Training Courses Research Articles

Development and validation of a training course on proton pump inhibitor deprescription for general practitioners in a rural continuing medical education program: a pilot study

BackgroundDespite being cornerstone medications for managing gastrointestinal disorders, proton pump inhibitors (PPI) have raised concerns due to inappropriate prescribing and overutilization, their potential side effects, and interactions with other medications. General practitioners (GPs) provide long-term patient follow-up and are targets to promote PPI deprescribing to reach the widest possible population. GPs practicing in rural settings encounter unique challenges as their numbers dwindle and their workload increases. Hence, targeted educational interventions are crucial to promote appropriate prescribing practices in such underserved areas.MethodsWe developed a continuing medical education (CME) program focused on PPI deprescribing for GPs in rural settings. The program comprised of an interactive training session featuring clinical cases, an open discussion, and distribution of educational materials. We assessed the program’s effectiveness using a two-level Kirkpatrick model, evaluating participant satisfaction and knowledge levels through pre- and post-course questionnaires.ResultsThirty-three GPs participated, with 61.9% working in semi-rural and 38.1% in rural areas (21 responded to the 1st questionnaire, 14 to the 2nd ). Median medical experience was 6 years, with 61.9% serving as internship supervisors. Despite 95.2% acknowledging PPI overprescription, none had previously participated in dedicated PPI CME programs. The open discussion session provided valuable insights into various topics related to PPI use and gastrointestinal health. Participants expressed high satisfaction with the program (average rating of 9.1/10) and 92.9% reported changes in practice, including increased awareness of inappropriate PPI prescriptions. Indeed, 92.9% of GPs identified inappropriate PPI use following the course. 57.1% of participants utilized the provided educational materials. The main practice changes observed included an increased reassessment rate of PPI indications (71.4% at each renewal after vs. 19% before, 28.6% non-systematically after vs. 66.8% before, 0% rarely after vs. 14.3% before; p = 0.006), the necessity for more than one consultation to deprescribe (64.3% after vs. 23.8% before; p = 0.021), systematic utilization of gradual cessation of PPI (100% vs. 61.9%; p = 0.039) and more frequent use of additional medication (92.9% vs. 57.1%; p = 0.022), primarily antiacids (92.3%).ConclusionsOur study underscores the effectiveness of targeted CME programs in promoting appropriate prescribing practices and enhancing knowledge among GPs in rural settings. Despite the challenges encountered in deprescribing PPI, the program facilitated proactive approaches in managing treatment discontinuation failures. Tailored educational interventions are essential for mitigating medication prescribing challenges and improving patient outcomes in rural primary care settings.Trial registrationsNot applicable.

Agricultural Sector of Ulyanovsk Region (1966-1970): A Focus on Crop Production

This article provides a comprehensive analysis of the modernization processes in the crop production sector of the Ulyanovsk region during the Eighth Five-Year Plan. The research draws on unpublished documents sourced from the State Archive of the Ulyanovsk Region and the State Archive of Contemporary History of the Ulyanovsk Region, a significant portion of which is introduced into scholarly discourse for the first time, alongside statistical materials and periodicals. The study examines the efforts of party organs and farm leadership aimed at intensifying the development of crop production. It addresses the authorities’ personnel policies regarding the expansion of vocational and technical education institutions, the organization of training courses for specialists in mass professions, and the enhancement of their qualifications to meet agricultural needs. The dynamics of crop production development from 1966 to 1970 are analyzed, evaluating the achievements of regional farms in producing key agricultural products. The author concludes that, despite facing problematic farms and a slight reduction in areas allocated for grain crops, the authorities in the Ulyanovsk region managed not only to meet but also to exceed the planned targets for yield, total harvest, and state procurement volumes of primary crop products during this period.

