Formation Of Competence Research Articles

Comparative Study of Nursing Informatics Competencies in Educators, Students, and Clinical Nurses

Background: Nursing informatics refers to a specialty in nursing that influences the learning environment, interprofessional collaboration, patient care, strategic planning, and patient satisfaction. Nursing informatics competency has been identified as a critical factor influencing the quality-of-care services. Nurses must integrate informatics into clinical decision-making processes. Objectives: This study aims to conduct a comparative analysis of nursing informatics competency among nursing educators, students, and clinical nurses. Methods: This descriptive-analytical study was conducted in 2023 at the nursing faculty of Abadan University of Medical Sciences. The study sample included 670 participants: Nursing educators, students, and clinical nurses. Nursing educators and students were selected through a census method, while clinical nurses were chosen via random sampling. Data were collected using the Nursing Informatics Competency Assessment Tool (NICAT) and demographic questionnaires. The NICAT assesses informatics competency across 30 components, categorized into three dimensions: Computer literacy, informatics literacy, and information management skills. Data were analyzed using SPSS version 26 software. Results: The average nursing informatics competency score among the participants was 105.58, falling within the competent range. Nursing educators achieved the highest competency score (110.21), followed by clinical nurses (106.24) and students (103.78). The highest score was observed in informatics literacy (45.84), while the lowest score was seen in information management skills (24.59). Information management skills, computer literacy, and informatics literacy were significantly correlated with the overall nursing informatics competency score (P < 0.001). Conclusions: Nursing educators, students, and clinical nurses were found to be competent in nursing informatics. However, due to technological advancements and the growing use of electronic health services, there is a need to enhance nurses' competencies in all dimensions, particularly in information management skills. It is recommended to revise the curriculum and provide the necessary infrastructure and equipment to integrate informatics into nursing education and empower nurses.

Study Madani Club and Formation of Professional Competence of Prospective Educators

This study examines the role of the Madani Club Study as a platform for developing the professional competence of prospective Islamic Religious Education educators at the Faculty of Tarbiyah and Teacher Training, State Islamic University of North Sumatra. The focus of the study is how the Madani Club Study helps in improving pedagogical skills and internalizing Islamic values. This study uses a qualitative method with data collection techniques obtained through observation, in-depth interviews, and document analysis related to the Madani Club Study activities. The results of the study indicate that the Madani Club Study is effective in improving students' pedagogical competence through collaborative learning and self-reflection, as well as helping internalize Islamic values ??in the context of modern education. The interaction between students and supervising lecturers in the Madani Club Study also creates an environment that supports personal and social growth. This study emphasizes the importance of extracurricular programs based on collaboration and Islamic values ??to be integrated into the curriculum of Islamic universities in order to prepare prospective educators who are competent in facing the challenges of contemporary Islamic education.

Structure of health preservationcompetence of a physical education teacher

Formation of professional competencies of pedagogical specialists is the main task of training teaching staff in any country. Many scientific works are devoted to the problem of developing human and professional competencies in various fields. A physical education teacher plays an important role in the development of personality, improvement of physical qualities, and preservation of health at all stages of life. Assessment of the competence of the teacher's personality is a problem for research, since the concept of "competence" is multicomponent, especially if we are talking about the area related to maintaining the health of students. The purpose of our study is to consider the structure of the health preserving competence of a physical education teacher within the education system.

Structure of health preservationcompetence of a physical education teacher

Formation of professional competencies of pedagogical specialists is the main task of training teaching staff in any country. Many scientific works are devoted to the problem of developing human and professional competencies in various fields. A physical education teacher plays an important role in the development of personality, improvement of physical qualities, and preservation of health at all stages of life. Assessment of the competence of the teacher's personality is a problem for research, since the concept of "competence" is multicomponent, especially if we are talking about the area related to maintaining the health of students. The purpose of our study is to consider the structure of the health preserving competence of a physical education teacher within the education system.

Linguacultural Failures in the Use of Professional Vocabulary in Academic Studies at Non-Linguistic Departments

The urgency of creating and maintaining the environment of foreign language communication in the university community with the reduction of "contact" types of work on foreign language in the curricula for non-linguistic specialties requires the use of modern approaches and technologies, as well as interdisciplinary solutions in training for the formation and improvement of foreign language competence of future professionals. The article reveals the peculiarities of perception and use of professional vocabulary in English, analyzes typical lingua cultural errors according to the results of testing of 257 students, on the example of the discipline Foreign Language for Customs Specialists.

