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Cilj: Procijeniti utjecaj izloženosti psihosocijalnim naporima nastavnika zdravstvene njege, te ispitati povezanost izloženosti psihosocijalnim naporima s intenzitetom sagorijevanja nastavnika zdravstvene njege. Temeljem rezultata izraditi prijedlog preporuka za smanjivanje izloženosti i posljedica psihosocijalnih napora. Ispitanici i metode: U istraživanje je bilo uključeno 65 ispitanika (N=65) koji rade na radnom mjestu nastavnika zdravstvene njege u Školi za medicinske sestre Mlinarska, Školi za medicinske sestre Vinogradska i Školi za medicinske sestre Vrapče u Zagrebu. Uz opće socio-demografske podatke, za procjenu radne sposobnosti koristio se Upitnik za određivanje indeksa radne sposobnosti (engl. Work Ability Index Questionnaire), Upitnik za procjenu sindroma sagorijevanja (Ajduković) te Skala profesionalnog stresa. Istraživanje je bilo anonimno, a provedeno je u siječnju 2017. godine, na sastancima stručnih aktiva u svakoj medicinskoj školi u Zagrebu. Rezultati: Od kategorija stresa na radu značajno se izdvaja kategorija Pritisak na poslu sa prosječnim zbrojem od 15,3 (95% interval pouzdanosti: 14,4-16,1). Dvadeset (30,8%) ispitanika ima neposrednu potrebu za poboljšanjem radne sposobnosti. U početnom sagorijevanju bilo je 22 (33,9%) dok visoku razinu sagorijevanja je imalo 5 (7,7%) ispitanika. Značajno veći udio izvrsne i vrlo dobre radne sposobnosti prisutan je u skupini koja je bez sagorijevanja, dok je u skupini s visokim stupnjem sagorijevanja najveći udio ispitanika koji imaju lošu i dobru radnu sposobnost (X2=27,8; df=6; P, Aim: To assess the impact of psychosocial efforts impact at health care teachers, and to examine the relationship between psychosocial efforts compered to burning intensity of health care teachers. Based on results draft recommendations to reduce the exposure and effects of psychosocial efforts will be prepared. Material and Methods: The study included 65 respondents who work as health care teachers in Zagreb, at the School for nurses Mlinarska, School for nurses Vinogradska and School for nurses Vrapče. Besides the general socio-demographic information, for assessing working capacity was used questionnaire to determine the Work Ability Index (Eng. Work Ability Index Questionnaire); questionnaire to assess the burnout syndrome (Ajduković); and Scale of professional stress. The survey was anonymous, and was conducted in January 2017 at the meetings of the expert teams in every before mentioned medical school in Zagreb. Results: Of all stress categories, category pressure at work was significantly predominant with the average sum of 15.3 (95% confidence interval: 14.4 to 16.1). Twenty (30.8%) of respondents have an immediate need to improve the working capacity. In the initial combustion was 22 (33.9%), while a high level of burnout was found in 5 (7.7%) respondents. A significantly greater proportion of excellent and very good working ability is present in the group without combustion, while in the group with a high degree of combustion was highest proportion of respondents who have bad and good working ability (X2 = 27.8, df = 6, P

The purpose of the study was to describe the health care teachers’ experiences of their competence in occupational health care, maintaining this competence as well as teaching occupational health care. The health care teachers (n=10) who taught occupational health care in Finnish universities of applied sciences were recruited to participate in the study. The data was collected using thematic interviews and analysed by inductive content analysis. According to the findings, the health care teachers’ occupational health care competence can be divided into professional specific competence and into competence for working life. The professional specific competence included in knowledge of laws, regulations and guidelines related to occupational health care, mastery of core process of occupational health care as well as supporting, maintaining and promoting employee’s working and functional capacity. Competence in working life consisted of cooperation, communication and consultation, business and ethical competence as well as work management. The teachers maintained and improved their knowledge of occupational health care by independent updating of information of occupational health care, various cooperation networks, work exchange and further education and training. Teachers’ experiences of the challenges in teaching occupational health care were linked to social challenges as well as to education and competence. The teaching of occupational health care should be developed by the education, cooperation and the maintenance of teachers’ competence. The findings of the study can be used in developing the health care teachers’ competence, improving the quality of public health nurse education and developing the teaching of occupational health care. Tiivistelmä Tutkimuksen tarkoituksena oli kuvata terveysalan opettajien kokemuksia heidän työterveyshuollon osaamisestaan, sen ylläpitämisestä ja työterveyshuollon opetuksesta. Tutkimukseen valittiin harkinnanvaraisesti Suomen ammattikorkeakouluista terveysalan opettajia (n=10), jotka opettivat työterveyshuoltoa ja joilla oli työkokemusta työterveyshuollosta. Aineisto kerättiin teemahaastatteluilla ja analysoitiin induktiivisella sisällönanalyysillä. Tulosten perusteella terveysalan opettajan työterveyshuollon osaaminen voidaan jakaa työterveyshuollon ammattispesifiseen osaamiseen ja työelämäosaamiseen. Työterveyshuollon ammattispesifistä osaamista olivat työterveyshuoltoa koskevien lakien, asetusten ja ohjeiden tunteminen, työterveyshuollon ydinprosessin osaaminen sekä työntekijän työn ja toimintakyvyn tukeminen, ylläpitäminen ja edistäminen. Työelämäosaamista olivat yhteistyö-, viestintä- ja ohjausosaaminen, liiketoiminta- ja eettinen osaaminen sekä työn hallinta. Opettajien keinot ylläpitää ja täydentää heidän työterveyshuollon osaamista olivat työterveyshuollon toimintaa koskevien tietojen itsenäinen päivittäminen, erilaiset yhteistyöverkostot, työelämävaihdot ja lisäkoulutukset. Työterveyshuollon opetuksen haasteiksi opettajat kokivat yhteiskunnalliset, koulutukseen ja osaamiseen liittyvät haasteet. Työterveyshuollon opetusta tulee kehittää koulutuksen, yhteistyön ja heidän oman osaamisen ylläpitämisen osalta. Tutkimustuloksia voidaan hyödyntää terveysalan opettajien osaamisen kehittämisessä, terveydenhoitajakoulutuksen laadun parantamisessa ja työterveyshuollon opetuksen kehittämisessä.