Real Skills Research Articles

An open pilot of GROW, a responsive parenting intervention for young children with brain injuries: preliminary efficacy

Purpose Families experience stress and burden following their child’s traumatic brain injury (TBI). Parenting styles are related to parent stress and child behavior problems and executive dysfunction. Parent-child interactions are shown to be a promising intervention target. We aimed to examine the preliminary efficacy of Gaining Real life skills Over the Web (GROW) in improving responsive parenting and reducing parent stress and depression in parents of children ages 0-4 who experienced TBI. Method Participants (n = 11) were parents of children four years old or younger, at the time of enrollment, and previously hospitalized overnight for TBI. Parent-reported measures included the Center for Epidemiologic Studies Depression Scale, Parenting Stress Inventory—Short Form, and Patient-Reported Outcomes Measurement Information System. Recordings of parent-child interactions were coded using the Play and Learning Strategies coding scheme. Study hypotheses were analyzed using independent samples t-tests, chi square analyses, and linear mixed models. Results Parental warmth (t=-3.64, p = 0.001, d=.97), responsiveness (t=-2.09, p = 0.047, d = 0.70), and verbal stimulation (t=-2.30, p = 0.029, d = 0.75) increased significantly from pretreatment to posttreatment. Improvements in parental warmth were maintained 3 months posttreatment (t=-3.15, p = 0.004, d = 1.16). There were no significant changes in depression, parental stress, or quality of life. Conclusions Results provide preliminary support for the efficacy of GROW in improving responsive parenting for children following early TBI. Future directions include tailoring GROW to better fit the needs of families and testing the utility through a randomized control trial.

Impact of social anxiety on communication skills in face-to-face vs. online contexts

Individuals with social anxiety have been shown to prefer communicating through online platforms. Part of this preference may be accounted for by their self-perceived level of social skill ability in online modalities. However, it is unclear whether perceived social skill abilities change across in-person and online contexts. Therefore, this study investigated whether specific social skills, like sociability, assertiveness, self-disclosure, and non-verbal emotion recognition vary across online and face-to-face settings. We first validated the Real and Electronic Communications Skills (RECS) questionnaire using a confirmatory factor analysis in a sample of 780 participants, who completed the survey through Qualtrics. We then conducted a series of correlations and a doubly multivariate GLM to evaluate whether perceived social skills abilities are influenced by communication medium and social anxiety. Our results indicated that we were able to validate the RECS, and that specific social skills like sociability and assertiveness are influenced by communication medium. Specifically, higher social anxiety scores were associated with decreased in-person sociability, emotion recognition, and assertiveness. The results highlight a potential perceived barrier to approaching in-person interactions, which may exacerbate avoidance of social interaction, thus resulting in social isolation and loneliness.

Digital Teacher Training in the Portuguese National Plan for Digital Development at Schools: A Case Study

Schools have been responding to the ongoing digital transformation, which requires continuous self-reflection and decision-making skills from teachers in the inclusion of new digital technologies in the teaching and learning process. In the present study, descriptive measures were used to understand how 140 teachers, in a school group, perceived their digital competences through the Check-in Questionnaire (Study 1). A school group is a Portuguese organisational unit, constituted by different schools, catering to different age groups, managed by a single director. Study 2 addressed how this specific school group organised teacher training courses, considering the results of Check-in Questionnaire, and the scope of the National Digital Transition Plan. Interviews, in which data content analysis was applied, were undertaken with seven teacher instructors, selected to implement digital training. The results of Study 1 revealed that most teachers are positioned at level 2, an intermediate level, with no differences in age or years of service. In Study 2, instructors revealed that the proficiency level assigned in the Check-in Questionnaire did not always correspond to a teacher’s real digital skills, identifying this as one of the obstacles to achieving the initial training aims. The goal of the training was for these professionals to feel committed to their educational context and understand what is intended in the inclusion of digital skills in the classroom. The relevance of this study relates to the current context, which places education and teachers at the centre of a digital agenda focused on the development of digital skills, thus generating new pedagogical practices, while accompanying the process from the initial assessment to the implementation of training in the National Digital Transition Plan.