Disparate Digital Literacy Levels of Nursing Manager and Staff, Specifically in Nursing Informatics Competencies and Their Causes: A Cross-Sectional Study.

The digitalization of healthcare is developing quickly. Every care provider needs to be up-to-date on this technology. The purpose of this research was to identify the digital literacy of nursing staff and nurse managers. A cross-sectional study assessed nurses' digital literacy, specifically with regard to nursing informatics competencies in hospitals, primary healthcare, and clinics. The study sample included 100 nurses and 83 nurse managers. Researchers applied a modified questionnaire on nurses' informatics competencies from TIGER Nursing Informatics, with a validity range of 0.497-0.897 and a reliability value of 0.975. Participants showed an acceptable level of computer literacy, although their scores were below 80%. Their scores were unrelated to workplace, duration and type of technology used, or gender. Nursing informatics competencies correlated significantly with age and work experience (p = 0.001). Age correlated negatively with technical computer skills but positively with competence in the implementation of healthcare. There was a positive link with a nurse's position and education level, indicating that nurses with more education acquire higher levels of informatics competencies than those with less education. Additionally, those in higher positions tended to possess more advanced digital competence. Nurse managers play a significant role in training nursing staff members to enhance their informatics competencies. This study's findings underscore the need to raise staff members' informatics competencies by providing additional training.

Unele aspecte referitor la conceptul, componentele și condițiile pedagogice de formare a competenței de gândire critică la elevii de vârstă școlară mică

The paper addresses some aspects of the concept, structural components, and general conditions for the formation of critical thinking competence in students. The basic topics reflected in the work are the following: relationships of skills critical and creative thinking; the means of training critical and creative thinking skills; critical thinking competency components and conditions; general training and development of critical thinking competence in students of small school age. The critical thinking competence is made up of the following components: attitudes, knowledge/information about means of knowledge, behavior (argument, analysis, logical and creative thinking, independent thinking) and the reflective component. Based on the theoretical, praxiological benchmarks and the provisions of the national curriculum, the psycho-pedagogical conditions for the formation and development of the critical thinking competence were elucidated. Each group of psychopedagogical conditions is mainly oriented towards the formation and development of certain components of critical thinking competence.

Разнообразие образовательных коммуникативных ситуаций виртуального урбанизма как эффективный инструмент формирования коммуникативной компетентности учащихся при изучении иностранных языков в России, Казахстане и Китае

The formation of foreign languages communicative competence in modern electronic and digital society is directly conditioned by the achievements of computer psycholinguistics, neurolinguistics, starting from digital neuropedagogy using the natural landscape to construct a virtual environment with a change in the speech and behavioral standard in urbanism and the priority of digital reality. The purpose of the study is to define and substantiate the methodology of digital educational resources, which gradually forms communicative competencies by immersing students in the virtual environment of urban society.The hypothesis is based on students' understanding of the process of learning foreign languages with an emphasis on the specifics of neurocognitive connections in the formation of communicative competencies using didactic computer-mediated digital technologies of various electronic educational resources by comparing real and virtual urban space. The research material is a variety of educational communicative situations of virtual urbanism. The object of this research is the process of learning a foreign language, including analog situations of the real city environment and simulation modeling of a virtual urban space. The study clarifies the concepts of communicative competence, virtual urbanism, digital technologies, indicating the parameters of the main classifications.

FORMATION OF PROFESSIONAL COMPETENCE OF STUDENTS OF TECHNOLOGICAL EDUCATION

This article explores the processes and pedagogical strategies required to develop the professional competence of students in technological education. It emphasizes the relevance of integrating professional knowledge, skills, and values essential for preparing future specialists in technology-related fields. Using contemporary educational paradigms, the article identifies key components influencing the formation of professional competence, including the role of practical activities, interdisciplinary integration, and digital tools. It also provides recommendations for educators and institutions to effectively nurture competencies that align with the evolving demands of the workforce.

PROJECT-BASED LEARNING AS AN INNOVATIVE APPROACH TO DEVELOPING PRACTICAL SKILLS AND PROFESSIONAL COMPETENCES IN STUDENTS OF TECHNICAL UNIVERSITIES

This article is devoted to the study of project-based learning as an innovative approach to developing practical skills and professional competencies in students of technical universities. The paper analyzes the advantages of project-based learning, considers various project models, and presents the results of empirical research. The authors emphasize the importance of project activities for the formation of such competencies in future engineers as creativity, teamwork, and the ability to solve complex problems. In addition, the article discusses the challenges and prospects for introducing project-based learning into the educational process of technical universities.

