Professional Mastery Research Articles

High-fidelity simulation training for improving nursing professional values acquisition.

Nursing professional values form the basis of nursing interventions and serve as a guide for professional practice, reflecting in all interactions with patients and other healthcare professionals. As nursing professional values constitute powerful influencers in nursing practice, a strong commitment to these values is essential for nursing students to provide high-quality care. To evaluate the impact of high-fidelity simulation training on first-year nursing students' nursing professional values acquisition. Quasi-experimental study using a longitudinal design with a single group pre- and post-intervention evaluation. 202 first-year nursing students at the Complutense University of Madrid (Spain) participated in the study between September 2023 and May 2024. Their nursing professional values were compared at baseline and after the simulation experience using the "Nurses Professional Values Scale-Revised" (NVPS-R). The acquisition of these values was also evaluated using a verification list during simulation sessions. Five simulated scenarios recreated ethics dilemmas, where students should manage conflictive situations with a standardized patient. The study was approved by the Research Ethics Committee from the Complutense University of Madrid (reference code: CE_20231116_18_SAL). Most of the students (84.87%) acquired the nursing professional values needed to manage adequately simulated ethical dilemmas. Nursing students significantly improved their nursing professional values after the simulation sessions. The effect size was medium for the "professional expertise" and "professional mastery" dimensions, and the total score of NVPS-R, whereas the obtained effect size was small for the "ethics" dimension. High-fidelity simulation training using standardized patients allows first-year nursing students to acquire and improve nursing professional values. The inclusion of simulation training programs in nursing study plans to foster nursing professional values is needed to train undergraduate nursing students, providing them with the necessary ethical concepts and principles for their future clinical practice and ensuring high-quality care.

STUDENTS’ TIMBRE EAR TRAINING IN THE CLASS OF WIND INSTRUMENTS IN CHINESE UNIVERSITIES

The article substantiates the relevance of developing timbre hearing in students of music universities in China in individual, ensemble and orchestral classes of performance skills. The methods of forming timbre hearing in teaching to play wind instruments from the European orchestra are analysed using the example of the educational programme “Professional Course of Musical Performance” and the educational courses “Professional Mastery (Wind Instruments)”, “Ensemble”, “Solfeggio”, “Music Theory” and “Harmony” included in its structure, implemented in the conservatory, which is part of the Pedagogical University of Huai'an. The goals and objectives of these educational courses are summarised; their influence on the development of timbre hearing of students is characterised. The authors formulate conclusions on the methodological support of work on the development of timbre hearing of wind instrument students.

The library and the artist as Homo legens

The artist, in addition to talent, artistry and professional mastery, is the result of continuous training. Reading is a tool of this becoming. The musician, the painter, the sculptor, the upholsterer, the actor, the director, the filmmaker, the choreographer, etc. cannot but turn to reading as a form of training, learning and cultivating his artistic self. The connection between art and reading is an indispensable one. The literatures of the world provide us with a huge imaginary corpus of the creative reader. Artists in books and their readings, their libraries – this is the purpose of this research. In this sense, we aim to carry out a comparative-contrastive study between arts, artistic professions, characters from different eras and spaces. The approach is a literary-cultural one, with some nuances of the sociology of art and the artist. The artist as human reader is both a character and a tool for x-raying the mentalities of an era reflected in literature.

Проект «Педагогическая школа»: путь к пониманию профессии учителя

The article reviews the "Pedagogical School" project, created and implemented in the State Budgetary Institution of Additional Professional Education "Center for Continuous Development of Professional Mastery of Teaching Staff" of the Ministry of Enlightenment and Science of the Kabardino-Balkarian Republic in order to familiarize students of educational institutions of higher education with the main aspects of the teaching profession and provide them with the opportunity to consider teaching as a potential profession. The article examines the main aspects of the project, its goals and objectives, analyzes the results of the project and its impact on the professional self-determination of participants.