أثر نظم المعلومات الإدارية على إدارة المشاريع الإنشائية دراسة تطبيقية على مشروع القدية

This study aimed to explore the reality of management information systems (data collection and processing, information storage and retrieval, material and human requirements) and their impact on the management of construction projects in the Qiddiya project in the Kingdom of Saudi Arabia. The study included a community of 230 managers, and a random sample of 140 managers was selected. Questionnaires were distributed to the sample, and 105 questionnaires were retrieved with a response rate of 75.3%. The results of the study showed a statistically significant impact at the significance level of management information systems (human and material requirements) on the management of construction projects in the Qiddiya project. The results also showed that the sub-variables (human and material requirements) have a significant impact on directing and managing projects and ensuring the quality of performance. While there was no statistically significant impact of the sub-variables related to data collection, processing, storage and retrieval on the management of construction projects as a dependent variable. The study recommended the need to enhance the activation of management information systems by organizing training courses and awareness workshops that highlight their importance and role in improving the efficiency of implementing construction projects.

Wilderness Medicine Curricula in US Multidisciplinary Training Courses.

Wilderness medicine (WM) is the study of medicine in austere environments. There are several US multidisciplinary courses that teach WM to people from varying medical backgrounds. However, WM topics are covered to different extents. This study's purpose was to compare WM components among US multidisciplinary training courses. The American College of Emergency Physicians WM fellowship curriculum's 19 components and the Fellowship of the Academy of Wilderness Medicine's 12 core and 16 elective competencies and their credits were used as two control lists. Curricula from 10 US multidisciplinary courses were analyzed for WM components. Using descriptive analysis, each course curriculum was compared with the controls. This study examines WM components in 10 courses. The greatest number of American College of Emergency Physicians WM fellowship topics (14 of 19) was covered by the Paramedic course and the fewest number (4 of 19) by the Tactical Combat Casualty Care-Combat Lifesaver course. The greatest number of Fellowship of the Academy of Wilderness Medicine core credits (56) was offered by the Paramedic course and the fewest number (24) by the Tactical Combat Casualty Care-Medical Personnel course. The greatest number of Fellowship of the Academy of Wilderness Medicine elective credits (83) was offered by the Paramedic course and the fewest number (25) by the Tactical Combat Casualty Care-Combat Lifesaver course. This research analyzed WM components in US multidisciplinary courses and demonstrated that each covers WM topics to varying extents. This shows an opportunity for these courses to expand their WM education within their scope. It also demonstrates competencies offered by different courses for interested trainees.

Salmon's five-stage model and E-Portfolios: a pathway to intercultural communication skills in virtual learning during COVID-19

The article presents the research results of a transnational virtual exchange (VE) project, the Intercultural Digital Community Buiding conducted with EFL Algerian and multidisciplinary Turkish students that started a few days before the COVID-19 pandemic. It aimed to investigate how Intercultural Digital Community Building enhances participants' intercultural communication skills based on Salmon's five-stage e-tivities for an e-moderating and project-based training course aligned with the experiential approach. Additionally, it assesses the effectiveness of e-portfolios as reflective tools to document and facilitate the development of these skills. The research opted for a qualitative-dominated mixed methods approach, involving 26 students (n=15 Algerian and n=11 Turkish) over three months during the COVID-19 pandemic. The findings revealed significant improvements in the participants' intercultural communication skills, attributed to Salmon's e-tivities-paced online learning and the reflective nature of the course. E-portfolios' results proved effective for participants and researchers to track progress and reflect on learning experiences, suggesting that incorporating structured experiential learning and reflective practices into virtual exchange programs can substantially enhance intercultural communication skills. Future research should explore such virtual exchanges' long-term impacts and scalability across diverse educational contexts and academic fields.

