Future Professionals Research Articles

Navigating integrity and innovation

As generative artificial intelligence (GenAI) continues to disrupt the way higher education is delivered, universities are responding at pace with strategies and resources to ensure responsible and ethical use of the technology by our students as they prepare for future professions. The integration of GenAI into teaching and learning activities is being diffused into educators’ practice on a spectrum from caution through to positive educational transformation. In this paper, a team of educational designers in an Arts Faculty shares case studies and reflections from our educator colleagues to explore the uneven uptake of the technology. We argue that the focus on assessment security is blurring the potential of GenAI to create collaborative, exploratory and expansive learning experiences for our students. We suggest a programmatic approach to ‘becoming’ a graduate will allow space for educators to interrogate their teaching, learning and assessment activities to ensure our graduates can imagine themselves as professional selves in an uncertain future.

EVALUATION OF ANXIETY AND DEPRESSION AMONG NURSING STUDENTS OVER THE COURSE OF A YEAR

Introduction: Anxiety and depression observed in young people are associated with poor quality of life during college, not only in terms of poor eating and lifestyle habits, but also the inability to deal with problems associated with college and their future profession. Each stage of life, with its due concerns and questions, interferes in the level of overload and pressure among college students. Objective: This study aimed to investigate the levels of anxiety and depression among nursing students at a public university in the interior of Paraná, at three different times, over the course of one year. Method: This is a quantitative, descriptive, exploratory study with a longitudinal design. Data collection took place at three different times throughout the year (March, July and November) of 2019, using the Hospital Anxiety and Depression Scale (HADS), validated for Brazil to assess anxiety and depression, as well as an instrument for sociodemographic and academic characterization of the subjects, constructed and validated (face, content and semantics) for this study, by experts in the area of ​​education and mental health. Descriptive and inferential analyses were performed for the variables of interest, as well as the calculation of Cronbach's alpha to assess the internal consistency of the items of the HADS scale. Student's t-test, Analysis of Variance (ANOVA) and one-way ANOVA with repeated measures were used to compare the measures of anxiety and depression, as well as with sociodemographic and academic variables among the students, throughout the three evaluations. Results: Among the 77 participating students, 92.2% were women with a mean age of 21 years; 15.4% were married; 74.6% declared themselves to be Catholic; 65.8% declared themselves to be good students. Age and the fact of having a subject dependency were considered statistically significant when compared between the years of the course. Anxiety averages in the three measures, respectively, for general nursing: 10.0; 9.9; and 9.5, not being considered statistically significant. And for depression: 7.1; 7.4; 7.1 being statistically significant for the third evaluation. There was no statistically significant variation between the evaluation of anxiety and depression levels in the three measures. Conclusion: The levels of anxiety and depression evaluated by HADS, in the General Nursing group were not so expressive quantitatively, but are still higher than other studies involving nursing and/or health area university students. Data from the study indicated no difference in anxiety and depression levels, at different times, throughout the year. Not having reached the population of academics of the course in question, as a whole, in the evaluations carried out, was one of the limitations of the study.New studies are being carried out to try to explain the variations in anxiety and depression levels among students on the Nursing course in question, with methodological approaches that allow the subject studied to have a voice.

THE INTEGRATION OF PROFESSIONAL AND PATRIOTIC EDUCATION OF STUDENTS IN THE PREPARATION OF INDIVIDUAL RESEARCH PROJECTS “MY FUTURE PROFESSION”

The article reveals the joint work of the authors on the creation of the Concept of integration of students’ professional and patriotic education in the preparation of individual research projects. The relevance of the Concept is substantiated through the study of the demands of society and the state, enshrined in the regulatory documents of the Ministry of Education of the Russian Federation. The purpose of the Concept is the formation of theoretical and methodological foundations for the development of a methodological system for the integration of professional and patriotic education of students of the 10th-11th forms. The didactic tool is independent mental work on an individual research project (IRP) “My Future Profession” in accordance with the technological and socio- economic profile. The authors of the article have developed conceptual provisions for the integration of professional and patriotic education of students when implementing the universal structure of the IRP “My Future Profession”, which contributes to the personal growth of students

Traveling with a desirable destination: a dialogical analysis of professional identity formation among freshman medical students.

