Professional Competence Research Articles

Interdisciplinary team teaching: importance, experience, perspectives

The object of the research is social relations, arising in the course of teaching between the faculty and the students in the process of team teaching. The subject of the study is the faculty’s activity in the choice of team-based interdisciplinary study of particular topics of disciplines, which makes to increase students’ learning motivation and self-training, influencing the development of professional competencies. The relevance of the study is the necessity of a thorough analysis of the available models of team teaching to offer suggestions to improve the educational process in terms of interdisciplinary study of particular aspects or topics that influence the formation of students’ professional competencies; to offer not only team projects, but also interdisciplinary professional simulation involving different educational establishments, which increases the faculty desire for quality training, enhanced by the competitive nature not only between fellow students, but also between educational establishments The main conclusions include the authors’ definition of team teaching interdisciplinary education, which means a purposeful process of organisation, encouragement and motivation of active learning and cognitive activity of a student through joint (project) work of several academic disciplines teachers, aimed at the development of professional competences and proving (evaluating) the importance or mastering skills of the future profession; expanding the list of available models of team teaching expanding the list of existing models of team teaching by adding a functional model (division of functions between teachers to achieve a specific goal) and a project model (in which interdisciplinary teams are created to carry out ad-hoc projects with specific goals and objectives). A promising area of team teaching development is the game learning approach, which allows project work between several educational establishments.

Midwives' experiences of receiving maternity care and predictors of their overall birth experiences.

Limited research has been conducted on midwives' experiences of receiving maternity care. Midwives may bring a degree of their own personal lives to their work, including their own birthing experience. To explore midwives' experiences of giving birth and receiving maternity care and predictors of overall birth experience. Midwives who, after completing their midwifery education, experienced their first birth within the Australian maternity care system, were female, over the age of 18, and fluent in English. Data from an online national survey were analysed using descriptive statistics, multiple regression analysis, and Kendall's tau correlation studies. In total, 447 midwives' responses were included. Overall, 85 % of midwives reported positive birth experiences, 12.5 % a negative or traumatic birth experience, and 2.5 % neither positive nor negative. Five significant predictors of overall birth experience were: having a normal vaginal birth, maternity care providers who instilled a sense of confidence in their professional competence, receiving the maternity care options of their choice, being able to use professional knowledge to question and negotiate with care providers, and having control over their care. Overall, 27.1 % of midwives reported feeling coerced at any one or more points of time. Satisfaction with postnatal care was most strongly correlated with overall birth experience. Midwives appear to experience birth as an overall positive experience, and this could be due to their high level of agency and autonomy in choosing a known and trusted individual care provider; however, knowledge of possible complications could explain high levels of reported coercion. Midwives may need to invest more in getting good postnatal support in place, as this appeared to have the greatest impact on their overall birth experience.

Model of competencies of subjects of psychological and pedagogical support of professional self-determination of an individual

Introduction. The problem of self-determination is one of the most complex and creative ones, since there is no universal personal meaning in professional activity – each person, on the path to self-determination, has a unique one. In this regard, there is a need for qualified assistance from a specialist who can guide and support in the process of choosing a profession. In particular, this is relevant for future educational psychologists, who must not only be aware of their own professional priorities, but also be able to help others in their search. The study was aimed at performing scientific research, theoretical substantiation and experimental verification of psychological and pedagogical conditions that contribute to the formation of competencies of subjects engaged in psychological and pedagogical support of the process of professional self-determination of an individual. Materials and methods. The respondents were 106 second-year students of the Department of Theoretical and Applied Psychology of the South Ural State Humanitarian and Pedagogical University (Russian Federation), studying in the direction of “Psychological and Pedagogical Education”. The study used a set of psychodiagnostic methods: motivation of the individual to avoid failures by T. Ehlers, motivation for success by T. Ehlers, communicative and organizational skills (COS) by V.V. Sinyavsky and B.A. Fedorishin, emotional response scale by A. Mehrabyan and N. Epstein; methods of mathematical statistics: Pearson's chi-squared test. Results. The ascertaining stage of the experiment confirmed the problem of insufficient development of professional competencies in future educational psychologists. The authors developed a program for building professional competencies of subjects of psychological and pedagogical support for professional self-determination of an individual – a set of interrelated psychological and pedagogical measures aimed at achieving the goals of professional education. Repeated psychodiagnostic examination using the same tools – psychodiagnostic methods at the formative stage of the experiment – showed an increase in the indicators of most respondents. In particular, on the scale “Motivation to avoid failures”: χ 2 = 14.6; p <0.01. Conclusion. Practical experience in systematizing the process of building the competencies of subjects of psychological and pedagogical support for professional self-determination of an individual using the modeling method can be introduced into the practice of the educational process at the psychology faculty of pedagogical universities, into the process of course training of students of the system of additional professional education; into centers of independent assessment of qualifications.

