Effective Professional Activity Research Articles

Pedagogical support for the use of artificial intelligence at university

Introduction. In the modern world, artificial intelligence is becoming more widespread and it is widely used in many areas of life, including education. Readiness to use artificial intelligence in professional activities is becoming one of the important conditions for a successful career.Purpose setting. This study is aimed at identifying the possibilities of pedagogical support for students when studying and using artificial intelligence at a university, including, first of all, creating motivation for the meaningful use of this technology.Methodology and methods of the study. During the research process, Russian and foreign scientific and methodological literature was analyzed, observations and surveys were conducted in groups of students.Results. As a result of the study, factors in the development of students’ motivation to study and use artificial intelligence in educational and professional activities were identified and described. The stages, principles and approaches, content and methods of pedagogical support for students in the process of studying and using artificial intelligence are proposed. The results of the work on this topic allowed the authors to propose possible directions for research into the integration of artificial intelligence technologies in the educational field.Conclusion. Artificial intelligence technology, already familiar to students as part of the educational process should acquire the features of not only a teaching tool, but also a means of self-development and more effective professional activity. Expanding the meaning of artificial intelligence from exclusively everyday to educational and professional is the main task of pedagogical support.

Redefining the impact of professional development in education with ProDES (Professional Development Evaluation Scale)

This study introduces the Professional Development Evaluation Scale (ProDES), a tool that has been developed to evaluate the impact of professional development as it relates to participants' Learning and Use of New Knowledge and Skills, Organisational Support, Student Learning Outcomes, and reactions. Grounded in Guskey’s (2000) framework for evaluating Professional Development, ProDES was developed with data from five study groups in Turkey and underwent refinement across four factors. Exploratory and Confirmatory Factor Analyses confirmed the scale's structure, accounting for 62.72% of the total variance, with robust fit indices. Within this, ProDES demonstrated high internal consistency and test-retest reliability, with significant correlations validating its effectiveness. The scale's high internal consistency and test-retest reliability ensure that it can be used to make evidence-informed decisions that can foster more effective and supportive professional development activities. As a result, by identifying which professional development initiatives lead to improvements, those associated with professional development can use resources more efficiently, leading to enhanced school and system-wide improvements. Moreover, the use of ProDES can also help schools and education systems track progress over time, making ProDES an invaluable tool for continuous improvement and strategic planning.

WORK-INTEGRATED LEARNING: ANALYZING PARTICIPANT INTERACTION AND DEVELOPING PROFESSIONAL SKILLS OF STUDENTS

Work-integrated learning is considered to be an effective tool to help student develop the necessary skills to function in a work environment. Work-integrated learning combines university training and on-the-job training in industry organizations. Work-integrated learningallows students to have real working methods and professional qualities in the context of the work environment even before completing academic studies. This enables students to build confidence in their abilities, improve understanding of the work process, the nature of the skills required in the profession being mastered, as well as the development of employability skills. This is recognized as an important factor in the effective professional activity of university graduates in the workplace. The growinginterest in work-integrated learning requires research and clarification of the processes of joint interaction of participants. The article examines the process of joint interaction of the participants of work-integrated learning. For this purpose, a survey was carried out of direct participants in the process of work-integrated learning at the university -stakeholders (students, academic and industry representatives). The survey allowed to collect primary data on the experience of work-integrated learning and improved the understanding of the process of integration of academic and industry cooperation. The survey of students was aimed at revealing their experience of on-the-job training. They were also presented with a list of skills that they were ableto learn or improve as part of on-the-job training.Questions for academic and industry representatives covered the following topics: the role of the preparatory phase in the transition from academic learning to on-the-job learning; teaching methods and ways to get feedback; integration of on-the-job learning experience into further university education; Improvement of the work-integrated learning system.

