Digitalna tehnologija je prisotna na vseh področjih našega življenja in je korenito spremenila tudi način izobraževanja. Prehod iz tradicionalnega načina poučevanja in učenja na uporabo digitalne tehnologije je bil zelo hiter in intenziven, zato nas je v raziskavi zanimalo, kakšno je mnenje učiteljev o uporabi digitalne tehnologije v procesu izobraževanja na študijskem programu zdravstvene nege. Izvedena je bila poglobljena študija primera. Podatke smo zbrali z delno strukturiranim skupinskim intervjujem šestih učiteljev, ki so podali informirani pristanek za sodelovanje. Intervju smo snemali, sledila je kvalitativna analiza besedila po fazah. Kode smo združili v osem podkategorij in te v dve kategoriji: (1) uporaba digitalne tehnologije v procesu poučevanja in (2) izzivi za uporabo digitalne tehnologije v prihodnje. Vse kode smo dopolnili s citati intervjuvancev. Ugotovili smo, da so učitelji imeli različne izkušnje z uporabo digitalne tehnologije in s tem tudi različno stopnjo digitalnih kompetenc. Se pa hkrati zavedajo, da digitalna tehnologija ponuja mnoge prednosti, tako za njih kot tudi za študente, in da je najboljši način izobraževanja za poklice v zdravstveni negi hibridni način poučevanja, saj morajo študenti razviti določene spretnosti za kakovostno izvajanje njihovega poklica.

AIM:To identify key digital competencies for higher education nursing faculty, explore challenges in digital integration, and provide recommendations for systematic faculty development. BACKGROUND:Digital competencies are essential for nursing faculty to deliver high-quality education in an increasingly digitalised healthcare context. Despite their importance, faculty members often encounter challenges in integrating digital technologies into teaching, clinical education, and simulation, highlighting the need for structured and context-specific faculty development. DESIGN:A mixed-methods, consensus-based Delphi study. METHODS:A four-round Delphi study was conducted with nursing faculty from five European countries involved in the Erasmus + Digital Education in Nursing project. Twelve experts participated in the first round, increasing to 45 in the final round. Data collection combined qualitative feedback and quantitative ratings of digital competencies derived from the European Digital Competence Framework for Educators (DigCompEdu). Iterative rounds enabled refinement and consensus-building to contextualise the framework for nursing education. RESULTS:Six overarching competence domains were identified: Professional Engagement, Digital Resources, Teaching and Learning, Assessment, Empowering Learners, and Facilitating Learners' Digital Competencies. Participants reported well-developed basic digital skills related to literacy, communication, and safe technology use. In contrast, advanced competencies such as digital content creation, copyright awareness, programming, and problem-solving were less developed. Digital competencies were perceived as most applicable in theoretical teaching, with limited integration in clinical and laboratory-based education. CONCLUSION:Nursing faculty view digital competencies as essential for learner-centred teaching, reflection, and professional development, but gaps persist in practice-based education. Stronger institutional support, faculty development, and adapted frameworks are needed to improve integration.

While foreign language learning is increasingly recognized as crucial for educational and social inclusion, the experiences of students with diverse learning needs in foreign language classrooms remain understudied. This study investigated the relationship between Personal Engagement (PE) and Learning Attitudes (LA) among students with diverse learning needs in foreign language learning contexts across four European countries (Greece, Germany, Slovenia, and Poland). The study involved 95 students (aged 8-25) with various learning needs: visual impairment (n = 16), deafness/hard of hearing (n = 14), physical/motor impairment (n = 32), and learning difficulties (n = 33). Data were collected through interviews and standardized questionnaires examining both PE and LA, with findings analyzed using both qualitative and quantitative methods. Results revealed that LA scores consistently exceeded PE scores across all groups, with students with physical impairments showing the strongest correlation between engagement and attitudes (r = 0.674, p < 0.001), while students with visual impairments demonstrated high LA despite moderate engagement levels. Students with diverse learning needs maintain remarkably positive attitudes toward foreign language learning despite varying engagement levels, suggesting that educational barriers may be more related to access and delivery methods than to students’ willingness to learn. This emphasizes the need for tailored support strategies that can transform positive attitudes into fuller engagement across different types of learning needs.