Improving Health Informatics Competencies: A Scoping Review of the Components of Health Informatics Academic Programs

Various terms describe Information and Communications Technology (ICT) use in healthcare, including Health Informatics (HI). HI use in healthcare is expected to positively impact healthcare through healthcare cost reduction and improve healthcare accessibility and decision-making. However, the effective application and use of technology in healthcare requires appropriate HI competencies. This research explored what constitutes health informatics education programs to improve health professionals’ competencies. This review was conducted according to the PRISMA-ScR guidelines. Twenty articles made the final inclusion from a total of 577. The articles were extracted from seven databases, namely, Academic Search Complete, Elsevier (SCOPUS), Science Direct, SAGE, MEDLINE, ERIC, and Springer. The research found HI education-related content in various healthcare education programs, including medicine, dentistry, pharmacy, nursing, physiotherapy, occupational therapy, and dietetics. There were instances where HI was applied in interprofessional education, with other allied health professions such as psychology, radiology, and HI programs. Furthermore, profession-specific content such as nursing and medical informatics was identified. The content in computer literacy and Electronic Health Records seems applicable across multiple disciplines. However, HI curricula found for healthcare professions were insufficient for a distinguishable benchmark for HI education in academic disciplines of the healthcare professions.

Pedagogical Principles in Implementing a Data Visualization Project in an Undergraduate Public Health Informatics Course.

The Applied Public Health Informatics Competency Model lists "data analysis, visualization, and reporting" as one of the eight competencies when teaching public health informatics. Thus, public health informatics students need to develop knowledge and skills in visualizing public health data. Unfortunately, there is limited work that discusses pedagogical principles that could guide the implementation of pedagogical activities related to data visualization in public health informatics. This study aimed to introduce, discuss, and reflect on pedagogical principles that were implemented for a data visualization project in an undergraduate public health informatics course. A reflective teaching approach was used to guide the discussion and reflection on how pedagogical principles were implemented for a data visualization project in an undergraduate public health informatics course. The generic implementation framework (i.e., preimplementation, implementation, and postimplementation) was used to organize the discussion of the course's implementation. Four pedagogical principles were implemented as part of a data visualization project in an undergraduate public health informatics course: scaffolding (i.e., outputs built on top of each other), constructivism (i.e., students apply knowledge and work in teams to create a dashboard), critical consciousness (i.e., embedding social determinants of health (SDOH) in their dashboard), and equity and inclusion (i.e., using a free data visualization software that is easy to use for beginners and is used by public health institutions). Postimplementation reflection revealed areas of improvement, such as enhancing group advising, adding more SDOH variables in the dashboard, and plans for scalability. A data visualization project in an undergraduate public health informatics course could benefit from implementing multiple pedagogical principles. Overall, creating dashboards can be a learning tool to enhance data visualization skills among undergraduate public health informatics students. Dashboards can also emphasize the impact of health disparities and inequities in public health by incorporating the principles of SDOH.

МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ И СИСТЕМА УПРАЖНЕНИЙ ПО ФОРМИРОВАНИЮ СОЦИОКУЛЬТУРНОЙ КОМПЕТЕНЦИИ РУССКОЯЗЫЧНЫХ ОБУЧАЮЩИХСЯ НА УРОКАХ КАЗАХСКОГО ЯЗЫКА

The article is devoted to the urgent problem of the formation of socio-cultural competence of students in the lessons of Russian as a non-native language, the key aspect of the study of which was the theoretical justification and practical development of a methodology for the formation of socio-cultural competence of students. The problem of the formation of socio-cultural competence became especially relevant at the beginning of the XXI century, which was due to significant social transformations in the modern world. Currently, it is socio-cultural competence that can become a moral and spiritual guideline for the development and strengthening of the integrity and diversity of the entire human community. Today, the main goal of studying the Kazakh language as a state language in a secondary school is to provide pedagogical conditions for a deeper and meaningful understanding of the world, its real, concrete historical essence, and the relationship between different peoples and cultures. That is why close attention is currently being paid to teaching Russian-speaking schoolchildren the Kazakh language as the state language of the Republic of Kazakhstan, providing intercultural communication, "dialogue of languages and cultures" The author analyzed the theoretical literature, models of scientists on the formation of socio-cultural competence are given. The article asserts the assumption that the use of new technologies, techniques, techniques, tools (collaborative learning, comparative analysis, role-playing games, the use of linguistic and cultural units, etc. They contribute to the successful formation of socio-cultural competence of students in the process of teaching the language as an official language of the Republic of Kazakhstan.

