Формування професійно значущих якостей майбутніх молодших спеціалістів сестринської справи в процесі фахової підготовки

Abstract

У дисертації подано теоретичне узагальнення і нове вирішення проблеми формування милосердя як інтегральної професійно значущої якості молодших медичних сестер, що полягає в біоетичній спрямованості професійної освіти. Запропоновано авторське визначення структури милосердя як інтегральної професійно значущої якості, яка базується на доброті (любові). Обгрунтовані педагогічні умови формування милосердя у майбутніх молодших спеціалістів сестринської справи, які взаємопов’язані та взаємообумовлені цільовими, змістовими і процесуальними характеристиками навчально-виховного процесу. Як основний механізм впливу на розвиток милосердя обрано авторську модель формування милосердя як інтегральної професійно значущої якості медичної сестри, яка забезпечує реалізацію виявлених педагогічних умов, й охоплює результативно-цільовий, ціннісно-змістовий, діяльнісно-комунікативний та діагностично-рефлексійний блоки.

В диссертации представлено теоретическое обобщение и новое решение проблемы формирования милосердия как профессионально значимого качества младших медицинских сестер, заключающееся в биоэтической направленности профессионального образования. Предложено авторское определение структуры милосердия как интегрального профессионально значимого качества, основанного на доброте (любви). Обоснованы педагогические условия формирования милосердия у будущих младших специалистов сестринского дела, которые взаимосвязаны и взаимообусловлены целевыми, содержательными и процессуальными характеристиками учебно-воспитательного процесса. Как основной механизм воздействия на развитие милосердия избрано авторскую модель формирования милосердия как интегрального профессионально значимого качества медицинской сестры, которая обеспечивает реализацию выявленных педагогических условий, и включает результативно-целевой, ценностно-смысловой, деятельносно-коммуникативный и диагностико-рефлексивный блоки.

The thesis deals with theoretic generalization and new solution of the problem of mercy formation as professionally meaningful quality of junior nurses that lies in bioethical orientation of the educational process. The author's definition of mercy as an integral quality has been offered. It is based on kindness (love), and includes: compassion, empathy, generosity, goodwill, humanity, altruism, responsibility, substantive and communicative competence Mercy structure includes components (cognitive, emotional and volitional, behavioral, reflexive) and manifestation of the attitude to the patient and wildlife. Peculiarities of a nurse’s merciful attitude to a patient are determined by a subject-subject interaction between the patient and the nurse, which means helping the patient. Specificity of mercy formation for medical college students lies in socio-professional markers of their staff life functions: physicians perception of their activities as moral and religious ministry, life purpose to do good, to help those who are in need; necessity and requirement to assess events and phenomena in professional activities from the standpoint of their bioethical perception and human values. The factors which influence the formation of this quality are exogenous and endogenous. The first include: state, family, media, realities of social environment and the subjects who are responsible for mercy formation in the course of professional training (teachers of different subjects, tutors, administration of educational institutions, employees of medical institutions). The other factors include ethical archetypes as universal models of unconscious mental activity that spontaneously define human thinking and behaviour in the society and nature, the specifics of Ukrainian mentality, faith and traditions. Based on the theoretical analysis of the problem, there have been modeled the following stages of mercy formation as a professionally significant quality (propaedeutical and evaluative, cognitive and axiological, empiric and procedural, communicative and reflexive, creative and activity). Based on the theoretical analysis of the problem, there have been modeled the following stages of mercy formation as a professionally significant quality (propaedeutical and evaluative, cognitive and axiological, empiric and procedural, communicative and reflexive, creative and activity). Pedagogical conditions of mercy formation as an integral professionally significant quality of junior nurses training have been discovered and justified (formation of deferential attitude to the subjects of professional influence by means of bioethical education; the use of contextual learning technology to implement bioethical orientation in the course of nurses professional training; understanding of the method “from heart to heart” by the subjects of educational activities on all levels of educational interaction). They are interdependent and interconnected by targeted, semantic and procedural characteristics of the educational process. As the main mechanism of the influence on mercy formation has been chosen author's model of mercy formation as an integral professionally significant quality of a nurse, which ensures the implementation of identified pedagogical conditions and includes effectively-targeted, value-semantic, activity-communicative and diagnosis-reflexive blocks. The criteria of mercy formation of medical college students have been defined. They are: cognitive-value (knowledge about the ways of merciful behaviour, degree of awareness of the importance of granting medical care to a patient, the level of interiorization of humanistic oriented value system); emotional and sensual (level of empathy development, the degree of subjective importance of experiencing positive emotions in the process of working, moral feelings, altruism, compassion); concrete and practical (the level of realization of social and professional roles, the implementation of which are caused by the manifestation of mercy, the level of regulation of student’s activities and behaviour by humanistic oriented values system, the readiness to provide real help to patients). Selection criteria and principles for information constructing of bioethical orientation for nurses of an educating and qualifying level “junior specialist” have been made more concrete. Elective Course “Fundamentals of Bioethics” and its educational and instructional materials (curriculum, content, presentations, complex of cognitive tasks, methodical guidelines of various forms of organization of students learning and educational activity) have been created.