Mária Csóka

Paradigm shift in higher education

The fast changes that took place in the last quarter of the 20th century made the professionals dealing with pedagogy realize that our school system followed the economical changes in terms of training supply and the matter of education very slowly, if at all; let alone the educational methods. We had to realize that the maintaining of this conservative system is not rational, education has become the most important part of the globalisational competition and the key to the 21st century is learning. Accordingly, the spatial and temporal expenditure of education has become a new trend, namely lifelong learning (LLL). The social needs on education have increased, the expectations of economy and employers have changed: knowledge has become the fund of competitiveness. In this process, universities have got an accentuated role: in addition to being the place of undergraduate training they have become the site of postgraduate courses for the increasing graduate adult masses. Therefore, reform processes have started in a number of European countries in the nineties. The Bologna Declaration signed on 19th June 1999 set a common direction for these reforms, with its signatories aiming to establish a standard European Higher Education Area with harmonized and comparable educational systems by 2010. However, the administrative change itself is not enough to reach the goals; a formal innovation has to be followed by a reform of the contents which means reformation of higher education. In recent years, Hungarian colleges and universities have worked out their educational programs that are suitable for the new structure; it is only the new educational programs that started from 1st September 2006. The author determines the most important parts of the reform of the training system of Semmelweis University Faculty of Health Sciences, which are the following: redrawing of the training philosophy and paradigm, the reform of the training structure of macro level (cognition, knowledge, skill), mezzo level (theory vs. practice and knowledge vs. adaptation) and micro level (basic knowledge vs. up-to-date knowledge), the technological-logistical reform of the training structure (passive vs. active knowledge) and the methodological, technical reform of the training. The author assigns the tasks of the reform in which the most important points are considered to be: the system approach overview of the learning output-expectation of Bologna system training requirements, the analysis of relation of necessity and supply, the reform of the college training system and the formation of focus points.

Problémamegoldó ápolási-gondozási modell Parkinson-kórban

Absztrakt Bevezetes: A Parkinson-kor becslesek szerint tobb mint 6,3 millio embert erint a vilagon. Ezek tobbsegenek es hozzatartozoinak egyedul kell megbirkoznia a gyogyszerszint-ingadozasok motoros kovetkezmenyeivel es az anti-Parkinson-gyogyszerek pszichotikus mellekhatasaival. Nemritkan meg az ellatok szamara is gondot jelent a fellepő problemak helyes ertelmezese es menedzselese. Celkitűzes: A szerzők celul tűztek ki a Parkinson-koros betegek igenyeinek rendszerezett attekinteset es ezek alapjan egy bizonyitekokra epulő komplex Parkinson apolasi-gondozasi modell kidolgozasat. Modszer: A jelentkező igenyek meghatarozasanal a szerzők egy idős, 28 eve Parkinson-koros beteg tobbeves megfigyelese soran szerzett tapasztalatokra tamaszkodtak. A Parkinson apolasi-gondozasi modellben a betegseg specifikumaihoz illeszkedő multidiszciplinaris ellatasi keretrendszert fogalmaztak meg, amely meghaladja a standard apolasi modellek korlatait. Eredmenyek: A modell tartalmazza az egyes betegek kore szerveződő kooperat...

Professional knowledge and practice mapping among nurses regarding transfusion therapy. A pilot study on reliability and validity testing

INTRODUCTION All people involved in transfusion therapy have professional, legal and ethical responsibility for their own actions. AIM The aims of the authors were to evaluate competencies, knowledge and practice of nurses about transfusion therapy. METHOD Descriptive statistical approach using observation, questionnaire survey and interview was applied. Reliability and validity of the self-made questionnaire were examined with statistical methods. Variance, standard deviation, Cronbachs alpha and Pearson correlations were calculated. RESULTS Transfusiology-related knowledge of nurses regarding current transfusion regulations was almost 90%, and 56.2% of nurses systematized the nursing functions correctly. Significant differences were found among different institutions in transfusion therapy, transfusion practice and the use of relevant documentation. 75-77% of the institutions examined had their own protocol, and assigned transfusion care nurses worked in more than 20% of the wards. CONCLUSIONS The authors propose a better supervision by leaders in nursing aspects of transfusion therapy, and an increased professional responsibility.