We aimed to examine medical students' perceptions regarding their professional identity and explore their creative narratives utilizing the Dialogical-Self Theory (DST). This is a mixed-method study. First-year medical students at Tehran University of Medical Sciences (TUMS, Tehran, Iran wrote a creative narrative about their perspectives on their future profession. Based on DST, qualitative-directed content analysis and summative approach were used to identify and quantify different "I-positions" to assess professional identity formation. One hundred eighty-eight first-year medical students at TUMS participated in the study in 2021-2022. In the creative narratives, the reference to "I" was more than other pronouns (he/she/they). The use of "I" positively correlated with rank in the university entrance exam (P value = 0.03). The highest application of "I" per participant belonged to the "present I-position," and the lowest to the "promoter," which has the highest rank in the formation of professional identity. Women tended to use the "present I-position" more than men (P value = 0.03). First-year medical students have accepted their self-role in forming professional identity; however, they have not found a vast perspective of it, as shown by their inability to use meta I-position and promoter I-position. Therefore, educators must provide plans within the curriculum to enhance competencies of professional identity formation. These plans can include incorporating narration writing to encourage medical students to reflect on their professional identity.

Profile and training needs of teachers of adult education in Spain

The principal aim of this work is to identify the profile and training needs of teachers of adult education in the Community of Madrid (Spain) (CM). For this, an ad hoc questionnaire was developed with items grouped into five dimensions: 1. evaluation of teacher training; 2. topics on which teacher training should focus; 3. characteristics that teachers should possess; 4. specificity of Adult Education Centres (AECs), and 5. teacher motivation and expectations in relation to their professional future. The final sample consisted of 153 teachers from 31 selected AECs. Reliability and a validity analyses were conducted on the results of the questionnaire. The responses of teachers were notably homogeneous regardless of age, years of experience, etc. and teachers expressed a high degree of commitment and dedication to their profession.

Coaching of Writing Students’ Thesis: The Implementation of Community Service

Learning to write a thesis is not only about getting a degree, but also about developing valuable skills and knowledge for an academic and professional future. Thesis allows students to develop their research skills. They learn about research methodology, data analysis, and constructing strong arguments. Writing a thesis requires a deep understanding of the chosen topic. This encourages students to become experts in their field of study. This service is in the form of training for students that aims to provide them with provisions to be able to write a good thesis. The service method used is presentation and discussion, where participants listen to presentations from speakers and then continue with discussions. Participants who take part in this service are students of STIESNU Bengkulu. The results of this service are expected that participants will be able to write a good thesis. This training has a major impact on improving the abilities of participants, namely students, in writing a thesis. The abilities of the participants have improved in writing a thesis, both in terms of presenting an interesting introduction, presenting a systematic literature review, being able to determine the right research method to answer the formulation of problems and research objectives, being able to present research results and compile relevant discussions, interpretations and implementations, and being able to make relevant conclusions and recommendations to users and further researchers.

Academic Opportunities of Gamification at University

Gamification is a powerful tool of modern education, but its successful implementation requires careful planning that takes into account the academic context and the individual needs of students. The authors tested a new narrative model of gamification, which integrated game elements and storylines to create a more interactive and motivating learning environment. The model involved stories and scenarios that linked various tasks and activities to immerse students in professionally relevant situations. The model was based on gamification principles, game mechanics, interactive tasks, social interaction, and adaptive feedback. The narrative contextualized learning, thus enhancing students’ engagement, motivation, and professional identity. The experiment (September-December 2023) gamified a course of Professional Ethics and involved first-year students of Clinical Psychology (n = 31), Voino-Yasenetsky Krasnoyarsk State Medical University. The narrative model of gamification fostered a more positive attitude towards the future profession, increased students’ engagement, and enhanced their interest in the academic process. Storylines, roles, personages, problematic situations, and unpredictability ensured students’ deep immersion in professional situations and contributed to the development of important ethical and professional qualities. Gamification has a great potential for improving the quality of higher education, making the learning routine more exciting and effective.

