Добірка наукової літератури з теми "Сестринський персонал"
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Статті в журналах з теми "Сестринський персонал"
Bob, A. O., O. O. Chukur, N. O. Ermakova та A. V. Hutsol. "ОСОБЛИВОСТІ НАДАННЯ ПАЛІАТИВНОЇ ДОПОМОГИ ХВОРИМ НА ВІЛ/СНІД В ОДЕСЬКОМУ ОБЛАСНОМУ ЦЕНТРІ СОЦІАЛЬНО ЗНАЧУЩИХ ХВОРОБ". Медсестринство, № 2 (7 липня 2020): 27–30. http://dx.doi.org/10.11603/2411-1597.2020.2.11234.
Повний текст джерелаSlobodenyuk, K. M., A. O. Bob, N. O. Ermakova та A. V. Hutsol. "ОСОБЛИВОСТІ МЕДСЕСТРИНСЬКОГО ДОГЛЯДУ ЗА ПАЛІАТИВНИМИ ПАЦІЄНТАМИ ОДЕСЬКОГО ОБЛАСНОГО ЦЕНТРУ СОЦІАЛЬНО ЗНАЧУЩИХ ХВОРОБ". Медсестринство, № 1 (11 квітня 2019): 31–33. http://dx.doi.org/10.11603/2411-1597.2019.1.9983.
Повний текст джерелаPerepadya, O. V. "ФУНКЦІОНАЛЬНО-ОРГАНІЗАЦІЙНА МОДЕЛЬ СИСТЕМИ УПРАВЛІННЯ ЯКІСТЮ СЕСТРИНСЬКОЇ СПРАВИ". Вісник соціальної гігієни та організації охорони здоров'я України, № 4 (16 квітня 2019): 32–37. http://dx.doi.org/10.11603/1681-2786.2018.4.10023.
Повний текст джерелаHuchko, Oksana. "Розвиток медичної освіти на території Північної Буковини у 20-30-ті роки ХХ ст." Науковий вісник Чернівецького національного університету імені Юрія Федьковича. Історія 1, № 45 (15 червня 2017): 45–50. http://dx.doi.org/10.31861/hj2017.45.45-50.
Повний текст джерелаFurso, N. "СЕСТРИНСЬКА СПРАВА ЯК ОБ’ЄКТ СОЦІОЛОГІЧНОГО АНАЛІЗУ". Медсестринство, № 1 (22 квітня 2020): 25–27. http://dx.doi.org/10.11603/2411-1597.2020.1.11034.
Повний текст джерелаШиряєва, А. С. "ПРОБЛЕМА КОНФЛІКТІВ У СЕСТРИНСЬКИХ КОЛЕКТИВАХ". Медсестринство, № 1 (21 травня 2021): 27–29. http://dx.doi.org/10.11603/2411-1597.2021.1.12067.
Повний текст джерелаДемянчук, Михайло. "ПРОБЛЕМА ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ У ПІДГОТОВЦІ МАЙБУТНІХ ФАХІВЦІВ СЕСТРИНСЬКОЇ СПРАВИ". Збірник наукових праць Національної академії Державної прикордонної служби України. Серія: педагогічні науки 16, № 1 (12 червня 2021): 94–106. http://dx.doi.org/10.32453/pedzbirnyk.v16i1.692.
Повний текст джерелаDunda, D. S., O. V. Prokopchuk та S. V. Danchak. "КОМПЕТЕНЦІЇ МЕДИЧНОЇ СЕСТРИ В ДОГЛЯДІ ЗА ХВОРИМИ ГЕПАТОЛОГІЧНОГО ПРОФІЛЮ". Медсестринство, № 2 (7 липня 2020): 12–13. http://dx.doi.org/10.11603/2411-1597.2020.2.11230.
Повний текст джерелаДемянчук, Михайло. "МЕТОДИЧНІ РЕКОМЕНДАЦІЇ ВИКЛАДАЧАМ МЕДИЧНИХ КОЛЕДЖІВ ЩОДО ОНОВЛЕННЯ СИСТЕМИ ПІДГОТОВКИ МАЙБУТНIХ МОЛОДШИХ СПЕЦІАЛІСТІВ СЕСТРИНСЬКОЇ СПРАВИ". Педагогічні науки: теорія, історія, інноваційні технології, № 8(102) (27 жовтня 2020): 149–60. http://dx.doi.org/10.24139/2312-5993/2020.08/149-160.
Повний текст джерелаDemianchuk, M. R. "КОМПОНЕНТИ, КРИТЕРІЇ, ПОКАЗНИКИ ТА РІВНІ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ МОЛОДШИХ СПЕЦІАЛІСТІВ СЕСТРИНСЬКОЇ СПРАВИ". Духовність особистості: методологія, теорія і практика 93, № 6 (29 листопада 2019): 100–111. http://dx.doi.org/10.33216/2220-6310-2019-93-6-100-111.
Повний текст джерелаДисертації з теми "Сестринський персонал"
Олеськова, Г. Г., та H. H. Oleskova. "Фахова підготовка сестринського персоналу в системі професійної медичної освіти Німеччини". Дисертація, 2020. http://elar.khnu.km.ua/jspui/handle/123456789/10374.