Requirements for professional competence and personal qualities of a visual arts teacher

This article analyzes the development and enhancement of personal qualities and professional competencies required of teachers in organizing modern educational processes. Key personal attributes of teachers, such as love for the homeland, loyalty to national values, preservation of historical heritage, interest in societal reforms, and attention to their outcomes, are highlighted. Additionally, the article emphasizes the importance of teachers' moral, managerial, and scientific-methodological preparation, their inclination toward innovative processes, and their ability to engage in continuous self-mprovement as fundamental criteria of the teaching profession. Challenges faced by young teachers in adapting to educational institutions, their relationships with colleagues, and the significance of supporting them are also addressed.

The Impact of Teachers' Professional Development on The Internet Self-Efficacy and ICT Competencies

Introduction: In the dynamic realm of education, the incorporation of Information and Communication Technology (ICT) has ushered in transformative shifts in the methods of teaching and learning. This study explores the impact of teacher professional development on the interconnected dimensions of internet self-efficacy and ICT competencies within the context of vocational high schools.Methods: The research employs a carefully designed survey instrument featuring 56 items, adapted from previous studies. Targeting vocational high school teachers across six Regencies in Central Java Province, Indonesia, the study utilized a clustered random sampling technique to select a sample size of 150 teachers in vocational high schools. The study employed Partial Least Square Structural Equation Modelling (PLS-SEM) to analyze the relationships among teacher professional development, internet self-efficacy, and ICT competencies.Results: This study yields four notable results. First, teachers' professional development positively impacts their internet self-efficacy. Second, teachers' professional development positively impacts their ICT competencies. Third, Teachers' internet self-efficacy influences their ICT competencies. Fourth, there is a mediated link between teacher professional development and ICT competencies through internet self-efficacy.Conclusions: This study underscores the importance of teacher personal professional development for improving internet self-efficacy and ICT competencies in vocational high schools. Policymakers should consider tailored training programs to enhance teacher skills, promoting better technology integration for improved vocational education.

Introducing Entrustable Professional Activities into the Training of Newly Recruited Personnel in the Respiratory Therapy Profession

<p>隨著醫學教育由傳統的時間為主導模式轉向以結果為導向，呼吸治療專業也開始推動CBME來評估和提升專業能力。自2018年起，中華民國呼吸治療師公會全國聯合會與台灣呼吸治療學會推動以EPAs為核心的訓練模式，並經過專家會議選定了11項與成人呼吸照護相關的EPAs，涵蓋了臨床工作、跨領域合作、專業素養等核心能力。儘管受COVID-19疫情影響曾一度中斷推動，但也促使小組進一步反思並強化訓練內容。推動過程中的挑戰主要集中在評量設計、師資培訓以及資料分析等方面，但透過競賽與合作，成功地推動了多場EPAs相關活動並提高了學員的理解與接受度。</p> <p>EPAs的導入有助於新進人員的訓練與專業能力驗證，並透過多元評估方法提升臨床安全性與有效性。儘管挑戰仍在，但隨著師資培訓與評估機制的完善，EPAs將成為呼吸治療領域中提升整體臨床水平的重要工具。</p> <p> </p><p>While medical education transitions from a conventional time-based model to an outcomes-based approach, the respiratory therapy profession has begun implementing competency-based medical education to evaluate and enhance professional competencies. Since 2018, the Respiratory Therapists Society of the Republic of China and the Taiwan Society for Respiratory Therapy have promoted a training model centered on Entrustable Professional Activities (EPAs). In expert meetings, these organizations selected 11 EPAs related to adult respiratory care for implementation, which involved core competencies such as clinical practice, interdisciplinary collaboration, and professional literacy. Although the implementation process was temporarily disrupted by the COVID-19 pandemic, this period prompted further reflection and improvement of the training content by the team. Challenges during the implementation primarily comprised assessment design, faculty training, and data analysis. However, through competitions and collaborative initiatives, several EPA-related activities were organized, enhancing trainees’ understanding and acceptance.</p> <p>The introduction of EPAs has facilitated the training and competency validation of newly recruited personnel, improving clinical safety and efficiency using diverse assessment methods.Although challenges persist, the refinement of faculty training and evaluation mechanisms positions EPAs as a critical tool for advancing overall clinical standards in the field of respiratory therapy.</p> <p> </p>

