PROFESSIONAL COMPETENCE OF THE TRANSLATOR IN TRAINING EDITING AND TRANSLATION IN THE CONTEXT OF FORMING CRITICAL THINKING

The focus of the education system on the assimilation of knowledge, which was traditional and justified before, no longer corresponds to the modern social order, is determined by the objective need of society for a new person, capable of independent, responsible, creative actions, an intellectual person, with a critical thinking, liberated from dogmas, living in a complex. The fulfilment of these tasks requires a significant improvement in the quality of professional training of future specialists, based on the application of the pedagogical aspects of human existence and development in the context of the formation of their professional competence and involves the development of personal qualities and creative abilities, the ability to independently acquire new knowledge and solve problems, and navigate in the life of society.

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NURSES' PROFESSIONAL COMPETENCE COMPONENTS SELF-ASSESSMENT IN BUILDING A POSITIVE HEALTH CARE ENVIRONMENT

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2016vol3.1471 ◽

2016 ◽

Vol 3 ◽

pp. 486

Author(s):

Madara Miķelsone ◽

Ruta Renigere ◽

Sandra Dreimane

Keyword(s):

Health Care ◽

Critical Thinking ◽

Professional Competence ◽

Research Work ◽

Educational Process ◽

Assessment Scale ◽

Care Process ◽

Health Care Environment ◽

Self Assessment ◽

Care Environment

Nurses' professional competence consists of several interrelated components, which during interacting of critical thinking, reflection and experience, characterizes the essence of the profession of nurses. Critical thinking applies not only to the educational process, it is an expression the nurses’ responsible and professional action during the health care process. Critical thinking and reflection make up of various specific competence component interactions of nurses professional healthcare process. The professional competence of the nurse grows and develops in interaction of social, educational and health care environment, learning process, and is realized in the context of the knowledge and experience. It is constantly exposed to the transformation from the potential state to the actual, developing, increasing its potential and readiness in a systemic perspective.The study aims to determine the self-assessment level of the nurses' professional competence components to create a positive environment for health care and improve health care quality.It is important for nurses to engage in scientific research work, thus developing evidence-based health-care practices. Research task in nursing and health care is the identification and development of knowledge, promoting the use of the theory of nursing in practice through critical and systematic way of thinking and implementing the theory based health care. The study utilized: 1) nurses' professional competence component self-assessment scale (Nurse Competence Scale); 2) The research process implementation barrier assessment scale (Barrier scale).

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The use of critical thinking technology at the Russian language classes

Bulletin of the Karaganda University. Philology series ◽

10.31489/2020ph2/91-96 ◽

2020 ◽

Vol 98 (2) ◽

pp. 91-96

Author(s):

A. Dzhumabekova ◽

◽

A. Ermekova

Keyword(s):

Critical Thinking ◽

Theoretical Model ◽

Professional Competence ◽

Educational Process ◽

Russian Language ◽

Language Classes ◽

Stages Of Learning ◽

Conceptual Research ◽

The Russian Language

This article is devoted to the problem of forming students ' critical thinking. According to the authors, this problem is often left without proper attention from the teacher. The article considers the possibility of introducing and using critical thinking technology in the educational process, and analyzes the main approaches to this definition. Special emphasis is placed on the techniques and methods that must be used at different stages of learning the Russian language, as well as specific examples of the use of these methods. The necessity of generalizing conceptual research and deepening the theoretical model of critical thinking is stated. Special attention is paid to the structure of the lesson and the techniques of this technology. The article analyzes the concept of critical thinking as a factor of professional competence, the main principles and technological phases of its development, as well as four main variants of the organization of critical thinking in students.

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CRITICAL THINKING OF FOREIGN LANGUAGE TEACHERS AS A PROFESSIONAL COMPETENCE FACTOR IN MODERN INFORMATIONAL SOCIETY

ICERI2020 Proceedings ◽

10.21125/iceri.2020.0592 ◽

2020 ◽

Author(s):

Veronika Pisarenko ◽

Alexander Shepelev

Keyword(s):

Critical Thinking ◽

Foreign Language ◽

Professional Competence ◽

Language Teachers ◽

Foreign Language Teachers ◽

Competence Factor

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Critical thinking, research utilization and barriers to this among nursing students in Scandinavia and Indonesia

Nordic Journal of Nursing Research ◽

10.1177/2057158517704398 ◽

2017 ◽

Vol 38 (1) ◽

pp. 28-37 ◽

Cited By ~ 2

Author(s):

Bodil Wilde-Larsson ◽

Ilyas Aiyub ◽

Hasan Hermansyah ◽

Reidun Hov ◽

Sevald Høye ◽

...

Keyword(s):

Critical Thinking ◽

Nursing Students ◽

Professional Competence ◽

Research Utilization ◽

Critical Thinking Ability ◽

Positive Attitudes ◽

Thinking Ability ◽

Main Barrier ◽

Changes Over Time ◽

Over Time

The aim of this study was to describe and compare perceptions of critical thinking, attitudes to and availability of research, research utilization and barriers to this among nursing students in Scandinavia and Indonesia. Data were collected at the beginning, middle and end of education from nursing students in Norway, Sweden (bachelor’s diploma) and Banda Aceh (bachelor’s diploma). Critical Thinking and Research Utilization Questionnaires were used along with the Barrier Scale. Descriptive analyses, comparisons between and within groups were performed. At the end of education, all samples exhibited positive attitudes to research and the main barrier was related to the setting. Scandinavian students reported higher critical thinking. Indonesian students perceived greater barriers on two Barrier subscales. No differences were found between the samples regarding research utilization. Significant changes over time varied among the samples except for the Norwegian sample. Indonesian students (diploma) exhibited most changes over time. Teachers must support nursing students to strengthen their critical thinking ability and develop professional competence.

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