| Abstract | Kontracepcija ima ključnu ulogu u očuvanju reproduktivnog zdravlja i planiranju obitelji, a njeno ispravno razumijevanje od velike je važnosti za zdravstvene djelatnike, posebice one koji neposredno rade s pacijentima. Studenti sestrinstva, kao budući zdravstveni profesionalci, imaju odgovornost ne samo pružati zdravstvenu njegu, već i informirati pacijente o dostupnim kontracepcijskim metodama, njihovim učincima, dobrobiti i mogućim rizicima. Njihova razina znanja i razumijevanja ove tematike odražava se na kvalitetu skrbi koju će pružati, kao i sposobnost pravilnog savjetovanja pacijenata radi promicanja odgovorne skrbi o reproduktivnom zdravlju.
Cilj ovog rada je analizirati znanje studenata sestrinstva Fakulteta zdravstvenih studija u Rijeci o metodama kontracepcije. Istražit će se koliko su studenti upoznati s različitim vrstama kontracepcije, kako percipiraju njihovu učinkovitost i sigurnost, te u kojoj mjeri su spremni prenijeti to znanje budućim pacijentima. Ovaj rad također će istražiti potencijalne praznine u obrazovanju i razumijevanju kontracepcijskih metoda, te ponuditi preporuke za poboljšanje edukacije na ovom području kako bi se osigurala visoka razina kompetentnosti među budućim sestrama i medicinskim tehničarima.
Istraživanje se provelo tijekom srpnja na Fakultetu zdravstvenih studija Sveučilišta u Rijeci. U istraživanju je sudjelovalo 115 studenata prijediplomskog studija sestrinstva. Podaci za ovo istraživanje su prikupljeni na temelju upitnika izrađenog u Googleforms-u. Pitanja u upitniku su podijeljena u 2 dijela.
U istraživanju su testirane tri hipoteze. Prva hipoteza je pretpostavljala da studenti prve godine imaju manje znanja o kontracepciji od studenata treće godine, no rezultati su pokazali suprotno – studenti prve godine imali su bolji postotak točnih odgovora (69,30% naspram 65,75%), pa je hipoteza odbačena. Druga hipoteza je sugerirala da redovni studenti imaju bolje znanje od izvanrednih, no izvanredni studenti su postigli nešto bolji rezultat, iako razlika nije bila statistički značajna (t=-0,216, p=0,114), pa je i ova hipoteza odbačena. Treća hipoteza, koja je pretpostavljala da studenti s medicinskom školom imaju bolje znanje od onih s gimnazijom ili drugom strukovnom školom, također je odbačena jer statistička analiza nije pokazala značajne razlike između skupina (t=0,97, p=0,97). |
| Abstract (english) | Contraception plays a crucial role in preserving reproductive health and family planning, and its proper understanding is of great importance for healthcare professionals, especially those who work directly with patients. Nursing students, as future healthcare professionals, have the responsibility not only to provide healthcare but also to inform patients about available contraceptive methods, their effects, benefits, and potential risks. Their level of knowledge and understanding of this topic reflects the quality of care they will provide, as well as their ability to effectively counsel patients to promote responsible reproductive health care.
The aim of this study is to analyze the knowledge of nursing students at the Faculty of Health Studies in Rijeka regarding contraception methods. The study will examine how familiar the students are with different types of contraception, how they perceive their effectiveness and safety, and to what extent they are prepared to convey this knowledge to future patients. This study will also explore potential gaps in education and understanding of contraceptive methods and offer recommendations for improving education in this area to ensure a high level of competence among future nurses and medical technicians.
The research was conducted in July at the Faculty of Health Studies, University of Rijeka. A total of 115 undergraduate nursing students participated in the study. Data for this research were collected using a questionnaire created in Google Forms. The questions in the questionnaire were divided into two parts.
Three hypotheses were tested in the study. The first hypothesis assumed that first-year students have less knowledge about contraception compared to third-year students, but the results showed the opposite – first-year students had a higher percentage of correct answers (69.30% compared to 65.75%), leading to the rejection of the hypothesis. The second hypothesis suggested that full-time students have better knowledge than part-time students, but part-time students achieved slightly better results, although the difference was not statistically significant (t=-0.216, p=0.114), leading to the rejection of this hypothesis as well. The third hypothesis, which assumed that students who graduated from medical school have better knowledge than those who graduated from high school or another vocational school, was also rejected because statistical analysis did not show significant differences between the groups (t=0.97, p=0.97). |
