Dual education in nurse training: international practice and implementation prospects in Ukraine
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Problem statement. A lack of professional practicing in the course of studies was identified by nursing students, educators, practitioners and other stakeholders as one of the main challenges in higher and continuous nursing education. Quite often, graduates of nursing colleges, institutes and academies come to work without stable practical skills. After all, nursing curriculum focuses mostly on teaching in a speculative, abstract manner. As of February 24, 2022, in connection with the full-scale invasion of the Russian Federation on the territory of Ukraine, nursing students are actually deprived of the opportunity to work at the patient’s bedside, develop practical skills in a real environment. The inconsistency of the education content and educational paradigm in Ukraine with the most recent world trends in nursing and current health care needs is a concern to be addressed. The solution of the stated problem can be achieved through introducing a system of dual nursing education based on equal and responsible partnership between nursing educators and practitioners. Analysis of the latest literature on the issue raised in the article shows a strong interest of Ukrainian scientific community in many dual education concepts, including nursing. The problem of introduction and peculiarities of dual education is addressed in the papers of G.G. Oleskova, M.A. Azhazhi, Y.O. Dovgenko, L.I. Yaremenko, Y.V. Yare- menko, O.L. Kravchenko, L. V. Martsenyuk and O. V. Gruzdev. However, despite a significant number of research papers highlighting various problematic aspects of the dual education system, the research of dual education during the training of nurses has been covered inadequately. Presenting main material. The term of «dual system» comes from the Latin «dualis», double. This system, which provides for the coordinated interaction of the educational and industrial spheres in the training of qualified personnel of a certain profile within the framework of organizationally different forms of training was developed in the mid-60s of the last century in the Federal Republic of Germany (FRG). Subsequently, this system was adopted by Canada, Austria, Switzerland, and other countries. The development of the dual education system in Ukraine was commenced in 2015. Since the very beginning, dual education has been considered effective for applied specialties related to production. Nursing care can be interpreted as the production of a certain list of services by nursing staff, and therefore the dual education system can be applied to the training of nurses. The first step in introducing the dual form of nursing education should be a joint decision made by the educational institution and the employer. Next, it is required to monitor the labor market potential, determine the list of specialties (professions) for which educational programs of the dual form of education will be developed, approve their list, adopt relevant internal documents, and conclude relevant agreements. The implementation of the dual educational process involves the development of an educational program meeting professional standards and requirements for the competencies of future nursing professionals. Conclusions and prospects for further research. The introduction of a dual education system in nursing will improve the practical training of nursing staff, align the same with the practical medicine standards and the labor market requirements, contribute to the updating of academic content, increase the competitiveness of graduates of nursing educational institutions, as well as encourage students to study. In response to the challenges of nursing development, to promote the introduction of a dual education system in the training of nurses, it is advisable to hold more conferences and round tables, as well as create platforms for interaction between all stakeholders who care about nursing.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it