English Proficiency Requirement for Improving Global Real Estate Business Program

This paper looks at both the felt (present situation) and perceived needs (target situation) English communication needs of Korean university students enrolled in the Global Real Estate Business program which uses English only as medium of instruction. Data was gathered using 8-item questionnaire composed of scales, checklists, and open-ended questions. Statistical and interpretive approaches were used to analyze the profile of the respondents, identify the both the present situation and target situation English communication needs of the students to inform possible program evaluation. Based on the study conducted, it was found that of the four communication skills in English, the respondents consider ‘listening’ as the most used, most practiced, most important, but most difficult. This study is important for the Global Real Estate Business Program teachers to consider, so that they can device ways on how listening comprehension can be improved. Also, the list of Global real estate business related skills and vocabulary focus will inform the teachers of which to emphasize and focus so that their classes will be able to better address what actual communication needs their learners feel are most important. In the future, it will continue to be necessary to manage practical global real estate business programs while continuously improving basic English skills, focusing on listening, to enable students to perform classes taught only in English.

Preparing England's further education system for zero-carbon construction skills

Skills issues for craft trades in building decarbonisation often focus on improving technical knowledge but known problems of quality assurance in construction also include ‘soft’ employability skills and the application of sustainability values in practice. New course content is a necessary but not sufficient component of changing practice. The real demand for skills and actual use of skills in the workplace is just as important as new skills supply. A deliberative workshop with 40 expert stakeholders investigated the preparedness of the education and training system for zero-carbon construction skills. Several challenges emerge from this research. The market context for jobs and skills training shows how the over-narrow focus on new courses leads to waste and failures. Policy has an important role to play in developing minimum vocational standards through licensing, allied to consistent, long-term industrial strategy. The low prestige of further education and vocational training hinders real skills development and recruitment and retention of the workforce. Colleges operate with limited resources and competing priorities, creating real constraints on important activities like teacher training. Short courses and continuing professional development have no common standards or link with initial education and training, leading to piecemeal learning of unknown quality.

Higher education and graduates' success in the labor market

This study reflects one of the aspects of social stratification; the relationship between education and economic remuneration is traced. The purpose of the study is to reveal the correlation of skills and competencies acquired during education and the graduates' employment. Over time, universities have begun to pay more attention to social and cognitive skills that are considered important for the modern labor market: critical thinking, teamwork, communication, problem solving without micromanagement. The data show the current state of affairs in higher education and in the labor market, where universities, to a greater extent, focus on competencies related to research and scientific activities, without relying on the opinions of employers. On the other hand, employers want to see graduates with a set of professional competencies that will allow them to perform their job duties without a long period of internal training. The work uses general scientific approaches to the study of the transformation of higher education, in particular, the method of institutional analysis was applied. The analyzed data allow us to take a look at the tasks that higher education faces at this stage. It was found that the link between diplomas and real skills, as well as economic rewards, is optional. Over time, universities have begun to pay more attention to social and cognitive skills that are considered important for the modern labor market: critical thinking, teamwork, communication, problem solving without micromanagement. At the same time, the problem of the slow response of higher education to the changing reality remains, in this regard, recommendations are given on monitoring feedback from graduates and employers (using quantitative and qualitative methods), so that universities will be able to adapt the courses taught more effectively. Especially important is the interaction of universities with public and private organizations that will immerse students in real work processes corresponding to the specialty.

Peculiarities of teaching a second/third foreign language based on English

Problem. The article deals with general issues relating to the main features of teaching a second or third foreign language (German and French, based on English) to students specializing in applied linguistics. A short list of similarities and differences between English, German and French in the context of their learning is given. This study presents an overview of the concept of multilingual education and analyses the main methods of teaching a third language. The problems associated with teaching a second foreign language are not sufficiently revealed, as this discipline is not very widespread in non-language educational institutions. It generally holds that the methodology of teaching a second foreign language does not differ from that of teaching a first foreign language, except that the second language is taught to a lesser extent. This approach does not take into account a number of characteristics that affect the effectiveness of learning the subject. Goal. The aim is to present the main features of teaching the second/third foreign language (German and French based on previously learnt English) to students majoring in Applied Linguistics. The relevance of the study is determined by the need to find more effective methods of teaching a second foreign language. Methodology. To achieve this goal, a number of research methods were used: theoretical analysis and generalization of pedagogical and methodological sources on the issues of third language teaching didactics and the concept of multilingual education. The term «multilingualism» is used in official European terminology to refer to both the linguistic diversity of a society and the ability of a person to speak several languages. The concept of "multilingual education" applies to both the development of an individual language repertoire and to «plurilingual education» i.e., education in a context of linguistic and cultural diversity. English, German and French have many things in common: Latin spelling and lexical similarities. All three languages contain many cognates - words that are similar in spelling and pronunciation and mean the same thing. All of these languages have a subject-verb-object syntactic structure. Consequently, the main problems in learning a second/third language after learning English, in the context of three foreign languages in contact with the mother tongue, are interference not only from the mother tongue but also from the second/third language, as well as positive language transfer, given that they both belong to the same Roman language group. Originality. The modern didactic approaches to multilingualism cause a major change not only in the way we teach, but also in the way we learn, develop curricula, and train future professionals. Practical value. The integration of work on language representation and multilingual learning, as well as explaining the plurilingual didactic approach to students, will make the language learning process more focused on students' real skills, more flexible and more creative.

