DEVELOPMENT OF THE CREATIVE POTENTIAL IN FUTURE NURSES IN THE PROCESS OF PROFESSIONAL TRAINING IN FOREIGN COUNTRIES
Bibliographic record
Abstract
The article analyzes the current state of training of future nurses in the context of developing creative potential in the process of professional training in the USA, Canada, Great Britain and a number of European countries, which is highlighted in pedagogical and medical scientific literature. The features of educational processes in institutions of pre-higher and higher education in foreign countries are outlined. A number of factors influencing the training of nurses are identified, in particular, teaching methods that activate the mental abilities of students and motivate them to learning and creative activity, stimulate independent work.Four main competencies are identified: professional, social, methodological and personality. Professional competence includes the following components: diagnostic and manipulative, integration (combination of theory and practice), clinical and critical, psychological, pedagogical, managerial, economic, legal.The components of social competence are: ethical-deontological, socially perceptive, communicative, cooperative, problem-oriented, transcultural. The methodological competence includes consultative, educational-informative, organizational, statistical, evaluative, research, planning components. The personality competence is determined by ethical, leadership, value, empathy, responsibility, independence, flexibility, motivational components. It is noted that in the USA, nurses are considered to be the colleagues of doctors, not their subordinates. Nurses can question the actions of doctors if they pose a danger to patients. In the USA, a nurse is an intermediary between the patient and the doctor. American nursing education has common levels with Ukrainian once, but also has fundamental differences. It is concluded that the need for modern medicine in nurses with high-quality professional training that would meet world standards is growing, being the specialists capable of creative expression in professional self-realization in the medical field.
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.
How this classification was reachedexpand
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".