Overview of Nurses Perception about Caring Based on Technology in the ICU and ER of Jember Region Hospital

Caring in acute and critical care rooms has a more complex and dynamic nature due to unstable patient conditions and requires more attention from nurses. Nurses' technological competence represents their caring based on nursing science practice. This study aimed to find out how nurses’perception of caring based on technology in the Intensive Care Unit and Emergency Room in Jember Region. This study used a quantitative method based on a descriptive survey. This study used a total sampling, with a total of 47 nurses as respondents. The researcher used a demographic questionnaire and modification of caring attribute, professional self-concept, and technological influence scale to collect data. In this study, univariate analysis was applied to analyze the data. The median score was 68, as the scores approach the maximum score of 76. This study demonstrates that nurses have a good perception toward caring based on technology. The conclusion on this study is nurses perception of caring based on technology are generally positive. To further improve nurses' perceptions of caring expressed through technological competence, the researcher advises the managerial department to facilitate education and training on technological competence in order to provide better care and caring to patients. Keywords: Caring Based on Technology; Nurses; Perception

Application of the Delphi Technique to Determine the Technological Competencies of a Faculty Member

<p style="text-align: justify;">The formed primary level and dynamic and sustainable development of technological competence provides quality management of teaching activities, increases the efficiency of the educational process, accelerates the achievement of pedagogical goals. Delphi expert assessment technique is increasingly used in the paradigm of pedagogy. Due to the set of advantages and objectivity of assessments, it has become the dominant method of this study. The objective of the study is to determine the current level of manifestation of technological competencies, as well as generalized prospects for development and improvement of the identified level within the selected group of freelance teachers using the technology of independent expert assessments –the Delphi method. In general, the following methods were used in the current study: methods of data collection and coordination, anonymous brainstorming, Delphi expert assessment technique, statistical and mathematical processing of results through Delphi formulas, comparative method, generalisations. The diversified approach to the interpretation of the technological competence of faculty members allowed determining: a) the level of faculty members’ knowledge of modern educational technologies at 89.1%; b) activity-practical aspect of training at 83.0%; c) dissonance between the theoretical and empirical level of teacher training and the algorithm for fulfilling the potential in practice at 21.5%; d) mastery of individual creative technologies for the organisation of an effective educational process at 55.9%; e) forecasted development of technological competencies of faculty members in the 5-year perspective under the condition of application of special control and skill trainings at 50.7%. Conclusion of the study is that according to the arithmetic mean of experts’ assessments of differentiated levels of technological competence, the overall level was 75.1%. The average result of the initial student survey on the estimating of the teachers’ technological competence was 69.7%. The difference of 5.4% between the data allows stating that both methods were relevant in this particular case.</p>

TEACHERS' DIGITAL COMPETENCE DURING THE COVID-19 PANDEMIC: AN ANALYSIS OF PERCEPTIONS OF LEARNING STAGES

This article examines educators' perceptions of their work when they were forced to conduct emergency distance learning because of the COVID-19 pandemic. A sample of closed-ended responses from educators at all levels of education (preschool, elementary and secondary education, vocational training, and higher education) is examined. Statistical analysis of the data shows that the greatest difficulties reported by educators are related to deficiencies in their digital skills training, causing them to perceive a higher workload during isolation along with negative emotions. Another finding is the existing digital divide between educators based on their gender, age, and type of educational organization. Another troubling finding is lower technological competence at lower levels of education, which are most vulnerable to distance learning. These results encourage us to think about the measures that need to be taken to improve the quality of educators' digital competence, social justice, and educational system sustainability that are consistent with the Sustainable Development Goals.

CONDITIONS FOR FORMING TECHNOLOGICAL LITERACY OF SCHOOLBOYS

The article highlights the problem of the formation of technological literacy in the context of modern education. The interest on the part of society and the state in the formation of technologically competent personnel has been substantiated. The theoretical aspects of technological literacy are considered, as well as the concepts of technological literacy, technological culture and technological competence are differentiated. Technological literacy itself was viewed in three contexts: - as a property of the student's personality; -as an educational goal; - as a response of the education system to social demand. The request from the state is represented by a set of regulatory documents that determine the requirements for the quality and content of the educational process. The paper lists the main forms of thinking necessary for the formation of technological literacy, defines the pedagogical goals of technological education. The conditions for the formation of technological literacy in the form of a system of factors are described. Special attention is paid to the technological literacy of the teacher and the mechanism of the successive transfer of personal technological experience from teacher to student is described.