Practice-oriented approach to teaching Python programming to university students

Relevance. The study on this topic is relevant due to the growing need for practical skills to enhance graduate competitiveness, advances in technology, and demands for real-world problem-solving. Purpose. The purpose of this study was to evaluate the effectiveness of a practice-oriented approach to teaching Python programming in higher education institutions to optimise curricula and make students better prepared for the demands of modern industry. Methodology. The methods used include an analytical method, experimental method, comparative method, synthesis method, modelling method, classification method, and statistical method. Results. The study found a considerable increase in academic performance, an increase in interest in the subject and the development of practical skills, which emphasises the significance of the practice-oriented approach in university education. Conclusions. The study concluded that the practice-oriented approach significantly improved the quality of learning, student satisfaction, and practical skills. This educational approach not only enhanced learning efficiency but also better-prepared students for successful careers in programming. The practical value lies in providing students with real software development skills, boosting their competitiveness in the job market, and ensuring successful adaptation to the information technology industry. Keywords: curricula; innovations in education; modern technologies; assessment of educational results

Synchronous and Asynchronous Digital Tools for Real Life Support and Skills- Lessons Learnt from Covid 19

The current pandemic has surprised language educators. Globally, educators have been forced to implement online platforms and remote pedagogies. Online or virtual situations are challenging for students and teachers. Distance learning has become the norm. They must deal with a situation for which they never had any formal training or orientation. Although language learners have weathered this new crisis well, language instructors remain challenged with remote teaching's complexities. In this research proposal, the researcher examines how language educators have adapted to remote learning and discusses how they have implemented synchronous and asynchronous digital tools like OneNote in their language classrooms.

Pedagogical effectiveness and improvement of the process of fostering a culture of safe behavior in primary school children

Introduction. The authors propose to comprehend the reasons for the relevance of the problem of forming a safety culture in pedagogical theory and practice and the need to build educational programs, directions that take into account the reality of modern childhood, the specific conditions of a person's growing up during this period, implementing all available options for the formation and accumulation of life experience by the child, in which the culture of safe behavior occupies one of the leading places. The purpose of the work is to identify the validity of the inclusion of the subjects of the system of additional education for children in the process of forming a culture of safe behavior of younger schoolchildren and to formulate the idea of the dissertation research. Materials and methods. In November-December 2023, a pilot study was conducted to establish the level of formation of basic concepts related to safe behavior in children who have reached primary school age. The methods of survey, content analysis, and conversation were used. The theoretical basis of the study is the concept of uncertainty as a condition of growing up in a changing world (A.G. Asmolov), the activity approach, the principle of complementarity in relation to pedagogical systems (N. Bohr), culturological and subject-object approaches to the study of childhood. The results are presented by the authors in full, and they testify to the well-known effectiveness of the work of preschool educational organizations and schools in the field of forming children's ideas about human safety in the environment. In preschool age, parents are active participants in this process for most children. In the course of the conversations, it was found that children form an indicative basis for activities based on a list of specific situations that may develop in everyday life, but its reproduction is difficult if it is not supported by the child's experience. The absence of situations of experience, teaching safe behavior only in the format of game activities in constructed situations with the use of any visuals, including information and communication technologies (rollers, videos, etc.), or in the format of classes using the explanatory and illustrative method do not allow us to draw conclusions about the formation of safe behavior skills in preschool children. Discussion and conclusion. The authors present a discussion of debatable issues related to the bias in favor of the theory of programs for the education of a culture of safe behavior, with insufficient operationality of the concepts of «danger» and «risk» for the purposes of education. Based on the results of the pilot study and theoretical analysis of some existing approaches, the inclusion in this process of subjects of additional education that carry out activities in the field of physical culture and sports, as a natural environment for the life of children, with pedagogical conditions for modeling situations of controlled danger in order to form real skills and experience of risk in children, is substantiated. This is the idea behind the intended dissertation research.

