NURSES' PROFESSIONAL COMPETENCE COMPONENTS SELF-ASSESSMENT IN BUILDING A POSITIVE HEALTH CARE ENVIRONMENT

Nurses' professional competence consists of several interrelated components, which during interacting of critical thinking, reflection and experience, characterizes the essence of the profession of nurses. Critical thinking applies not only to the educational process, it is an expression the nurses’ responsible and professional action during the health care process. Critical thinking and reflection make up of various specific competence component interactions of nurses professional healthcare process. The professional competence of the nurse grows and develops in interaction of social, educational and health care environment, learning process, and is realized in the context of the knowledge and experience. It is constantly exposed to the transformation from the potential state to the actual, developing, increasing its potential and readiness in a systemic perspective.The study aims to determine the self-assessment level of the nurses' professional competence components to create a positive environment for health care and improve health care quality.It is important for nurses to engage in scientific research work, thus developing evidence-based health-care practices. Research task in nursing and health care is the identification and development of knowledge, promoting the use of the theory of nursing in practice through critical and systematic way of thinking and implementing the theory based health care. The study utilized: 1) nurses' professional competence component self-assessment scale (Nurse Competence Scale); 2) The research process implementation barrier assessment scale (Barrier scale)

THE ROLE OF INTERCULTURAL SIMULATION GAMES IN THE STUDY PROCESS: THE IMPACT ON THE DEVELOPMENT OF INTERCULTURAL COMPETENCE

Intercultural simulation games are defined as instructional activities that engage and challenge participants with certain experiences. The use of intercultural simulation games in the study process while developing intercultural competence becomes very essential part of education. The primary prerequisite for development of intercultural competence is multicultural environment and methods aimed at creation or simulation of real-life activity and situation. This article examines the conceptual bases for intercultural simulation games in the study process and its impact or efficacy on the development of intercultural competence. Intercultural simulation games are designed and conducted to develop skills and inoculate participants for future experience in a different or unknown cultural environment

Использование web-ориентированных и мультимедийных технологий в формировании социальной компетентности младших школьников