Ápolók transzfuziológiai ismeretei és kompetenciái egy országos felmérés tükrében

Absztrakt Bevezetes: Nemzetkozi szakirodalmi adatok egyertelműen bizonyitjak, hogy a transzfuzios terapiaban folyamatosan nő az apolok szerepe, amelyet kizarolag komoly szakmai ismeretek es keszsegek birtokaban tolthetnek be. Celkitűzes: A szerzők a transzfuzios terapia gyakorlatanak, az apolok transzfuzios terapiaval, valamint sajat kompetenciaik meghatarozasaval kapcsolatos ismereteinek orszagos szintű felterkepezeset tűztek ki celul. Tovabbi celjuk a hasonlosagok es kulonbozősegek feltarasa volt a kutatas idejen hatalyos Transzfuzios Szabalyzat (2008) előirasainak betartasara vonatkozoan. Modszer: A 2014. november 19. es 2015. februar 20. kozotti intervallumban vegzett orszagos reprezentativ felmereshez sajat keszitesű kerdőivet alkalmaztak. Az adatgyűjtest papir- es webalapu anonim, onkitoltős, standardizalt korulmenyek kozott, retegzett mintaveteli technikaval vegeztek. A vizsgalt mintaba (n = 657 fő) olyan apolokat vontak be, akik felnőtt fekvőbeteg-osztalyon, valtozo rendszeresseggel vettek reszt transzfuzios terapiaban. A keresztmetszeti kutatas adatait első lepesben leiro statisztikai eljarasok segitsegevel dolgoztak fel. Eredmenyek: Megallapitottak, hogy a vizsgalt minta transzfuziologiaval kapcsolatos ismeretei erősen hianyosak (50,72%), az apolasi funkciokat csak az apolok fele (52,3%) rendszerezte helyesen, es jelentős kulonbsegek voltak a transzfuzios terapia gyakorlatara vonatkozoan is. A vizsgalt intezmenyek tulnyomo tobbsege rendelkezett sajat protokollal, de a betegosztalyok mindossze 23,9%-an dolgozott megbizott transzfuzios felelős apolo. Kovetkeztetesek: A szerzők a feltart problemak megoldasat az apolok szakmai felelőssegenek noveleseben, az apolas vezetőinek a jelenleginel nagyobb mertekű felugyeleteben, a megfelelő transzfuziologiai kepzes es rendszeres tovabbkepzes biztositasaban latjak. Orv. Hetil., 2015, 156(34), 1383–1392.

Modern tesztelméleti eszközök alkalmazása az ápolók transzfúziós ismereteinek objektív mérésében

Absztrakt Bevezetes: Az egeszsegugyi hivatas gyakorlasa soran a szakdolgozoknak a megszerzett ismereteket kulonfele feladatok es problemak megoldasaban kell alkalmazni. Ezert az oktatas eredmenyessegenek megitelesehez a kulonboző tudaselemek – ismeretek, keszsegek es kompetenciak – objektiv es megbizhato meresere van szukseg. A hagyomanyos kerdőivek es tesztek segitsegevel altalaban a szakdolgozok osszteljesitmenyet hatarozzak meg, ami azonban korantsem ad teljes kepet a valodi tudas- es kepessegszintről. Celkitűzes: Az apolok koreben 2014. november es 2015. februar kozott elvegzett orszagos felmeres celja annak megallapitasa volt, hogy a kepzesi celok milyen mertekben valosultak meg az apolok transzfuziologiai gyakorlataban. A szerzők arra torekedtek, hogy meghaladjak a klasszikus tesztek korlatait, es reszleteiben is elemezzek az apolok transzfuzios szakmai ismereteit. Modszer: Az apolok ismereteinek objektiv merese sajat keszitesű validalt kerdőivvel tortent. Az orszagos reprezentativ felmeresben 657 s...