THE MEDIA TECHNOLOGIES AS A TOOL FOR THE FORMATION OF FOREIGN LANGUAGE MEDIACOMMUNICATIVE COMPETENCE OF A BACHELOR’S DEGREE JOURNALIST

This article is devoted to the study of the use of media technologies for the formation of foreign language mediacommunicative competence of a bachelor’s degree journalist. The term “media technologies” was defined and its history was presented in the article. The concepts “foreign language communicative competence” and “foreign language mediacommunicative competence” were defined and described. The subcompetences of foreign language mediacommunicative competence of a bachelor’s degree journalist were presented and described. The relevance of using media technologies for the formation of foreign language mediacommunicative competence of a bachelor’s degree journalist was explained. The set of exercises for the formation of foreign language mediacommunicative competence of a bachelor’s degree journalist was illustrated. The process of organizing the experiment related to the study was described. The outcomes of the conducted experiment were analyzed. The purpose of the research is to study the essence of using media technologies for the formation of foreign language mediacommunicative competence of a bachelor’s degree journalist. The novelty of the research is that the results of the research will be used in teaching bachelor degree journalists and in advanced courses for foreign language teachers. The theoretical significance of the study is that the theoretical provisions and conclusions gained during the study will assist to contribute to methods of teaching bachelor’s degree journalists. The outcomes of the study can be used as a theoretical basis for the further consideration of the problem. The practical significance of the work is that the results of the study can be utilized in the practical work of the university, in the system of training and refreshment training of teaching staff working with future journalists.The study enables readers to use the proposed set of exercises when forming the foreign language mediacommunicative competence of a bachelor’s degree journalist.

A MODEL FOR THE FORMATION OF THE COMMUNICATIVE COMPETENCE OF A FUTURE

The model of formation of the communicative competence of a future English teacher by means of effective technologies of interaction between subjects of the educationalprocess is a process of consistent creation of its constituent substantive blocks and ways to achievethe set research goal - the search and finding effective technologies for interaction between subjects of the educational process.The article presents a model for the formation of the communicative competence of a futureEnglish teacher through effective forms and technologies of interaction between subjects of the educational process.It includes the following blocks: a state order for an English teacher; requirements forgraduates of employers; rules set out in new state standards; a goal-setting block; various forms of pedagogical interaction; communication technologies; a set of organizational and psychologicaland pedagogical conditions. The key to the successful formation of the communicative competence of a future Englishteacher is the search and implementation of effective technologies for the interaction of subjectsof the educational process in this process. The establishment of communications between the subjects of the educational process is possible through clear informing of all departments bothabout the general concept and purpose of the educational institution, and informing them about the set professional goals, tasks within the framework of professional training of students of all departments of the faculty, departments in the areas of their interaction with the university administration. To solve this problem, we used the modeling method. The analysis of modern conditions for the training of future foreign language teachers has shown that there is a need to create a system aimed at the formation of professional and communicative competence of a foreign language teacher, which serves as the basis for the implementation of professional and pedagogical functions. On the basis of competence-based, communicative and professionally-oriented approaches, a model for the formation of professional and communicative competence has been developed, which includes targeted, conceptual,meaningful, procedural, methodological and effective blocks.

FORMATION OF LEADERSHIP COMPETENCE OF FUTURE NGU OFFICERS IN THE CONTEXT OF THE NEW PARADIGM OF MILITARY EDUCATION

The article raises the question of the formation of leadership competence of future officers of the NGU in the modern conditions of a complex security environment, the armed aggression of the russian federation against Ukraine, the Euro-Atlantic choice of Ukraine and the modernization of the security and defense sector on the basis of operational interoperability in accordance with NATO standards and procedures. The need to train highly educated, competent, motivated professionals of the security sector, to which NGU belongs, is emphasized, whose success is determined by professionalism, adaptability, mobility and leadership qualities. Leadership as a multifaceted socio-historical phenomenon is considered on the basis of theories of leadership, which provides an understanding of the essence of influence on subordinates and commanders; peculiarities of preparation and training. The development of military leadership is related to its very purpose and the challenges of the modern security situation. The significance of the competence approach in the development of the leadership competence of the future officer of the NGU, which is reflected in the new paradigm of military education, is indicated. The figure of a modern military leader at NGU has been updated taking into account a certain model according to the requirements of NGU, in particular, what a leader should be, what he should know and do (perform), his features that ensure the realization of professional competencies. The concept of leadership competence has been updated and the directions of its formation have been clarified. It is noted that for the formation of the leadership competence of the future officer of the NGU, both existing models of leadership, the experience of Ukrainian higher military educational institutions, and successful practices in the development of military leadership in developed countries are important. In this regard, educational programs on leadership, approaches to the formation of leadership competence at the Kyiv Institute of the National Guard of Ukraine and the National Academy of the US Armed Forces were analyzed.

