Advanced Professional Education Research Articles

Научно-методическое сопровождение как инструмент профессионально-личностного развития педагогов в системе дополнительного профессионального образования

Life-long learning is compulsory in the modern teaching community. School teachers need scientific and methodological support for their professional and personal development, especially as part of advanced professional education. A tailored academic program uses various techniques and methods to fill in gaps in one’s professional competencies. The author analyzed the structure of scientific and methodological support for the professional and personal development of schoolteachers based on personalized and personality-oriented approaches, e.g., such methods as supervision, coaching, and mentoring. The article introduces the concept of scientific and methodological support of schoolteachers as an integral system of interrelated actions and areas of work focused on the professional and personal development. Some elements of the scientific and methodological support system were tested at a series of practical webinars with students of a pedagogical university and schoolteachers.

Implementing Project-Based Learning: the Experience of a Military Medical Educational Organization

Introduction. The implementation of project-based learning into programs of advanced professional education is one of the most relevant areas of development in the modern education system. Project-based learning significantly increases the efficiency of the educational process and the interest of students in the subjects studied and contributes to the development of their leadership qualities. The acquired skills can be successfully applied to professional activities.
 The article examines the successful implementation of project-based learning using the example of a military medical educational organization and determines positive aspects that can be used in other education sectors.
 The purpose of the study was to identify the advantages and disadvantages of project-based learning in comparison to traditional forms of education.
 Materials and methods. In the study, methods of sociological research were used. Students engaged in traditional and project-based learning were asked to fill out questionnaires. Then, a comparative content analysis was performed. Statistical processing and analysis of the data obtained were carried out.
 Results and discussion. The study of students' satisfaction with traditional and project-based learning showed that the second group had better motivation, higher interest in the subject, and a higher level of academic performance. The average academic performance score in the project-based groups was 4.8, while in the group of traditional education it was only 4.2.
 Conclusion. The implementation of project-based learning in academic departments is aimed at increasing students’ professional competencies, acquiring and improving additional professional skills, and creating and implementing innovative schemes that can be used later in a medical organization as independent projects.
 Project-based learning is more effective than traditional learning in terms of critical thinking, communication and organizational skills, and teamwork experience. The practice of analytical, strategic, and planning skills as a team is an important skill difficult to acquire in traditional training.

Improving the quality of foreign language training of pharmaceutical specialists using digital technologies in the context of advanced professional education

The problem and the aim of the study. The main problems of employment for Russian specialists in international pharmaceutical companies and their representative offices in the Russian Federation are insufficient level of foreign language training and digital literacy. At the same time, a prerequisite for the admission of a pharmacist to work in the framework of continuing medical education is the completion of advanced training courses. The purpose of the article is to study possibilities of using digital technologies for the development of the foreign language communicative competence of pharmaceutical specialists in the context of advanced professional education. Research methods. Experimental and search work is carried out within the framework of the strategic partnership between the Vyatka State University and the NANOLEK company (Russian Federation). The experiment involves 52 pharmaceutical specialists. The use of digital technologies to enhance foreign language communication is implemented within the framework of the program "English in the field of professional communication" (144 academic hours, 4 months of training and 2 hours of final certification). MS Teams, LearningApps, eTreniki, Quizlet, etc. are used during foreign language activities. To determine the quality of preparation, the teachers developed testing which consists of 5 blocks: “Digital technologies when solving professional tasks”, “Project activity”, “Communication”, “Management”, “Analytics”. χ2 -Pearson criterion is used for statistical data processing. Results. The key feature of the program is that its structure and content are developed in close partnership between the university and specialists in the field of pharmaceutical production and engineering. The students of the experimental group use digital technologies (with official technical support) to activate foreign language professional communication, network collaboration and project activities. Statistically significant differences in the qualitative changes were identified (χ2 = 8.508; p < 0.05). In conclusion, the conditions which contribute to improving the quality of foreign language training: accumulation and analysis of the relevance of using digital technologies, expanding the knowledge of program participants, mastering the basic strategies of project work and reflection techniques are described.