A jövő útja: szimulátoros gyakorlati oktatás a Semmelweis Egyetem Egészségtudományi Karán@@@Innovative education: introduction of clinical simulation-based training at the Faculty of Health Sciences, Semmelweis University, Hungary

In Hungary, the Institute of Health Sciences at Semmelweis University was the first institution to introduce patient simulation-based practical training of non-physician professionals. Before introducing this novel educational methodology, students could only practice particular examinations and interventions on demonstration tools. Using the simulator they can also follow and analyze the effects of the interventions that have been made. The high fidelity, adult Human Patients Emergency Care Simulator (HPS-ECS, Medical Education Technologies Incorporation, Sarasota, Florida, USA) is particularly suitable for acquiring skills related to the management of various emergency situations. The 180 cm and 34 kg mannequin which can operate in lying and sitting positions has both respiration and circulation which can be examined the same way as in a living person. It is capable to produce several physical and clinical signs such as respiration with chest movement, electric cardiac activity, palpable pulse, and measurable blood pressure. In addition, it can also exhibit blinking, swelling of the tongue and whole-body trembling while intestinal, cardiac and pulmonary sounds can equally be examined. The high fidelity simulator allows various interventions including monitoring, oxygen therapy, bladder catheterization, gastric tube insertion, injection, infusion and transfusion therapy to be practiced as part of complex patient management. Diagnostic instruments such as ECG recorder, sphygmomanometer, pulse-oxymeter can be attached to the simulator which can also respond to different medical interventions such as intubation, defibrillation, pacing, liquid supplementing, and blood transfusion. The mannequins physiological response can be followed up and monitored over time to assess whether the selected intervention has been proven adequate to achieve the desired outcome. Authors provide a short overview of the possible applications of clinical simulation for education and training in health sciences, and present how patient simulator has been embedded in various practical courses as part of different curriculum designed for different health care specialties.Magyarorszagon a Semmelweis Egyetem Egeszsegtudomanyi Kara elsőkent vezette be a paciensszimulatorra epulő gyakorlati oktatast a nem orvos szakemberek kepzeseben. Korabban csak egyes vizsgalatok es beavatkozasok menetet tudtak gyakorolni a hallgatok a demonstracios eszkozokon, a szimulator segitsegevel azonban a beavatkozasok hatasait is figyelemmel kiserhetik. A valosaghű felnőtt Human Patient Emergency Care Simulator (HPS-ECS, Medical Education Technologies Incorporation, Sarrasota, Florida, Amerikai Egyesult Allamok) főkent a surgőssegi helyzetek tanulmanyozasat segiti. A fantom magassaga 180 cm, sulya 34 kg, hanyatt fektetett, ulő es oldalara helyezett allapotban egyarant műkodőkepes. Szimulalt legzessel es keringessel rendelkezik, ezek ugyanugy vizsgalhatok, mint elő