VIOLENT ACTS AGAINST HEALTHCARE INSTITUTIONS AND WORKERS IN HUNGARY

Povzetek Namen te presečne kvantitativne raziskave je ugotoviti, katera oblika nasilja je v madžarskih zdravstvenih ustanovah najpogostejša. Z njo želimo oceniti, ali se v teh ustanovah izvaja usposabljanje za komunikacijo, simulacijo in samoobrambo. Cilj je ugotoviti, ali bi se zaposleni udeležili takega usposabljanja, ter oceniti povezanost med usposobljenostjo (komunikacija, simulacija, samoobramba) in stopnjo samozavesti. Žrtve večine nasilnih dejanj pacientov so zdravstveni delavci. Najpogostejša oblika agresije pacientov in njihovih svojcev je verbalna agresija, vključno z zbadanjem, verbalno zlorabo in grožnjami z zlorabo. Podatki kažejo, da zgolj usposabljanje v komunikaciji ni dovolj za dvig samozavesti pri zdravstvenih delavcih. Treba jim je zagotoviti orodje, kot so na primer praktične vaje po usposabljanju iz samoobrambe ali simulacija, saj to olajša komunikacijo zaposlenega. Ključne besede Agresija, zdravstvo, preventiva, usposabljanje, samoobramba, samozavest. Abstract The present cross-sectional quantitative research aims to gain a sense of which form of violence is the most common in Hungarian healthcare institutions. It aims to assess whether communication, simulation, and self-defence training is provided in institutions, to find out whether workers would participate in such training, and to assess the relationship between training (communication, simulation, self-defence) and confidence. Healthcare workers are affected by most acts of violence coming from patients. The most common type of aggression on the part of patients and relatives is verbal aggression, including teasing, verbal abuse, and threats of abuse. The data show that communication training alone is not enough to make health workers confident. They should have a tool in their hands, e.g., practice after self-defence education, simulation practice, as this makes it easier for the employee to communicate. Key words Aggression, healthcare, prevention, training, self-defence, confidence.

Positive Contribution of Creativity and Independence to Student Learning Outcomes in Digital Communication Simulation

This study aims to measure and analyze the contribution of creativity and independence to student learning outcomes in the tenth-grade digital communication simulation subject in the Department of Tourism. This type of research is quantitative with a correlational approach. The population of this research is 287 people. Sampling in this study was carried out using a proportional random sampling technique. Samples were taken randomly, as much as 20% of the total population. So that 57 respondents were obtained as a sample. The data collection instrument used a questionnaire using a Likert scale. The data analysis technique in this study used simple regression analysis and multiple regression. The results showed the regression equation, Y = 20,211+0,274X1+0,292X2. The data analysis result also showed that learning creativity contributed to learning outcomes by 32.4%. Learning independence contributed to learning outcomes by 42.7%, and learning creativity and learning independence contributed to learning outcomes by 49.5%. Based on these results, learning creativity and learning independence contribute to student learning outcomes in the tenth-grade digital communication simulation subject of the Tourism Department.

Симулятивные тренинги на уроке РКИ (уровень В2)

В статье рассматривается симуляция как элемент интерактивного подхода в системе обучения РКИ, предлагается конкретный проект симуляции для цикла занятий по РКИ на основе актуального интереса современной личности к медийному пространству имедийной коммуникации. Симуляция рассматривается как мотивация и как способ активизации обучающих и образовательных процессов. Авторы отмечают, что актуальные лингводидактические принципы сознательности и коммуникативности требуют внедрения в обучение иностранному языку аутентичных речевых актов в их реальном функционировании в жизни социума. Роль преподавателя при этом интегрирует роли учителя и модератора.The article considers simulation as an element of an interactive approach in the system of teaching Russian as a foreign language and proposes a specific simulation project for the cycle of classes in Russian as a foreign language on the basis of the current interest of the modern person in media space and media communication. Simulation is seen as motivation and as a way to activate learning and educational processes. The authors note that topical lingvodidactic principles of consciousness and communicativity require the introduction of authentic speech acts into foreign language training in their real functioning in the life of society. The teacher role integrates the teacher and moderator roles.