State of cerebral energy metabolism according to neuroenergy mapping data in medical workers

Introduction. The impact of occupational stressors leaves negative consequences on the physiological and mental health in workers in socially significant occupations. Studying the neurophysiological characteristics of stress response in nurses will make it possible to predict the risks of developing maladaptive states that reduce the quality of life and the effectiveness of professional activity. The aim of the study is to identify the features of cerebral energy metabolism (CEM) and its adaptive reactivity in medical professionals to increase individual resistance to stress. Materials and methods. Features of cerebral energy metabolism were studied using the method of neuroenergy mapping (NEC), recording the constant potential level (CPL). The study involved thirty five female specialists with secondary medical education. Results. In medical workers elevated CPL values were established in 88.6% of cases. Accordingly, in 8.6% and 2.8% of cases there was a reduced and normal level of cerebral energy metabolism (CEM). An increase in SPP indices in the central Fpz-Cz (–4.3 (–10.7–3.3) mV) and parietal Fpz-Pz (–5.4 (–11.4–1.1) mV) leads was accompanied by decrease in the frontal abduction. More than 84% of those examined have a rigid response to physical and emotional stress. The response of restoration of the central nervous system in the post-hyperventilation period was of a rigid nature and was observed in 57% of cases, characterizing a decrease in neurovegetative adaptive responses. Limitations. The study is limited by the sample of one professional group – 35 nurses, the lack of a comparison group and the lack of clinical characteristics of those examined. Conclusion. In medical workers, impaired adaptation to stress is confirmed by the rigidity of the CPL index in response to physical and emotional stress, as well as the lack of restoration of the CPL to its background value in the post-hyperventilation period.

Adaptation of logistics managers' competency models to industry 5.0 challenges

Radical geopolitical and geoeconomic transformations in the global economy are disrupting established economic ties and traditional routes of global commodity movement. Rapid technological changes, accelerated development of e-commerce, omnichannel strategies, and the sharing economy have contributed to increased demand for automation, robotization, and digitalization of logistics activities and supply chain management. These factors prompt the renewal and adaptation of the competencies set for logistics managers and, consequently, academic educational programs. The aim of the conducted research was to identify the impact of Industry 5.0 on the formation of the logistics personnel competency system, and to develop a new competency model considering rapid changes in technology, market conditions, consumer sentiments, and the regulatory environment. The research methodology combines theoretical analysis (theoretical generalization, analysis and synthesis, comparison, and grouping) with empirical research. As a result, existing and future trends in the logistics industry development were summarized, a comparative analysis of the competencies of logistics managers and engineers was conducted, and a tendency for their convergence under the influence of the transition from Industry 4.0 to 5.0 was identified. The developed comprehensive competency model for logistics managers in the context of Industry 5.0 allowed for improving the content and structure of the "Logistics" educational program at the National Technical University of Ukraine, determining the ratio between general and professional skills, the set of necessary tools and technologies required for developing and implementing logistics solutions, stimulating students to improve their knowledge, skills, and abilities, as well as orienting them towards effective professional activity in the future. Future research is reasonable to focus on evaluating new technological courses' effectiveness, developing interdisciplinary teaching methods, integrating practical experience, incorporating sustainability and social responsibility, and creating innovative assessment techniques to ensure curricula meet evolving labor market demands and prepare students for real-world challenges and new Industry 5.0 requirements.

Структура емоційної культури майбутнього вчителя початкових класів в умовах надзвичайних ситуацій

The article defines the category «emotional culture of the future primary school teacher in emergency situations» as the teacher's perceived readiness to implement emotional competencies necessary for the constructive solution of professional tasks in the complex conditions of today. A theoretical analysis of the scientific literature was carried out, and on its basis two aspects were distinguished in the structure of the emotional culture of the future primary school teacher in emergency situations ‒ intrapersonal (understanding one's own emotions and managing them) and interpersonal (understanding the emotions of other participants in the educational process and managing them), as well as psychological, pedagogical and cultural components are defined. It was established that the emotional culture of the future primary school teacher in emergency situations presupposes his motivation for effective professional activity, a system of relevant knowledge and skills, therefore the criteria for evaluating the level of its formation are determined: motivational-value, emotional-cognitive, reflective-active. It was concluded that a high level of emotional culture formation is one of the indicators of future teachers' readiness to effectively perform professional tasks in emergency situations. The teacher needs to know the potential risks from emergency situations, to be able to predict and recognize dangers, and if possible, to avoid or at least minimize their negative impact on the participants of the educational process thanks to a developed emotional culture