Development and evaluation of an online professional development course to support delivery of tiered school-based rehabilitation services

Purpose The Facilitating Integration of Rehabilitation Services Through Training (FIRST) Course provides online professional development on tiered service delivery models for rehabilitation professionals working in education settings. Created by content and e-learning experts, this study describes our use of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) instructional design model and the Successive Approximation Model (SAM) to develop, implement, and evaluate the FIRST Course, and reports the findings of an initial program evaluation. Method Rehabilitation professionals who completed the FIRST Course were invited to complete a cross-sectional survey to evaluate its utility. Results Between May 1, 2020, and August 11, 2023, 314 occupational therapists, 54 physiotherapists, and 170 speech-language pathologists completed the online course and survey. Respondents perceived the FIRST Course content to be relevant to their practice and to meet their learning needs regarding tiered services in education settings. Most respondents viewed the course positively and would recommend it to colleagues. More experienced respondents suggested a need for training on tiered service delivery models beyond an introductory level. Conclusions The ADDIE and SAM instructional design models were successfully applied to develop, implement, and evaluate online professional development for school-based rehabilitation professionals who wish to learn about tiered service delivery models.

Using E-Learning Resources: University Students’ Perspectives

This study aimed to identify the degree of using the e-Learning resources from the perspective of students at a Public University in Jordan (PU). To meet the study’s goals, the researcher adopted the descriptive survey approach and developed an instrument (a questionnaire). The validity and reliability of the questionnaire was checked and then was passed to 410 male and female Bachelor students enrolled at PU for the academic year 2021/2022. The findings of the study found that the degree of using the e-learning resources from the perspective of students at PU is medium. Further, they found that there are statistically significant differences between the means of the aforementioned degree which can be attributed to the academic level for the favor of the students who are in their third year or more. Furthermore, they found that there were no statistically significant differences which can be attributed to gender or faculty. In the light of the study’s results, the researchers recommend the need to provide students with training courses to clarify ways to make optimal use of e-learning resources.

Nursing and midwifery simulation training with a newly developed low-cost high-fidelity placenta simulator: a collaboration between Italy and Ethiopia

BackgroundSimulation training provides safe environment for skill acquisition and retention. This study addresses a critical challenge in Africa – umbilical cord and placenta management after childbirth – aiming to bridge theoretical learning with practical experiences through simulation. We realized a new low-cost high-fidelity simulator of placenta and umbilical cord. We conducted a needs-based training course for nursing and midwifery students at St. Luke Hospital of Wolisso, Ethiopia, to validate our new simulator and compare its acceptability and teaching effectiveness with other two simulators (conventional low-fidelity model and human placenta).MethodsWe surveyed St. Luke Hospital medical experts to obtain their feedback on the new simulator’s face, content, and usability. We carried out a simulation training course for 67 students who received theoretical lectures and simulation courses being divided into three groups according to the simulator used. We assessed the simulators’ user acceptability using the Technology Acceptance Model (TAM) and compared the final objective evaluations by tutors between groups.ResultsExperts confirmed the new simulator’s fidelity, material quality, and usability. Students training on the new simulator demonstrated higher objective scores and perceived it as more useful and user-friendly compared to human placenta, while there was no difference between conventional simulator and human placenta in the TAM items.ConclusionWe validated a new high-fidelity simulator developed by the Sant’Anna School of Advanced Studies in Pisa, Italy, using the TAM scale and robust statistical methods, thanks to a successful collaboration with St. Luke’s Hospital in a simulation training course where students achieved higher objective scores and perceived the simulator as more useful and easier to use than a real human placenta, suggesting significant educational benefits and potential for future research.

Palliative care knowledge and self-efficacy: a comparative study between intensive care units and general units nurses

