Nursing Students' Views on Working With Children With Disabilities

Abstract

the provision of health care facilities for children with disabilities.
 Purpose: To study the motives of nursing students for choosing to work with children with disabilities; to know about their opinion about the sufficiency of the duration of their internship and the undergraduate internship in centers for with children with disabilities; to understand the factors influencing the professional competencies of nursing students to work with children with disabilities.
 Materials and methods: A survey was conducted among 219 students majoring in Nursing through a structured questionnaire.
 Students expressed their opinion that the duration of the internship in institutions for children with disabilities should be increased [t (2017) = 12.387; p-level < 0.001]. They indicated their willingness to work with children with disabilities [t (217) = 15.432; p-level < 0.001]. Students shared that they experience higher psycho-emotional stress while working with children with disabilities [t (217) = 7.337; p-level < 0.001]. They also believed that the introduction of an elective subject on children with certain types of disabilities would improve their preparedness [t (217) = 8.562; p-level < 0.001].
 Conclusion: The study revealed that the nursing students believe that the present model of student training related to the care of children with disabilities require changes in the following ways: introduction of a separate module Nursing care for children with disabilities; introduction of an elective course on nursing care for children with disabilities; application of pedagogical and psychological approaches for developing the skills for coping with stress; increasing the duration of the internship in the fourth year of study for working with children with disabilities.

Voluntary Behavior of Students Studying Medical Specialties in the Context of a Pandemic

“…During the pandemic, the theoretical training of medical professionals was conducted online, and modern interactive techniques were utilized. The quality of medical specialists' professional training has improved because of the use of virtual reality [2]. The learning process also included the use of clinical simulations, which, in some ways, assisted in bridging the gap between theory and clinical practice in training [3].…”