Автореферат дисертації. Кваліфікаційна наукова праця на правах рукопису. Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.10 – «Інформаційно-комунікаційні технології в освіті». – Інститут інформаційних технологій і засобів навчання НАПН України, Київ, 2018. У дисертації досліджено проблему формування соціальної компетентності молодших школярів в педагогічній теорії та практиці. Здійснено аналіз основних понять дослідження, уточнено поняття «соціальна компетентність молодших школярів». Визначено особливості формування соціальної компетентності молодших школярів у сучасному інформаційному просторі, розглянуто соціальну компетентність як одну з ключових компетентностей молодших школярів. Досліджено проблему підготовки педагогічних працівників (закордонний і вітчизняний досвід) до використання інформаційно-комунікаційних технологій у початковій школі, розглянуто дисертаційні дослідження у цьому напрямі. Досліджено сучасний стан застосування web-орієнтованих і мультимедійних технологій у формуванні соціальної компетентності молодших школярів. Визначено web-орієнтовані і мультимедійні технології, що доцільно застосовувати для формування соціальної компетентності молодших школярів. Проаналізовано та уточнено складники та рівні сформованості соціальної компетентності молодших школярів. Обґрунтовано та розроблено модель використання web-орієнтованих і мультимедійних технологій у процесі формування соціальної компетентності молодших школярів та модель розвитку компетентності педагогічних працівників з окресленого питання. Охарактеризовано основні компоненти методики використання web-орієнтованих і мультимедійних технологій у формуванні соціальної компетентності молодших школярів. Описано авторський електронний освітній ресурс, що створено для допомоги педагогічним працівникам і батькам у формуванні соціальної компетентності молодших школярів. Розроблено рекомендації для педагогічних працівників і батьків щодо використання web-орієнтованих і мультимедійних технологій у формуванні соціальної компетентності молодших школярів.Qualifying scientific paper of manuscript copyright. The thesis for a Candidate Degree in pedagogical sciences (Philosophy Doctor) on speciality 13.00.10 «Information and Communication Technologies in Education». – Institute of Information Technologies and Learning Tools of NAES of Ukraine, Kyiv, 2018. The thesis is devoted to the problem of development of social competence of primary school children’s social competence in pedagogical theory and practice. The analysis of the basic research concepts is done, the concept «primary school children’s social competence» is specified. The peculiarities of developing primary school children’s social competence in the modern information space are determined, social competence as one of the key competences of primary school children is considered. The issue of pedagogical workers training (both foreign and national experience) for using information and communication technologies (ICT) in primary school as well as PhD and doctoral researches in this direction were investigated.The general methodology for research conducted is described. The present state of application of web-oriented and multimedia technologies in developing primary school children’s social competence is researched. Web-oriented and multimedia technologies that it is expedient to be used in developing primary school children’s social competence are defined. The components and levels of primary school children’s social competence development are analyzed and specified. The model of using web-oriented and multimedia technologies in the process of developing primary school children’s social competence as well as model of pedagogical workers appropriate competence development is substantiated.The main components of a technique for using web-oriented and multimedia technologies in developing primary school children’s social competence are characterized. Electronic learning resource created for pedagogical workers and parents as a tool of developing primary school children’s social competence is described. Guidelines for pedagogical workers and parents on the use of web-oriented and multimedia technologies in developing primary school children’s social competence are developed. The general scheme of experimental work, its organization and course are described, the results are presented, and their generalization and interpretation are carried out. To confirm the reliability of the results of experimental work, methods of mathematical statistics were used, in particular Fisher's criterion. For the first time it is theoretically grounded and developed: the model of using web-oriented and multimedia technologies in the process of developing primary school children’s social competence; a model for the development of pedagogical workers competence regarding using web-oriented and multimedia technologies in developing primary school children’s social competence; criteria (value-motivational, organizational-activity, evaluative-reflexive), indicators and levels of pedagogical workers competence development regarding using web-oriented and multimedia technologies in developing primary school children’s social competence; it is clarified: concept «primary school children’s social competence» as confirmed personality ability, manifested in openness to society, social behavior skills, readiness for the perception of socially oriented information messages, responsibility to others for his/her own actions and the ability to build one’s own behavior in the combined reality environment (real and virtual) in accordance with social norms and public values, in aspect concerning primary school children’s ICT usage. The theory and practice of the development and using ICT in open education: multimedia technologies, resources of global information networks; technique of using ICT tools in extracurricular activities have got further development. The practical value of the results obtained: a technique for using web-oriented and multimedia technologies in developing primary school children’s social competence was created; the web-site (http://www.teach-help.com.ua) for pedagogical workers and parents as a tool of developing primary school children’s social competence was developed and implemented; didactical materials (a complex of training sessions «Merry Trip») were created for developing primary school children’s social competence via web-oriented and multimedia technologies; didactical materials (training sessions, master classes) for pedagogical workers regarding the features of using web-based and multimedia technologies in developing primary school children’s social competence were created; a manual for pedagogical workers of secondary education institutions concerning using web-based and multimedia technologies in developing primary school children’s social competence has been concluded. The theoretical and practical results of the research can be used: in training and skills improvement of pedagogical workers (primary school teachers, social pedagogues, practical psychologists), in the development of information and methodological support for social-pedagogical and educational work in primary school, in the creation of web-sites of educational supplies.Автореферат диссертации. Квалификационная научная работа на правах рукописи. Диссертация на соискание ученой степени кандидата педагогических наук по специальности 13.00.10 – «Информационно-коммуникационные технологии в образовании». – Институт информационных технологий и средств обучения НАПН Украины, Киев, 2018.В диссертации исследована проблема формирования социальной компетентности младших школьников в педагогической теории и практике. Осуществлен анализ основных понятий исследования, уточнено понятие «социальная компетентность младших школьников». Определены особенности формирования социальной компетентности младших школьников в современном информационном пространстве, рассмотрено социальную компетентность как одну из ключевых компетентностей младших школьников. Исследована проблема подготовки педагогических работников (зарубежный и отечественный опыт) к использованию информационно-коммуникационных технологий (ИКТ) в начальной школе, рассмотрены диссертационные исследования в этом направлении. Исследовано современное состояние использования web-ориентированных и мультимедийных технологий в формировании социальной компетентности младших школьников. Определены web-ориентированные и мультимедийные технологии, которые целесообразно применять для формирования социальной компетентности младших школьников. Осуществлен анализ и уточнены составляющие и уровни сформированности социальной компетентности младших школьников. Обоснована и разработана модель использования web-ориентированных и мультимедийных технологий в процессе формирования социальной компетентности младших школьников и модель развития компетентности педагогических работников в этом направлении. Охарактеризованы основные компоненты методики использования web-ориентированных и мультимедийных технологий в формировании социальной компетентности младших школьников. Описан авторский электронный образовательный ресурс, который создан для помощи педагогическим работникам и родителям в формировании социальной компетентности младших школьников. Разработаны рекомендации для педагогов и родителей по использованию web-ориентированных и мультимедийных технологий в формировании социальной компетентности младших школьников