DEVELOPMENT OF SOFT SKILLS AS A FACTOR INCREASING THE MOTIVATION OF ACQUISITIONERS OF ART AND PEDAGOGICAL EDUCATION

In the article, the authors consider the problem of the formation of soft skills among students of art and pedagogical education. The state of readiness for modern effective professional activity of a graduate of a higher education institution is determined not only by the presence of a certain system of professional knowledge, abilities and skills (hard skills) that help him perform the functions assigned to him by the state and society. The demand for modern development of life requires the specialist, first of all, to adapt freely in today’s conditions, to respond quickly and qualitatively to changes and needs of society. In this context, the effective application of social and psychological abilities and skills (soft skills) in a balanced combination with professional knowledge is one of the main indicators of becoming a highly qualified specialist who is able to objectively assess the conditions of activity, actively seek and find a creative approach to solving tasks at work place. A modern specialist in the art and pedagogical field is a widely educated person who is able to quickly adapt to new conditions, to effectively carry out intercultural communication with colleagues from different countries, solving problems of theoretical and practical importance. Today’s labor market requires comprehensive development from an individual, which would ensure the competitiveness of a specialist already at the beginning of his professional activity. Therefore, important importance should be attached not only to the professional knowledge of a specialist in a specialty, but also to his ability to quickly respond to market requirements, continuously engage in self-education, be able to communicate and take responsibility for the results of his own activities. The training of a specialist of this level involves the formation and development of students of art and pedagogical education in such skills as the ability to work in a team, conduct negotiations, find a compromise, analyze information, collect the necessary facts, formulate an opinion, argue, etc. The authors see the solution to this issue in the development of universal «soft skills» in students of art and pedagogical education during their studies, mastering which they get the opportunity to develop professionally and build a career. Keywords: students of artistic and pedagogical education, competence, soft skills, professional activity, motivation, creativity

Model of Formation of Communicative Competences of Students-Programmers in the Process of Joint Activity

Effective professional activity in the digital era is based on the ability to make decisions, willingness to cooperate and skills to manage emotional intelligence. Therefore, it is necessary to improve the training of IT-specialists and create conditions for the formation of their communicative competences. The purpose of the article is to discuss the results of the development of the model of the process of forming communicative competences of software engineering students in collaborative activities. The research methodology includes competence-based, constructivist, network approach, personality-oriented approach and activity-based approaches. The method of pedagogical modeling was used, which allowed to correlate the existing and ideal characteristics of the educational process under study, to identify and outline ways to improve it in the context of professional activity in the IT-sphere. The development of the model was carried out taking into account the technology of “blended learning”. Research results. The model of the process of formation of communicative competence of students-programmers includes the target block, in which the personal goals of education, the standard of specialty 09.02.07 “Information Systems and Programming”, the requirements of employers to the professional activity of programmers are indicated; the organizational-activity block, including diagnostic and activity-forming activities; the result-criterial block, including criteria and indicators of assessment of communicative competence. Conclusion. Communicative competences of students-programmers include knowledge of psychological bases of communication and possession of virtual communication skills, active participation in teamwork, skills of constructive interaction, organizational skills, readiness for interaction, orientation to self-improvement in interaction, self-motivation skills, self-regulation skills, self-control, conflict resolution. The process of formation of communicative competences of students-programmers is carried out in the educational activity on the basis of learning in cooperation as a type of joint activity, providing students’ motivation for constructive interaction, increasing the performance of academic tasks, individual responsibility, eliminating the barriers of interaction through the use of flexible planning strategy and organization of virtual teamwork based on the principles of Agile-methodology and Scrum-method.

Physical training and sports of mia cadets: problems and prospects

The article is dedicated to analyzing the current state of physical training among cadets in the Ministry of Internal Affairs (MIA) system. It discusses the main challenges faced by cadets during their training and preparation, as well as highlights potential avenues for improving this process. The authors examine various aspects of physical training and sports activities for cadets, while also proposing ways to overcome challenges and enhance the effectiveness of education. This work holds significant importance for the development of methodologies and programs for physical training within the MIA system, contributing to the overall improvement of physical f itness and professional skills among cadets.
 The physical preparation of law enforcement cadets is an urgent issue that requires attention and research. In the context of the increasing complexity and diversity of tasks faced by modern law enforcement officers, it is crucial to understand the role and significance of their physical training. Defining key terms and concepts in this context allows for a precise examination of the research's key aspects. Terms such as "physical training," "law enforcement cadets," and "effectiveness of professional activities" are defined and explained in the introduction, providing a foundation for further analysis and discussion.
 In the article, the authors not only identify problems but also propose potential solutions and enhancements. Specifically, they explore the possibilities of using modern methods and programs of physical training, as well as the prospects for implementing new approaches, such as innovative training systems or programs utilizing state-of-the-art technologies.
 The justification for the importance of physical training for law enforcement cadets is based on the thesis that it not only contributes to maintaining physical health but also serves as a key element of successful professional activities. In line with the requirements of the modern social environment and the challenges arising in the execution of law enforcement functions, high physical fitness is a crucial factor for effectively responding to unforeseen situations and ensuring public safety.