Evidence of the usefulness of clinical simulation in building the professional competencies of medical students

Introduction: clinical simulation is a key tool for balancing medical skills development and patient safety.Objective: to identify possible points for improvement in the learning of medical skills in clinical simulation within the IAU as judged by students.Methods: a cross-sectional, descriptive study was conducted. UAI students who had taken the rotating internship and received simulation sessions were selected. The study setting will be exclusively university and data will be collected by means of surveys. The surveys were elaborated according to McGaghie's 12 sections.Results: the survey was administered to 57 students, with a gender distribution of 33 % male and 67 % female. 57 % had previous experience in a health center outside the IAU. Seventy-five percent considered the simulation to be effective in acquiring skills, and 79 % thought that the evaluations reflected their competencies. However, 63 % thought that the transfer to clinical practice could be improved, and 47 % saw teamwork as ineffective.Conclusions: although the simulations are valued for their realism and effectiveness, areas for improvement were identified, such as curricular integration, evaluation methods, exposure time, and instructor training. It is also suggested to optimize the transfer of skills to real clinical practice and teamwork training

Organisational factors influencing the integration model of interaction between a pedagogical university and a regional educational system

Introduction. At the current stage of development in the interaction between pedagogical universities and regional education systems (RESs), there is an opportunity to evaluate both the effectiveness of existing models of collaboration between the region and universities, as well as the influence of internal and external factors on the functioning of these models. Aim. The present research aimed to identify the most significant factors influencing the effectiveness of the integration model of interaction between a pedagogical university and RESs, as well as how these factors are perceived by the participants involved in this interaction. Methodology and research methods. In this study, the authors investigated the effectiveness of various factors influencing the integration model of interaction between pedagogical universities and RESs through the lens of systems and environmental approaches. In this context, interaction is viewed as both a process and an outcome of the dynamically evolving relationships between complex, integrated systems, aimed at maintaining balance and achieving objectives within the contemporary socio-cultural educational environment. A survey was employed as the assessment method, involving 2,335 employees from regional educational organisations, educational authorities, educational development institutes, and pedagogical universities. The participants ranged in age from 20 to 73 years, with an average age of 45.6 years (standard deviation: 12.3), and 89.8% of the respondents were women. Results. The study revealed a discrepancy between the perspectives of different parties regarding the nature of their interactions, particularly in how representatives from various organisations perceive the functioning of interaction models between pedagogical universities and RESs. University representatives view these interactions as more fruitful and intensive, while RES representatives tend to perceive their engagement with pedagogical universities primarily in terms of addressing the challenges of training future teachers and mitigating staff shortages within RESs. Furthermore, the research indicated that the territorial factor holds greater significance for RES representatives compared to university employees. It was also found that the selection of programme content and the educational outcomes associated with it reflect the actual deficits and needs of the interacting parties. Scientific novelty. For the first time, a large-scale survey conducted among representatives of RESs and pedagogical universities comprehensively examined the perceptions of the involved parties regarding the nature of their interaction. It also identified the factors influencing this interaction and revealed the expectations of the participants concerning the professional development programme. Practical significance. The research findings can serve as a foundation for designing interactions between pedagogical universities and RESs. This implementation is feasible during the development of professional competencies, motivations, and the significance of collaborative activities within a specially designed professional development programme for the participants involved in this interaction.