Psychology and Pedagogy of Polyfunctional Professional Activity of Teaching Staff

This psycho-pedagogical study featured advanced training of teaching staff as a means of adapting the modern educator to the transforming functions of teaching. The research objective was to describe the ideas that modern teachers have about their diverse professional functionality, as well as to identify related priorities and difficulties. The experimental part of the research aimed at revealing the technological methods that would make teaching productive. It relied on the theoretical and empirical analysis and synthesis, evaluation of students' activities, and a psychological and pedagogical experiment. The functional and role repertoire expanded under the following conditions: subject-subject relationships, active and interactive mode, innovative approach, and cooperation among teachers of all experience levels. The research results can be used to create and improve programs of advanced professional education in the teaching sphere. Teaching personnel should be provided with opportunities for a progressive, consistent, and constant development of their individual, socio-psychological, and professional skills to fulfil their teaching potential and functional repertoire.

CONTEMPORARY CHALLENGES IN THE ECONOMIC SOCIALIZATION OF STUDENT YOUTH

The article delves into the challenges associated with the economic socialization of young students in contemporary Ukrainian society. It asserts that the shift towards a new paradigm of economic development, accompanied by profound changes in belief systems, orientations, and mentalities, necessitates early involvement of children in economic activities. Primary economic education is deemed a vital factor in economic socialization as it significantly influences a child's attitudes towards material and spiritual values, contributing to the overall formation of their personality. In the present stage of societal reforms and development, it is crucial to foster a level of economic knowledge that enables students to comprehend economic interrelationships not only in theory but also in practical applications. Recognizing the importance of cultivating an economic culture within individuals and society, the article emphasizes the need for humanization and humanitarianization of education to facilitate comprehensive personal development. A key aspect of this process is increasing the number of hours dedicated to teaching social subjects, including economics. The article underscores the significance of economic education amidst global socio-political and economic transformations and its relevance in enabling successful socialization of individuals within the new economic realities of Ukrainian society. As part of the broader socialization process and the formation of economic culture, researchers and practitioners emphasize the preparation of students for entrepreneurial activities. Three levels of preparation for entrepreneurial engagement are identified, encompassing worldview, advanced training in economic disciplines, and the development of personal entrepreneurial qualities, such as mobility and adaptability in dynamic market conditions. The article highlights the critical issue of preparing students for advanced professional education, which can be accomplished through specialized training programs such as "Small business accounting manager" and "Small business manager with the basics of information technologies" (two years of study). To facilitate effective learning, a combination of lectures, workshops, seminars, discussions, and the simulation of diverse economic situations is recommended.

Psychological, pedagogical and methodological invariants of educational process improvement in the medical college based on the acmeological approach

The study's relevance is due to the need to improve management activities in the system of pre-higher education. Based on the analysis of psychological and pedagogical research, the article reveals the essence and advantages of the acmeological approach to the organization of the educational process in the medical college as in an institution of professional pre-higher education. The content of managing a medical college using acmeological concepts is disclosed. The model of the organization of the educational process in the medical institution of advanced professional education using the principles of the acmeological approach was substantiated and developed. The author’s model contributes to the improvement of the provision of educational services. In the research process, innovative changes were proposed that should be introduced to develop strategic planning of the educational activities of the medical college as an institution of professional higher education based on the acmeological approach.

Addressing immunizations in nursing education: Immunization resources for undergraduate nursing.

Nursing faculty are challenged to integrate immunization content in prelicensure nursing curricula. Historically, most immunization content has been delivered in pediatrics courses, with less emphasis on other populations across the lifespan. Skills related to vaccine administration may be prioritized over the most current immunization science, such as pathophysiology, immunology, and epidemiology. As the most trusted profession rated by the public (Saad, 2020), nurses are ideally suited to address vaccine hesitancy and promote vaccination in the communities they serve. Nurses apply active listening, problem solving, and communication skills with patients and their families, contributing to a person's confidence in their decision to be vaccinated. The Centers for Disease Control and Prevention and the Association for Prevention Teaching and Research collaborated to develop a framework for immunization content and teaching resources, Immunization Resources for Undergraduate Nursing (IRUN), for faculty to use in designing the nursing curricula. Content includes a curriculum framework, curriculum mapping tool, multiple teaching resources, and a dedicated website (IRUNursing.org). The framework provides guidance for faculty on integrating immunization content into a curriculum. Teaching resources include case studies, simulation scenarios, and PowerPoint slide decks. Although primarily focused on prelicensure nursing education, resources are also relevant to advanced professional nursing education.