Психологические профессионально важные качества операторов беспилотных летательных аппаратов

The work analyzes the current state of affairs in the field of selection of unmanned aerial vehicle operators. Subject of research: psychophysiological characteristics of UAV operators. Purpose of the study: to identify significant professionally important psychological qualities of UAV operators; assessment of the influence of these qualities on the effectiveness of professional activities. The study consisted of three parts: studying the characteristics of operators’ activities and technical documentation; organizing and conducting research using a psychographic questionnaire; conducting research using a battery of tests. The study involved 47 men aged 20 to 36 years old. The lag of this industry in the Russian Federation and the need for its development and research are shown. Further, significant psychological professionally important qualities of UAV operators were identified. These include responsibility, attention span, emotional stability, spatial orientation, balance of excitation and inhibition processes, reaction speed, long-term memory, volitional qualities, speed of thought processes, internal locus of control, orientation to achieving success, high level of attention distribution. A method of professional psychological selection was also presented and tested, which included the following battery of tests: Red-black tables, Amthauer test, Landolt rings, Clocks, Compasses, multifactor personality questionnaire "Adaptivity", Aizen test adapted by Shmelev A.G., scale Spielberger's anxiety in the adaptation of Khanin Yu.L., ANNETTE. Thus, based on the conducted research, proposals for professional psychological selection were formed, and significant psychological professionally important qualities of UAV operators were identified. An analysis of the current situation in the development of a scientific problem was also carried out, based on which several proposals were made for further research. The results of the study can be used in organizing professional psychological selection.

Formation of Emotional Intelligence and Social Reflection of young Teachers as a Condition for Effective Professional Activity

Formation of Emotional Intelligence and Social Reflection of young Teachers as a Condition for Effective Professional Activity

ГАРМОНИЗАЦИЯ СОЦИАЛЬНО-ПСИХОЛОГИЧЕСКОГО КЛИМАТА В КОЛЛЕКТИВЕ КАК СПОСОБ ПОВЫШЕНИЯ ЭФФЕКТИВНОСТИ ДЕЯТЕЛЬНОСТИ СОТРУДНИКОВ КАДАСТРОВОЙ ПАЛАТЫ

The article presents the results of a study of the relationships between various aspects of the socio-psychological climate of the team and the effectiveness of professional activities. The author also presented a program for harmonizing the socio-psychological climate in the production department of the cadastral chamber and assessed its effectiveness. The socio-psychological climate of a team is understood by the author as a system of relations of its members to the team as a whole. Based on a theoretical analysis of the literature, we have derived the following definition of the socio-psychological climate of an organization’s team: the socio-psychological climate of a team is a relatively stable emotional reflection by members of the organization’s team of the nature of the interpersonal relationships that have developed between them, as well as their attitude to joint activities, determined by micro and macroenvironment and the specifics of the activity itself. For the socio-psychological climate, the past experience of the team, expected results and current activities are of great importance. The socio-psychological climate, therefore, is based on interpersonal relationships and, accordingly, is an indicator of their condition. Creating a favorable socio-psychological climate is a constant, systematic, systematic work of the organization’s leaders, work team managers, ordinary employees and psychologists in the organization. We also considered such a parameter as the effectiveness of professional activities. This concept is considered by A.K. Markova, on whose theoretical concept we relied, as a correlation between objective and subjective characteristics of work activity. The objective ones were subject-specific and technological performance indicators that can be observed and recorded in the process of work and which can be assessed based on the results of the activity itself. Purely psychological indicators of effectiveness, which have a personal meaning for a person and are expressed in the attractiveness of work, acted as subjective ones. One of the leading subjective criteria for the effectiveness of professional activity is satisfaction with this activity, as an opportunity to satisfy basic needs in it. The article presents a program for harmonizing the socio-psychological climate in the production department of the cadastral chamber, and describes the results of assessing its effectiveness.

