Professional Training of Human Resources

Each organization has a human capital which resides in the knowledge and experience of its own employees, in their professional competence. For the purpose of using this capital as efficiently as possible in the process of carrying out working tasks, it must be given attention and support to ensuring, developing and maintaining human r esources in order to fulfil firms’ exigencies concerning the qualification of work force through actions like: developing offers of early education; multiplying offers of secondary education, developing post-degree offers (master degree and doctor’s degree); adjustment of educational offers to new demands and exigencies of working market and local community, promoting partnership in education; using new technologies and modern methods of teaching in employees’ professional training and developing digital competences; developing offers of employees’ continuous forming.development, education, forming, professional perfecting, professional training.

Building a better tomorrow--student organization trainings

The Center hosted 3 different training programs for student leadership training and professional development

Learning to prescribe - pharmacists' experiences of supplementary prescribing training in England

Background: The introduction of non-medical prescribing for professions such as pharmacy and nursing in recent years offers additional responsibilities and opportunities but attendant training issues. In the UK and in contrast to some international models, becoming a non-medical prescriber involves the completion of an accredited training course offered by many higher education institutions, where the skills and knowledge necessary for prescribing are learnt. Aims: to explore pharmacists' perceptions and experiences of learning to prescribe on supplementary prescribing (SP) courses, particularly in relation to inter-professional learning, course content and subsequent use of prescribing in practice. Methods: A postal questionnaire survey was sent to all 808 SP registered pharmacists in England in April 2007, exploring demographic, training, prescribing, safety culture and general perceptions of SP. Results: After one follow-up, 411 (51%) of pharmacists responded. 82% agreed SP training was useful, 58% agreed courses provided appropriate knowledge and 62% agreed that the necessary prescribing skills were gained. Clinical examination, consultation skills training and practical experience with doctors were valued highly; pharmacology training and some aspects of course delivery were criticised. Mixed views on inter-professional learning were reported – insights into other professions being valued but knowledge and skills differences considered problematic. 67% believed SP and recent independent prescribing (IP) should be taught together, with more diagnostic training wanted; few pharmacists trained in IP, but many were training or intending to train. There was no association between pharmacists' attitudes towards prescribing training and when they undertook training between 2004 and 2007 but earlier cohorts were more likely to be using supplementary prescribing in practice. Conclusion: Pharmacists appeared to value their SP training and suggested improvements that could inform future courses. The benefits of inter-professional learning, however, may conflict with providing professionspecific training. SP training may be perceived to be an instrumental 'stepping stone' in pharmacists' professional project of gaining full IP status

PHYSICAL EDUCATION (PROFESSIONAL TRAINING TRAINING)

Мета дисципліни - формування фізичної культури особистості та здатності до використання різноманітних засобів фізичної культури, спорту у хореографії: для збереження і зміцнення здоров'я; психофізичної підготовки та самопідготовки до майбутнього життя в цілому; професійної діяльності педагога, хореографа-постановника та тренера; підняття технічного рівня хореографів в Україні і в цілому.Цель дисциплины - формирование физической культуры личности и способности к использованию разнообразных средств физической культуры, спорта в хореографии: для сохранения и укрепления здоровья; психофизической подготовки и самоподготовки к будущей жизни в целом; профессиональной деятельности педагога, хореографа-постановщика и тренера; поднятия технического уровня хореографов в Украине и в целом.The purpose of the discipline - the formation of physical culture of the individual and the ability to use various means of physical culture, sports in choreography: to preserve and promote health; psychophysical preparation and self-preparation for the future life in general; professional activity of teacher, choreographer, director and trainer; raising the technical level of choreographers in Ukraine and in general

Physical education (professional training training)

Мета дисципліни - формування фізичної культури особистості та здатності до використання різноманітних засобів фізичної культури, спорту у хореографії.Цель дисциплины - формирование физической культуры личности и способности к использованию разнообразных средств физической культуры, спорта в хореографии.The purpose of the discipline is the formation of physical culture of the individual and the ability to use various means of physical culture, sports in choreograph

Training professional self

Робоча програма "Тренінг професійного самовизначення" для студентів за освітньою програмою "Практична психологія".The work program "Training of professional self-determination" for students in the educational program, "Practical Psychology".Рабочая программа «Тренинг профессионального самоопределения" для студентов по образовательной программе "Практическая психология"

Critical-Thinking Skills of First-Year Athletic Training Students Enrolled in Professional Programs

Context: The Examination of Professional Degree Level document presented to the National Athletic Trainers’ Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students. Objective: Investigate the differences in critical thinking and other demographic variables across first-year athletic training students enrolled in professional bachelor’s- and master’s-degree programs. Design: Quantitative study. Setting: District 10 athletic training programs. Patients or Other Participants: Students (N ¼ 40) enrolled within their first 6 months of a professional athletic training program were asked to complete the California Critical Thinking Skills Test (CCTST). Twelve first-year master’s-degree students (8 female, 4 male) and 28 bachelor’s-degree students (18 female, 10 male) completed the CCTST (age ¼ 20.73 6 3.09 years). Main Outcome Measure(s): Athletic training students in District 10 were asked to complete the CCTST during the first 6 months of their respective programs. Independent t tests were used to evaluate the difference in critical-thinking scores between professional master’s- and bachelor’s-degree athletic training students. A 1-way analysis of variance was conducted to determine differences in critical-thinking skills with regard to gender, age, and parental educational level. Results: There were no statistically significant differences in critical-thinking skills between bachelor’s- and master’s-degree athletic training students enrolled in a professional athletic training program (P ¼ .991). Additionally, there were no statistically significant differences in critical-thinking skills with regard to gender (P ¼ .156), age (P ¼ .410), or parental education level (P ¼ .156). Conclusions: The results suggest master’s students do not have greater critical-thinking skills than professional bachelor’s students before engaging in athletic training education. Therefore, as the professional degree of athletic training transitions to the graduate level, athletic training educators may need to investigate and use pedagogical practices that will graduate critically thinking athletic trainers