Iskanje po repozitoriju

An analysis of nurse prescribing in Slovenia and Croatia : current practices, attitudes, and future perspectives
Marko Petrović, Benjamin Osmančević, Sabina Ličen, Mirko Prosen, 2025, izvirni znanstveni članek

Ključne besede: zdravstvena njega, farmakologija, zdravila, predpisovanje zdravil, medicinske sestre, Slovenija, Hrvaška
Objavljeno v RUP: 29.12.2025; Ogledov: 189; Prenosov: 0
Celotno besedilo (1,88 MB)
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Exploring student perspectives on e-learning in nursing education
Mirko Prosen, Sabina Ličen, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji

Opis: E-learning has rapidly gained prominence in nursing education, offering flexible alternatives to traditional learning. This study aimed to explore nursing students’ experiences with e-learning, focusing on perceived benefits, challenges, and its impact on skill acquisition. Using a qualitative design, data were collected from four face-to-face focus groups comprising 20 nursing students. Thematic analysis was employed to examine the data, yielding six key themes: Flexibility and accessibility benefits, Impact on student engagement and interaction, Technological and infrastructure challenges, Effect on practical skills and learning outcomes, Diverse preferences in learning approaches, and Self-management and motivation in e-learning. The findings indicate that, while e-learning provides accessibility and flexibility, it poses challenges in practical skill development and engagement. This study emphasises the need for adaptive e-learning models to meet diverse learning requirements effectively.
Ključne besede: online learning, blended learning, thematic analysis, skill development, student engagement
Objavljeno v RUP: 22.12.2025; Ogledov: 152; Prenosov: 0
Celotno besedilo (323,42 KB)

Psychological factors and mechanisms of digital learning
Maša Černelič Bizjak, Sabina Ličen, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji

Opis: The digital environment is different from natural and social environments. Technologies are evolving to support new methods of collaborative learning and interaction. A key challenge is to ensure that technology-enhanced education is effective and creates a supportive environment for students. This requires considering adaptive motivations, emotions, and psychological factors such as intrinsic motivation, cognitive load and self-regulation, all which influence student engagement and success in digital learning. This chapter provides an overview of literature on psychological processes important in digital learning. Factors such as motivation, cognitive management, and self-regulation shape student performance in these environments. The psychology of digital learning explores the cognitive, emotional, and social dimensions of education in the digital age. Research aims to optimize these environments for better learning outcomes. Understanding these psychological elements is essential for educators to create more effective, engaging, and enjoyable digital learning experiences, though the field is still developing, and many aspects remain to be explored.
Ključne besede: digital learning, intrinsic motivation, cognitive load, self-regulation, technology-enhanced education
Objavljeno v RUP: 19.12.2025; Ogledov: 173; Prenosov: 3
Celotno besedilo (161,71 KB)

Promoting sustainable medical education through digital competence : a cross-sectional pilot study
Sabina Ličen, Mirko Prosen, 2025, izvirni znanstveni članek

Opis: The increasing digitalisation of medical education requires teachers to have a broad range of competences that go beyond basic technical knowledge. This pilot cross-sectional study assessed the self-perceived digital competence of medical faculty members and examined differences by professional role, experience and gender. Of 298 eligible staff, 48 participated (response rate 16.1%), including 19 women (39.6%) and 29 men (60.4%). The data was collected via an online survey using the validated Digital Competence Scale for University Teachers, which comprises four subscales: digital literacy, digital skills, digital interaction and technology integration. The overall median score indicated a generally high level of self-perceived digital competence, with 95% bootstrap confidence intervals confirming this pattern. Assistant professors achieved higher scores in all subscales than associate and full professors. Self-perceived digital competence was positively correlated with participation in structured training, higher interest and frequency of use of digital tools, while age and teaching experience were negatively correlated. The findings suggest unequal levels of self-perceived digital competence across the academic status and highlight the positive association of self-perceived digital competence with participation in targeted, practical and inclusive training programmes.
Ključne besede: sustainable education, medical education, university teachers, faculty development, digital teaching
Objavljeno v RUP: 28.09.2025; Ogledov: 480; Prenosov: 14
Celotno besedilo (238,18 KB)
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Maternal satisfaction with childbirth and its implications for maternity care quality : a cross-sectional study
Mirko Prosen, Sabina Ličen, 2025, izvirni znanstveni članek

Opis: Aim Satisfaction with childbirth is a key indicator of the quality of maternity care and influences maternal well-being and future reproductive choices. The aim of this study was to assess maternal satisfaction with the childbirth experience and examine factors contributing to positive and negative perceptions. Subject and methods A cross-sectional study was conducted among 555 postpartum women in Slovenia. The study used an online survey to explore women's satisfaction with their childbirth experience within one year after giving birth. The Women’s Views of Birth Labour Satisfaction Questionnaire (WOMBLSQ) was culturally adapted and validated for use in the Slovenian context. Data were analysed using descriptive and comparative non-parametric statistical methods to examine satisfaction levels and differences across demographic and obstetric variables. Results Overall, women reported a high level of satisfaction with their childbirth experience (M=4.00, IQR=1, p<0.001). The highest rated domain was timely contact with the newborn (M=4.67, IQR=1, p<0.001), while the birth environment and childbirth preparation were rated lowest (M=3.25, IQR=1, p<0.001). Satisfaction varied significantly according to parity, birth mode, pain management and partner presence during childbirth. Vaginal births and planned caesarean sections were associated with higher satisfaction compared to emergency caesarean sections. Conclusion Maternal satisfaction depends on support from healthcare professionals, birth expectations and the physical environment. Respectful care, shared decision-making and optimising the birth environment can improve the childbirth experience
Ključne besede: maternity care, postpartum women, birth expectations, healthcare professionals, obstetrics, midwifery
Objavljeno v RUP: 05.09.2025; Ogledov: 388; Prenosov: 5
Celotno besedilo (842,25 KB)
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