Linguistic Basics of the Formation of Students’ Pragmatic Competence

This article discusses the linguistic foundations of the formation of pragmatic competence of students. A review of the history of the formation and study of the term “pragmatic competence” is provided. Similar and related terms with this term are also analyzed, as well as the views and conclusions of domestic and foreign linguists, methodologists, and scholars. To develop a methodology for the formation of pragmatic competence of students, it is crucial to find out its theoretical and methodological foundations; therefore the purpose of this article is to identify the linguistic features of this issue. It is known that the indicator of the personal quality of schoolchildren is equivalent to the indicator of their socialization. The totality of the knowledge, skills, and abilities formed in a child will have a significant influence on their correct and appropriate socialization within their environment in the future. The existence of a close relationship between linguistic, communicative, and pragmatic competencies requires the use of complex methods in solving their common tasks. The study found that the concept of competence has been studied from different perspectives. The main characteristics and indicators of pragmatic competence are established, as well as the concepts of their manifestations in the language environment are presented. The influence of new trends in the field of linguistics on the formation of pragmatic competence is also considered. Several methods that can be used when teaching the Kazakh language are examined. An attempt has been made to find language solutions that contribute to the development of pragmatic competence.

ФИЛОЛОГ-СТУДЕНТТЕРДІҢ ӘДІСТЕМЕЛІК ҚҰЗЫРЕТТІЛІГІН ҚАЛЫПТАСТЫРУ ЖОЛДАРЫ

This article discusses the ways of forming the methodological competence of a future teacher of the Kazakh language and literature. Theoretical works are summarized and studies related to the disclosure of the essence of the concept of "methodological competence of a university student" are analyzed. It is known that methodological training is an important component in the content of teaching philology students. The importance of methodological training as an integral part of the student's professional competence in the formation of methodological competence is determined. Using the example of the research directions of scientists, it was suggested that various factors influence the definition of ways to form methodological competence. In addition, the criteria for the formation of such types of methods as modeling of pedagogical situations, analysis of pedagogical situations, design, game method, case method, problem seminar, problem lecture, used in the formation of methodological competence of students, are clarified and defined. It is known that the formation of methodological competence of students of philology is an important and multifaceted process. Here are some main ways to achieve this goal: providing fundamental knowledge in the field of theoretical education, linguistics, literary studies and pedagogy, deep learning in teaching methods and technologies, and the development of practical skills. Conducting micro-lessons, drawing up curricula, analysis, development of educational materials, pedagogical practice, practical training in schools and other educational institutions, participation in the real educational process help to effectively form the methodological competence of students of philology. It was found that the personalization of this process is also important, taking into account the individual characteristics of each student.

TALABALAR AXBOROT KOMPETENSIYASINI SHAKLLANTIRISHDA TAJRIBA-SINOV ISHLARINI TASHKIL ETISH VA O‘TKAZISH

This article provides feedback on experimental work, the essence of their organization, and research work on the formation of students' information competence.

Features of the formation of professional competence of a future foreign language teacher through simulation games

The article emphasizes the importance of using the simulation-game method for the formation of professional competence of future foreign language teachers and describes its effective developmental impact. The principles and methods of the simulation game that contribute to the professional growth of students are considered. The authors of the article emphasize the necessity of professional development of future foreign language teachers and reveal the potential of simulation tasks. It is noted that learning through simulation game allows to achieve two goals at the same time. In addition, the authors note that the use of simulation games gives the learning process an interesting and practically oriented character, contributes to the development of students' universal competencies such as cooperation and critical thinking, which increases their competitiveness in the labor market. In the article the authors describe in detail the main stages of the simulation game method and offer a number of optimal linguistic and content tasks for the development of professional competencies. Based on the above, the authors conclude that it is necessary to introduce the simulation game as an effective method of teaching foreign languages in higher education institutions when training future teachers. The purpose of this article is to analyze the potential of using imitation tasks to improve the effectiveness of foreign language teaching. The main objective of the article is to describe the rules and principles of the method of imitation games, as well as to formulate the didactic foundations for the use of such games in the training of future foreign language teachers. On the basis of the studied theoretical sources and their own experience of using imitation games, the authors offer a set of tasks for teaching a foreign language that meets the requirements of language teaching methodology.