The study of works for voice and piano dedicated to Special military operation by future conductors of a military orchestra

The subject of the study are works for voice and piano, which are part of the collection "Voices of the Motherland", published following the results of the All-Russian creative competition of composers and poets for composing a patriotic song. The object of the study is the military-patriotic repertoire of the XX–XXI centuries. Special attention is paid to the issues of professional mastery of the skills of careful piano accompaniment by future military brass band conductors, namely: reading sheet music, feeling the balance between soloist and accompanist, understanding dynamic, articulatory, dramatic tasks, overcoming pianistic difficulties. Addressing the topic of military-patriotic songs by modern authors is becoming particularly relevant in our time, supporting the strength of the spirit of military personnel and civilians, preserving spiritual and moral values and contributing to the musical and aesthetic education of Russian citizens. The novelty of the research lies in the study of a new military-patriotic repertoire in the context of the development of piano accompaniment skills by future conductors of a military brass band. The studied methodological works of the luminaries of the national school of pianism, devoted to the problems of working in the accompaniment class, were used as a theoretical basis used in the analysis of the works of modern composers who compiled the collection "Voices of the Motherland". The updated repertoire created over the past few years, which included military songs by modern composers dedicated to a special military operation, enriched the existing methodological material of the department 46 (piano) Military Institute (military Conductors) The Military University made it possible to expand the thematic and imaginative spectrum, contributing to the introduction of acutely modern and topical topics into the program.

Investigating First Year Surgery Residents' Expectations of Demand, Control, and Support During Training

To provide a more granular understanding of the expectations of general surgery interns regarding workplace demand, control, and support prior to starting training. General surgery (GS) interns are at highest risk for burnout and attrition. Maslach frames burnout as resulting from a mismatch between workplace expectations and reality. Occupational science demonstrates workplace demand, control, and support (DCS) as strong influencers of job strain. GS interns' realistic expectations of demands are associated with decreased likelihood of attrition, but their expectations regarding this factor are poorly understood. Semi-structured interviews were conducted with 14 incoming surgical residents at UCSF: University of California, San Francisco (57% women, 71% non-White), exploring expectations regarding workplace DCS. Transcripts were uploaded to analytic software and coded in dyads using an iterative approach to consensus. Transcripts were thematically analyzed using inductive and deductive reasoning, applying job-demand-resource theory frameworks, and following a published 6-step approach. Four main themes emerged: past experiences, expected rewards, anticipated challenges, and the desire to belong. Past experiences describes the expectation to successfully cope with future stressors via self-reliance. Rewards such as professional mastery, personal growth, and sense of meaning were expected outcomes seen as balancing anticipated challenges. Anticipated challenges included low control, toxic cultural elements, and discrimination. Desire to belong (i.e., earned recognition as a peer, inclusion in an elite culture) emerged as a powerful motivator, with survival connotations for women and non-Whites. Our results suggest incoming interns overestimate the efficacy of self-reliance for coping; count on specific rewards; express realistic expectations regarding challenges; and see inclusion among surgeons as an aspiration that off-sets prolonged effort. Further study is warranted to understand expectation-reality mismatch and potential interventions to target dissonance. In this institutional study of general surgery interns, we provide a more granular understanding of the expectations of general surgery interns regarding workplace demand, control, and support prior to starting training, and how we might target "expectations-reality" mismatch and the "desire to belong" as a means of mitigating burnout and minimizing attrition from training.

Самоменеджмент як складник професійної майстерності соціального працівника

The article establishes that self-management is a process of conscious management of one’s own activities and involves the ability of a specialist to self-motivate, plan, make decisions, manage emotions, time, energy, and resources, set priorities, and control actions to achieve success in personal and professional life. The significance of the concept of self-management for a social worker is revealed through his ability to self-regulate, plan, communicate, and manage stress, as it helps him to be more productive, maintain psychological comfort, and improve the quality of his work. It is clarified that the professional competence of a social worker includes the necessary knowledge, skills, and personal qualities required to perform his professional duties, and the professional mastery of a social worker is determined by his ability to successfully apply this competence in practice, which means the ability of a professional to effectively use his knowledge and skills to achieve positive results in working with clients, as well as adapt to different circumstances and develop his professional skills based on practical experience. It is determined that the professional mastery of a social worker increases along with the productivity and efficiency of his work in terms of planning working time, identifying priority tasks, organizing the work process, and managing energy. The techniques of stress management and psychological self-regulation (establishing boundaries between professional and personal life, effective communication with clients and colleagues, breathing exercises, meditation, physical activity, planning regular breaks, muscle relaxation, self-observation and self-reflection, etc.) that contribute to the improvement of professional mastery in particular, and the quality of work of a social worker in general, are analyzed and disclosed.