Teaching and learning French as a second foreign language in the ICT environment

Problem. Abstract. The article deals with general issues relating to the use of electronic educational resources in the teaching and learning of French as a second foreign language in the ICT environment. Attention is drawn to the advantages and disadvantages of computerizing foreign language teaching. A brief description of some electronic educational tools in French is given.
 The digital transformation of the educational process is associated not only with the emergence of new educational opportunities, but also with the training of specialists who are highly responsible for the work they do and capable of making independent decisions.
 Goal. The aim is to present the main trends and prospects for the use of electronic teaching resources in the teaching and learning of French as a second foreign language, to classify electronic teaching resources by methodological objective, to propose new ways of using them in the digital environment. Methodology. To achieve the defined purpose, a series of research methods were applied: theoretical analysis and synthesis of pedagogical and methodological sources on issues, IT resources and networks for educational purposes, questionnaires, interviews as part of the process of identifying priority areas of application. The aim of creating electronic educational resources is to modernize the learning process. The use of e-learning resources makes it possible to refresh the content of teaching materials. The outbreak of hostilities led to the transfer of the educational process to a distance learning format using information and communication technologies, which required students to work actively with information resources. The increase in the volume and quality of information is contributing to the renewal of forms, methods and means of teaching and learning French as a second foreign language. Originality. The integration of e-learning resources into the process of teaching French as a foreign language includes classroom and independent work, as well as the assessment of students' knowledge and skills. The range of possibilities they offer can be incorporated into the structure of each lesson to introduce and work on new topics, check vocabulary and grammar, etc. Practical value. The possibilities offered by e-learning resources make it possible to diversify courses and increase student motivation. Their use makes the language learning process more focused on students' real skills, more flexible and more creative.

Gerçek ve Elektronik İletişim Becerileri Envanterinin Türk Örneklemine Uyarlaması: Geçerlik ve Güvenirlik Çalışması

The aim of this research is to adapt the Real and Electronic Communication Skills Scale (RECS) to Turkish samples. The study consists of two stages. In the first stage, linguistic validity, exploratory factor analysis, internal consistency coefficient, test-retest, and item analysis studies were conducted with 680 adolescents. In the second stage, confirmatory factor analysis and concurrent validity were carried out with 409 participants. The findings obtained in the first stage indicated that the Real Communication Skills (RCS) subscale and the Electronic Communication Skills (ECS) subscale explained 60.64% and 58% of the total variance, respectively. It was determined that item factor loads varied between .62 and .89 for RCS and between .55 and .89 for ECS. The internal consistency coefficient and test-retest values were good. As a result of the confirmatory factor analysis performed in the second stage, the goodness of fit indexes of the scale were good (χ2=803.43; df=451; χ2/df=1.78; p=0.00; RMSEA=.044; SRMR=.04; GFI=.90; AGFI=.85; CFI=.98; NFI=.95; IFI =.98; RFI = .95). The concurrent validity analyses indicated that it had significant relationships with the Social Skills Scale, the Communication Skills Scale, and the Shyness Scale. As a result of the analyses, it can be said that the Turkish version of the RECS is valid and reliable.

Simulated cardiopulmonary bypass: a high fidelity model for developing and accessing clinical perfusion skills

BackgroundTraditionally, novice perfusionists learn and practice clinical skills, during live surgical procedures. The profession’s accrediting body is directing schools to implement simulated cardiopulmonary bypass (CPB) into the curriculum. Unfortunately, no CPB simulation models have been validated. Here we describe the design and application of a CPB simulation model.MethodsA CPB patient simulator was integrated into a representative operative theater and interfaced with a simple manikin, a heart-lung machine (HLM), clinical perfusion circuitry, and equipment. Participants completed a simulation scenario designed to represent a typical CPB procedure before completing an exit survey to assess the fidelity and validity of the experience. Questions were scored using a 5-point Likert scale.ResultsParticipants (n = 81) contributed 953 opinions on 40 questions. The participants reported that the model of simulated CPB (1) realistically presented both the physiologic and technical parameters seen during CPB (n = 347, mean 4.37, SD 0.86), (2) accurately represented the psychological constructs and cognitive mechanisms of the clinical CPB (n = 139, mean 4.24, SD 1.08), (3) requires real clinical skills and reproduces realistic surgical case progression (n = 167, mean 4.38, SD 0.86), and (4) would be effective for teaching, practicing, and assessing the fundamental skills of CPB (n = 300, mean 4.54, SD 0.9). Participants agreed that their performance in the simulation scenario accurately predicted their performance in a real clinical setting (n = 43, mean 4.07, SD 1.03)ConclusionThis novel simulation model of CPB reproduces the salient aspects of clinical CPB and may be useful for teaching, practicing, and assessing fundamental skills.

