Formation Of Professional Orientation Research Articles

Multimedia electronic manual "Thermometry"

Relevance. The education system plays a crucial role in the formation of professional orientation in the learning process. The digital transformation of education has become an integral part of the development of our society. One of the effective tools in the context of the activation of digital didactics to improve the quality of educational services is the introduction of modern distance learning technologies.Aim. Creation of a multimedia electronic manual dedicated to teaching the discipline "Propaedeutics of internal diseases" on the topic "Thermometry".Materials and methods. The multimedia electronic manual "Thermometry" developed at the Propaedeutic Therapy Department in Samara State Medical University contains theoretical material on the methodology and technique of measuring body temperature. The manual provides illustrative material with illustrations and description of the main types of fevers, describes the grades of fever, provides a detailed description of the rules for the registration of a temperature chart and provides an example of a filled temperature chart. The presented multimedia electronic manual contains a set of tests and clinical cases for self-monitoring of students' knowledge with references.Conclusion. The multimedia electronic manual "Thermometry" developed at Samara State Medical University can increase the efficiency of learning the material, which will help to improve the formation of professional competencies among students, while examining patients of various profiles, making correct diagnosis and management strategy.

Управління професійним становленням майбутнього менеджера на початковому етапі університетської освіти

The article analyzes the structure of the process of professional formation of future manag-ers, identifies the components of the characteristics of a future specialist that ensure effective man-agement of professional formation. The concept of professional formation of the individual, which is considered by scientists as the formation of professional orientation, competence, socially signifi-cant and professionally important qualities and their integration, readiness for constant personal and professional growth, is defined. The main directions of professionalization are singled out: pro-fessional training, professional self-determination, self-affirmation and self-improvement, develop-ment of intellectual potential in the field of professional activity, spiritual, aesthetic and moral de-velopment. The initial stage of university education should provide future managers with basic theo-retical knowledge about the analysis of management phenomena, develop the skills and abilities in-herent in this process, thinking and a creative approach to business, and ensure the formation of a professional worldview. The content of the academic discipline "University education and academic writing" is characterized as an important component of the management process of professional de-velopment of future managers. The content modules of the discipline "Content of professional train-ing in higher education", "Academic writing as a type of academic (scientific) communication" were analyzed. They ensure in the first years of studying at the university that students form a system of knowledge about the specifics of a manager's professional activity, typical tasks of his activity, de-velopment of skills in planning a system of activities aimed at supporting academic integrity, which is the basis of the functioning of any educational institution. Based on the analysis of literary sources, the criteria for a student's professional development have been determined: awareness of the goals of professional activity, the desire to know one's business, to master all professional func-tions; assimilation of basic knowledge, requirements of the profession for a specialist, awareness of one's capabilities; readiness for the practical realization of the set professional goals, the search for one's own individual style, optimization of the process of business communication, free performance of professional activities, professional improvement, mastery and creativity.

Особенности профессиональной направленности студентов вузов в эпоху цифровизации

In the digital era, the success of the professional development of future specialists in the process of obtaining higher education largely depends on their professional orientation (PN). Despite the significant interest in the subject of the study, the problem of identifying the factors that affect PN remains poorly understood.
 The purpose of the study is to determine the factors of the formation of PN of students enrolled in training and retraining programs, and the features of PN in the digital era.
 The article reveals the content and structure of the PN of future specialists in the era of digitalization. According to the results of the empirical research, the relationship of students' PN with indicators of life-meaning orientations, motives for choosing a profession and training was revealed; the relationship between students' life-meaning orientations and indicators of motives for choosing a profession and training at the stage of digitalization of education. The factors influencing the personal condition, and the factors of the formation of the personal condition of students, who are trained according to the programs of training and retraining of specialists, have been determined.
 As a result of an empirical study, it was concluded that a negative impact on the formation of PN is created by factors caused by various life circumstances, lack of independence of decisions in choosing a profession, low reflection of life goals, prospects for the future, rigidity of volitional and personal qualities, internal conflict in the structure of personality relationships, low pleasure training and the like. At the same time, the level of PN is significantly higher among students who receive a second higher education and who understand its importance at the stage of digitalization of education.

Youth Professional Development

Professional adaptation is a process of engaging young people in professional activity that is influenced by the right career choice, the level of professional orientation, as well as the type of professional training. Professional adaptation is considered as a special type of social process aimed at engaging the group of people in working life, as they were artificially disconnected from this life during their study.
 The formation of professional orientation is influenced by several objective and subjective factors. The objective factors include specific socio-economic conditions that will determine the role of an individual in the system of working relations, as well as the nature of work, its stimulation, working conditions and working environment. Nowadays these factors are significantly influenced by economic crisis, unemployment, lack of social protection, as well as the expansion of international contacts, the appearance of new forms of employment, the introduction of information technologies, etc. The subjective factors include personality traits, the interest in performing the activity, the satisfaction from performing the activity, motives and goals inducing this activity.
 During the preadaptation period, an individual becomes acquainted with new duties and responsibilities that team members and the administration are expected of them to carry out; the individual’s training level and their ability to carry out professional duties are assessed as well. This period can last from a few months to a year. During the next period of inadaptation, an individual assumes a social role of a worker, accepts the goals and tasks of the organization and starts to carry out the planned tasks. In the period of post-adaptation, in case of positive adaptation, the employee’s activity is aimed at creative application of the experience and knowledge acquired.
 Thus, professional success can serve as the objective criterion for professional adaptation, while job satisfaction can be considered as the subjective one. To assess the results of professional adaptation, the adaptation levels, namely high, moderate and low can be used.