The project of a vertically integrated medical information system is the stage of digital transformation of medical care in the field of “traumatology and orthopedics”

Creating a unified information system in Russia is not a trivial task. The main difficulty is not in geographical or cultural features, but in the process of digitalization of the existing system. An important transformation tool is the involvement of professionals in the process of setting goals for system design, as well as testing the results.The purpose of the work is to describe the concept of vertically integrated medical information system (VIMIS) “traumatology and orthopedics” as a digital tool for effective management of the provision of care by profile.Materials. The existing projects of a VIMIS, the routing schemes for patients with injuries and diseases of the musculoskeletal system, the level of organization and provision of medical care in the regions are analyzed.Results. The concept of management of medical care by traumatology and orthopedic the management scheme of the VIMIS project for the profile of traumatology and orthopedics (TO) were developed, an agreement was signed on the scientific and methodological interaction of participants. The project is aimed at the digital transformation of the called tasks, increasing the “digital qualification” to solve the search for tasks in the field of quality control of specialized medical care, efficient use of resources, substantiation of scientific problems. The difference between the profile of “traumatology and orthopedics” is determined by the fact that with the help of VIMIS TO a problem of different directions is solved, including indicators that can be incoherent.Discussion. The project to create a vertically integrated medical system in the field of “traumatology and orthopedics” as a digital transformation of specialized care was based on an analysis of the most successful technological and organizational solutions: modern evidence-based models of treatment and care; artificial Intelligence; intelligent planning and treatment risk stratification; remote patient monitoring and the implant technology industry; advanced professional education platform.Conclusion. The effectiveness of the model should be evaluated for the prospect of piloting with the integration of various regions medical information systems and its verification in the regions. Moreover, it is necessary to explore the sharing of large data sets and lay out the features of their use, given the differences in the nature of the cooperation of consortiums.

Change of educational paradigm as a trend of transition to advanced professional education

Change of educational paradigm as a trend of transition to advanced professional education

Entrepreneurial teams and early performance of new ventures: An analysis of Taiwanese tech-firms

In this paper, we investigate the effects of the relation between the human capital of the entrepreneurial team, R&D-manufacturing linkage and the performance of new technology-based firms in accordance with a resource-based view. We try to comprehend how entrepreneurial teams and R&D-manufacturing linkage shape firm’s ability to have a positive outcomes in terms of company sales revenue and international connection. We take advantage of a new data relating to a sample composed of 152 taiwanese young firms that operate in technology-based industries. We find that firms with higher proportionally advanced professional education entrepreneurs in the team have a positive effect on firms' performance. Furthermore, it is R&D-manufacturing linkage that determines technology-based firm’s growth. Individuals with entrepreneurial experiences exerts key influences on firm's international connection. Firms can also benefit from their team members' background affiliation and achieve better performance. Lastly, we provide evidence that there are gains from the complementary capabilities of entrepreneurial teams and firms relating to (i) advanced professional education , (ii)entrepreneurial or CEO experiences and team members' background affiliation and (iii) R&D-manufacturing linkage. We conclude that the human capital of entrepreneurial team and R&D-manufacturing linkage of new technology-based firms have a critical impact on the firm’s development. These findings are consistent with and complements the growing body of research that emphasizes the importance of entrepreneurial teams in developing knowledge about the strategies and allocation of the enterprises resources.

Systemic definition of the concept of advanced education and its role in the formation of personality

The article attempts to reveal the essence of advanced education, notes the role of predictive studies, all aspects of the interpretation of the content are listed with reference to B.S. Gorshunsky. Particular attention is paid to the value aspect, since it is of a general nature, since the value of education is determined by the attitude of a person to his own education, and the attitude of the state and society to education does not always coincide. Pointing to the reasons for this attitude, the author focuses on literacy, education, professional competence as qualitative indicators of the educational results of an individual. The article also provides an overview of research by scholars who have made a great contribution to the development of value education. The author analyzes the concept of advanced professional pedagogical education as a methodological system for training future teachers and the process of its implementation, aimed at developing certain professional qualities of an individual, focused on the future needs of education, including technology teachers.