Concepción de estudiantes de secundaria integradain Rio de Janeiro sobre fortalezas de carácter y virtudes

Strengths and virtues are defined as positive characteristics that have moral value. The objectiveof this research wasto investigate the conception of the students of Integrated Technical High School on strengths and virtues, if there is a difference between the conception between female and male students, how they understand the role of strengths and virtues in the choice and performance of the future technical profession and if the perception of the concept differs from the literature.Participated 21 students, 10 girls and 11 boys from the first year of different coursesfrom a Brazilianpublic educational institution.Two focus groups were held on different dates. The results showed thatconceptions brought by the students are related to characteristics responsible for promoting personal and academic goals for current and future situationstotheir professional career.The data obtained can contribute to actions, expanding the possibilities of applying positive psychology in the school context as a resource favorable to learning and the development of strengths and virtues.Prospective research can investigate the impact of strengths and virtues with constructions related to the concept investigated in the present studywith the use of instruments that can collaborate with qualitative data presented.

Assessment on Maritime Students' Awareness, Perceptions and Needs in Career Planning in Tertiary Education

Although seafaring is seen as an attractive profession for prospective students in terms of having the opportunity to see different parts of the world while working and earning more money in less time compared to other professions, the harsh conditions of duties onboard sometimes overshadow this attractiveness, which may lead students to question their choices and seek different career alternatives. This study aims at assessing maritime students' knowledge, perceptions, and needs regarding career awareness and career planning at the tertiary level. The study also seeks to understand students' awareness of career-related activities and the role and responsibilities of the career centre. The research component of the study involves administering a questionnaire to 381 first-year students at a maritime-focused university. The questionnaire comprises twenty questions based on a five-point Likert scale and has been electronically distributed. The data collected has been analysed using parametric methods based on four variables: career anchor, career awareness, career centre awareness, and career planning awareness. The study has revealed that most of the students are aware of their own characteristics and the sacrifices required by their future profession, but they had not yet decided which career path to follow after graduation. The study has also revealed that students are interested in developing their skills through extracurricular activities and consider entrepreneurship as a future career option. The results suggest that career offices in maritime universities should create more opportunities to provide students with adequate information about their future careers and to enable them to make correct and realistic decisions about their career paths. The next study on this topic can focus on how to raise awareness of the functions of career officers and how to develop maritime-oriented career planning courses so that the students can make more realistic and satisfying career choices.

CRISIS AND CONFLICT SITUATIONS THAT ARISE DURING STUDENTS' STUDIES. METHODS OF STRUGGLE AND THEIR SOLUTIONS

Nowadays, each person can face different views, beliefs and interests of the people around him. Such clashes, caused by personal characteristics of people, their interaction with others, subjective and objective factors, can lead to conflict situations. Interpersonal conflicts are an integral part of student life, which can lead to negative consequences. Interpersonal conflicts are conflicts between people in the process of their psychological and social interaction. For many, the word "conflict" is usually negative. Most people believe that conflict is something that must be avoided. But if you take a more thoughtful approach to this phenomenon, you can come to the conclusion that conflict is not only inevitable, but also necessary, since the search for a favorable and positive outcome requires intellectual efforts that are associated with the analysis of the reasons for its occurrence, its causes, as well as ways to resolve and overcome the contradictions that have developed between people. Interest in this issue is due to the fact that interpersonal conflicts in higher education institutions can be the cause of deterioration in students' well-being, the formation of a feeling of dissatisfaction with educational activities and can also negatively affect academic performance and the effectiveness of training in a future profession. The problems of interpersonal conflicts in higher education institutions require special attention from both researchers and teachers, which determined the relevance of studying this problem in the study.

Shaping the future: perspectives on the Integration of Artificial Intelligence in health profession education: a multi-country survey

