As the title of the thesis indicates, I addressed the number of the staff and their qualification representation at the individual departments of the hospital in Písek. I cooperated with head nurses as well as other nursing staff in the hospital and acquired information from them. The first hypothesis was that the number of the nursing staff work load at standard surgical departments corresponds with the recommendations of Karla Pochylá{\crq}s method. This hypothesis was not confirmed as the average number of staff at surgical departments was higher than the methodology states. The second hypothesis was that the number of the nursing staff work load at standard internal departments corresponds with the recommendations of Karla Pochylá{\crq}s method. The number of staff at internal departments was also higher than the recommendations of the method; neurology was the only department where the number of staff was lower than recommended. The second hypothesis also was not confirmed. The third hypothesis was that the number of the nursing staff work load at nursing beds corresponds with the recommendations of Karla Pochylá{\crq}s method. The number of the staff at nursing beds was higher than recommended by the method. This hypothesis was not confirmed. The fourth hypothesis was that the qualification representation of the nursing staff at standard surgical departments corresponds with the recommendations of Karla Pochylá{\crq}s method. This hypothesis was not confirmed. The fifth hypothesis was that the qualification representation of the nursing staff at standard internal departments does not correspond with the recommendations of Karla Pochylá{\crq}s method. This hypothesis was confirmed. The last, sixth hypothesis was that the qualification representation of nursing staff at nursing beds does not correspond with the recommendations of Karla Pochylá{\crq}s method and this hypothesis was also confirmed. I believe that the thesis can be used in practice as a template and groundwork for determining the correct number and qualification representation of nursing staff at various medical facilities.

Syftet med denna studie är att undersöka förskollärares upplevelser av vaken-vila. Kvalitativaintervjuer med tio förskollärare har genomförts och resultatet har analyserats med IPA. Tvåhuvudteman har framtolkats. Konceptet vaken-vila visar hur förskollärarna uttrycker att vaken-vilaska vara en stund för lugn och återhämtning samtidigt som deras upplevelser skiftar, den upplevs bådesom bra och trevlig men också som svår och stressframkallande. Organisation av vaken-vila handlarom förskollärarnas upplevelser av möjligheter och begränsningar för aktiviteten i relation tillbarngruppsstorlek, personaltäthet, lokal och material. Studiens slutsatser är att vaken-vilan upplevssom en aktivitet med många dimensioner. Strukturella svårigheter såsom brist på personal i relationtill antal barn i förskolan skapar organisatoriska begränsningar för vad aktiviteten vaken-vila kaninnehålla. Detta leder till att några av förskollärarna upplever stress i samband med aktiviteten. Vi kangenom tolkning av vårt resultat se att vaken-vilan verkligen är det vår rubrik påstår: en svår nöt attknäcka. / The purpose of this study is to examine preschool teachers experiences of awake-rest. Qualitativeinterviews with ten preschool teachers have been conducted and the results have been analyzed withIPA. Two main themes have been interpreted: The concept of awake-rest and The organization ofawake-rest. Our interviews revealed that the concept of awake-rest is a moment where preschoolteachers wants there to be calm while allowing for mental recovery. But their experiences of awakerestis of different character. Feeling the activity as both good and enjoyable but also as difficult andstress related. The organization of awake-rest regards preschool teachers experiences about therestrains and opportunities of the activity in relation to child group size, number of staff, environmentand materials. The study concludes that the awake-rest is experienced as an activity with manydimensions. Structural difficulties such as lack of staff in relation to the number of children createsorganizational limitations on what the activity awake-rest may contain. This leads to some of thepreschool teachers experiencing stress in connection with the activity. We can, by interpreting ourresults, see that the awake-rest is really what our headline claims: a hard nut to crack.