Педагогічні умови формування професійної мобільності майбутніх бакалаврів сестринської справи у фаховій підготовці
Дата
2018
Автори
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
На основі аналізу наукової літератури у статті уточнено ключові поняття проблеми дослідження. У роботі використано такі методи: аналіз і синтез наукової літератури, порівняння, узагальнення, абстрагування, класифікація й систематизація одержаної інформації, логіко-системний, порівняльний аналіз. Визначено педагогічні умови, що забезпечують ефективність формування готовності до професійної мобільності майбутніх бакалаврів сестринської справи (спрямованість змісту фахової підготовки на усвідомлення шляхів власної професійної самореалізації; використання методів професійно спрямованого навчання у фаховій підготовці майбутніх бакалаврів сестринської справи; трансформація виробничої практики з опорою на технології самонавчання і самовиховання; орієнтація освітнього процесу на становлення особистості, здатної до самовизначення, саморозвитку та фахової самореалізації) та окреслено способи їхньої реалізації.
The article specifies the key concepts of research problem on the basis of scientific literature analysis. The purpose of the article is to distinguish and theoretically substantiate pedagogical conditions for the formation of professional mobility of future bachelors of nursing in vocational training. The research involves the usage of such methods as analysis and synthesis of scientific literature, comparison, generalization, abstraction, classification and systematization of the received information, logical and systems analysis, comparative analysis. The pedagogical conditions that ensure formation of readiness for the professional mobility of future bachelors of nursing and their ways of implementation are specified. These pedagogical conditions are: orientation of vocational training on understanding the ways of their own professional self-realization; application of professionally-oriented learning during vocational training of future bachelors of nursing; transformation of professional practice with an accent on technologies of self-education and self-discipline; orientation of the educational process on formation of the individuality who is capable of self-determination, self-development and professional self-realization. Implementation of the examined pedagogical conditions for the formation of readiness for professional mobility of future bachelors of nursing in the field of vocational training involves: 1) potential to receive relevant general and specialized knowledge that will help students to master various related specialties; ability to develop certain significant personal qualities necessary for future bachelors of nursing; ability to develop communicative skills that enhance the psychological readiness and adaptability of medical college and nursing institute graduates to work in the changing conditions of the health care system; 2) reliance on the strategy of educational integration in the content of all disciplines, which ensures not only rapid mastery of knowledge in various spheres of nursing activity, but also helps to understand the relationship between different sciences and fields of medicine; 3) the need for implementation of various group integrated training in the form of business games that help students to acquire personal psychological skills required for professionally mobile bachelors of nursing; 4) independent research activity, in the process of which students may acquire skills and abilities of independent work and develop self-confidence, self-reliance, initiative and adaptability; 5) innovative approach to the organization of professional practice by ensuring a large number of training sessions that help to adopt individual professional qualities.
The article specifies the key concepts of research problem on the basis of scientific literature analysis. The purpose of the article is to distinguish and theoretically substantiate pedagogical conditions for the formation of professional mobility of future bachelors of nursing in vocational training. The research involves the usage of such methods as analysis and synthesis of scientific literature, comparison, generalization, abstraction, classification and systematization of the received information, logical and systems analysis, comparative analysis. The pedagogical conditions that ensure formation of readiness for the professional mobility of future bachelors of nursing and their ways of implementation are specified. These pedagogical conditions are: orientation of vocational training on understanding the ways of their own professional self-realization; application of professionally-oriented learning during vocational training of future bachelors of nursing; transformation of professional practice with an accent on technologies of self-education and self-discipline; orientation of the educational process on formation of the individuality who is capable of self-determination, self-development and professional self-realization. Implementation of the examined pedagogical conditions for the formation of readiness for professional mobility of future bachelors of nursing in the field of vocational training involves: 1) potential to receive relevant general and specialized knowledge that will help students to master various related specialties; ability to develop certain significant personal qualities necessary for future bachelors of nursing; ability to develop communicative skills that enhance the psychological readiness and adaptability of medical college and nursing institute graduates to work in the changing conditions of the health care system; 2) reliance on the strategy of educational integration in the content of all disciplines, which ensures not only rapid mastery of knowledge in various spheres of nursing activity, but also helps to understand the relationship between different sciences and fields of medicine; 3) the need for implementation of various group integrated training in the form of business games that help students to acquire personal psychological skills required for professionally mobile bachelors of nursing; 4) independent research activity, in the process of which students may acquire skills and abilities of independent work and develop self-confidence, self-reliance, initiative and adaptability; 5) innovative approach to the organization of professional practice by ensuring a large number of training sessions that help to adopt individual professional qualities.
Опис
Ключові слова
професійна мобільність, медсестринська освіта, готовність до професійної мобільності, педагогічні умови, фахова підготовка, professional mobility, nursing education, readiness for professional mobility, pedagogical conditions, vocational training
Бібліографічний опис
Варава, О. Педагогічні умови формування професійної мобільності майбутніх бакалаврів сестринської справи у фаховій підготовці [Текст] / О. Варава // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2018. – № 10 (84). – С. 31–41.