Повний текст джерелаThe study is devoted to a holistic comparative and pedagogical analysis of the professional and specialized training of nursing personnel in the system of professional medical education in Germany. Within the framework of the research, a thorough analysis of pedagogical, psychological, medical, philosophical scientific works on the problem was carried out; the basic conceptual and terminological apparatus is clarified and interpreted; the state of research of the problem in the pedagogical discourse is clarified; features of professional and specialized training of nursing personnel in Germany are revealed; based on comparative and pedagogical analysis, the possibilities of using progressive ideas of the German experience in Ukraine are substantiated. According to the study of psychological and pedagogical research of Ukrainian and German scientists on the problem of professional and specialized training of nursing personnel, it is stated that the researched problem was studied by Ukrainian comparative researchers superficially, without gaining systematic coverage. Clarification of the essence of the key concepts of the study («system of professional medical education», «professional and specialized training of nursing personnel») showed different approaches of Ukrainian and German scientists to the interpretation of their content. At the same time, in the Ukrainian pedagogical discourse, there are no such concepts as «geriatric nursing training» («Altenpflegeausbildung»), «health and pediatric nursing training» («Gesundheits-und Kinderkrankenpflegeausbildung»). «nursing assistant training» («Pflegeassistenzausbildung»), which are legally recognized in Germany. The system of professional medical education in Germany is characterized, which includes the following components: legislative and regulatory support and regulation of medical education, in particular, nursing training at various federal levels; the academic and non-academic educational sphere of the system of professional medical education, the dual model of the organization of professional and specialized training; availability of a network of professional education institutions (nursing) of different types; content and technological support of theoretical and practical training of nursing personnel, etc. It was found that the specifics of the system of professional medical education in Germany is characterized by the presence of conditions for basic training, advanced training, further education of nursing personnel, and obtaining the degree of Doctor of Philosophy in Nursing within the concept of lifelong learning. It was found that the specifics of the professional activities of nursing personnel in Germany involves documenting the nursing process (information gathering, event planning, nursing report, and evaluation); establishing nursing diagnoses for patients using international classification systems of nursing; care for the elderly and care for children in specialized health care facilities. Based on the analysis of educational activities, curricula of German professional education institutions that train nursing personnel, organizational and didactic features were identified, namely: curricula are built on a modular basis, their content is differentiated into the compulsory modules and the elective modules; education in the educational program has a professional orientation; differentiation of methods of theoretical and practical training; placement supervision and practical support of nursing students; application of various models of nursing didactics (activity-oriented learning, problem-oriented learning, experience-oriented learning, gestalt approach to learning, case-based nursing didactics, subject-oriented nursing didactics, interactionist nursing didactics or didactics of interaction, a competence-theoretical model of nursing didactics, nursing didactics of professional qualifications’ framework); use of electronic learning and methodological support (electronic portfolio, electronic lectures, electronic textbooks, mobile learning, blended learning, electronic learning platforms). Based on the comparative and pedagogical analysis of professional and specialized training of nursing personnel in Germany and Ukraine, common and different approaches are identified. It was found that the legal framework for professional and specialized training of nursing personnel in Germany and Ukraine has some differences. There is no particular law in Ukraine to regulate the professional and specialized training of both nursing personnel and other health care workers in Ukraine. The institutional and managerial components analysis shows higher schools and higher education institutions for professional and specialized training of nursing personnel in Germany and Ukraine. In Germany, it is much broader and consists of a variety of federal and state administrations in medical education as well as in the number of educational institutions and health care facilities, including university clinics, health centers, geriatric boarding houses, rehabilitation clinics. The main difference between the content of curricula in Germany and educational programs in Ukraine is the modularized structure of curricula, with modules being a cluster or a combination of educational activities (classes) focused on a specific thematic or semantic focus. Despite some common forms of training in both countries, the German experience favors nursing personnel’s digital training. As a result of the study, the possibilities of implementing progressive ideas of German pedagogical experience to improve the professional and specialized training of nursing personnel at the national and regional levels and educational institutions’ level are substantiated. The scientific novelty of the obtained results is that: - for the first time in native pedagogical science, the peculiarities and didactic principles of professional training of nursing personnel in Germany (normative-legal base of professional training of nursing personnel; variety of types of institutions of nursing education (institutions of non-academic education ‒ schools of geriatric/health and pediatric nursing, professional specialized schools of nursing, institutions of academic education ‒ higher specialized schools, universities), dual form of education, the formation of the content of professional and specialized training based on nursing didactics and nursing pedagogy, a wide range of specializations of professional and specialized training of nursing personnel; Flexicare 50+, IMED-KOMM.EU, MeCoPflege for the formation of media competence, specialized speech and other professional competences of nursing personnel, placement supervision, organization of research work and independent work of nurses; use of problem-oriented teaching methods); the specifics of the professional activity of nursing personnel in Germany is clarified; a comparative and pedagogical analysis of the content of professional and specialized training of nursing personnel in Germany and Ukraine; the possibilities of implementation of progressive ideas of the German experience for the improvement of the professional and specialized training of nursing personnel in Ukraine are outlined; - improved semantic and educational and methodological support for professional and specialized training of nursing personnel in Ukraine; the content of the concepts «professional and specialized training of nursing personnel», «professional training of nursing personnel» and «specialized training of nursing personnel» is specified; - further development of the provisions on current trends in the development of digital technologies in the professional and specialized training of nursing personnel; use of the competence approach in professional nursing education. The practical significance of the obtained research results lies in the creation and implementation of the educational reference book «Nursing Education: the Experience of Germany» in the educational process of higher educational institutions in Ukraine, which helped to deepen the knowledge of teachers and students on the specifics of professional and specialized training of nursing personnel in Germany, and judgments on the development of nursing education in the global educational space and substantiation of the possibilities of implementing the progressive ideas of the German experience to improve the professional and specialized training of nursing personnel in Ukraine. Research materials can be used in an improved legal framework in the field of nursing education; development of educational and professional programs, didactic complexes of educational disciplines for professional training of nursing personnel; textbooks, special courses, and special seminars, as well as to improve the assessment system, planning independent work of nursing students. The research results will be useful for undergraduates, graduate students, doctoral students in the preparation and implementation of research and to improve the professional competence and professional development of nursing personnel.