Developing Adults\u27 Oral English Communicative Competence in an EFL Environment: Collaborative Studies of a Chinese EFL Teacher and Her Students

Economic and educational globalization presents Chinese college students with career and academic incentives to develop their oral English communicative competence; however, at the secondary level, students study English mainly for the purpose of written tests. As a result, their oral English learning is largely overlooked. In addition, significant challenges exist for learning oral English at the college level: large-sized classes, an English-as-a-foreign-language-learning (EFL) environment, traditional rote learning, student diversity, and different English-learning histories. This research aims at investigating effective teaching pedagogy suitable for large-sized college classes of students developing oral communicative competence in an EFL environment. With Vygotsky sociocultural theory as a foundation, I apply practitioner action research to conduct two phases of study. The action applies a collaborative, communication-oriented pedagogy in a large-sized oral English class. In phase one of the study, students\u27 group or pair work on communicative activities promotes and facilitates their social interactions in an EFL environment that enhance comprehensible input and output. In phase two of the study, continual practicing of communicative activities in groups or pairs facilitates their oral English grammatical knowledge, speaking strategies and sociocultural discourse rules through meaning negotiation and EFL teacher and or learners\u27 collaboration and assistance. Also, practicing communicative activities actively engages students in their own learning process and offers a new role for the EFL teacher: introducing language social rules, directing students to resources, encouraging peer-to-peer assistance, and focusing on feedback that enhances strategic competence. Therefore, I suggest that for developing students\u27 oral English communicative competence in an EFL environment with large-sized classes, consistent group or pair work using diverse communicative activities should be applied.\u2

Developing Cultural Competence Among Sixth-Grade Students Through Indigenous Knowledge and Place-Based Education

There is a need to develop cultural competence in educational settings. While there is a focus on training K-12 educators to be culturally competent, there is little focus on developing and examining the impact of student cultural competence training. Integrating Indigenous knowledge in an education setting is a unique way to start developing cultural competency by recognizing cross-cultural worldviews and perspectives. This can be done while using place-based education, which links the classroom to the cultural environment that has significant meaning to Indigenous peoples while enriching the learning experience for all students. The current study examines and measures the development of cultural competence among students from a culturally disruptive pedagogy that uses Indigenous knowledge and a diverse place-based field experience. Participants were sixth-grade students (N= 39) from an elementary school in northern Utah. The students participated in a field experience to the San Juan region located on the boarder of the Navajo Nation and participated in Indigenous knowledge lessons. A repeated measures ANOVA was used to examine the development of cultural competency across three time points throughout the school year. Findings showed significant differences in student perspective-taking, but no significant differences in other domains of cultural competence. The current study brings awareness to the development of cultural competence among youth through Indigenous knowledge and a place-based learning field experience

Leadership in a digitalized and crisis-ridden world: towards a comprehensive overview of relevant competencies for leaders

Our environment is increasingly characterized by digitalization and crisis. Consequently, the competence requirements for executives are changing. Since they are critical to the success of companies, identifying talents and developing necessary leadership competencies is essential. To accomplish this in a targeted manner, a competency overview is needed that considers digitalization and crisis. However, current literature indicates that digital and crisis leadership are investigated separately. To address this research gap, this study develops a competence overview based on a systematic literature review considering both research streams. The analysis of 38 studies reveals 21 competence areas. For a structured analysis, these competence areas are considering the competence categories of self-, people-, and business management. The literature review shows that there is overlap in the two areas regarding competencies related to decision-making, communication, and learning. Differences occur, for example, regarding leaders' health awareness or technical literacy, which are only addressed in digital leadership