Impact of Medical Improvisation on Therapeutic Use of Self: A Randomized Controlled Waitlist Study.

The application of interpersonal skills is considered therapeutic use of self, a pillar of occupational therapy practice, and a required competency for occupational therapy education (American Occupational Therapy Association [AOTA], 2020). Medical improvisation (medical improv) uses the principles of improvisational theater to enhance professional competencies and shows promising results in health professions education (Gao etal., 2019). To understand the effect of medical improv on occupational therapy students' therapeutic use of self. A 6-wk randomized controlled waitlist trial. Occupational therapy education. A cohort of 36 occupational therapy students. Two 2-hr sessions of medical improvisation. Standardized patients rated students' therapeutic use of self with the Empathy and Clarity Rating Scale (Terregino etal., 2019), and students completed the Self-Efficacy for Therapeutic Use of Self (SETUS; Yazdani etal., 2021). Data were analyzed using independent samples t tests and multivariate mixed-methods models. There was a significant difference between the intervention and waitlist control group in three SETUS subtests (modes, p = .004; traits, p = .04; total score, p = .03) and a significant interaction effect in SETUS modes (p = .03). The waitlist control group responded with comparable increases, and all participants demonstrated a significant increase in self-efficacy of therapeutic use of self after the medical improv intervention (p < .001). These findings provide the first evidence for the positive effects of medical improv in building self-efficacy of therapeutic use of self in occupational therapy students. Plain-Language Summary: Medical improvisation (medical improv) in health professions education uses the principles of theatrical improvisation to build the interpersonal skills of students. This study's application of medical improv to occupational therapy education found significant change in students' self-efficacy of therapeutic use of self. The inclusion of medical improv in occupational therapy education can better prepare students to build and maintain therapeutic relationships.

Systematic Risk Analysis and Mitigation Strategies for Near-Miss Events in Interventional Operating Room Nursing.

The aim of this study is to examine the characteristics of intraoperative nursing near-miss events in interventional operating rooms, systematically identify and analyze associated risks, and propose effective mitigation strategies. A retrospective study was conducted using a specially designed survey focused on nursing near-miss events in Interventional operating rooms. Records of intraoperative near-miss events voluntarily reported by medical and nursing staff between January 2023 and March 2024 were analyzed. Grey relational analysis was used to evaluate and identify the associated risk factors. A total of 81 near-miss events were reported, with the majority (50%) occurring after 8 PM. These events were categorized into 6 main types: medication errors (60.49%), issues with consumables (16.05%), tubing-related incidents (8.64%), specimen handling errors (7.4%), transfer handover issues (4.93%), and patient transport problems (2.46%). Grey relational analysis identified air embolism formation during pressurized fluid administration as the highest risk event (ξ1 = 0.369). The risk factors were ranked as follows: weak coordination ability and lack of responsibility among nurses > operational interruptions > inadequate professional capability > poor communication between medical staff and nurses > equipment malfunction > frequent emergency surgeries and a fast paced working environment. Medication administration errors are frequently encountered, with air embolisms during pressurized fluid infusion representing the most significant risk. Operational interruptions are major contributors to these errors, often influenced by the coordination skills and professional competencies of nurses. Clinically, it is crucial to enhance the identification and management of near-miss events to reduce the incidence of adverse outcomes during surgical procedures.

Professional-Career Trajectories of Higher Education Personnel in the Preparation of Doctoral Dissertations If you need a specific translation or a more detailed exploration of this topic, please let me know