The Relationship between Occupational Stress and Self-Efficacy among Secondary School Teachers

This study dealt the influence of occupational stress towards the self-efficacy of teachers in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to determine the level of occupational stress and teacher’s self-efficacy in terms of their respective indicators, the significant relationship between occupational stress and teacher’s self-efficacy, and what domains of occupational stress that significantly influenced teacher’s self-efficacy. Also, this study utilized a quantitative-correlational design with 60 respondents among teachers in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, results showed a very low level of occupational stress among teachers in terms of high job demand, job insecurity, and interpersonal conflict. Likewise, results showed very high level of teachers’ self-efficacy regarding of locus of control, persistent behavior, and professional mastery. Hence, there is an indirect relationship between Teacher Self-Efficacy and Occupational Stress. The correlation results show that teacher self-efficacy is often high when occupational stress is low.

«Жизнь за царя» vs «Гугеноты»: европейская опера в поисках новых форм (к 220-летию М. И. Глинки)

Glinka’s "A Life for the Tsar" and Meyerbeer’s "Les Huguenots" are two outstanding examples of world opera that appeared in the same year, 1836. At the same time, each of these works became an "icon" for the culture that gave rise to it: "A Life for the Tsar" was the first Russian classical opera, "Les Huguenots" was the French "grand opera". The article focuses on Glinka’s work, which is considered in the context of the opera art of his time and his search for new ways of development. To solve this problem, the method of comparative analysis of Glinka’s opera with Meyerbeer’s contemporary work similar in genre and focusing on the main achievements of European opera composition at that time on that stage, as well as certain problems, is used. The main parameters of comparison include the interpretation of the genre of heroical-historic opera itself, the author’s version of intonation-musical dramaturgy and the means of its embodiment, as well as the interpretation of the opera forms and innovations in this area. The study substantiates the general conclusion: Glinka’s first opera, which is not inferior to Western works in terms of professional mastery, historically became an achievement not only of Russian, but also of European opera theatre as a whole offering fruitful solutions to the problems of the opera genre (Wagner, Mussorgsky, Verdi, Debussy and others later gave their solutions). The article also touches on the main trends in the study of selected operas, their scope, including at the present stage.

POTENTIALS OF DISTANCE COURSES FOR THE DEVELOPMENT OF PEDAGOGICAL MASTERY IN TEACHERS OF GENERAL EDUCATION DISCIPLINES

Relevance. The development of professional pedagogical skills in teachers of general education disciplines throughout their lifetime is a key condition for preparing competitive specialists in all fields of activity. For a competent educator, continual self-improvement, self-development, and the development of their abilities through self-education and distance professional development courses are vital. This article highlights the potentials of distance courses for the development of pedagogical mastery in teachers of general education disciplines. Purpose. The article aims to illuminate the potentials of distance courses for enhancing the pedagogical skills of teachers of general education disciplines. Methods. In the scientific search, methods of analysis and synthesis were used to determine the potentials of distance courses for the development of pedagogical mastery; methods of generalization and systematization were applied for developing a distance course to enhance pedagogical skills. Results. Professional development is a process of paramount importance, through which the growth of an educator as a professional is achieved. In today's fast-paced life, with constant time constraints, the development of pedagogical skills in teachers of general education disciplines at vocational education institutions is effectively accomplished through distance education. The peculiarities of learning using distance educational technologies are highlighted, and their advantages and disadvantages are analyzed. A specialized distance course for enhancing the professional mastery of educators, "Development of Pedagogical Skills in Teachers of General Education Disciplines at Vocational Education Institutions," has been characterized. This course includes five educational modules designed to improve all aspects of the pedagogical skills of teachers in these institutions. Conclusions. The organization of the distance course "Development of Pedagogical Skills in Teachers of General Education Disciplines at Vocational Education Institutions" is aimed at providing informational and methodological support to educators in their continuous professional education and is highly relevant today.