BackgroundArtificial intelligence (AI) is transforming health profession education (HPE) through personalized learning technologies. HPE students must also learn about AI to understand its impact on healthcare delivery. We examined HPE students’ AI-related knowledge and attitudes, and perceived challenges in integrating AI in HPE.MethodsThis cross-sectional included medical, nursing, physiotherapy, and clinical nutrition students from four public universities in Jordan, the Kingdom of Saudi Arabia (KSA), the United Arab Emirates (UAE), and Egypt. Data were collected between February and October 2023 via an online survey that covered five main domains: benefits of AI in healthcare, negative impact on patient trust, negative impact on the future of healthcare professionals, inclusion of AI in HPE curricula, and challenges hindering integration of AI in HPE.ResultsOf 642 participants, 66.4% reported low AI knowledge levels. The UAE had the largest proportion of students with low knowledge (72.7%). The majority (54.4%) of participants had learned about AI outside their curriculum, mainly through social media (66%). Overall, 51.2% expressed positive attitudes toward AI, with Egypt showing the largest proportion of positive attitudes (59.1%). Although most participants viewed AI in healthcare positively (91%), significant variations were observed in other domains. The majority (77.6%) supported integrating AI in HPE, especially in Egypt (82.3%). A perceived negative impact of AI on patient trust was expressed by 43.5% of participants, particularly in Egypt (54.7%). Only 18.1% of participants were concerned about the impact of AI on future healthcare professionals, with the largest proportion from Egypt (33.0%). Some participants (34.4%) perceived AI integration as challenging, notably in the UAE (47.6%). Common barriers included lack of expert training (53%), awareness (50%), and interest in AI (41%).ConclusionThis study clarified key considerations when integrating AI in HPE. Enhancing students’ awareness and fostering innovation in an AI-driven medical landscape are crucial for effectively incorporating AI in HPE curricula.

Teacher presence in EFL-learners’ (re-)creation of text for literary text comprehension

In anglophone countries, creative writing as an established university course of studies aims at preparing budding authors for their future profession. Creative writing in the context of teaching English as a foreign language at school in Germany is related to the methodological principles of action- and production-orientation. The latter focus on the learners’ response to literary texts thereby allowing them to combine literary text analysis and creative alternations of the texts under discussion. The question arises as to what aspects of a teacher’s presence in an EFL-classroom facilitate pupils’ creating imaginative texts of their own. Moreover, if the texts created by EFL-learners are designed to be performed, the teacher’s presence directing their pupils from written productions to oral performances needs further substantiating. In this paper, it is claimed that the success of creative writing and performing the texts pro­duced largely depends upon the English language teacher’s presence vis-à-vis subject matter knowledge, classroom management, and rapport to their pupils. In this way, teachers make their learners experience creative writing not only as a form of com­prehending literary texts, but also as a way to help students reflect upon their roles as writers, learners, and performers of English as a foreign language.

Динамика профессиональной идентичности студентов аграрного колледжа в процессе профессионального обучения

The study aimed to identify the dynamics of professional identity of students of an agricultural college in the process of their professional training. The study was carried out using the cross-sectional method. It involved students of the 1st (n = 42), 3rd (n = 38) and 4th (n = 36) years studying in the areas of agricultural education. To identify the features of the professional identity of respondents, the methodology of A.A. Ozerina was chosen, with the help of which the educational and professional plans of students studying in different years, their professional position, motivation, professional intentions, attitude to the acquired profession and its representatives, self-assessment of themselves as a future specialist were studied. It was revealed that professional training has a positive effect on the formation of professional identity in students of an agricultural college, which is reflected in its positive dynamics from the first to the third year. However, in the final year, due to the crisis of professional training, there is a decrease in the number of students ready to build a professional career in the agro-industrial complex. The study concludes that in the process of professional training of future specialists in the agro-industrial complex, it is necessary to develop and implement targeted programs to form their professional focus on work in the field of the acquired profession. The main areas of such programs should be the development of educational and professional motivation, subjective position, the formation of a positive attitude to the acquired profession through overcoming the stereotypical image of an agricultural worker, fixed in the mass consciousness, the ability and readiness of students to independently and maturely choose their professional future.

Transferable Skills And Graduate Attributes: Analysis of health services management students’ reflections on an industry-based placement