Background and objectivesThe growing number of terminally ill patients has underscored the importance of equipping healthcare workers with adequate palliative care knowledge and self-efficacy. This study aimed to compare the palliative care knowledge and self-efficacy of nurses in intensive care units (ICUs) with those in general wards at hospitals affiliated with Kerman University of Medical Sciences in 2023.MethodsThis descriptive-comparative cross-sectional study involved nurses from intensive care units and general wards of three hospitals affiliated with Kerman University of Medical Sciences, for a total sample size of 300 nurses (150 in each group). The samples were selected using convenience sampling. The data collection tools included a demographic information questionnaire, the Palliative Care Knowledge Test (PCKT), and the Palliative Care Self-Efficacy Scale (PCSES). Convenience Sampling method was used. The data were analyzed using SPSS 23. Descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (independent t-test, Mann-Whitney U test and multivariate stepwise regression) were employed. Statistical significance was determined by a p-value of ≤ 0.05.FindingsThe mean score for palliative care knowledge was 10.59 (± 2.10) for nurses in intensive care units and 10.43 (± 2.33) for nurses in general wards, with no significant difference between the two groups (P = 0.53). Similarly, the mean score for palliative care self-efficacy was 28.01 (± 10.29) for nurses in intensive care units and 27.98 (± 10.33) for nurses in general wards, with no significant difference between the groups (P = 0.98). Variables such as the history of caring for dying patients in the hospital (P = 0.004) or at home (P = 0.01), workplace (P = 0.002), and work experience (P = 0.03) were identified as the main predictors of palliative care knowledge and palliative care self-efficacy was affected by age (P < 0.001), history of participation in palliative care training courses (P = 0.008), and palliative care knowledge score (P = 0.01).Discussion and conclusionThis study revealed no significant difference in total scores of palliative care knowledge or self-efficacy between nurses in intensive care units and general wards It is suggested that more efforts be made to increase the knowledge and self-efficacy of all nurses, especially nurses in ICU departments, till providing a standard palliative care setting.

Diabetic patients' knowledge and related factors towards insulin therapy: A systematic review

This systematic review aimed to evaluate the knowledge of diabetic patients and related factors regarding insulin therapy. A comprehensive search was systematically conducted across several international electronic databases, including Scopus, PubMed, and Web of Science. The search employed Medical Subject Headings (MeSH) keywords including "knowledge", "insulin", and "diabetes", covering records up to May 1, 2024. The quality of the included studies was assessed using the appraisal tool for cross-sectional studies (AXIS tool). A thorough analysis of fourteen cross-sectional studies involving 2,471 diabetic patients revealed an average knowledge level of 56.51 out of 100 regarding insulin therapy. The study identified several significant factors influencing this knowledge level: age, education level, duration of insulin treatment, practical experience, marital status (specifically being single), participation in training courses, urban residence, and male gender. These findings underscore the crucial role of health policymakers and managers in improving diabetic patients’ knowledge of insulin therapy. By targeting interventions toward these specific factors, they can make a significant difference in the lives of diabetic patients.

To what extent can oracy education and student dialogue support historical thinking skills in Year 7?

Abstract During the course of my teacher training, I have encountered two distinct classroom contexts for oracy: a term that refers to the ability to express oneself in speech. At my first placement school, very few students were willing to answer questions or present arguments in front of their peers. Conversely, the majority of students at my second placement school are keen to demonstrate their knowledge, yet often speak over one another during discussion tasks. In both schools, dialogue is mainly directed towards the teacher; students rarely offer extended answers during lessons, and oral reasoning and argumentation generally take place as a precursor to written work. I therefore wanted to implement a sequence of lessons where the learning was intentionally carried out and measured through student talk and cooperation. In particular, I wanted to examine how far teaching specific oracy skills and providing informal scaffolded opportunities for presentational and exploratory talk can support the development of historical thinking skills in Year 7 (age 11): in other words, students' ability to consider multiple historical perspectives; to appreciate the difference between modern and ancient values; to critically engage with historical terminology, and to present and justify an argument. Students' responses were generally positive and engagement raised. I conclude with further thoughts about future practice.

Clinical implementation of advanced respiratory monitoring with esophageal pressure and electrical impedance tomography: results from an international survey and focus group discussion