An Intelligent Human-Computer Interaction System Based on Wireless Self-Powered Sensor for Motion Monitoring

With the development of the Internet of Things and information technology, large numbers of self-powered flexible sensors are needed to monitor the state of human motions. Triboelectric nanogenerators (TENGs) have attracted attention in sports monitoring due to its low cost and materials versatility. An Eco-flex-PTFE TENG (PE-TENG) system has been designed to real-time monitor and analyze the position and force changes of soccer players when kicking the ball on the outside, inside, and front of the foot, and to evaluate the technical motions. The PE-TENG system includes a PE-TENG sensing unit, Bluetooth transmission end, and an upper computer digital signal receiving end. The friction layer of the PE-TENG sensing unit is composed of Eco-flex and PTFE. PE-TENG system has the advantages of small size, light weight, stable working performance, and does not require external power supply. On the basis of the PE-TENG system, designed a human-computer interaction system to achieve the combination of real and virtual kicking skills for analyzing soccer players’ kicking motions. The system provides a new direction for scientific monitoring of soccer training, and entertainment of soccer players, while also accelerating the broad application prospects of self-powered wearable sports sensors in the field of sports monitoring.

Media literacy of undergraduate students in the field of life safety culture and healthy lifestyle

The results of a study of students' media literacy in the field of life safety culture and healthy lifestyle are presented. The sources of information on safety measures and rules of conduct in emergency situations are described. It is established that students use social networks, messengers to communicate, get general information about events and incidents, and get real knowledge and skills of safe behavior from the training course "Human life safety". In the absence of a threat to life and health, students have no motivation to search for useful information in the field of life safety and a healthy lifestyle.

RiNeo MR: A mixed reality simulator for newborn life support training.

Neonatal resuscitation is an uncommon, albeit critical task that is more likely to succeed if performed properly and promptly. In this context, simulation is an appropriate way for training and assessing the abilities of all medical staff involved in delivery room care. Recent studies have shown that learning is enhanced if the simulation experience is realistic and engaging. Hence, Virtual Reality can be beneficial for newborn resuscitation training. However, the difficulty of providing realistic haptic interaction limits its use. To overcome this constraint, we have designed RiNeo MR, a simulator for newborn life support training, combining a sensorized manikin to monitor in real time resuscitation skills, with a Virtual Reality application. The system includes a Virtual Reality headset, Leap Motion to track the user's hands, sensorized bag valve mask, and manikin to monitor head and mask positioning, ventilation, and chest compression. RiNeo MR can be used in two modalities: 2D to let the trainee practice resuscitation manoeuvres on the physical manikin, while receiving real time feedback; 3D that allows the user to be immersed in a virtual environment and practice in an hospital-like setting. In the 3D mode, virtual and real manikins are overlapped and communicate in real time. Tests on 16 subjects (11 controls without medical expertise and 5 paediatric residents) demonstrated that the simulator is well tolerated in terms of discomfort. Moreover, the simulator is high rated for user experience and system usability, suggesting that RiNeo MR can be a promising tool to improve newborn life support training. RiNeo MR is a proof of concept of a mixed-reality newborn life support simulator that can be a promising tool to spread newborn resuscitation high-quality training among healthcare providers involved in perinatal medicine.

The Influence of Esports on Adolescents' Social Skills

The incredible popularity of video games among teenagers today is a direct result of technological advances over the last few decades. With smartphones that are now more and more available to the general public. Previous research findings are still raising concerns in the eSports community about how teenage eSport players can provide valuable socializing time with peers and family. and esports players show that interacting with friends online is more enjoyable and satisfying than doing it in person. The study aims to test the impact of esports on adolescent social skills. This research is quantitative and correlational. The respondents in this study were teenagers who often played esports games, which amounted to 13 respondents. Selection of research subjects using purposive sampling method. This study uses the Real and Electronic Communication Skills questionnaire (RECS). The data gathered showed that five teenagers had low social skills, four people with adequate social skill, three people with high social skills and one person with very high social skill.

