Формування готовності майбутніх медичних сестер до професійної самореалізації

Abstract

Дисертацію присвячено актуальній проблемі підготовки майбутніх медичних сестер до професійної самореалізації. У роботі розкрито сутність професійної самореалізації, «готовності майбутніх медичних сестер до професійної самореалізації», визначено критерії, показники, рівні сформованості досліджуваної якості. Теоретично обґрунтовано й експериментально перевірено педагогічні умови, що позитивно впливають на підготовку майбутніх медичних сестер до професійної самореалізації (формування мотиваційних установок майбутніх медичних сестер на професійну самореалізацію засобами імітаційного моделювання; активізація пізнавальної діяльності студентів засобами інформаційно-комунікаційних технологій; розроблення і реалізація у медичному коледжі програми позааудиторних заходів, спрямованих на підготовку майбутніх медичних сестер до професійної самореалізації; створення у медичному коледжі рефлексивно-орієнтованого середовища) та методику їх реалізації за етапами: пропедевтично-ціннісним, пізнавально-базовим, конструктивно-процесуальним, узагальнювально-корекційним. Розроблено та перевірено модель формування готовності майбутніх медичних сестер до професійної самореалізації

Диссертация посвящена актуальной проблеме подготовки будущих медицинских сестер к профессиональной самореализации. В работе раскрыта сущность профессиональной самореализации, «готовности будущих медицинских сестер к профессиональной самореализации», определены критерии, показатели, охарактеризованы уровни готовности. Теоретически обоснованы и экспериментально проверены педагогические условия, способствующие формированию готовности будущих медицинских сестер к профессиональной самореализации (формирование мотивационных установок будущих медицинских сестер к профессиональной самореализации средствами имитационного моделирования, активизация познавательной деятельности студентов средствами информационно-коммуникационных технологий; разработка и реализация в медицинском колледже программы внеааудиторных мероприятий, направленных на подготовку будущих медицинских сестер к профессиональной самореализации; создание в медицинском колледже рефлексивно-ориентированной среды) и методика их реализации. Разработана и проверена модель формирования готовности будущих медицинских сестер к профессиональной самореализации

The hypothesis of the study is the assumption that the level of readiness of future nurses for professional self-fulfillment will increase because of their professional training focus in medical colleges to professional self- fulfillment and is provided by the formation of motivational attitudes of future nurses for professional self-realization with the help of simulation, cognitive activity of students by means of information and communication technologies; by development and implementation of extracurricular activities program in medical college to prepare future nurses for professional self-realization; by the creation of a reflexive-based environment in medical college, by application of methods of formation of readiness of future nurses for their professional self-fulfillment in the educational process . The analysis of scientific papers on the definite problem gives reason to interpret the term «self-realization» as the identification and development of human personal abilities in all areas of life. «Self-realization of future nurses» is the practical implementation of individual creative potential of students determined by set of their perceptions about their professional and medical skills, reflecting the extent possible actualization of creative potential of students in the targeted medical activities and is focused on the appropriate outcome. «The rediness of future nurses to their professional self-realization» is understood as a personal characteristic that comprises focus on self-realization in the future professional activities, the desire to expand, deepening and continuous improvement of professional knowledge and skills; desire for full disclosure of their own professional capacity in various forms of professional activity, which leads to self-transformation of the individual in learning process in medical college. Training of future nurses is recognized as a part of the system of their evel education, which involves the mastery of knowledge, skills and abilities defined in the standard of medicine, and are necessary for future spesialists to provide nursing care to patients and focus on the most effective preparation for their professional self-fulfillment. Four interrelated components are singled out in the structure of readiness of future nurses to their professional self-fulfillment: motivational, cognitive, operational, reflective. According to the examined components, criteria and indicators of readiness of future nurses to professional self-fulfillment are defined: motivation, goals, interests, values, attitude toward nursing profession and the professional self-realization; there is a requirement for professional self-realization, the installation of self-realization; focus on a perfect mastery of professional knowledge and for professional self-realization; awareness of the importance of their activities and the need for professional self- fulfillment (motivational value criterion); level of mastering of professional knowledge; independent thinking; empathy (propensity for empathy); formation of personal qualities (responsibility, strictness, integrity, determination, perseverance, self-control, etc.), positive professional «self-concept» (cognitive-personal criterion); professional formation of practical skills and abilities; creative activity, the most complete actualization and realization of professional skills in the practice, the ability to solve professional problems creatively; interoperability (the ability and skills of professional communication) with patients, doctors, other nurses, relatives of the patient; autonomy quasi professional activities (creative and activity criteria); self-designing ability of own professional qualities, self-government ability; reflection capacity; self-regulation capacity; ability to evaluate results and adjust their own training (reflexive-regulatory criterion). Prepared and introduced scientific and methodical support of the formation of readiness of future nurses for professional self-fulfillment is based on methodological approaches and specific teaching principles of training of future nurses for professional self-fulfillment. It contains a teacher’s guide, teaching guidelines. The textbook «Readiness of future nurses for their professional self-realization» discloses the essence and structure of the concept of «readiness of future teachers for professional self-development», didactic and specific principles of training of future nurses for their professional self-fulfillment, etc. The guidelines «Professional self-fulfillment of future nurses: diagnostic methods» provides guidance on the application of diagnostic techniques, questionnaires by teachers of medical colleges that they can use in their work in order to prepare future nurses for professional self-fulfillment. The introduction of scientific and methodological support into educational process in medical colleges has proven its feasibility to prepare future teachers for continuing professional self-development. Carried theoretical and experimental work, of course, does not cover all aspects of training future nurses for their professional self-fulfillment. Prospects for further research are perceived in creation of teaching and methodological support for the formation of readiness of future nurses to their professional self-fulfillment by means of information and communication technologies; the formation of readiness for professional self-realization among students of other training areas and specialties that are taught in medical colleges