BUSINESS INTELLIGENCE ON SUPPLY CHAIN RESPONSIVENESS AND AGILE PERFORMANCE: EMPIRICAL EVIDENCE FROM MALAYSIAN LOGISTICS INDUSTRY

Purpose: This study examine how BIS implementation affects the agile efficiency of the supply chain with the logistics industry's supply chain responsiveness. As a variable for assessing the relationship and effect on agile efficiency, business intelligence competence (managerial competence, technological competence and cultural competence) and supply chain responsiveness will be investigated. Methodology: A survey questionnaire comprised of 39 questions using the purposive method of sampling used to select the target group and replied to the survey with the outcome of a total of 50 respondents, via SPSS, the data was further analysed to examine the relationship between all variables. Findings: The study finds that (1) business intelligence competence has a significant positive impact on the response to the supply chain, (2) business intelligence competence has a significant positive impact on the supply chain's agile performance, (3) responsiveness to the supply chain has a significant positive impact on agile performance. Unique contribution to theory, practice and policy: This study contributes to enhancing the quality and effectiveness of the business operation of the 3PL service provider, government customs and port department.

From teachers’ technological competence to teachers’ professionalism

The purpose of this study is to disclose the theoretical foundations of technological competence and its role in the development of foreign language teachers’ professionalism. The article examines the content and structure of the technological competence which consists of three components: resource, operational and personal. The analysis of both teachers’ and students’ survey data are discussed.

Technology of design of the pedagogical process, which is the result of the constructive efficiency of the teacher

The article discusses the modern meaning of the terms "pedagogical technology", "teaching technology" is revealed with an emphasis on the leading link "technology" - this is a means (s) of teaching, and also that pedagogical design from a technological point of view is a system, the main components of which are high general culture, humanistic orientation, professional knowledge and skills, creativity and pedagogical, technological competence. It is shown that manufacturability gives pedagogical design a different quality, a different essence - the mastery of teaching technologies, design etc., and not the method of presenting information. Mastery of pedagogical technologies improves pedagogical design.

Innovative competence of the teacher of financial disciplines of the institution of professional preliminary education

The paper is devoted to the innovative competence of the teacher of financial disciplines of the institution of professional higher education. The definition of the concept of innovative competence in scientific sources is considered, the content and structure of this phenomenon are outlined. Innovative competence is understood as a mandatory competence of a specialist, without which it is impossible to effectively perform professional activities by a person, as it requires a willingness to change in connection with the constant innovations and modernizations taking place in society. The modern tendencies of development of professional higher education are covered and the character of pedagogical technologies with the use of innovative tools is analyzed. On the basis of generalization of thematic researches and practice separate offers concerning application of an innovative technique on a researched profile of preparation of the competitive expert are formulated. A review of current research suggests that the question of the importance and feasibility of introducing innovative pedagogical technologies in training to ensure a system of defined competencies of the modern specialist is axiomatic. The analyzed thematic literature sources show that the development of pedagogical technologies (content, nature, selection of tools) in the system of pedagogical science is proposed on the basis of the use of variable technologies. The innovative competence of the teacher is shown in the updated, more effective forms, ways, methods and, accordingly, qualitatively new results of educational activity which are received as a result of realization of innovations. More systematically innovative competence of the teacher is revealed in the content of components of its structure, which includes: social competence, motivational and value competence, theoretical and methodological competence, technological competence, information and communication competence, reflexive and regulatory competence.

Running Things

Ethnomusicologists equip themselves to study and understand complex systems of human thought and action, and to build relationships with individuals. Navigating personality and process, ethnomusicologists can listen deeply and act with diplomacy in balancing ambitious and broad creative vision with the smallest of logistical details while fostering cross-disciplinary collaboration and community engagement. This essay touches on the nature of public-facing executive leadership based in a public university and spanning arts and humanities, pointing out resonances with ethnomusicological training and practice such as “language” learning and meaningful communication. Corresponding examples of shortcomings in ethnomusicological training are given, such as needed emphases on conflict management, technological competence, and brevity.