Strategies for distance support of advanced professional training for teachers of Russian as the second language

The effectiveness of advanced professional training for a teacher of Russian as the second language is possible only based on the complex use of modern distance learning technologies that are aimed at usage in a specific subject area and reflect its specifics as adequately as possible. This article summarizes the results of project activities on the formation of a system of advanced professional education for teachers of Russian as the second language, carried out at the premises of The Kosygin State University of Russia. The project aimed to develop strategies for creating an integrated system of distance support, including 1) a model of an electronic educational environment based on cloud technologies and representing a secure solution in a controlled segment of the Internet, capable of accumulating resources for teaching the Russian language in Russia and abroad; 2) a system of diagnostic measures to identify the competence gaps of RSL (Russian as the Second Language) teachers in the subject, organizational, methodological, psychological spheres; 3) recommendations for the creation of advanced training programs (modules) capable of eliminating the identified competence deficiency in these areas. The following can be considered as objectives of the project: 1) selection of distance technologies (elements of distance technologies), relevant for use in the process of professional training of an RSL teacher; 2) formation of a cluster of diagnostic measures; 3) modeling educational content; 4) determination of cognitive strategies for teaching and self-education of an RSL teacher in the system of advanced professional training. The system of diagnostic measures described in the work assumed the assessment (measurement) of the teacher’s activities in three aspects: 1) from the standpoint of subject knowledge, 2) from the organizational and methodological standpoint, 3) from the psychological standpoint. This approach made it possible to single out the components of professional competencies and form a methodology for expert assessment of the educational environment, including the Russian-speaking educational environment abroad. In this case, the instrument of pedagogical measurement was testing carried out remotely on the constantly operating platform of The Kosygin State University of Russia athttps://edu.rguk.ru.

Flexible programs for remote advanced training of design engineers

The aimof the work is to study the new opportunities for increasing the effectiveness of additional professional education programs implemented using e-learning technologies, and to evaluate the developed methodological tools and methods for solving this problem. According to the authors, qualitative changes in the results of distance learning are more associated with organizational and methodological innovations and improvement of the content, rather than the development of information technologies. A brief review of e-learning literature is provided. Analysis of successful online courses was performed. It is shown that there are new opportunities to improve performance through the use of organizational and methodological innovations. The main methods of the research were system and comparative analysis, pedagogical modeling, content analysis, expert assessment and other empirical methods of pedagogy. The main material for the article was obtained during the development and experience of the distance implementation of the educational program of additional professional education to improve the qualifications of design engineers. The tasks associated with improving the efficiency of e-learning were highlighted. The main drawbacks of the programs of additional professional education typical for both traditional and distance forms have been identified. The author’s definition of the concept of flexibility of educational programs has been proposed and the basic requirements for flexible training programs have been formulated, and the new features of these programs for students have been shown. The article presents the competence description of the content of the program of additional professional education in the form of a three-package structure of electronic learning resources with an integrated virtual workshop. A comparative analysis of the three packages of electronic educational resources was carried out. Differences and the possibilities of their use in academic work were shown. The process of learning with a three-pack content is discussed in detail on the basis of a graphical model. The example relates to the program of advanced training for young engineers. The features of educational work that are realized in the form of an individual trajectory of mastering professional competencies that appear due to a flexible training program are highlighted. The description of the process of forming an individual distance learning trajectory and working conditions in a virtual workshop is presented in the article. Results. Based on the analysis of the experience of the implementation of the flexible program of remote training, it was concluded that such a program can eliminate or minimize the identified shortcomings of most advanced professional education programs. The effectiveness of the identified ways to eliminate the shortcomings in the programs of additional professional education has been confirmed in the experience of implementing a flexible program of remote advanced training for design engineers. It is shown that students can easily adapt the content of the program to their individual needs for professional development due to the flexibility of the three-package training program. The authors presented a model of the organization of remote training, which can ensure the professional growth of design engineers with different levels of special training and experience due to its flexibility. The conclusion is made about the need for flexible programs of additional professional education to increase the effectiveness of the continuous development of the professionalism of specialists working in high-tech industries.