V srednji odraslosti se s subjektivnim blagostanjem (SB) oseb med več drugimi značilnostmi povezujejo njihove demografske in osebnostne značilnosti ter kakovost odnosa z otroki, ki se osamosvajajo ali so se že osamosvojili. Vendar učinki vidikov psihološkega osamosvajanja mladih v odnosu do staršev, kot ga ocenjujejo mladi sami oziroma njihovi starši, na SB še niso bili dokumentirani. V pričujoči študiji smo zato poleg demografskih in osebnostnih značilnosti mam preučevali prispevek petih vidikov psihološkega osamosvajanja mladih k trem dimenzijam SB mam po Keyesovem modelu. V raziskavi je sodelovalo je 259 parov mam in njihovih otrok na prehodu v odraslost. Poleg demografskih podatkov so mame posredovale samoocene osebnostnih lastnosti pri NEO petfaktorskem inventarju 30 in SB pri kratki obliki Kontinuuma mentalnega zdravja ter poročale o psihološkem osamosvajanju svojega otroka pri Testu osamosvajanja na prehodu v odraslost (TOPO-K, priredba za oceno mam). Otroci pa so poročali o svojih demografskih značilnostih in vidikih psihološkega osamosvajanja pri TOPO-K. V hierarhične regresijske modele napovedi dimenzij SB mam smo vključili demografske in osebnostne značilnosti mam ter vidike psihološkega osamosvajanja. V tretjem koraku smo ločeno upoštevali samoocene otrok in ocene mam. Samoocena vidikov psihološkega osamosvajanja mladih je prirastno napovedovala čustveno blagostanje mam (predvsem višje zanašanje nase), mamine ocene osamosvajanja njihovih otrok pa vse tri dimenzije SB. Višje čustveno in psihološko blagostanje je prirastno napovedovala zaznana povezanost mam z otroki, višje socialno blagostanje pa otrokovo zanašanje nase. Povezanost z otrokom na prehodu v odraslost in zanašanje otrok nase, ki sta ključna za uspešno izpeljan proces psihološkega osamosvajanja, sta značilno in prirastno prispevala k SB mam, preko demografskih in osebnostnih značilnosti, kar ima pomembne nasledke za psihološko prakso.

Parental involvement in children’s education is one of the main components of inclusive education and one of the crucial factors in achieving positive academic outcomes for children with additional support needs (ASN). This study aims to explore the experiences of parental involvement during the pandemic and to gain insights into the personal, familial, and contextual factors (level 1 factors in Hoover-Dempsey and Sandler’s model [1995, 1997, 2005]) that influence their involvement practices. The study was conducted in Croatia, Serbia, and Slovenia—three culturally and educationally similar contexts that applied slightly different educational measures during the pandemic. Semi-structured interviews with 42 parents of children with ASN attending the lower secondary educational cycle during the COVID-19 pandemic were conducted in the spring of 2022. Three themes were defined across all three country contexts, describing parental involvement as a reaction to the emergency situation, as a parental duty, and as a response to the child’s or school’s invitation. The results confirm the importance of parents’ motivational beliefs, parents’ perceptions of invitations for involvement by others, and parents’ perceptions of life context in parents’ decisions about involvement during the pandemic. The results also highlight that parental involvement in the education of children with ASN is highly dependent on the availability of school and system-level support.

Aim. The COVID-19 pandemic forced many teachers to switch from traditional face-to-face teaching to the use of various digital platforms in a short period of time. The research aimed to find out about teachers' experiences of digital education at nursing faculties in four countries (Croatia, Serbia, Slovenia, Sweden) which participated in the Erasmus+ Digital Education in Nursing project. Material and methods. Qualitative research with semi-structured group interviews was used. A total of 28 nursing teachers participated. The interviews were transcribed verbatim and analysed inductively, using qualitative content analysis. The interviews were analysed in accordance with the study aim by searching for codes which were grouped into subcategories and then into categories based on the similarity of the content. Results. Three important themes emerged from the analysis of the interviews: "conflicting feelings of teachers when switching to digital teaching", "lack of digital competences", "challenges for digital teaching in the future". Conclusions. Rapidly developing digital technology provides new possibilities and support for both teaching and learning. The research identified the need for further development of the digital competences of teachers, who recommended that a hybrid teaching method is the best for the education of nurses, since certain skills cannot be acquired by students solely in a digital way.

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Parental involvement in children’s education is one of the main components of inclusive education and one of the crucial factors in achieving positive academic outcomes for children with additional support needs (ASN). Using a comparative qualitative methodology, this study explores parents’ perspectives on their involvement in the education of children with ASN attending the lower secondary educational cycle during the COVID-19 pandemic. The study was conducted in Croatia, Serbia and Slovenia—three culturally and educationally similar contexts that applied slightly different educational measures during the pandemic. The study aims to explore the experiences of parental involvement during the pandemic and to gain insights into the personal, familial and contextual factors (level 1 factors in Hoover-Dempsey and Sandler’s model [1995, 1997, 2005]) that influence these involvement practices. Semi-structured interviews with 42 parents of children with ASN from three countries were conducted in the spring of 2022. In all three contexts, the parents intensified at-home involvement and assumed various roles in supporting their children’s learning during the pandemic. Three parental profiles were identified: stable high, intensified and stable low involvement, which were described based on their specific mixture of personal, familial and contextual factors. The results confirm the importance of parental role construction and self-efficacy, the perception of children’s difficulties and the specific invitation from the child, as well as the perception of family life context, in determining parents’ decisions about involvement during the pandemic; however, the results also highlight the crucial role of parental perception of school support for the child.