Purpose: Work Integrated Learning (WIL) supports learners to acquire transferable skills and graduate attributes for employability through placements in settings aligned with their future profession. The purpose of this paper is to explore, student reflections on the attainment of transferable skills and university graduate attributes on health service management (HSM) work integrated learning placements in one Australian University. Design/methodology/approach: The study used data collected from e-portfolios from two cohorts of students who completed placements in the health industry. Structured e-portfolios recorded student reflections, these were analysed both quantitatively and qualitatively. To analyse the reflections, content analysis and mapping of narratives to transferable skills and University graduate attributes was used to evidence their attainment by learners on placement. Findings: The data demonstrated that students attained transferable skills and university attributes and reflected upon them in their e-portfolios. However, not all transferable skills and attributes were evidenced in student portfolios. Ethical thoughts and actions, respect and capability with First Peoples, citizenship and social responsibility, negotiation and conflict resolution, research and organizational membership were not comprehensively demonstrated. Reflective skills and learning how to reflect could be further emphasised and practiced within the curricula. The outcomes of the study can be used to strengthen the focus of reflective e-portfolios, inform the development of HSM curricula and support academics teaching in WIL programs to further clarify expectations on reflection. Originality: This paper is of interest to Universities aiming to equip graduates with transferable skills and the attributes to thrive in complex and rapidly changing work environments. The study identified further research opportunities that could inform the design and content of e-portfolios to demonstrate the skills attained on placement.

Being a physician: what messages have medical students received during the first month of medical school experience?

BackgroundThis study aims to investigate the meanings that first-year medical students make about becoming a physician from the messages they receive from the faculty environment, faculty members and senior students after their one-month experience at the faculty of medicine.MethodsIn this phenomenological qualitative research, in-depth semi-structured interview was used to collect data from 21 first-year medical students, and data were analyzed through inductive content analysis method.ResultsAs a result of the analysis, one theme and four categories emerged about gaining professional competencies, having emotions specific to the profession, having sources of motivation, and challenges of becoming a physician in the future. The results reveal that first-year medical students think being a physician will help them gain professional competences, motivate them as the job is prestigious, a guaranteed profession, provides a multidisciplinary working environment, and gives opportunity to serve society and keep people alive. On the other hand, the first-year medical students are aware of the fact that their future profession will bring some challenges such as having to deal with a lot of stress, long working hours, mobbing, and having to study hard all the time during their education.ConclusionsWe believe that the current study presents significant results and some useful knowledge regarding the first-year medical students’ perception of their future career as a physician.

Integrating ethics and democratic principles in chemistry education: a case study

Abstract This study presents a novel approach to integrating ethics and core values into chemistry education through the module “Culture of Democracy Through the Didactics of Chemistry.” Developed as part of a broader initiative aimed at educating future teachers for democracy and human rights, this module explores the ethical dimensions of chemical knowledge and its social and environmental impact. Utilizing the Council of Europe’s Reference Framework of Competences for Democratic Culture, it introduces pre-service teachers to concepts such as responsibility, human dignity, and the rule of law. The module involved six pre-service teachers and two schoolteacher-mentors. Key activities included student-led discussions, such as exploring personal responsibility and moral dilemmas in chemistry, exemplified by the Heinz dilemma, and engaging in discourse on the possibility of breaking a law for morally justifiable reasons to comprehend the delicate balance between legal duties and moral responsibilities. Through reflective exercises and collaborative learning, pre-service teachers engage critically with the ethical implications of their future profession. Initial feedback highlights the value of integrating ethical discussions into chemistry education, fostering deeper reflection and a sense of responsibility among pre-service teachers. The study provides a valuable framework for educators integrating ethics into science curricula, fostering responsible chemistry practice aligned with social values.

Development of nursing students' professional identity in different mentoring approaches during clinical training: A quasi-experimental study

BackgroundThe professional identity (PI) of nursing students' is essential for high quality performance and safe healthcare. Clinical training plays a key role in the development of professional identity during nursing studies. AimThe aim of this study was to investigate the impact of individual and group mentoring approaches on the development of PI during clinical training, as well as the influence of the order in which these approaches are applied, and the effect of time on the development of PI. DesignThis study used a quasi-experimental design. SettingsThe study was conducted at the Department of Health Studies in Croatia. ParticipantsThe 119 first, second, and third year ungraduate nursing students. MethodsStudents were divided into two groups. Each group performed clinical training in group and individual mentoring approaches, but in different order. The Professional Identity Five Factor Scale (PIFFS) was used to measure PI levels at four different time points: immediately before and after the first and second rounds of clinical exercises. ResultsBoth groups of students, achieved approximately average results in all three dimensions of the PI. There was no statistically significant main effect of the group/individual mentoring approach on the dimensions of knowledge (P = 0.471), experience (P = 0.865) or perception of role model and professional future (P = 0.565). The levels of the dimensions knowledge (P = 0.001), experience (P = 0.001) or perception of the role model and professional future (P = 0.002) differed in four measurement points, which indicates a general increase in all three PI dimensions. ConclusionsDuring the performance of the clinical training, the level of PI increased. The group mentoring approach has an immediate effect on increasing knowledge, but this effect diminishes over time. In terms of experience, both mentoring approaches have similar reinforcing effects. However, the individual approach seems to be more suitable for improving the perception of role models and the professional future.

