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The aim of the research was to determine the reasons why students enroll in undergraduate nursing studies and in what way the students' age, type of studies and familiarity with the profession affect their selection.In total, 156 first-and second-year nursing students between the ages of 18-30 participated in the study that was carried out at the University of Applied Health Sciences in Zagreb. The students had to answer multiple choice questions about their personal reasons for choosing nursing studies and were offered four different reasons as possible answers.Most students chose idealism as the reason for choosing nursing studies (46.2%), regardless of whether they were full-time or part-time students. Students who had not attended a secondary nursing school mainly choose materialism as the reason (20.0%). Furthermore, the choice of idealism decreases with the students who had already attended a different university (34.8%), while for the first-time students the choice of the same reason increases (48.1%).For almost half of the interviewed students, humanity, ethics, and the desire to help are the reasons why they chose nursing studies, while 30.8% of the interviewed students selected materialism as the main reason. It is interesting that regardless of the type of reason the students chose, 95.5% concluded that they still want to work in the nursing profession in the future. Only a handful of students opted not to -62 choose any of the given answers, but chose to describe their own reason themselves. It is pointed out that only one student responded to the question by saying, "Because I felt the calling." Choosing Nursing as a ProfessionCroat Nurs J. 2018; 2(1): 53-62 54 Kolar K. et al. Choosing Nursing as a Profession Croat Nurs J. 2018; 2(1): 53The research was based on four reasons for choosing nursing as a profession: idealism, materialism, heritage, and choosing it as their second choice. In the fifth question they had to choose one of the following reasons: idealism, materialism, heritage, or second choice. They were given the definition of every option to make sure that they would choose the right one, based on their subjective understanding of nursing as a profession.

Zdravstveno veleučilište Zagreb SažetakFizika je jedna od ključnih prirodnih znanosti u fizioterapijskoj praksi. Cilj ovoga istraživanja bio je ispitati poznavanje i primjenu fizikalnih zakonitosti u fizioterapijskom procesu kod studenata preddiplomskog studija fizioterapije. U istraživanju su sudjelovala 92 studenta druge i treće godine, koji su položili ispit iz predmeta Fizika na prvoj godini studija. Za potrebe ovog istraživa-nja konstruiran je test čiji su zadaci tematski povezani s primjenom fizikalnih zakonitosti u kreiranju fizioterapijskog procesa.Prema rezultatima, najviše studenata ima vrlo dobar (39,1 %) ili izvrstan (43,5 %) uspjeh postignut na predmetu Fizika. Percipiranu razinu znanja o utjecaju fizikalnih zakonitosti u svrhu objektivizacije i poboljšanja kvalitete fizioterapijskog procesa studenti ocjenjuju ocjenom dobar. Na ukupnom uzorku dvije trećine studenata smatra da je poznavanje fizikalnih zakonitosti važno ili vrlo važno u kreiranju fizioterapijskog procesa. Ukupno 60 % studenata točno je odgovorilo na dva ili tri od mogućih pet pitanja na testu. Iz rezultata je vidljivo da u broju točnih odgovora postoji statistički značajna razlika s obzirom na godinu studija, pri čemu su studenti druge godine studija fizioterapije dali više točnih odgovora u odnosu na studente treće godine. Rezultati istraživanja ukazuju da ne postoji statistički značajna povezanost točnih odgovara studenata s njihovom završnom ocjenom, samoprocjenom znanja iz područja fizike te dostupnošću stručne i znanstvene literature.Rezultati ovog istraživanja omogućuju izradu smjernica povezanih s oblikovanjem strategija za unaprjeđenje kvalitete nastavnog plana i programa predmeta Fizika na studiju fizioterapije u cilju primjene fizikalnih zakonitosti u fizioterapijskom procesu.Ključne riječi: fizikalne zakonitosti, fizioterapijski proces, fizika Datum primitka: 14.09.2017.

The aim of the research was to determine the reasons for students enrolling in nursing studies, priorities in the choice of studies and differences in the reasons and priorities for choosing enrollment with regard to previously completed high school. The research was conducted on full-time nursing students of the University of Applied Health Sciences who enrolled in the first year of study in the academic year 2017/2018 and 2018/2019. For the purpose of the research, an anonymous questionnaire was used. The questionnaire includes questions related to demographic data and questions about the reasons related to enrollment in nursing studies, whether any of their family members or friends work in the health care system and whether any of the members of their family is a health worker. Students were required to rank their choice of the study of nursing on a scale of 1 to 10 at the time of enrollment. Students who have previously completed high school for nurses most often stated the expansion of existing knowledge, the acquisition of new knowledge, and the continuation of previous education as the reasons for enrolling in nursing studies. Students who have completed other types of high schools stated interest in medicine, nursing, health, helping others, good employment opportunities, and nursing being interesting as reasons for enrollment. Participants in this research significantly more often stated that their family members do not work in the health care system. When enrolling in the study, the majority of the students’ first choice was the study of nursing at the higher education institution where the research was conducted – in the 2017 74.7% of participants, and in 2018 67.3% of participants. There is no statistically significant difference in the average ranking of the choice of the nursing study with respect to the year of enrollment (p=0.692). Information on the reasons for enrollment can help in planning the promotion of studies and nursing profession in public to encourage students to enroll.

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