Culturally competent nurses can have a positive impact on the quality of nursing care, patient satisfaction and patient health outcomes. They acquire cultural competence through education. Nurses in intensive care units treat more demanding conditions of patients with specific needs, which requires a high level of cultural competence. The aim of the research was to determine the need for the education of nurses in intensive care units with regard to their attitude towards culturally diverse patients. We used a quantitative research approach. The data were collected with a questionnaire, Healthcare Provider Cultural Competence Instrument (HPCCI) and Educational Needs Question­ naire related to multicultural healthcare. 98 healthcare providers from intensive care units in Slovenia participated in the research. The majority of participants in the study were women (73.5 %) of an aver­ age 37.7 years of age (SD = 8.5) who had an average of 14.6 years of working (SD = 10.2) in intensive care units. Participants expressed a relatively high need for education (M = 3.8; SD = 0.6) and perceived themselves as favorable towards interculturally diverse patients (M = 4.1; SD = 0.5). The need for education was statistically significantly (at p < 0.001) associated with the perception of the nurses’ own pref­ erences for interculturally diverse patients (r = 0.51). The research found that a better attitude of nurses towards patients in intensive care units predicts a higher expressed need for education.

This study examined the difficulties experienced by Slovenian upper-secondary school and university students aged 18 to 25 in their close social relationships during the Covid-19 pandemic. We examined the extent of social difficulties in six domains (relationships with friends, establishing a new relationship with an intimate partner, sexuality, relationship with a current intimate partner, parental control and living with parents, and family conflict) in the pre-pandemic period and in the first two waves of the pandemic. We were also interested in whether demographic variables were related to the students’ perceived social difficulties. The results showed that the severity of reported difficulties increased in all six domains during the government-imposed quarantine periods, with relationships with friends and the opportunity to establish new intimate relationships being the most affected. In addition, we found differences in the extent of perceived difficulties related to educational status, gender, intimate relationship, and change in living situations. The study offers insight into the socio-emotional life of students during a non-normative life event that educators should acknowledge.

Neizvedena zdravstvena nega je koncept, ki obsega zavedno ali nezavedno popolno opustitev izvedbe določenih aktivnosti zdravstvene nege, časovno preložitev izvedbe ali le delno izvedbo določene aktivnosti. Z raziskavo smo želeli ugotoviti, katere so najpogostejše aktivnosti zdravstvene nege, ki jih medicinske sestre in tehniki zdravstvene nege v zdravstvenih in socialnovarstvenih zavodih ne izvedejo, ter kateri so najpogostejši vzroki za to. Presečna raziskava je temeljila na kvantitativnem raziskovalnem pristopu. Za zbiranje podatkov smo uporabili vprašalnik »The MISSCARE Survey«, podatke pa smo zbrali s spletno anketo 1KA. Anketo je v celoti izpolnilo 180 izvajalcev zdravstvene nege, ki imajo v povprečju več kot 10 let delovnih izkušenj. Ugotovili smo, da medicinske sestre najpogosteje ne izvedejo dokumentiranja vseh zahtevanih podatkov (M = 1,86, SD = 1,21), prav tako ne tudi tehniki zdravstvene nege (M = 1,69, SD = 1,29). Sodelujoči v raziskavi so kot najpomembnejši vzrok za neizvedeno zdravstveno nego navedli neustrezno število kadra (M = 1,59, SD = 0,96). Neizvedena zdravstvena nega lahko negativno vpliva na izide pacientovega zdravljenja, lahko povzroči neželene dogodke in zaplete.

The study examined an intergenerational model of financial socialization and its outcomes that connects parents' and their children's self-perceived financial learning outcomes to satisfaction with financial management and parent-child financial relationships. The conceptual model was based on models of financial socialization processes contributing to healthy financial development of emerging adult students (Shim et al., 2010; Sirsch et al., 2020), but extended the links across two generations within the same family. Considering perspectives of both generations in a single model, it was tested in a sample of 482 pairs of Slovenian first-year university students and one of their parents. Structural equation modeling revealed that parental healthy financial learning outcomes (knowledge, behavioral control, behavior) shaped their children's positive financial development (financial learning outcomes and satisfaction) and promoted the parents' satisfaction with financial management. In turn, both the students' and the parents' financial management satisfaction positively predicted a joint measure of satisfaction with parent-child financial relationship. Similar links of financial learning outcomes to satisfaction with financial management and parent-child financial relationships were observed for both generations, even though parents and their children were financially socialized under different socioeconomic conditions.