Формирование готовности воспитанников к овладению воинскими профессиями в образовательной среде кадетского корпуса

<p>The article considers the problem of choosing a future profession in the context of psychological readiness for various types of activities, including military service. The authors discuss various theoretical approaches to readiness, emphasize the importance of developing readiness for military service as a key aspect of the social system. The empirical study was conducted at Cadet School No. 1784 named after Army General V.A. Matrosov. 46 students took part in the study. The comparison group consisted of students of the educational school (49 people). The following methods were used: Herzberg motivational structure test, diagnostics of interactive orientation of personality (N.P. Fetiskin), questionnaire "Military-professional motivation" (B.V. Ovchinnikov, A.F. Borovikov). The following results were obtained: awareness and motivational attention to the choice of a future profession among cadets and students of a comprehensive school are practically the same. There is a connection between the indicator "military-professional motivation" and the motivational structure and interactive orientation of cadets; The following connections were identified: with the attitude towards management, with cooperation in the team, with the motive of achieving personal success, with the content of the activity. Conclusion: since there are connections between military-professional motivation and the motivational structure and interactive orientation of cadets, it is necessary to carry out complex influences aimed at developing readiness to choose a military-professional career for students studying in the cadet corps. <strong><em>Key words</em></strong>: professional self-determination, readiness to master military professions, classification of readiness for military service, formation of readiness to choose a military profession.</p>

Insertion of agronomy and animal science course students in bovine slaughterhouses, in mato grosso do sul, directs learning: a rural extension perspective

Rural extension is a tool that has become essential for the efficient and rapid implementation of good agricultural and livestock practices, seeking the development of rural properties. Carrying out an internship provides the student with professional and personal growth, as having the opportunity to follow the routine of their future profession allows them to improve their learning. In this context, the article explored the insertion of students from Agronomy and Zootechnics courses in beef production, on properties and in beef slaughterhouses. Describing the targeted experience and learning of students, it can contribute to carcass yield and meat quality, highlighting the importance of the partnership between the University, producers and agribusinesses. During the months of November 2022 to January 2023, students from the Agronomy and Zootechnics courses followed the activities of a company in the state of Mato Grosso do Sul, which carries out technical monitoring of slaughter, and provides consultancy to improve the quality of beef. Given the aspects reported, we can say that carrying out this internship contributed to providing new experiences for these students, especially in rural areas and meat quality. Making it possible to improve and consolidate knowledge about cattle farming, animal nutrition, health management, slaughter and meat quality. By carrying out activities during the internship, it served to influence professional training. The activities proved to be extremely relevant in the construction of theoretical-practical knowledge among those involved, industry, company, students and producers and the suggestions given to producers provided differentiated training as it covered different areas of the beef cattle production chain.

SUPPORTED EMPLOYMENT – THE WAY TO INTEGRATION AND INDEPENDENCE FOR PEOPLE IN A HOMELESSNESS CRISIS

The supported employment model for homeless people is based on a holistic approach that combines professional, housing, health, and social support. The innovative nature of the presented model includes students as assistants supporting people in a homelessness crisis since young people particularly appreciate professional activity as a way to develop and meet basic needs and, as a result, to solve problems. Students make a personal effort and, at the same time, invest in their professional future. Simultaneously, their enthusiasm and commitment to solving some problems and their innovative approach may be important for the people who are supported in a homelessness crisis. A key element of the supported employment directed at such people is an individual approach to the needs of each person and long-term cooperation between institutions.Thanks to this, people with the problem of homelessness have a chance to permanently integrate into the labor market and return to full independence in their lives.