20.500.12556/RUL-182993 Klinična praksa študentov delovne terapije izkušnje mentorjev in študentov Practice in occupational therapy education students and mentors views Izhodišča: Klinična praksa ima ključno vlogo pri razvoju strokovnih kompetenc, praktičnih veščin in profesionalne identitete študentov delovne terapije. Namen raziskave je bil preučiti mnenja študentov in mentorjev o pripravljenosti študentov na klinično prakso ter o pomembnih kompetencah mentorjev. Metode dela: V kvantitativni raziskavi je strukturiran vprašalnik izpolnilo 136 študentov oziroma diplomantov delovne terapije in 61 mentorjev klinične prakse. Podatke smo analizirali z deskriptivno statistiko in Mann-Whitneyjevim Utestom. Rezultati: Obe skupini sta se strinjali, da so študenti ob nadzoru mentorja sposobni učinkovito sodelovati v delovnoterapevtskem procesu in vzpostavljati profesionalne odnose. Statistično značilno razliko smo ugotovili le pri oceni pomembnosti sposobnosti predajanja znanja, ki so jo študenti ocenili višje. Razprava: Ugotovitve kažejo na splošno skladnost zaznav obeh skupin, ob manjših razlikah v razumevanju vloge mentorja in pomena pedagoških kompetenc. Zaključek: Za kakovostno klinično prakso so ključni dobro pripravljeni študenti ter mentorji z razvitimi strokovnimi, mentorskimi in pedagoškimi kompetencami. Introduction: Clinical practice is an essential component of occupational therapy education, supporting the development of professional competencies and practical skills. This study examined students’ and mentors’ perspectives on students’ preparedness for clinical practice and key mentor competencies. Methods: A quantitative design was used. A structured questionnaire was completed by 136 occupational therapy students or recent graduates and 61 clinical mentors. Data were analysed using descriptive statistics and the Mann–Whitney U test. Results: Both groups agreed that, under mentor supervision, students participate effectively in the occupational therapy process and establish professional relationships. A statistically significant difference was found only in the perceived importance of mentors’ knowledge transfer, rated higher by students. Discussion: The findings indicate general agreement between students and mentors, with minor differences related to perceptions of the mentoring role and pedagogical competencies. Conclusion: High-quality clinical practice requires well-prepared students and mentors with strong professional, mentoring, and pedagogical skills. klinično usposabljanje izobraževanje v delovni terapiji kompetence mentorjev clinical education occupational therapy education mentor competencies true false true Slovenski jezik Angleški jezik Znanstveno delo 2026-06-01 07:23:38 2026-06-01 07:23:40 2026-06-02 04:34:14 0000-00-00 00:00:00 2026 0 0 Str. 1-9 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 615.851.3:378 3024-112X 279939331 277814275 9_PDFsam_SRDT_letnik15_suplement1.pdf 9_PDFsam_SRDT_letnik15_suplement1.pdf 1 C4C7F79DB554172023F8FCE7E9286E98 7544c6465ca21ba2666a1d3c8911773646c9cac49c7846e222f1b857c5738fcb f1cf323f-5d79-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=234711 https://zdts.si/index.php/dokumenti/download/20-slovenska-revija-za-delovno-terapijo/262-slovenska-revija-za-delovno-terapijo-letnik-15 1 b339f5d0-5d79-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=234710 Zdravstvena fakulteta 0 0 0