Formation of student professional skills under pandemic conditions

https://doi.org/10.53730/ijhs.v6n1.3988

Authors

  • Serhii Kubitskyi National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine
  • Kateryna Pavelkiv Rivne State University of the Humanities, Rivne, Ukraine
  • Iryna Yatsyk Zhytomyr Ivan Franko State University, Zhytomyr, Ukraine
  • Olexandr Kryvonos Zhytomyr Ivan Franko State University, Zhytomyr, Ukraine
  • Svitlana Tsymbal-Slatvinska Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine

Keywords:

educational process, health care, health crisis, mental health, nutrition, pandemic restrictions, professional skills, vocational training

Abstract

The study aims to analyze the process of developing students’ professional skills and characterizing the degree of formation of this type of skill in the educational process during a pandemic. Methodology. In the course of the research, data from international studies and scientific publications have been used, as well as the results of students’ and teachers’ surveys on their position and development of professional skills of students during pandemic constraints of the educational process. Results. Through the methods of questioning, the pros and cons of distance learning from the point of view of degree-seeking students have been revealed, which is important for the formation of a student-oriented model of higher education. Advantages of distance learning include as follows: a flexible learning schedule, compatibility of work and study, mastering additional skills, courses, hobbies, and increasing motivation for independent learning. Disadvantages of distance learning during a pandemic are as follows: technical problems, lack of Internet access, the difficulty of self-study, low level of information technology level proficiency among teachers and students. It has been determined that students and educators require additional support during the pandemic.

Downloads

Download data is not yet available.

References

Aboobacker, M., Pulikkottil, R., & Praveenlal, K. (2020). The Pedagogical Shift During COVID 19 Pandemic: Online Medical Education, Barriers and Perceptions in Central Kerala. Journal of Medical Education and Curricular Development, 7, 1-4.

Artyukhov, A. A. (2021). Some Aspects Of Theory And Practice Of The Organization Of" Distance Learning" When Studying Geography At The Basic School. International research journal, (5), 51.

Bakhov, I., Opolska, N., Bogus, M., Anishchenko, V., & Biryukova, Y. (2021). Emergency Distance Education in the Conditions of COVID-19 Pandemic: Experience of Ukrainian Universities. Education Sciences, 11(7), 364.

Barzylovych, A., Oliinyk, Y., Kostitska, I., Shakhman, N., & Buryk, Z. (2020). Transformation of the Social and Medical Spheres under the Conditions of COVID-19. Systematic Reviews in Pharmacy, 11(11), 1328-1337.

Bloom, E. (2018). 7 key factors of successful digital transformation in the enterprise, 7.

Boahin, P., & Hofman, W. A. (2014). Perceived effects of competency-based training on the acquisition of professional skills. International Journal of Educational Development, 36, 81-89. https://doi.org/10.1016/j.ijedudev.2013.11.003

Böhn, S., & Deutscher, V. (2022). Dropout from initial vocational training–A meta-synthesis of reasons from the apprentice's point of view. Educational Research Review, 35, 100414. https://doi.org/10.1016/j.edurev.2021.100414

Brammer, S., & Clark, T. (2020). COVID?19 and management education: Reflections on challenges, opportunities, and potential futures. British journal of Management, 31(3), 453.

Diachenko, A., Vusyk, H., Bielova, Y., Shurdenko, M., & Titenko, O. (2021). The educational role in COVID-19 terms of ethnodesign graphic function in higher education practical activities. International Journal of Health Sciences, 5(3), 584-593. https://doi.org/10.53730/ijhs.v5n3.2540

Downar, J., Seccareccia, D., & Associated Medical Services Inc. Educational Fellows in Care at the End of Life. (2010). Palliating a pandemic:“all patients must be cared for”. Journal of pain and symptom management, 39(2), 291-295. https://doi.org/10.1016/j.jpainsymman.2009.11.241

Estevez, G. A., Espinosa, A. H. R., & Rodríguez, D. L. (2019). Design of intervention program for preventing of alcohol misuse in university students. International Journal of Health & Medical Sciences, 2(1), 33-38.

European Commission (2021). Digital Technologies in Education.

Francescato, D., Mebane, M., Porcelli, R., Attanasio, C., & Pulino, M. (2007). Developing professional skills and social capital through computer supported collaborative learning in university contexts. International journal of human-computer studies, 65(2), 140-152. https://doi.org/10.1016/j.ijhcs.2006.09.002

GfK Ukraine (Project) (2017). Regional office of the Foundation. Friedrich Ebert in Ukraine, New Europe Center. GfK Ukraine.