emberen. Tobb kulonboző eletjelenseg bemutatasara kepes: legzes mellkasmozgassal, elektromos szivműkodes, tapinthato pulzus, merhető vernyomas. Ezek mellett kepes pislogasra, előidezhető a nyelv duzzadasa, az egesz test remegese, hallgathatoak a bel-, sziv- es tudőhangok. Elvegezhetők rajta a beteg komplex ellatasahoz szukseges beavatkozasok (monitorozas, oxigenterapia, holyagkateterezes, gyomorszondazas, injekciozas, infuzios/transzfuzios terapia). Rakapcsolhatok a gyakorlat kivitelezesehez szukseges vizsgalati műszerek is (EKG, vernyomasmerő, pulzoximeter), es lehetőseg van intubalasra, defibrillalasra, pace-elesre, folyadekpotlasra, transzfuziora, valamint a gyogyszeres kezelesre bekovetkező valtozasok megfigyelesere. A szerzők a klinikai szimulacio oktatasi celu felhasznalasi lehetősegeiről adnak rovid attekintest, bemutatva azt is, hogy a paciensszimulatorra epulő gyakorlotermi programokat mikent illesztettek be a kulonboző szakok tantervebe. Orv. Hetil., 2011, 152, 27–33. | In Hungary, Faculty of Health Sciences at Semmelweis University was the first institution to introduce patient simulation-based practical training of non-physician professionals. Before introducing this novel educational methodology, students could only practice particular examinations and interventions on demonstration tools. Using the simulator they can also follow and analyze the effects of the interventions that have been made. The high fidelity, adult Human Patients Emergency Care Simulator (HPS-ECS, Medical Education Technologies Incorporation, Sarasota, Florida, USA) is particularly suitable for acquiring skills related to the management of various emergency situations. The 180 cm and 34 kg mannequin which can operate in lying and sitting positions has both respiration and circulation which can be examined the same way as in a living person. It is capable to produce several physical and clinical signs such as respiration with chest movement, electric cardiac activity, palpable pulse, and measurable blood pressure. In addition, it can also exhibit blinking, swelling of the tongue and whole-body trembling while intestinal, cardiac and pulmonary sounds can equally be examined. The high fidelity simulator allows various interventions including monitoring, oxygen therapy, bladder catheterization, gastric tube insertion, injection, infusion and transfusion therapy to be practiced as part of complex patient management. Diagnostic instruments such as ECG recorder, sphygmomanometer, pulse-oxymeter can be attached to the simulator which can also respond to different medical interventions such as intubation, defibrillation, pacing, liquid supplementing, and blood transfusion. The mannequin’s physiological response can be followed up and monitored over time to assess whether the selected intervention has been proven adequate to achieve the desired outcome. Authors provide a short overview of the possible applications of clinical simulation for education and training in health sciences, and present how patient simulator has been embedded in various practical courses as part of different curriculum designed for different health care specialties. Orv. Hetil., 2011, 152, 27–33.