Характеристика професійної компетентності вчителя-логопеда інклюзивноресурсного центру

This article highlights and analyzes modern views on the professional competence of a teacher-speech therapist of an inclusive resource center. The effectiveness of the speech therapist teacher in the inclusive resource center depends on the level of formation of his professional competence, which in turn is a complex integrative education. The term "competence" (from the Latin "competentes", "competentis" – appropriate, capable) indicates a set of relevant knowledge, which is necessary for effective professional activity, and also implies the mastery of skills, experience in a certain field. The scientific research carried out by us gave grounds for defining the term "professional competence of a speech therapist teacher, specialist of an inclusive resource center" as a system of necessary knowledge, abilities and skills, which are necessary for effective diagnostic, corrective and developmental, and informational and educational activities, and also provides mastering the skills, experience of activities in the IRC on stimulating and correcting the speech development of children with special educational needs. The definition of basic categories in the theory of professional training of educational specialists represents the diversity of the concepts of "competence" and "competence". Competence is a range of issues, problems, in the solution of which a person has certain powers, knowledge, and experience. The analysis of scientific research and publications made it possible for us to distinguish various types of competences of a speech therapist teacher (specialist (consultant)) of an inclusive resource center: inclusive-corrective, psychological-pedagogical, communicative, informational, normative-legal, socio-economic, multicultural, professional. Inclusive and corrective competence is a system of knowledge of the theoretical and methodological principles of organizing inclusive education and corrective and developmental activities, as well as programs of developmental work with children with special educational needs and typical curricula of special schools (for children with speech disorders). Thus, competence is a system of problems, questions, and tasks for the solution of which a specialist is empowered. Therefore, competence is a much broader concept than competence and aims to have the competencies to perform certain tasks and functions, which are regulated by the job description. For this purpose, a speech therapist must be distinguished by a system of knowledge of the theory of correctional pedagogy, speech therapy, psychology, etc., as well as possess the ability to effectively apply in practice, systematically familiarize himself with the current regulatory and legal framework, new methods of performing correctional work. The conducted analysis is the basis for the conclusion that the professional competence of a speech therapist teacher (specialist (consultant)) is a conglomerate of theoretical knowledge and practical skills, which improves with the presence of the third component - positive experience of practical activity.

РАЗВИТИЕ АНАЛИТИЧЕСКИХ СПОСОБНОСТЕЙ СТУДЕНТОВ С ПРИМЕНЕНИЕМ МУЛЬТИМЕДИЙНЫХ ПАРТИТУР

The article touches upon the problem of using only classical pedagogical meth-ods that make it possible to develop analytical abilities of the students of mu-sic colleges and universities, such as reading notes from a printed sheet, study-ing forms in the textbook while the modern world allows the use of computer technology. The article has defined the notion «analytical abilities» and its compo-nents, which are necessary for a modern musician-professional to possess for effective professional activity in the field of music computer technologies. A special emphasis is made on multimedia scores that allow to enrich the information base with auxiliary material to develop not only analytical abil-ities in particular, and analytical thinking in general, and also culture.

THE MAIN TRENDS IN HIGHER ART EDUCATION

The innovative progress in improving the professional training of future artists is based on increased attention to the competence-based approach to professional training. When planning the educational path of future choreographers, it is essential to consider the role and specifics of their practical training. An effective practice occupies a prominent place in this process. It would take into account the development trends of the general social and artistic spheres. Such practices should cultivate skills that meet the demands and requirements of the contemporary world. The creation of qualitative conditions for the creative self-realization of a future choreography teacher allows both to consolidate knowledge and skills and to form a model of effective future professional activity. This article aims to identify the key trends in the development of higher art education. The paper outlines the prerequisites and peculiarities of trend formation while considering the features of the modern artistic environment. The study also aims to highlight the most promising change directions in higher art education, assessing the most significant factors contributing to their emergence and development. During the research, analytical methods were employed to process information regarding applying new working methods in higher art education. Additionally, the authors used the methods such as induction, deduction, analysis, synthesis of information, system-structural and comparative approaches, abstraction, and idealization for studying and processing data. The research has identified the leading, most important trends in higher art education, as well as the scientists' viewpoints on the key promising areas of development of higher education institutions in the field of art.

Взаимосвязь эффективности профессиональной деятельности педагога-хореографа и его эмоциональной устойчивости

The article discusses the features of the effective professional activity of the choreographer’s teacher and his emotional stability. The results of the performed researches on the influence of emotional stability of the teacher-choreographer on the success of the considered activity are analyzed. The use of correlation analysis made it possible to identify significant connections between the studied characteristics.