Engineering Graduates' Skill Acquisition and Employers Skill Need as applied to Science Education in Ethiopia

Demand for relevant skills and competences have increased with changing science and technology, globalization, and the intensity and complexity of the business environment across the world. This study investigated levels of engineering graduate skill acquisition and employers' skill needs as applied to science education. Using a mixed-methods approach, the study employed both primary and secondary sources of data. The study involved 275 participants recruited using simple random and purposive sampling techniques. Data were analyzed using the mean, standard deviation, and one-way ANOVA. The study found a wider mismatch between levels of higher education supply and labor market needs for indicators of academic, technical, interpersonal, and generic skills. While higher education moderately equipped engineering graduates with the majority of indicators of these skill sets, labor market needs for the same skills remain high. The mismatches between the demand and supply of skills have several implications, it compromises firms' productivity, result in market losses, hamper economic growth, competitiveness, and innovative capacity at the macro-economic level, decrease quality human capital by discouraging investment in education and training, and challenge graduates in finding jobs suitable for their field of study. These require universities and employers to conduct real labor market skills' needs assessments before designing training curriculum; shifting curriculum delivery from theory-focused to practical-oriented modes of teaching and ensuring learners' acquisition of skills demanded by employers; and establishing strong and sustainable linkages between industries and training institutes. It is also good if future research focuses on skills employees acquire at work through experience and factors attributed to mismatches between higher education skill supply and employers' skill needs.

Empowering STEM Education: Navigating Challenges and Embracing Innovations

This article exposes the main arguments of each article published in this issue. In Tara Brabazon's article, the focus is on addressing student attrition in universities, advocating for strategies like universal design and the abundance model to support student success. Lineo Lynnette Tool's study in South African universities explores underrepresented groups in STEM leadership, suggesting that targeted efforts can encourage their ascent, using a mixed-methods approach. Asmera Teshome Negeri and Jeilu Oumar's article from Addis Ababa University investigates the gap between engineering graduate skills and employers' needs in Ethiopia, emphasizing the importance of real labor market skills assessments and practical-oriented teaching. Dominic Patric G. Galdonez's research at the Philippine Science High School-Ilocos Region Campus highlights mixed perceptions of research support and strong motivation among teachers for research-related activities. Khut Sokha and Shimizu Kinya's study establishes a framework for teaching science through an integrated STEM approach (ISTEMA), identifying six elements and exploring the integration of science with engineering and technology in primary and lower secondary education. Ethel Reyes-Chua, et.al., from Paranaque City College, delve into metacognitive strategies employed by college students in the Philippines during the pandemic, emphasizing self-motivation and students' resilience. Sunil Dehipawala, et.al., address challenges in teaching measurement uncertainty in physics lab classes during the Covid-19 pandemic, providing insights into experiential learning and assessment rubrics for remote delivery. Prasart Nuangchalerm & Veena Prachagool's paper discusses the integration of AI in STEM education, analyzing transformative potential of AI-driven learning analytics, highlighting the need for ethical considerations in implementing technological innovations.

VISION OF NURSES WORKING. VISION WITH DISABLED CHILDREN ABOUT THEIR PROFESSIONAL COMPETENCE

The nurse's work with children with disabilities requires narrowly profiled knowledge to ensure adequate medical and health care for children in the process of deinstitutionalization. Purpose: The purpose of the research is to establish the attitudes of nurses regarding the increase of their professional competence for working with children with disabilities in the process of deinstitutionalization. Methods: An anonymous survey was conducted of 109 nurses working in medical and social care homes (HMSCC) in the cities of Burgas and Stara Zagora. For this purpose, a questionnaire consisting of 34 questions of open and closed type was developed. Results: The survey found 68% of respondents believed that a nurse should have a continuous drive to learn new knowledge about caring for children with disabilities. The respondents (75%) indicate that dealing with emergency situations is a mandatory professional competence for those working with children with disabilities, another 55% consider that the ability to emotionally assess the child's condition is very important when performing their professional activity. The respondents considered that a personal contribution of the nurse (outside of professional duties) is necessary for the improvement of care for children with disabilities [t(107) = 5.814; p-level < 0.001]. Conclusion: The survey found a positive attitude of the respondents to participate in postgraduate studies. The respondents express a desire to become involved as trainers of parents to provide real knowledge and skills in order to deal with and solve the child's health problems that arise at home.