FACTORS INFLUENCING THE SUCCESS IN PROFESSIONAL SKILLS COMPETITIONS

This article deals with professional mastery competitions in Russian education as an important part of the national system of teacher growth. The annual wide participation in them and the constant rotation of the participants allow us to speak about the contests as the most eff ective way of the teachers’ professional development. The performance of a contestant depends on many factors, the degree of infl uence of which is studied on the basis of both open and collected by the author data of the contest “Teacher of the Year of Russia”, as the most status of all competitions held at the moment. The infl uence of such factors as participant’s region, teaching subject, gender, age, work experience and status of educational institution on the result is investigated. Changes in the concept of competitive tests and approaches to their evaluation throughout the history of the competition are discussed in detail. The author off ers his own approach to performance, considering not only absolute victory, as traditionally accepted in the competition movement, but also the achievement of the titles “laureate” and rizewinner”. This approach allows us to rethink stereotypes in the preparation of teachers for competitive tests and increase motivation to participate in such events.

ENHANCEMENT OF PROFESSIONAL COMPETENCE OF EDUCATIONAL PROFESSIONALS IN THE CONTEXT OF ORGANIZING METHODOLOGICAL SUPPORT

The article is dedicated to the issues of improving the professional competencies of educational professionals through the organization of methodological support within the framework of creating a unified system of professional development and implementing the “Modern School” federal project.
 The authors disclose the specifics of methodological support for educators aimed at identifying professional deficits, employing individual educational route technologies, and developing competence enhancement programs. The authors present a model of organizing methodological support for educational professionals, including a component for future educators, thereby proving the importance of organizing methodological interaction with practicing educators to shape a new type of university graduate capable of continuous professional growth. The authors are convinced that involving educators and students, i.e. future educators, in scientific and methodological events, including joint planning, contributes to the development of analytical skills and methodological culture, enhances professional mastery, fosters the establishment of conscious professional positions, and improves communication formats. Special attention is given by the authors to the application of normative and legal foundations for the organization of a multi-level methodological support system involving various methodological structures, professional communities, and subject associations.
 The article is addressed to the faculty and staff of the supplementary professional education system, research workers, doctoral students, teachers, and students of educational institutions, as well as those interested in educational issues in the field of improving the professional competence of educational professionals.

“The Power of Harmony” by Eusebius Mandyczewski as an example of the composer’s early cantata work

Statement of the problem. The artistic work of the Bukovynian composer and musicologist of the second half of the 19th – the first quarter of the 20th century Eusebius Mandyczewski plays an important role in the formation and development of the composer school of Bukovyna. The study of the cantata “The Power of Harmony” – one of Mandyczewski’s early works – is important, because it allows us to reveal the fundamentals, which contributed to his future artistic growth. Objectives, methods, and novelty of the research. The purpose of the study is a musicological analysis of the cantata “The Power of Harmony” by E. Mandyczewski and identification the characteristic features of the composer’s creative thinking. Such detailed analysis of the work revealing the characteristic features of the artistic style of the Bukovynian composer is the innovative component of the research. A set of methods that are important for identifying the features of a composer’s musical work was used: biographical, historical and cultural, method of musicological analysis, method of theoretical generalization. Results and conclusion. The artistic heritage of E. Mandyczewski is quite large, it covers various genres of musical work, but the most important one is the cantata genre. The study of the cantata “The Power of Harmony” revealed a number of features of the work and the stylistic foundations of the composer’s future mature work. The author demonstrated the skill of creating monumental genres and the ability to perform complex artistic tasks in a short period of time. We observe clear dramaturgy of the cantata, which is aimed at embodying the main idea of the work – an allegorical comparison of the harmony of the world, which grew out of chaos, with the formation of the musical culture of the Bukovynian region. This work reveals the composer’s romantic worldview, knowledge of the musical heritage of Western Europe, the style of foreign composers, and mastery of traditional writing techniques. E. Mandyczewski demonstrated the ability to operate a large group of performers, skillfully using the timbre of vocal voices and musical instruments. The expressiveness of the vocal melody is combined with the improvisation and virtuosity of individual instruments, in particular the violin, which is characteristic of the local performance tradition. High level of professionalism of the composer his mastery of the polyphonic writing technique attests: the use of polyphonic methods and forms, in particular the choral fugue, the use of timbre polyphony, etc. In the cantata “The Power of Harmony”, E. Mandyczewski, despite his young age, showed talent and professional mastery of instrumentation, harmony and counterpoint, as well as knowledge of the nature of the human voice. This early composer’s cantata was a great success during the first performance that gave the composer an impetus for future achievements.

