, and is continuously negotiated at the intersection of care and command. Organizational hierarchy, autonomy, professional development, emotional resilience, family responsibilities, and institutional recognition shaped participants’ professional experiences. Conclusion: Empathetic leadership, realistic training, and policies that support work-life balance and equitable recognition are vital for well-being and operational readiness. Stronger organizational support and clearer leadership communication may enhance retention, resilience, and the quality of military healthcare
Ključne besede: military nursing, professional identity, emotional resilience, organizational culture
Objavljeno v RUP: 23.08.2026; Ogledov: 470; Prenosov: 18
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Ključne besede: high-fidelity simulation, non-technical skills, nursing education, reflective learning, simulation-based learning
Objavljeno v RUP: 11.06.2026; Ogledov: 613; Prenosov: 24
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Opis: Background: Nurses frequently encounter ethical dilemmas, moral distress, and situations in which they must balance professional duties, personal values, and organizational constraints. Deontological ethics, particularly Kant’s ethics of duty, offers a normative framework that emphasizes moral action grounded in duty rather than consequences. However, limited empirical research explores how nurses understand and enact Kantian principles in everyday clinical practice. Research aim: To explore how nurses understand and enact principles of Kant’s ethics of duty in clinical decision-making and how this philosophical framework shapes their moral judgement, sense of duty, and professional integrity. Research design: A qualitative descriptive research design. Participants and research context: Between November and December 2025, 17 nurses were recruited from various clinical settings in Slovenia through purposive sampling. Data were collected through semi-structured in-person interviews focused on moral decision-making, professional duty, moral autonomy, and institutional constraints. Braun and Clarke’s thematic analysis approach was employed to analyze the data. Ethical considerations: The study was approved by the university ethics committee. Participation was voluntary and anonymous, and written informed consent was obtained from all participants. Findings: The data analysis developed five major thematic categories: perceptions of the demands and responsibilities of nursing work, understanding of duty and professional ethics, ethical decision-making and moral autonomy, the emotional dimension and humanized nurse–patient relationships, and organizational conditions and systemic ethical challenges. Conclusions: The findings suggest that nurses largely enact Kantian ethics of duty through internalized professional values and commitment to patient dignity. However, organizational and systemic factors significantly limit their capacity for autonomous moral action. Strengthening ethical practice in nursing requires improved working conditions, enhanced professional autonomy, and structured support through ethics education, supervision, and team-based ethical reflection
Ključne besede: nursing ethics, moral decision-making, Kantian duty ethics, professional autonomy, ethical dilemmas
Objavljeno v RUP: 07.06.2026; Ogledov: 624; Prenosov: 29
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