Модель формування деонтологічної готовності майбутніх фахівців з фізичної терапії, ерготерапії до здійснення професійної діяльності

In the course of terminological analysis, the content of the concepts "modeling" and "model" was substantiated, the author's model of formation of deontological readiness of future physical and occupational therapists for professional activity was theoretically substantiated and developed, aimed at improving the quality of professional training in the formation of deontological behavior. Material and methods: theoretical analysis and systematization of scientific data of modern domestic psychological-pedagogical, methodical and specially-profiled literature for studying the relevance and state of development of the outlined problem; structural analysis to determine the structure of deontological readiness with its constituent components; modeling method for the development of a model for the formation of deontological readiness of future bachelors in physical therapy, occupational therapy to carry out professional activities. Results and discussion. The model includes target (purpose and tasks), content-technological (methodological approaches, pedagogical conditions, principles, stages of formation, forms, methods and means of organizing students' learning activities), diagnostic (criteria, indicators and levels of formation) and effective (deontological readiness), which are aimed at optimizing the educational process of students. The purpose of the developed model is to form deontological readiness of future physical and occupational therapists for professional activity. The tasks included: increasing the motivation of physical and occupational therapists to educational activities in general and mastering the theoretical basis of deontological knowledge in particular, as well as the orientation of interests and needs to form a deontological position in relation to the subjects of professional activity; formation of a holistic system of deontological knowledge necessary for the implementation of appropriate professional conduct in professional activities; development of professionally significant individual qualities and formation of professional orientation of personality; development of skills and formation of experience in building deontological relations in the process of professional interaction. Theoretical and methodological basis were: systemic, axiological, personal, deontological and competency approaches; general didactic (clarity, systematicity and consistency, accessibility, feasibility, activity and consciousness, science-based, individualization, collectivity, problems, developmental learning) and specific (principle of social conditionality, principle of humanization, principle of strength of knowledge acquisition, principle of practical orientation of learning, and situation-based) principles. Criteria (motivational, theoretical, personal, praxiological) and indicators were determined in accordance with the structural components of deontological readiness. Conclusion. The practical implementation of the developed model for the formation of their deontological readiness will increase the level of professional competence of these specialists

Особенности профессиональной направленности студентов вузов в эпоху цифровизации образования

In the digital era, the success of the professional development of future specialists in the process of obtaining higher education largely depends on their professional orientation (PN). Despite the significant interest in the subject of the study, the problem of identifying the factors that affect PN remains poorly understood.
 The purpose of the study is to determine the factors of the formation of PN of students enrolled in training and retraining programs, and the features of PN in the digital era.
 The article reveals the content and structure of PN of future specialists in the era of digitalization. According to the results of the empirical research, the relationship of students' PN with indicators of meaningful life orientations, motives for choosing a profession and training was revealed; the relationship between students' life-meaning orientations and indicators of motives for choosing a profession and training at the stage of digitalization of education. The factors influencing the personal condition and the factors of the formation of students' personal condition, who are trained according to the programs of training and retraining of specialists, have been determined.
 As a result of empirical research, it was concluded that negative influence on the formation of PN is created by factors caused by various life circumstances, lack of independence of decisions in choosing a profession, low reflection of life goals, future prospects, rigidity of volitional and personal qualities, internal conflict in the structure of personality relationships, low pleasure training and the like. At the same time, the level of PN is significantly higher among students who receive a second higher education and who understand its importance at the stage of digitalization of education.

Формирование профессиональной направленности студентов средних медицинских учебных заведений

The article considers the process of formation of professional orientation of students of secondary medical schools. It is concluded that due to the formation and development of specific professionally significant qualities, it is possible to achieve optimal professional orientation and high labor efficiency.

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ КОНФЛІКТНОСТІ У ЮНАЦЬКОМУ ВІЦІ

The paper deals with theoretical review and empirical study of the peculiarities of conflict behavior in young adult age during their professional training. The process of professional becoming and intrapsychic controversies, arising during professional becoming and critical periods of the given stage are analyzed. Taking the theoretical review of psychological literature as the basis of our study, we can define the process of professional becoming as “the formation of professional orientation, competency, integration of socially meaningful and professionally important qualities, readiness to professional advancement, search for optimal means of qualitative and creative professional activity in accordance with person’s individual-psychological qualities” (Zeer Ye.) Critical stages of professional training can be divided into two groups: crisis of learning-professional orientation on the stage of optation and the crisis of the professional choice on the stage of professional training. The first crisis has the naive professional choice, situational choice of the higher educational institution, lack of individual-psychological features consideration as its’ agents. The second crisis is characterized by dissatisfaction with one’s professional education, changes in social-economical life conditions, changes in personality’s leading activity (Zeer Ye., Symanyuk Ye., Shchotka O.). The peculiarities of the conflict behavior of the students’ youth under conditions of learning activities are the subject of the empirical study. According to the hypothesis the peculiar features of the current teaching process’ organization, and especially ECTS system can be an external agent resulting in interpersonal conflict in academic groups and the choice of the conflict behavior strategy. Comparative analysis of data taken in the experimental and the control group gave the grounds to analyze behavioral strategy, its impact on the personality and group interactions. The results of the empirical study proved that ECTS system of training organization does not determine conflicts in academic groups, but rather demonstrates the wast specter of problems pertain to the process of organizing learning and training students’ with mainly external learning motivation activity. Our evidence suggests that students enrolled in the university mainly have conflicts through rating and scholarships, and these conflicts can lead to negative consequences.

Влияние научного руководителя на формирование профессиональной направленности аспирантов

Влияние научного руководителя на формирование профессиональной направленности аспирантов