Innovative education: introduction of clinical simulation-based training at the Faculty of Health Sciences, Semmelweis University, Hungary

In Hungary, the Institute of Health Sciences at Semmelweis University was the first institution to introduce patient simulation-based practical training of non-physician professionals. Before introducing this novel educational methodology, students could only practice particular examinations and interventions on demonstration tools. Using the simulator they can also follow and analyze the effects of the interventions that have been made. The high fidelity, adult Human Patients Emergency Care Simulator (HPS-ECS, Medical Education Technologies Incorporation, Sarasota, Florida, USA) is particularly suitable for acquiring skills related to the management of various emergency situations. The 180 cm and 34 kg mannequin which can operate in lying and sitting positions has both respiration and circulation which can be examined the same way as in a living person. It is capable to produce several physical and clinical signs such as respiration with chest movement, electric cardiac activity, palpable pulse, and measurable blood pressure. In addition, it can also exhibit blinking, swelling of the tongue and whole-body trembling while intestinal, cardiac and pulmonary sounds can equally be examined. The high fidelity simulator allows various interventions including monitoring, oxygen therapy, bladder catheterization, gastric tube insertion, injection, infusion and transfusion therapy to be practiced as part of complex patient management. Diagnostic instruments such as ECG recorder, sphygmomanometer, pulse-oxymeter can be attached to the simulator which can also respond to different medical interventions such as intubation, defibrillation, pacing, liquid supplementing, and blood transfusion. The mannequins physiological response can be followed up and monitored over time to assess whether the selected intervention has been proven adequate to achieve the desired outcome. Authors provide a short overview of the possible applications of clinical simulation for education and training in health sciences, and present how patient simulator has been embedded in various practical courses as part of different curriculum designed for different health care specialties.Magyarorszagon a Semmelweis Egyetem Egeszsegtudomanyi Kara elsőkent vezette be a paciensszimulatorra epulő gyakorlati oktatast a nem orvos szakemberek kepzeseben. Korabban csak egyes vizsgalatok es beavatkozasok menetet tudtak gyakorolni a hallgatok a demonstracios eszkozokon, a szimulator segitsegevel azonban a beavatkozasok hatasait is figyelemmel kiserhetik. A valosaghű felnőtt Human Patient Emergency Care Simulator (HPS-ECS, Medical Education Technologies Incorporation, Sarrasota, Florida, Amerikai Egyesult Allamok) főkent a surgőssegi helyzetek tanulmanyozasat segiti. A fantom magassaga 180 cm, sulya 34 kg, hanyatt fektetett, ulő es oldalara helyezett allapotban egyarant műkodőkepes. Szimulalt legzessel es keringessel rendelkezik, ezek ugyanugy vizsgalhatok, mint elő emberen. Tobb kulonboző eletjelenseg bemutatasara kepes: legzes mellkasmozgassal, elektromos szivműkodes, tapinthato pulzus, merhető vernyomas. Ezek mellett kepes pislogasra, előidezhető a nyelv duzzadasa, az egesz test remegese, hallgathatoak a bel-, sziv- es tudőhangok. Elvegezhetők rajta a beteg komplex ellatasahoz szukseges beavatkozasok (monitorozas, oxigenterapia, holyagkateterezes, gyomorszondazas, injekciozas, infuzios/transzfuzios terapia). Rakapcsolhatok a gyakorlat kivitelezesehez szukseges vizsgalati műszerek is (EKG, vernyomasmerő, pulzoximeter), es lehetőseg van intubalasra, defibrillalasra, pace-elesre, folyadekpotlasra, transzfuziora, valamint a gyogyszeres kezelesre bekovetkező valtozasok megfigyelesere. A szerzők a klinikai szimulacio oktatasi celu felhasznalasi lehetősegeiről adnak rovid attekintest, bemutatva azt is, hogy a paciensszimulatorra epulő gyakorlotermi programokat mikent illesztettek be a kulonboző szakok tantervebe. Orv. Hetil., 2011, 152, 27–33. | In Hungary, Faculty of Health Sciences at Semmelweis University was the first institution to introduce patient simulation-based practical training of non-physician professionals. Before introducing this novel educational methodology, students could only practice particular examinations and interventions on demonstration tools. Using the simulator they can also follow and analyze the effects of the interventions that have been made. The high fidelity, adult Human Patients Emergency Care Simulator (HPS-ECS, Medical Education Technologies Incorporation, Sarasota, Florida, USA) is particularly suitable for acquiring skills related to the management of various emergency situations. The 180 cm and 34 kg mannequin which can operate in lying and sitting positions has both respiration and circulation which can be examined the same way as in a living person. It is capable to produce several physical and clinical signs such as respiration with chest movement, electric cardiac activity, palpable pulse, and measurable blood pressure. In addition, it can also exhibit blinking, swelling of the tongue and whole-body trembling while intestinal, cardiac and pulmonary sounds can equally be examined. The high fidelity simulator allows various interventions including monitoring, oxygen therapy, bladder catheterization, gastric tube insertion, injection, infusion and transfusion therapy to be practiced as part of complex patient management. Diagnostic instruments such as ECG recorder, sphygmomanometer, pulse-oxymeter can be attached to the simulator which can also respond to different medical interventions such as intubation, defibrillation, pacing, liquid supplementing, and blood transfusion. The mannequin’s physiological response can be followed up and monitored over time to assess whether the selected intervention has been proven adequate to achieve the desired outcome. Authors provide a short overview of the possible applications of clinical simulation for education and training in health sciences, and present how patient simulator has been embedded in various practical courses as part of different curriculum designed for different health care specialties. Orv. Hetil., 2011, 152, 27–33.