I'll answer as a world-famous higher education expert in academic research with the prestigious Academic Research Excellence Award. Introduction:The level of professional competence of university faculty has a direct impact on the quality of labor resource reproduction. The highest level of professional skill of a research professor is confirmed by the defense of a qualifying work—a doctoral dissertation. Decreasing rates of dissertation defenses necessitate the search for new organizational and managerial tools to activate faculty members' desire to pursue research trajectories at a high level of professionalism. To develop relevant tools that yield results, it is essential to consider the diversity of approaches to conducting scientific research and defending its results. The aim of the study is to identify the trajectories of preparing and defending a doctoral dissertation, as well as to reveal significant factors that contribute to or hinder achieving the desired outcomes. **Materials and Methods:** To identify typical approaches to organizing and conducting the process of preparing a doctoral dissertation, data were obtained through semi-structured interviews with candidates for the Doctor of Science degree. The interviews involved 42 doctoral candidates who defended dissertations for the Doctor of Economics degree in 2022-2023 from 30 cities across Russia. Qualitative methods were applied to process empirical data while analyzing informants' responses during the interviews, working with transcripts, and interpreting semantic conclusions. **Results:** Within the typological diversity of approaches based on three criteria (motivation, level of professional readiness, and perception of the organizational environment), several trajectory types were distinguished. For each type, the driving force that allowed the candidate to undergo a lengthy trajectory was identified. The dominant trajectory is the "Professional-Career Leap," achieved through willpower traits (52.4%). The "Professional-Career Ceiling" trajectory is based on the desire for competency growth and ensuring expert superiority (33.3%). Candidates moving along the "Emerging Opportunities and Perspectives" trajectory (14.2%) maintained a focus on the potential benefits of the future and utilized available organizational opportunities. **Conclusion:** The necessity to improve existing tools for assisting and simulating faculty members in defending their dissertations has been determined. The tools must contain the capability to influence the driving factor of each trajectory type: character, skill, and work capacity.

Exploring the clinical practice training program for Master of Nursing Specialist in anesthesia: A qualitative study.

Clinical practice is key in the development and enhancement of the professional competencies for Master of Nursing Specialist postgraduates in anesthesia; however, there is a lack of unified and standardized clinical practice training programs in China, failing to guarantee teaching quality among institutions. To understand perceptions of the clinical practice training program setting for Master of Nursing Specialist postgraduates in anesthesia from the dual perspectives of faculty and students. A qualitative descriptive study. Tyler's target model served as the interview guide and data analysis framework. This study was conducted in higher education institutions and tertiary hospitals in China. This study used purposive sampling to recruit nine faculty members in anesthesia nursing-related fields and eight Master of Nursing Specialist postgraduates in anesthesia. Data were collected via online video from October to December 2022 through semi-structured interviews. Directed content analysis was used to analyze the data. Six themes related to formulating objectives emerged from the analysis: anesthesia nursing practice competence, research competence, professionalism, communication and cooperation, management competence, and educational and instructional competence. Five themes, including training in anesthesia nursing practice competence; training in research competence; professionalism development; training in communication, cooperation, and management competence; and training in educational and instructional competence, constituted the category of selecting experiences. Three themes, including clarifying criteria for the practice bases, constructing a practical teaching team, and making rotation plans, constituted the category of organizing experiences. Two themes, focusing on process evaluation and diversification of evaluation content, constituted the category of evaluating outcomes. This study's results suggest that nursing educators focus on the dimensions of Tyler's target model when constructing clinical practice training programs for Master of Nursing Specialist postgraduates in anesthesia. It is recommended that relevant experts be invited to help construct specific clinical practice training programs in the future and that they be continuously revised and improved during practice teaching.

МОНИТОРИНГ ФОРМИРОВАНИЯ ПРОФИЛЬНЫХ КОМПЕТЕНЦИЙ У СТУДЕНТОВ КАК СРЕДСТВО УПРАВЛЕНИЯ КАЧЕСТВОМ ПЕДАГОГИЧЕСКОГО ОБРАЗОВАНИЯ

The article discusses issues related to monitoring and evaluating the effectiveness of the formation of specialized professional competencies among students of pedagogical universities. These competencies are not present in the standard of higher pedagogical education, their formulations, indicators and assessment tools are developed by each university independently. The authors highlight and analyze the experience of the Defectology Faculty of K.D. Ushinsky YAGPU in the development and monitoring of specialized competencies among undergraduate students. The article provides a theoretical and methodological justification for the technology of developing the monitoring content: the stages of work, recommended evaluation tools, requirements for their quality and quantity, and methods of processing the results obtained.