BackgroundPopularity of electrical impedance tomography (EIT) and esophageal pressure (Pes) monitoring in the ICU is increasing, but there is uncertainty regarding their bedside use within a personalized ventilation strategy. We aimed to gather insights about the current experiences and perceived role of these physiological monitoring techniques, and to identify barriers and facilitators/solutions for EIT and Pes implementation.MethodsQualitative study involving (1) a survey targeted at ICU clinicians with interest in advanced respiratory monitoring and (2) an expert focus group discussion. The survey was shared via international networks and personal communication. An in-person discussion session on barriers, facilitators/solutions for EIT implementation was organized with an international panel of EIT experts as part of a multi-day EIT meeting. Pes was not discussed in-person, but we found the focus group results relevant to Pes as well. This was confirmed by the survey results and four additional Pes experts that were consulted.ResultsWe received 138 survey responses, and 26 experts participated in the in-person discussion. Survey participants had diverse background [physicians (54%), respiratory therapists (19%), clinical researchers (15%), and nurses (6%)] with mostly > 10 year ICU experience. 84% of Pes users and 74% of EIT users rated themselves as competent to expert users. Techniques are currently primarily used during controlled ventilation for individualization of PEEP (EIT and Pes), and for monitoring lung mechanics and lung stress (Pes). EIT and Pes are considered relevant techniques to guide ventilation management and is helpful for educating clinicians; however, 57% of EIT users and 37% of Pes users agreed that further validation is needed. Lack of equipment/materials, evidence-based guidelines, clinical protocols, and/or the time-consuming nature of the measurements are main reasons hampering Pes and EIT application. Identified facilitators/solutions to improve implementation include international guidelines and collaborations between clinicians/researcher and manufacturers, structured courses for training and use, easy and user-friendly devices and standardized analysis pipelines.ConclusionsThis study revealed insights on the role and implementation of advanced respiratory monitoring with EIT and Pes. The identified barriers, facilitators and strategies can serve as input for further discussions to promote the development of EIT-guided or Pes-guided personalized ventilation strategies.

MỘT SỐ VẤN ĐỀ LÍ LUẬN TRONG ĐÀO TẠO THẠC SĨ QUẢN LÍ GIÁO DỤC ĐÁP ỨNG YÊU CẦU PHÁT TRIỂN NGUỒN NHÂN LỰC CHẤT LƯỢNG CAO, TRÌNH ĐỘ CAO

In recent years, the training of the master's program in educational management in our country has developed strongly, making an important contribution to improving the quality of educational management staff. However, the training courses today still face various limitations and inadequacies that affect the quality of training. Using the theoretical research method, the article has pointed out several characteristics in the training of master's in educational management to meet the requirements of developing high-quality and highly qualified human resources in our country today such as characteristics of students; High requirements for quality, ethics, and capacity of training products; The continuous, systematic and intensive nature of the training process; complexity in designing and implementing training programs to meet the needs of students, and so on. Research results are an important scientific basis for building several specific criteria in training master's in management. Educational principles need to meet the requirements of developing high-quality and highly qualified human resources.

Dementia Rehabilitation Training for General Practitioners and Practice Nurses: Does It Make a Difference?

Rehabilitation helps reduce disability in dementia. The Australian National Dementia Action Plan identifies a gap in clear treatment pathways post-diagnosis, affecting the quality of life for those with dementia. This study assessed the impact of a one-day dementia training course and follow-up on GPs' and practice nurses' knowledge, attitudes, and confidence regarding dementia rehabilitation. The training, led by two experienced GPs and an academic physiotherapist, covered dementia diagnosis, allied health roles, care planning, and referrals. The follow-up involved applying the learnt material and completing a reflective task. Three longitudinal surveys (Dementia Knowledge Assessment Scale-DKAS, General Practitioners' Attitudes and Confidence towards Dementia Survey-GPACS-D, and Dementia Rehabilitation Scale) and Likert-scale statements were conducted pre-course, post-course, and at four-month follow-up, alongside a focus group. Descriptive and regression analyses were applied to survey data, and content analysis was used for focus group data. Seventeen participants (14 GPs, 3 nurses) completed the pre-post-course survey, with eight (6 GPs, 2 nurses) participating in follow-up and focus group discussions. Post-course, DKAS scores increased by 12.1%, GPACS-D by 10.1%, and the dementia rehabilitation scale by 9.4%. Likert-scale statements improved by 8-79%. At the four-month follow-up, there was a slight, non-significant decline in most measures. Focus groups highlighted the training's impacts, useful components, barriers, and suggestions for improvement. Training GPs and practice nurses in dementia rehabilitation enhances knowledge, awareness, and confidence. Ongoing efforts are needed to sustain benefits and address referral barriers for better access to dementia rehabilitation services.