VALUES OF EDUCATION IN EUROPE AFTER WORLD WAR I IN NEWLY CREATED COUNTRIES – EXAMPLE OF LATVIA

The First World War (1914 - 1918) strengthened the idea of self-determination of nations in Europe, while the end of the war created favourable conditions for the creation of new states, including the proclamation of the Republic of Latvia on November 18, 1918. The creation of an independent Latvia State for the first time gave an opportunity to create an education system based on national interests. As a result, the Latvia education system during the period from 1919 to 1934 was transformed according to socioeconomic and political changes, creating for the first time a national education system based on the innovative pedagogical ideas of the given era. Basically, during the period of Latvia's first free state, in the democratic regime, the education system, in compliance with trends in Europe, was dominated by reform pedagogy. The purpose of the article is, based on the content analysis of periodicals and historical sources, to identify the existing values of Latvia education (school pedagogy) during the democratic period from 1919 to 1934, in the context of European educational values. As a result of the theoretical research, based on the content analysis of periodicals and historical sources, the following educational values have been identified as the most important: creativity; discipline; obedience of students; kindness; humility; individualization; personality of the teacher; professional mastery of the teacher; love of the fatherland.

ЗМІСТ І СТРУКТУРА САМООСВІТНЬОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ БАКАЛАВРІВ З ЕКОНОМІКИ: КАТЕГОРІАЛЬНО-ДЕФІНІЦІЙНИЙ АНАЛІЗ

The article carries out a categorical and definitional analysis of the self-educational competence phenomenon of future bachelors in economics, analyses the concepts of «self-education», «self-educational activity», «competence», «self-educational competence». It has been emphasized that, along with indicators of professional mastery, future specialists, for the sake of their self-efficacy and professional success, are called to become proficient in the knowledge, skills and experience of self-education, as well as to develop professionally important personal qualities - cognitive independence, cognitive activity, the ability for professional self-development and self-improvement via specially organized self-study. The purpose of the article is to determine the essence and structure of self-educational activity and self-educational competence and their specific content for future bachelors of economics. To implement the set tasks, in the study, a number of methods are used; among them a categorical and definitional analysis of scientific research enlightened the essence of self-education and self-educational competence, modelling of components of self-educational competence, specification and systematization of existing theoretical works to determine the structure of self-educational competence of future bachelors in economics. Self-education in the context of future bachelors of economics professional training is defined as a type of basic and professional education directed at systematic, purposeful, continuous improvement of knowledge, abilities and skills necessary for successful performance of one’s activities and achievement of certain personal and social significant goals. It has been established that the goal of students’ self-education is the achievement of certain personally significant educational aims, the satisfaction of cognitive interests, general cultural and professional requests, and qualitative changes of personality in the process of independent acquisition of subjectively and objectively new knowledge. It has been found that the crucial characteristics of self-education are self-governance, self-organization, self-efficacy, self-activity, internal freedom, voluntariness, self-regulation, focus on self-improvement and self-realization. It has been substantiated that self-educational competence is a crucial component of the future specialists’ professional competence, a person’s integrative property, which allows them to achieve productivity and success in self-educational activities, receive a quality education, master the profession, and achieve necessary qualifications. The self-educational competence of future bachelors in economics is presented from the point of view of the structure of self-educational activity, which covers the motivational and value aspect (needs, motives, instructions and attitude); knowledge-based aspect (special knowledge); the activity-based aspect (ability, skills, competences), the reflective aspect (that which characterizes the products of self-educational activity in external and internal plans) and the personal aspect (specific features and qualities that enable self-educational activity). Self-educational competence is revealed as a multidimensional personal formation that encompasses a number of other competencies including moral and ethical, general educational, subject, methodological, informational, digital, general cultural ones, and competence in self-development. It has been concluded that the formation of self-educational competence should be a mandatory component of the content of studies in higher education institutions and the system of professional training of future bachelors in economics.

Erratum: Eyestalk Ablation to Increase Ovarian Maturation in Mud Crabs.

Erratum: Eyestalk Ablation to Increase Ovarian Maturation in Mud Crabs.