The Teacher Professionalism: The Biblical Study of Teacher Professionalism Phenomena

Education is the main foundation in creating an advanced, dignified, and competitive society. As one of the key elements in the education process, teachers have an irreplaceable strategic role. The purpose of this study is to provide a comprehensive overview of the current state of teacher professionalism, while also offering recommendations that can be used by policy makers in designing effective teacher development programs. In addition, this study is also expected to be a reference for educators in reflecting on and improving the quality of their professionalism in accordance with the demands of the times. This study uses a library search approach (library research). This research method aims to provide an overview of teacher professionalism based on data obtained through literature reviews and primary data from respondents. The results of the study indicate that teacher professionalism at SMA Negeri 5 Sungai Penuh still has several significant shortcomings. The results of the questionnaire showed that the majority of teachers have a good understanding of professionalism, especially in the dimensions of pedagogical and professional competence. The conclusion of this study is Most teachers have shown a good level of professionalism, especially in pedagogical and professional competence.

The Effectiveness of ICT-Based Academic Supervision Model in Improving Teachers' Professional Competence at Santa Lusia Kindergarten, Archdiocese of Medan

The Effectiveness of ICT-Based Academic Supervision Model in Improving Teachers' Professional Competence at Santa Lusia Kindergarten, Archdiocese of Medan

PROFESSIONAL COMPETENCE OF MANAGEMENT, ADMINISTRATION AND BUSINESS SPECIALISTS IN THE CONTEXT OF DIGITAL TRANSFORMATION AND TRANSITION TO A GREEN ECONOMY IN THE FASHION INDUSTRY OF UKRAINE

The relevance of the research topic is due to the current challenges of digital transformation and the transition to a green economy, which require updating the professional competencies of management, administration and business professionals, especially in the context of the Ukrainian fashion industry. Digitalization and the global movement towards sustainable development create new requirements for managers who must adapt to a rapidly changing environment. The purpose of the study is to analyze the key aspects of the professional competence of management, administration and business specialists, as well as to identify ways to adapt them to the conditions of the digital economy and environmentally friendly development. The object of the study is the professional activity of managers in the fashion industry of Ukraine. The research methodology is based on the analysis of modern scientific literature and practical cases in the field of management and business related to the introduction of digital technologies and sustainable practices. A systematic approach is applied to study the interaction of digital innovations and environmental requirements in the context of global trends. The results of the study indicate the need to integrate the latest digital tools, such as artificial intelligence, big data and automation, into the business processes of fashion companies. In addition, the study emphasizes the importance of developing environmental awareness among managers, including the implementation of recycling practices, reducing carbon emissions and using energy-saving technologies. The practical value of the work is to formulate recommendations for fashion brands aimed at increasing their competitiveness and compliance with European standards.

The Relationship between Epistemological Beliefs and Assessment Conceptions among Pre-Service Teachers

Abstract This study examined the relationship between pre-service teachers’ epistemological views and their assessment conceptions, as well as how epistemological beliefs and their components contribute to the variation in their assessment conceptions. Utilizing a quantitative descriptive correlational research design, data were collected from 197 pre-service teachers at Fitche College of Teacher Education in Ethiopia through the Epistemological Belief Questionnaire and Assessment Conception Questionnaire. The analysis involved correlation and multiple regression techniques. The findings revealed a significant association between epistemological beliefs and assessment conceptions with a strong correlation in the ‘omniscient authority’ and ‘simple knowledge’ sub-dimensions. However, the ‘quick learning’ sub-dimension exhibited a weaker relationship. Furthermore, pre-service teachers showed a high level of agreement with the concepts of improvement and school accountability, whereas agreement with the irrelevance of assessment was moderate, yet students’ accountability was not significantly related to their epistemological beliefs. Generally, the findings of the study uncovered a meaningful correlation between pre-service teachers’ epistemological beliefs and their conceptions of assessment. This study’s findings could highlight the need to incorporate progressive assessment concepts and advanced epistemological beliefs into educational programs such as teacher education to improve pre-service teachers’ professional beliefs and competencies that would have cascaded effects on the school teaching-learning.