Low psychological resilience and physical fitness predict attrition from US Marine Corps Officer Candidate School training

ABSTRACT The objective is to examine the predictors of attrition in male and female candidates undergoing a 10-week early career military training program. 1006 candidates (79.5% male, 24.7 ± 3.2 years) consented to participating in a larger study examining predictors of injury during US Marine Corps Officer Candidates School (OCS). Participants completed a blood draw, demographic and psychological characteristics questionnaires, and two fitness tests. Participants were then grouped based on successful completion of OCS or not. Associations between potential predictors and attrition were analyzed using simple logistic regression analyses, followed by a backward stepwise elimination method. Area under the curve (AUC) of the receiver operating characteristic (ROC) curve was used to determine the accuracy of the attrition prediction model. 260 candidates (25.8%) attritted over the 10-week training, with the highest number of discharges during week 5. Musculoskeletal injury (MSKI) was the most common cause of attrition (30%), followed by non-MSKI medical (21.5%), and volitional withdrawals (19.6%). Sex, body mass index (BMI), resilience, initial physical fitness test score, combat fitness test (CFT) score, and prior military service were all significantly associated with attrition from OCS (all p < .05). The final prediction model of attrition included CFT score (p = .027) and resilience (p = .018). Multiple demographic, psychological, and fitness characteristics are associated with attrition from an early career military training course (OCS) and may be utilized as part of early screening procedures to identify and provide guidance for individuals at risk for not completing OCS.

Role of English Language Proficiency Standards in Academic and Career Success in Iran

The aim of this paper is to examine the significance of English language proficiency standards in fostering academic and career success in Iran. The development of English language proficiency is intricately linked with the needs of Iranians for achieving their academic and professional goals. Notably, there is a growing interest in learning English language in Iran, like in the other countries, since it lies in the fact that English language, as a globalized language, plays a pivotal role in both academic achievement and career advancement. The study first delves into the English language proficiency standards, which include five levels, illustrating the diverse abilities exhibited by English language learners within each language proficiency level. Second, it explores the factors which have tremendous impacts on academic and career success in learning English language, with the aim of maximizing the effectiveness of English language learning for English language learners. Furthermore, it highlights the extensive array of English training courses available in Iran, conducted in educational institutions, which contribute significantly to enhancing English language proficiency among learners and optimizing English language learners’ perspective on the English language. Finally, the outcomes of this investigation indicate that the number of interested English language learners in Iran has been increasing in recent years, as they demonstrate a profound awareness and a deeper understanding of the global significance of the English language and recognize its transformative effects on their academic and professional success, thereby opening up vast opportunities for international communication and engagement.

MARKETING DE NOVO PRODUTO - INOVAÇÃO PARA O PÚBLICO ACADÊMICO, UM ESTUDO DE CASO

The launching of new products on the market is a usual practice for some companies, being actions that guarantee their permanence and the creation of competitive values. The present work aims to present a case study of a company launching a distance education course for teacher education and training with a view to marketing planning. With methodology based on observation, bibliographic research in articles and books, document analysis and context analysis, linked to qualitative research. Thus, the viability of critical data collection for marketing planning is perceived. From the data, it is possible to extract scientific information from the actions taken showing the entire project and development of this innovative product, as well as the tactical and strategic planning for decision making. This work is orientative and serves as an instrument for entrepreneurs and academics in the development of new products and new research, respectively.