Hugelius, K., Harada, N., & Marutani, M. (2021). Consequences of visiting restrictions during the COVID?19 pandemic: An integrative review. International journal of nursing studies, 121, 104000. https://doi.org/10.1016/j.ijnurstu.2021.104000

Imanova, S. (2021). Promoting Azerbaijani Students’ Intercultural Competence through Distance Education of Foreign Languages. Arab World English Journal (AWEJ) Volume, 12.

Jacob, J. U. U., & Ensign, M. (2020). A brief social history of education in Nigeria. In Transactional radio instruction (pp. 1-17). Palgrave Macmillan, Cham.

Kardina, I., Ramadany, S., Sanusi B, Y., Made, S., Stang, S., & Syarif, S. (2020). Children’s midwifery learning media application about android-based rough motor development in improving midwifery student skills. International Journal of Health & Medical Sciences, 3(1), 146-152.

Kukharenko, V. & Bondarenko, V. (2020). Emergency distance learning in Ukraine. Collective monograph. Kharkiv.

Martyushev, N., Shutaleva, A., Malushko, E., Nikonova, Z., & Savchenko, I. (2021). Online Communication Tools in Teaching Foreign Languages for Education Sustainability. Sustainability, 13(19), 11127.

Matvienko-Sikar, K., Pope, J., Cremin, A., Carr, H., Leitao, S., Olander, E. K., & Meaney, S. (2021). Differences in levels of stress, social support, health behaviours, and stress-reduction strategies for women pregnant before and during the COVID-19 pandemic, and based on phases of pandemic restrictions, in Ireland. Women and Birth, 34(5), 447-454. https://doi.org/10.1016/j.wombi.2020.10.010

Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan journal of medical sciences, 36(COVID19-S4), S27.

Nugroho, A., Ilmiani, D., & Rekha, A. (2021). EFL teachers’ challenges and insights of online teaching amidst global pandemic. Metathesis: Journal of English Language, Literature, and Teaching, 4(3), 277-291.

Oleshko, A. & Rovnyagin, O. (2021). Improving distance learning in higher education in pandemic constraints. Public administration: improvement and development, 1.

Oleshko, ?., & Rovnyagin, A. (2020). Anti crisis policy of national states in the context of overcoming the social and economic consequences of covid 19. Efektyvna ekonomika, 4.

Olivos, P., Santos, A., Martín, S., Cañas, M., Gómez-Lázaro, E., & Maya, Y. (2016). The relationship between learning styles and motivation to transfer of learning in a vocational training programme. Suma Psicológica, 23(1), 25-32. https://doi.org/10.1016/j.sumpsi.2016.02.001

Prokopenko, I., & Berezhna, S. (2020). Higher education institutions in Ukraine during the coronavirus, or COVID-19, outbreak: new challenges vs new opportunities.

Slipchuk, V., Yuzkiv, H., Batechko, N., Pisotska, M., & Klymenko, L. (2021). Academic mobility development among university students during COVID-19 pandemic. International Journal of Health Sciences, 5(3), 573-583. https://doi.org/10.53730/ijhs.v5n3.2490

Southgate, E. (2020). Using screen capture video to understand learning in virtual reality. In 2020 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW) (pp. 418-421). IEEE.

UNESCO (2019). Learning Cities respond to COVID-19.

UNESCO (2020a). Institute for Lifelong Learning. Annual Report 2019

UNESCO (2020b). Supporting teachers and education personnel during times of crisis.

Van der Berg, S. (2008). How effective are poor schools? Poverty and educational outcomes in South Africa. Studies in Educational Evaluation, 34(3), 145-154. https://doi.org/10.1016/j.stueduc.2008.07.005

Vecchio, S., Ramella, R., Drago, A., Carraro, D., Littlewood, R., & Somaini, L. (2020). COVID19 pandemic and people with opioid use disorder: innovation to reduce risk. Psychiatry research, 289, 113047. https://doi.org/10.1016/j.psychres.2020.113047

Widana, I.K., Sumetri, N.W., Sutapa, I.K., Suryasa, W. (2021). Anthropometric measures for better cardiovascular and musculoskeletal health. Computer Applications in Engineering Education, 29(3), 550–561. https://doi.org/10.1002/cae.22202

Yew, E. H., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health professions education, 2(2), 75-79. https://doi.org/10.1016/j.hpe.2016.01.004

Published

12-02-2022

How to Cite

Kubitskyi, S., Pavelkiv, K., Yatsyk, I., Kryvonos, O., & Tsymbal-Slatvinska, S. (2022). Formation of student professional skills under pandemic conditions. International Journal of Health Sciences, 6(1), 255–266. https://doi.org/10.53730/ijhs.v6n1.3988

Issue

Section

Peer Review Articles