Background: Motivationis a key aspect of student's learning. If students are to provide quality nursing care, then the process of acquiring knowledge and skills should be accompanied by adequate motivation. The quality and efficacy of the educational process plays a role in supporting motivation, because satisfaction with teaching is anopportunity to support their motivation. aim: To assess the satisfaction of nursing students with the education of nursing procedures focused on child care, and the effect of satisfaction on their motivation to work with children. Methods: We conducted a cross-sectional study of 76 students with an average age of 20 years. We assessed satisfaction with education by subscale "Satisfaction with Current Learning" (SCL) (range: 1-5) and a numerical item (range: 0-10). We analyzed the motivation of students to work with children with a numerical item (range: 0-10). results: The global score of SCL was 2.37. 65.8 % of students expressed dissatisfaction with the methods, 71 % with teaching materials and activities, 72.4 % stated that the teaching was not suitable for them. We found positive, significant correlations between items of SCL and student's motivation to work with children, and over all satisfaction with teaching and motivation. conclution: As we found a low level of student satisfaction with the educational process in child care and its negative impact on motivation to work with children, it is necessary to modify education and increase its quality.

Aim: To assess the impact of clinical practice in a children’s ward (CHW) on nursing students’ level of knowledge and self-performance, and the impact of self-efficacy and clinical experiences on students’ self-performance. Methods: A total of 76 female students - 1st year nursing students were enrolled in the study. The mean age of the students was 20 years (M - 20.39, SD - 2.59, range: 19 - 40).By the questionnaire we assessed: level of knowledge (range: 1-25), self-performance in 25 nursing interventions in a pediatric patient (range: 1-5), self-efficacy (range: 1-4), completion of clinical practice at CHW, and experiences with clinical learning in this department (range: 0-10). Results: Female students who completed the clinical learning at CHW had a higher level of knowledge (M - 7.06) than students who were not at CHW during the semester (M - 4.93) (p = 0.000). The global score for the “self-performance” domain was 3.29. Students have the least confidence in inserting nasogastric tube (M - 1.74), applying drugs intramuscularly (M - 2.46), working with injector/infusion pump (M - 2.13). Students who received clinical learning at CHW rated their performance slightly better (M - 3.39) than students who did not (M - 3.21) (p = 0.272). Students’ self-efficacy significantly correlated with self-performance (r: .308, p=0.007). Students who completed clinical learning at CHW reported average experiences with clinical education (M - 5.76). Conclusion: Clinical learning at pediatric ward increased the students’ knowledge, but did not have a significant impact on the students’ confidence in providing nursing care to the pediatric patient. The low level of self-performance is a consequence of the students’ lower self-efficacy and average quality of experiences with clinical teaching at the pediatric ward.

Cieľ. Posúdiť vnímanie náročnosti poskytovania ošetrovateľskej starostlivosti z pohľadu študentov ošetrovateľstva a analyzovať vplyv vybraných faktorov na úroveň náročnosti. Metódy. Výskum bol realizovaný u 173 študentov priemerného veku 21 rokov. Študenti, ktorí absolvovali klinickú prax na pediatrických, chirurgických a interných oddeleniach hodnotili náročnosť poskytovania ošetrovateľskej starostlivosti (0 = žiadna, 10 = extrémna) a prípravu na klinickú prax v demonštračných podmienkach (1 = najlepšia, 6 = nedostatočná). Výsledky. Vnímanie náročnosti poskytovania starostlivosti pacientom z pohľadu študentov bola na úrovni 3,56 (SD – 1,88). K najkomplikovanejším oblastiam patrila realizácia invazívnych výkonov (M – 4,47), zaistenie bezpečnosti pacienta (M – 4,27), práca s prístrojovou technikou (M – 4,06). Študenti vykonávajúci prax na pediatrických oddeleniach vnímajú poskytovanie starostlivosti detskému pacientovi ako najnáročnejšie, v komparácii s chirurgickými a internými oddeleniami. Preukázali sme signifikantnú asociáciu medzi náročnosťou poskytovania starostlivosti a prípravou študenta na klinickú výučbu (r: 0,462). Teoretická laboratórna príprava na klinickú prax na detských oddeleniach bola z pohľadu študentov signifikantne najhoršia (p=0,001). Závery. Pri znižovaní percepcie náročnosti poskytovania starostlivosti študentmi zohráva dôležitú úlohu ich adekvátnejšia príprava na klinické vzdelávanie v laboratórnych podmienkach. Dominantne je potrebná modifikácia vzdelávacieho procesu zameraného na klinickú výučbu na pediatrických pracoviskách.