DEVELOPMENT OF REFLECTIVE COMPETENCE OF STUDENTS IN THE PROCESS OF INTERACTIVE TEACHING OF A FOREIGN LANGUAGE

The article is devoted to the problem of developing students' reflexive thinking and excessive cognitive skills in order to prepare them for effective professional activity in modern conditions. Critical thinking, readiness for creativity, reflective abilities, and the ability to self-regulate are no less than the professional knowledge obtained in the study of special subjects. The evolution of approaches to reflectivecompetence and reflective methods in teaching is noted. Learning a foreign language can greatly contribute to the development of the intellectual apparatus of a student's personality due to the realization of the integral connection between thinking and speech, communication and cognitive processes.

MODELLING OF THE PREPARATION OF MASTERS OF PROFESSIONAL EDUCATION FOR ACTIVITIES IN THE INFORMATION AND DIGITAL ENVIRONMENT

The article theoretically substantiates the model of training and formation of future teachers' of vocational education readiness to work in the information and educational environment based on the development of their digital competencies. Upon analyzing the types of activities of a future teacher with a master's degree that are specified in the professional standard and the field of application of their digital competencies, the research paper reveals their interconnection and presents the possibilities of developing these graduate competencies within the proposed educational and professional master's program. The program is elaborated upon studying the applied profile of the future teacher's digital competencies. The research methodology is based on the analysis of the digital competencies of the teacher and the logic of elaboration of the subject preparation of future masters for successful and effective professional activity in the context of information and digital activities. The content of the teacher’s basic digital competencies is analyzed in the study; a model of training and formation of a graduate's professional readiness to work in the information and digital environment based on the development of relevant competencies is proposed; the content of the educational and professional program "Computer Technologies in Management and Education" for the master's degree in the field of knowledge 01 Education/Pedagogy, specialty 015.39 Vocational Education (Digital Technologies) on the basis of the development of digital competencies of a future specialist within his/her professional training is suggested. The research demonstrates that it is necessary to include subjects aimed at developing digital competencies at a certain level in the content of their professional training in order to increase the effectiveness of teachers' activities in the modern conditions of informatization and digitalization of society and the formation of a virtual social and educational system.

THỰC TRẠNG QUẢN LÝ HOẠT ĐỘNG PHÁT TRIỂN NĂNG LỰC CHUYÊN MÔN CHO GIÁO VIÊN CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HỒ CHÍ MINH ĐÁP ỨNG CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018

Managing professional capacity development activities for primary school teachers is one of the factors to ensure the successful implementation of the 2018 General Education Program. This article focuses on analyzing the current activity management in Ho Chi Minh City’s primary schools in 3 typical districts in terms of: managing capacity development for lesson planning; managing capacity development using educational methods; managing capacity development using student assessment methods and techniques; Managing capacity development of counseling and student support; managing capacity development of building an educational environment; managing capacity development of coordination between school, family and society in educating students; managing the development of teachers' ability to use foreign languages and information technology; managing the conditions to ensure effective professional capacity development activities for teachers. Thereby, clearly identifying the limitations in management work, establish a premise to create measures to manage professional capacity development activities for primary school teachers in Ho Chi Minh City to meet the 2018 General Education Program.

SCIENTIFIC-THEORETICAL ESSENCE OF COMMUNICATIVE COMPETENCES OF FUTURE NURSES

Тhe formation of a nurse's communicative competence contributes to her effective professional activity. Lack of communication skills leads to rapid burnout of the medical worker. We often observe that mental, emotional and physical stress leads to the fact that nurses quickly leave the profession.
 The duties of a nurse include not only cooperation with the patients and colleagues but also communication and training of the patients' relatives in the elements of care. In addition, a nurse should be able to convince, prove, argue, avoiding direct conflicts but in case of their occurrence she should be able to solve them positivle. Therefore, it is necessary to pay considerable attention to the formation of communicative competence of future nurses during their studies at professional colleges.
 The competence approach is characterized in the article. The content of the consepts of "competence" and "competency" is analysed in it and also the issue of communicative competence and its place in the training of specialists during professional training is considered. The importance of forming communicative competence of future nurses is emphasized. The role of verbal and non-verbal communication and their means as types of professional communication are also defined in the article. In addition, the stages of the nursing process are considered and the need to use communication skills at each stage of the nursing process is shown.