RNPLS&T’s activities in education: Vectors and prospects

The authors discuss the main vectors of RNPLS&T’s educational activities, in particular the program system of advanced professional education on the premises of the Library’s Learning and Educational Programs Division, specialized seminars and workshops for college lectur ers and students, graduate and post-graduate students of Moscow State Institute of Culture, webinars for librarians, research and educational organizations. The RNPLS&T’s material and technical resources used for these events are described. The results of RNPL&STs divisions (including those within the framework of the State Task Order) independent activities, and those achieved in collaboration with interested organizations and aimed at upgrading the skills of specialists in education, science and culture, are analyzed. The authors also focus on the projects held jointly with the National Library Association “Libraries of the Future”. The plans are to develop online educational programs and to cover pressing themes. Special attention is given to secondary schools and colleges, regional boarding schools, orphanages and organizations for children without parental support.

Advanced professional library information education: Conceptual and methodological foundations and mechanisms

The role of advanced professional library and information education as an essential part of continuous education system and its importance in educating new generation of library professionals are substantiated. The author reveals the role of the advanced professional education as an efficient site to apply and generate new ideas, to promote innovative experience and professional communicationsб and to modernize librarianship. She concludes that the main task of modern advanced library and information education is to assist librarians’ professional socialization. The methodological basics of the advanced professional training are characterized: teaching innovativeness, integration with library practice, social transparency and dynamic character. The author describes the mechanism for the transfer from the discrete stage of the advanced professional education to a systematic approach: the vertical-horizontal interaction of the advanced professional training structures, consistency and continuity of the educational process, education quality control, efficient combining online and offline education. The author emphasizes that the key factor for improving advanced education is to engage practicing professionals who master innovations introduction technologies. The need for public professional accreditation and certification for alternative education programs (including that of libraries), and systematic monitoring of the education system is proved.

Забезпечення наступності змісту в системі ступеневої професійної освіти

Забезпечення наступності змісту в системі ступеневої професійної освіти

Вивчення та впровадження в Україні іноземного досвіду підвищення професійної компетентності працівників органів влади

Розкрито базові завдання та форми вивчення в Україні іноземного досвіду підвищення професійної компетентності працівників органів влади. Показано напрями та етапи реалізації проекту «Розвиток спроможності державної служби у сфері європейської інтеграції».Проаналізовано динаміку розгляду проблематики підвищення професійної компетентності державних службовців та посадових осіб місцевого самоврядування на міжнародних науково-практичних конференціях «Вивчення та впровадження в Україні іноземного досвіду удосконалення діяльності органів влади» (м. Полтава, 2005-2013 роки). Відзначено певну зміну пріоритетів у напрямі від вивчення правових та організаційних особливостей процесу підготовки, перепідготовки та підвищення кваліфікації кадрів до особливостей забезпечення підготовки фахівців у сфері європейської інтеграції, впровадження інноваційних технологій та переходу до нових форм підвищення професійної компетенції працівників органів влади.Наголошено на необхідності впровадження моделі випереджаючої інноваційної професійної освіти державних службовців з урахуванням системи сучасних ідеї та переваг, ціннісних орієнтацій і установок, організаційно-технологічних пріоритетів, які адекватні українській і світовій освітній ситуації, викликам та прогнозам ХХІ століття. Виділено ключові аспекти та напрями роботи з кадрами у сфері підвищення рівня їх професійної компетентності з урахуванням європейського досвіду.Відзначено, що підвищення професійної компетентності державних службовців та посадових осіб місцевого самоврядування важливо проводити з урахуванням принципів системності та практичного спрямування з широким використанням сучасних інноваційних технологій, які відповідають вимогам часу.

