SOCIO-PSYCHOLOGICAL CONDITIONS OF THE PRE-GRADUATION TRAINEESHIP AS A FACTOR IN THE PROFESSIONAL DEVELOPMENT OF FUTURE NURSES
The practical training of Nursing students ends with a pre-graduation traineeship which, according to the Unified State Requirements, is with a duration of 1600 hours. The organization and management of the pre-graduation traineeship require clearly defined and formulated objectives and tasks, expected results and opportunities for professional development of the future nurses. In this respect, the socio-psychological environment which is reflected in the relationships between the subjects of the pre-graduation traineeship is of great importance.
This study aims to determine and analyze the socio-psychological conditions and factors in the pre-graduation traineeship in view of the professional development of nursing students.
Material and methods: The opinions of two groups of respondents have been investigated: 106 mentors from the university hospitals: ‘St. George’ University Hospital , Plovdiv, Multi-profile Hospital, Haskovo, ‘Dr. A. Dafovski’ Hospital in Kardzhali, and 283 trainee-nurses studying at the Medical University of Plovdiv, and Trakia University of Stara Zagora.
Results: The findings from the survey show that 69% of the respondents are truly satisfied with the atmosphere in the medical team екип Р<0,001(r= 0,85). To a great extent, this is connected with the opportunity for them to put their knowledge and skills into practice and to stand out Р<0,001 (r=0,74) and to improve their skills Р<0,001 (r=0,72). The better the socio-psychological environment, the greater the level of satisfaction of the trainee-nurses. A survey of the opinion of the students showed that not all students are happy with the attitude of their mentors to them. It was established that most mentors believed there was effective communication between them and their trainees – “yes” 58,70% and „mostly yes”-28,80%. According to 66,7% of the mentors, the most common factor disturbing the good relationships between them was the lack of interest on the part of the student, followed by “lack of trust”- at 21.7%, and the lack of communication skills on the part of the student.
All participants in the survey shared the opinion that in order for both parties to enjoy successful relationships, each one of them had to be acquainted with their rights and responsibilities during the traineeship.
Conclusion: The conducted survey proved that a supportive, creative and positive psychological environment is of vital importance; trust and partnership between the subjects of the training, as well as among the students themselves; support, cooperation, motivated and active involvement of the students in the practical training, are of equal importance.
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