BACKGROUND: The research is based on the concept of health literacy. This is the “sixth vital sign” to navigating the healthcare system and raising self-efficacy in the field of healthcare. AIM: The study aim was to present the health literacy of the elderly in the Savinja statistical region in Slovenia. METHODS: The study was based on a non-experimental quantitative research approach. The study included 199 elderly people aged 65 and more, without the presence of dementia. The data were collected using the Health Literacy and Montreal Cognitive Assessment questionnaire. We used a non-random, convenience sampling. RESULTS: We established that in the study population, 64.8 % of the population was below the level of acceptable general health literacy, whereas only 3.5 % of this population had an excellent level of health literacy. Statistically significant differences in the level of health literacy are shown in the field of healthcare treatment in older adults living with their families (F = 5,198; p ˂ 0,001). Respondents who engaged in activities in day care centres also had a higher level of health literacy (t = 3,738; p < 0,001). People with low health literacy, who use health services more frequently, should be given access to health education, based on individual presentation of contents, supported by andragogical knowledge. CONCLUSION: The health literacy of older adults is the basis for their greater care for their own health and a better quality of life.

Spending money within the budget, financial planning, and saving represent important positive financial behaviors that contribute to financial satisfaction of emerging adults, which in turn predicts their satisfaction with life. In a mixed method study of Slovenian first-year university students ( N = 515) and one of their parents, we qualitatively and quantitatively analyzed multi-informant survey data collected online on their motivation to save money and the factors that influence the students’ choice (demographics, parental saving, and parental financial socialization). More than half of the freshmen and their parents saved money, mostly for long-term financial goals, larger investments, financial security in the future, and with self-gratification motives. Saving and the motives for saving were moderately associated within the student–parent dyads: The students whose parents saved tended to save themselves, and the saving motives of parents and their emerging adult children also showed similarities. The role of parents as agents of financial socialization in the students’ healthy financial behavior was supported by significant associations between the students' recollection of parental socialization practices (direct financial teaching and financial monitoring) and their money saving.

V monografiji Prehod v odraslost. Sodobni trendi in raziskave so predstavljene značilnosti razvojnega obdobja prehoda v odraslost in spoznanja o številnih univerzalnostih in medkulturnih razlikah v življenju mladih v tem obdobju. Vsebuje sedem poglavij: 1) Različni vidiki prehoda v odraslost, 2) Challenges Regarding the Concept of Emerging Adulthood [Izzivi koncepta »prehod v odraslost«], 3) Psihološko osamosvajanje v odnosu do staršev in njegovo merjenje na prehodu v odraslost, 4) Razvoj in pomen temeljnih osebnostnih dimenzij na prehodu v odraslost, 5) Mladi, študij in karierna pričakovanja, 6) Upravljanje z denarjem in življenjsko zadovoljstvo na prehodu v odraslost in 7) Social Media Use and Emerging Adulthood [Uporaba družbenih medijev na prehodu v odraslost].

The study tested a model of first-year university students’ financial socialization focusing on parents as financial socialization agents and students’ present financial outcomes. Results from 395 Austrians (70% females) and 412 Slovenes (55% females) revealed significant pathways from recollected socialization experiences to students’ self-perceived financial learning outcomes (adopting parental role modeling and financial knowledge) and financial behavior control. Financial knowledge and behavioral control partly mediated the effect of prior socialization experiences on students’ financial behavior, financial relationship with parents, and financial satisfaction. Among country-specific pathways, adopting parental role modeling indirectly influenced financial outcomes in the Slovene students, whereas for the Austrian students, it was directly associated with better financial relationships with parents. Our findings on the pathways to healthy financial outcomes provide important suggestions to parents and emerging adult students.

We investigated the occurrence of selected types of problematic social media and mobile phone use in emerging adults, specifically social media and mobile phone overuse, phubbing, creeping, and catfishing. Contemporaneous relations with age, gender, and Big Five personality traits were examined. The participants comprised 459 Slovenian emerging adults, aged 18 to 29 years (68% female). The results suggest that problematic behaviors associated with social media and mobile phone use, with the exception of catfishing, are relatively common among young people. The examined behaviors were negatively related to age, and overuse of mobile phones, social media, and creeping were more prevalent in females than males. The Big Five personality traits, most notably high neuroticism and low conscientiousness, uniquely predicted problematic social media and mobile phone use, after accounting for age, gender, and time spent on social media. Mobile phone overuse and phubbing were also associated with high extraversion and low openness, while low agreeableness was related to creeping and catfishing.