FEATURES OF THE DEVELOPMENT OF MUSICAL HEARING IN THE ORCHESTRA TRAINING OF A PLAYER OF WIND INSTRUMENTS

The article presents and characterizes the most important approaches to the development of the musical ear of brass musicians in the process of their orchestral training. Professional training for the development of musical hearing among brass performers in institutions of higher education of the artistic direction will be effective and purposeful, provided that the musician observes continuous and thorough auditory self-control, which will ultimately help the performer to coordinate and direct the work of the entire performing apparatus as a whole. Professional mastery of musical ear is a key element of musical perception by a brass musician, figurative and emotional thinking that is synthesized on the basis of the perception of musical language, and therefore becomes the main basis for revealing the composerʼs idea by the performer and the embodiment and transmission of a musical image filled with a wide variety of artistic content. Possession of absolute hearing gives the musician-performer certain advantages, because he can accurately imagine the pitch of each sound before its real sound begins. Practice shows that it is quite possible to fully master the art of playing an instrument if you have good relative hearing. It is only necessary that the musical ear of the performer is sufficiently subtle and flexible, capable of constant development and improvement in the process of communication with the instrument and music. In the process of purposeful development of auditory abilities, the performer must quickly master the ability to perceive music in a complex way ‒ to simultaneously listen to the pitch of the melodic line, its intonation development, timbre coloring, rhythm, harmony, character of presentation. Without this skill, the performer will not be able to fulfill his main task ‒ to understand and reveal the artistic content of the music being performed.
 Keywords: earing; brass musicians; orchestra training; institutions of higher education; performance; competence; components.

S.S. Prokofiev. His Mentors and Teachers.

The article considers the relationship of Prokofiev with his mentors and teachers, which influenced his development as an outstanding composer and performer. The article notes the role of his communication with his mother, a pianist, and his first teacher, R.M. Glier, in his musical development as a child. The article presents material describing the work of the teachers who taught him at the St. Petersburg Conservatory: A. K. Lyadov and N. A. Rimsky-Korsakov in the theory department, A. N. Yesipova in the piano class, N. N. Cherepnin in the conducting class. The main achievements of these musicians in terms of the development of national musical art are outlined. Ways of interaction of the pupil and the teacher on the way of acquiring the school of professional mastery are stated.

Competency Functional Profile of the University Teacher: Value Approach

The article presents the result of developing the model of the competence profile of a teacher as the basis for the system of revealing, assessing and developing professional skills of a teacher, including competences, which have a significant impact on the quality of pedagogical and scientific work of a teacher. The emphasis is put on different levels of competence profile: functional (competencies necessary for teachers to develop and disseminate research, innovation, and educational practices) and value (competencies acquired and developed by a teacher under the influence of stimulating professional environment and values of corporate culture of professional community and HEI). The empirical basis of the article is the results of a series of focus groups and strategy sessions with teaching and administrative staff and students reflecting the peculiarities of perception of “professional mastery of a teacher” perception as a defining category of quality pedagogical process in higher education.

НАПРЯМИ ВДОСКОНАЛЕННЯ СИСТЕМИ НОРМАТИВНОГО СПІЛКУВАННЯ ВІЙСЬКОВОСЛУЖБОВЦІВ НАЦІОНАЛЬНОЇ ГВАРДІЇ УКРАЇНИ У СФЕРІ ЗАБЕЗПЕЧЕННЯ ДЕРЖАВНОЇ БЕЗПЕКИ

The article presents the results of theoretical and empirical research aimed at revealing in a holistic and systematic manner the psychological features of professional activity of operators of unmanned aerial systems of tactical classes. The authors established that such professional activity is objectively complex, clearly regulated, multifunctional, comprehensive, has an individual and collective nature of work, and contains elements of extremity in performing typical tasks not only in combat but also in everyday conditions, which is due to the presence of a few inherent stress factors which negatively affect its subject. The study proves that the performance of a wide range of professional tasks by an operator of unmanned aerial systems of tactical classes places high demands on his physical endurance, emotional balance, ability to concentrate and distribute attention, ability to switch from one task to another, requires a high level of professional competence, nervous and mental stability, rapid adaptation to activities in difficult conditions, moral normativity of behaviour, focus on achieving professional mastery, motivation for professional success, responsibility, personal organization, self-discipline, high level of involvement of volitional processes, ability to maximum mental productivity in conditions of emotional and physical tension. The work carried out allowed us to establish an array of individual psychological characteristics of the specialist under study, which are professionally important, and the main contraindications for a person to serve as a UAV operator in the Armed Forces of Ukraine and other military formations. The areas of applied application of the presented research material for a more complete practical implementation of the psychological component of the process of professional training of tactical UAV operators are presented.