HANDS AND HEALTH AT HOME: THE IMPACT OF INTERGENERATIONAL SERVICE-LEARNING ON STUDENTS’ PREHEALTH COMPETENCIES

Abstract There is a critical need for developing the geriatric healthcare workforce, yet pre-health students are rarely given the opportunity to engage with older adults during their coursework. In addition, many health-related professional programs require students to demonstrate proficiency with a number of professional and analytical competencies. The purpose of this study was to determine the impact of Hands and Health at Home, an intergenerational hand-training program, as a gerontology-focused educational experience. In this program, upper level and graduate pre-health students were trained to deliver hand-based exercises to homebound older adults twice a week for 8 weeks. Students completed the Geriatric Attitudes Scale (GAS), Coping Self-Efficacy Scale (CSES), and a program evaluation survey. Forty students completed Hands and Hand at Home across three semesters. After the program, scores on the GAS (p&amp;lt; 0.05) and CSES (p&amp;lt; 0.05) significantly improved. Feedback about the program was overwhelmingly positive, where students indicated high satisfaction, said they would recommend the program to a friend, and felt prepared for their home training sessions. When asked to express any skills learned during the program, students often reported communication, teamwork, compassion, confidence, and creativity. The results from Hands and Health at Home demonstrate that this intergenerational service-learning program was a mutually beneficial way to deliver hand training to homebound older adults while also providing valuable hands-on experience for pre-health students. The program also resulted in reductions in ageist attitudes, improved self-efficacy, and the development of several important pre-health competencies, underscoring the need to offer more intergenerational and gerontology-based educational opportunities.

Policy on Prohibition of Advertising Traditional Health Services Conducted by Traditional Healers in Bali

The existence of misleading and false advertisements for traditional health services from unqualified and incompetent sources has led the central and regional governments in Bali to issue a policy banning the advertisement of traditional health services by healers or practitioners of traditional medicine who are considered to lack professional competence. In its implementation, this policy still finds many traditional healers advertising in the field, so a study needs to be conducted to provide a good understanding for traditional healers and the community to avoid misleading traditional health advertisements. This research uses a normative method, with a case and legislative approach to examine the nature of the policy banning advertising for traditional healers and the impacts it has on traditional healers and the community as users of the traditional health advertising ban policy implemented in central and regional legal products. Overall, the policy banning the advertising of traditional health services by traditional healers in Bali aims to protect public health and safety, improve the quality of traditional health services, and maintain a balance between traditional and modern medicine in Bali. By limiting excessive promotion, the government hopes to encourage safe, responsible, and integrated traditional medicine practices within the modern healthcare system. This will provide greater benefits to the Balinese community in obtaining comprehensive and quality healthcare services. The impact of the advertising ban on Traditional Healers generally reduces the number of services provided to the community, while for the service-using community, this ban has a positive effect by providing information and education about traditional health services from expert and competent sources.

Comparison of Professional Competencies of Students Preparing for the Profession of Preschool and Early Childhood Education Teacher Under Different Forms of Study

Introduction: The reform of higher education and especially of teaching faculties in recent years has introduced significant changes aimed at improving the quality of professional preparation and acquiring the necessary teaching competencies and qualifications. This article presents the results of a study on the self-assessment of professional competence, conducted among female students of different forms of study . Research Aim: The purpose of the study was to compare the self-assessment of professional competence of students preparing to practice as a teacher of preschool and early childhood education in different forms of study. Research Method: The research used the Popular Questionnaire of Emotional Intelligence (PKIE), the PROKOS Questionnaire, the Self-Evaluation of Teaching Competencies survey questionnaire and general survey questionnaire. Results: The study of female students, graduating in pedagogy and preschool and early childhood education, showed no statistically significant differences in soft skills: emotional intelligence and social competence. Statistically significant differences occurred only in two cases in self-assessment of teaching competencies (cooperation with parents and knowledge of the field of mathematics teaching). Conclusions: In order to reduce the differences in the assessment of competencies in science subjects, it is necessary to involve students/teachers more in non-formal further education activities, as well as in the framework of internships to take into account the need to develop the competence of cooperation with families, especially with full-time students.