The model developed for evaluating the optimal division of Slovenia into provinces is based on regional centres equipped with activities of appropriate levels, including universities. Connections between universities and the industry of a province are important factors in ensuring equal opportunities to access university education. Information on the regional concentration of students and distribution of organizations providing field placements in relation to all organizations in Slovenia is an important criterion of quality of university education. University and professional studies in geodetic engineering for the entire country is conducted at the University of Ljubljana. A comparison was made between the old and the new university and professional study programmes during the transition to the Bologna study programmes, when University of Ljubljana synchronously offered the old and new study programs (academic years 2008/09, 2009/2010, and 2010/11).
COBISS.SI-ID: 5960801
Although previously the Job-Demand–Control–Support model has been successfully applied in many studies in the field of health care and education, the model was never used for the evaluation of the nursing students' well-being. The aim of this study was to promote nursing students' well-being. The objective was to verify whether the Job-Demand–Control–Support model is appropriate for the evaluation of their well-being. The Job-Demand–Control–Support model was implemented and investigated in a multiple-case study, which consisted of two phases. In phase I the students' well-being along with the perceived levels of control, support, and demand for each individual student during their study were identified. These results were used in phase II, where the usefulness of the presented model was evaluated. The study was performed at the end of the academic year 2009/2010 in two institutions: Tampere University of Applied Sciences, School of Health Care, Finland (institution 1); and the University of Primorska, Faculty of Health Sciences, Slovenia (institution 2). Participants of the study were nursing graduates who finished their studies in 2009/2010 and the Vice-Deans for education of both institutions. The final sample included 83 students in institution 1 and 79 students in institution 2. Although the students' well-being in these two institutions was different, most students of both institutions perceived their studies as low strain, placid, and only some of the students in both institutions had a high risk of malaise.
COBISS.SI-ID: 6211425
EuroPsy - European Certificate in Psychology represents an educational framework and minimum standards for training of psychologists across different European countries. Within this framework, a year of supervised practice is required for entry into independent practice. In Slovenia, supervised practice has not been regulated until now. The paper presents a project which aimed at establishing a mentoring network and developing a model of education program for mentors and students involved either in internship or supervised practice. Steps in the educational process are presented: Acquiring the competence approach and task planning, hands-on activities in practical settings, structured reflection, and assessment of studentsʼ competences and mentorsʼ role. The project is evaluated and some guidelines for education programs on supervised practice are outlined.
COBISS.SI-ID: 50779746
Item specificity and contextual cues are one of the potential sources of measurement error in personality measures. The term frame of reference represents an implicit or explicit context that affects individual%s answers while answering personality items. The paper discusses the consequences of standardizing the contextual understanding of items on the psychometric characteristics of the Big Five personality measures. Although highly related, contextspecific measures can result in different personality profiles compared to general measures. Furthermore, different types of contextualization of personality questionnaires can result in different personality profiles. Item contextualization may also affect the reliability of personality measures, even though the effect is not entirely clear and different studies report different effects. When the context is conceptually relevant to the criterion measure, adding item specificity may also affect predictive validity. Research therefore implies some potential benefits for personality assessment through using context specific measures. However, there are still some open questions, namely contextualised measures can also be susceptible to potential distortions, which are further described in this paper. At the end we discuss potential implications and limitations of context-related personality assessment.
COBISS.SI-ID: 54053474
In order to respond to the contemporary challenges that require autonomous decision-making in different work contexts, a pedagogical experiment was conducted to identify the readiness and responsiveness of current organisation of nursing higher education in Slovenia. It compared the successfulness of active learning methods online (experimental group) and in the traditional classroom (control group) and their impact on the ethical competences of nursing students. The hypothesis set in the experiment, hypothesis 1 (the experimental group will be successful and will have good achievements in comprehension and application of ethical principles) was confirmed based on pre-tests and post-tests. The hypothesis tested by the questionnaire, hypothesis 2 (according to the students, the active learning methods online in the experimental group have a positive impact on the development of ethical competences) was confirmed. The pedagogical experiment was supported by a multiple-case study that enabled the in depth analysis of the students’ attitudes towards the active learning methods in both settings. The study included Slovenian first-year nursing students (N = 211) of all the enrolled students (N = 225) at the University of Ljubljana and University of Primorska in the academic year 2010/2011. No significant difference was found between the two learning settings and both had a positive impact upon learning. The results of the content analysis show that the students’ active engagement with the active learning methods in the group enables the development of ethical competences and the related communicative competences, interpersonal skills, collaboration and critical thinking. Active learning methods in the settings compared, online and the traditional classroom, enabled the development of a higher level of knowledge defined by the ability of critical thinking and reflective response, the core of ethical competences. Students develop ethical competence through active engagement in a group work, role play and discussion, and there is no difference between online or traditional learning settings. In the healthcare, it is crucial for providers to be capable of making autonomous decisions and managing various communication situations and contexts in which the moral attitudes and ethical sensibility are essential.
COBISS.SI-ID: 6793313