Turnover of registered nurses in Israel: Characteristics and predictors

BackgroundIn an era of global and local nursing shortages, nursing turnover has negative consequences in terms of diminished quality of care, increased costs and economic losses and decreased job satisfaction. ObjectiveTo examine the turnover rate of registered nurses in Israel by assessing the varying degree of turnover between economic sectors, between hospital and community facilities, and/or between types of hospitals; and by examining potential predicting factors of turnover among registered nurses. MethodsA national phone survey was undertaken in Israel consisting of a random sampling of registered nurses of working age (up to age 60). The subjects comprised 10% of a national database of 32,000 registered nurses. ResultsThe turnover rate among working nurses in Israel currently stands at 23%. In addition, 13% of employed nurses have taken a temporary leave of absence for a period greater than 6 months in the past 10 years, most up to 1 year. While job satisfaction rates were relatively high (72%), Professional satisfaction rates were 60% with no significant difference between hospital and community nurses. The turnover rate of registered nurses from a hospital setting to the community was significantly higher (p<.01) than that of community registered nurses to hospitals. Predicting factors of turnover were found to be: young age, part-time work, lack of advanced professional education, academic education and low satisfaction with the nursing profession. ConclusionsThe shift of nursing workforce is mainly from hospitals to community health settings. There is a need to monitor and understand the characteristics of job and professional satisfaction among hospital nurses in order to implement crucial organizational interventions and retain hospital nursing staffs. Since young nurses, nurses working part time and nurses with no advanced professional and academic education, tend to move more than others, efforts should be targeted at these specific groups.

Exchanging expertise, theory and practice at Master’s level healthcare education between Russia and Finland – experiences from an intensive course in St. Petersburg

The aim of this article is to raise discussion on the internationalisation possibilities of master’s students who study while working. The objective of the article is to describe and share experiences on how to make the development of students’ internationalisation competence possible through collaboration with representatives of different cultures during a one-week intensive course. Internationalisation is an essential component in the competence-based curriculum of master’s level social and healthcare education. On the other hand, it has been a difficult task for adult students to enhance their internationalisation competence when they pursue studies alongside work. In addition, internationalisation in master’s level education has been a key feature both in Finland and in Russia. An intensive course is one educational method to share students’ existing professional know-how in an international multi-professional student group and to enable adult students’ mobility. This paper describes a one-week intensive course which was carried out in St. Petersburg, Russia in autumn 2008. The course was evaluated by the adult students and their teachers participating in the course. The intensive course increased the degree of transparency and compatibility between higher education and advanced professional education qualifications gained in postgraduate healthcare education in the partner organisations. It seems that an intensive course is a good pedagogical method for enhancing the internationalisation competence of adult students.

The impact of biology/geology school teachers masters courses on the improvement of science education quality in Portugal

In this paper we report a large‐scale study designed to evaluate the impact of masters courses on the professional development of science school teachers and, consequently, on the improvement of the quality of science education. The underlying assumption of this study is that masters teachers are widely recognized as assuming a relevant role to establish bridges between education research and practices, not only as knowledge producers but also as mediators and privileged users of the knowledge produced by research. The empirical study was conducted with science teachers who experienced advanced professional education programmes, leading to masters degrees, in some specific areas of science or science education. Data were collected through a written questionnaire answered by 81 masters teachers who concluded their masters courses between 2001 and 2005 in 12 Portuguese universities. The results indicate that the majority of respondents (80%) considered the existence of an impact on their professional practice, namely, (i) stronger critical attitudes about the teaching and learning process, (ii) the use of more diversified (or new) teaching strategies, (iii) a deeper professional knowledge, and (iv) a higher confidence in discussions with their peers. Looking deeply at concrete examples of impact, the results show that 63% of answers were examples of micro‐impact, e.g. an impact in the classroom. However, some masters teachers (20%) mentioned little impact on their professional practice, as the content of the course was not articulated with the reality of school practices. There is an overlap of the results found here with other studies which suggests that there is still a need to increase the links between higher education universities, responsible for teacher education programmes, and secondary schools. The main obstacles to transferring research knowledge, developed during the masters course, to professional activities are found and some suggestions for overcoming them are proposed.