Bridging the Language Gap in Healthcare: Implementing a Qualified Medical Interpreter Program for Lesser-Spoken Languages

Linguistic inequity drives systemic disparities in healthcare for non-native English speakers. This study evaluates a project to train and provide qualified medical interpreters (QMI) to assist volunteer and safety-net clinics and community-based organizations in supporting healthcare for immigrants and refugees. We provided scholarships to bilingual community members to take a medical interpreter training course and developed a workforce for those who passed the training course. We focused on lesser-spoken foreign languages such as Arabic, Amharic, Pashto, Dari, and Burmese. Those who passed the course participated in a semi-structured interview to learn about their experiences in the training program, as well as barriers and facilitators to becoming a QMI. To date, 23 people have passed the training and are part of the QMI workforce program that has provided 94 h of interpreter services over four months, serving 66 individual patients. The evaluation showed that community members have interest in becoming QMIs and many have the required language proficiency to enroll and pass training. Finding full-time employment for less spoken languages has proven to be challenging.

Comparing the impact of different transfusion medicine teaching methods—A mobile application versus task-based learning—On two dimensions of clinical competence among nursing students: A quasi-experimental study

AimTo evaluate and compare the impact of a transfusion medicine training course delivered via two different teaching methods—a mobile application and task-based learning—on nursing students' knowledge and clinical decision-making skill. BackgroundTo advance nursing education and clinical competence, it is crucial to integrate innovative methods, such as mobile applications and task-based learning, that promote active and competency-based learning. Evaluating these methods provides educators with insights to enhance nursing students' knowledge and clinical decision-making skill, ultimately improving patient care and supporting professional development. DesignA quasi-experimental study using a pretest-intervention-posttest design with a control group. MethodsThis study included 82 nursing students from the 6th to 8th semesters, selected through convenience sampling and randomly assigned to three groups—mobile application (n=30), task-based learning (n=30) and control (n=30). The first group received educational content through a mobile application, the second group through task-based learning and the control group received no intervention. Data were collected using a valid and reliable three-part researcher-made tool, including a demographic/educational checklist and questionnaires on knowledge and clinical decision-making skill, administered before and two weeks after the intervention. Analysis was done using paired t-test, analysis of covariance and Bonferroni post hoc test, with a significance level set at p<0.05. ResultsFollowing the intervention, both intervention groups showed a significant increase in knowledge and clinical decision-making skill scores (p<0.05). Although both groups had higher knowledge scores than the control group, the differences were not significant (p>0.05). In contrast, clinical decision-making scores were significantly higher in both intervention groups compared with the control (p<0.05). No significant differences were observed between the intervention groups regarding the mean post-test knowledge and clinical decision-making skill scores (p>0.05). ConclusionBoth teaching methods effectively improved nursing students' knowledge and clinical decision-making skills in transfusion medicine. To leverage these findings effectively, educational authorities should integrate mobile applications and task-based learning into nursing curricula, test these methods in various settings to assess their impact and use the findings to update curricula in line with current educational needs.

Components of contemporary linguo-methodological competence of students in language training programs at the present stage

Importance. The competence-based approach prevailing in the current higher education puts forward special requirements to the systematization of knowledge and skills of graduates. The composition and description of professional competence, which is the main reference point in course design, has a strong impact on the overall effectiveness of the educational process, so there is an imperative need for a comprehensive and practice-oriented model of linguo-methodological competence. The purpose of the study is to develop a general model of linguo-methodological competence that meets the needs of linguo-methodological areas of training.Materials and Methods. To carry out the research: the corpus of research literature on the topic is analyzed, the general regularities of requirements to the competence of a specialist are synthesized and systematized, the structure of linguo-methodological competence is modeled.Results and Discussion. Interpretation of the general model of professional competence under specific conditions of foreign language teaching reveals a number of functionally different aspects of specialist’s competence. The following aspects are identified: behavioral, sociocultural, motivational, information and communication, and linguodidactic. Each component actualizes a relatively autonomous set of knowledge and skills, which can be purposefully influenced.Conclusion. The presented model is characterized by its structural completeness, which allows integrating private professional competences within the framework of individual components. The selected components reflect the main aspects of professional activity of a modern foreign language teacher, which allows us to use it as a starting point for designing a foreign language teacher training course.