COMMUNICATIVE COMPETENCE OF A NURSE – APPROACHES TO ITS FORMATION AT PREGRADUATЕ STUDY, PROBLEMS AND PROSPECTS
DOI:
https://doi.org/10.11603/2411-1597.2023.3-4.14556Keywords:
communicative competence, nursing education, teaching methods, scientific research in educationAbstract
Introduction. With integration of medical education of Ukraine into the world space, professional training of future nurses is considered within the competency-based approach. One of the key professional competence of a nurse is the ability to communicate effectively in the healthcare system.
The aim of the study – to analyze the current scientific literature data on the study of the problem of forming the nurse’s communicative competence in pregraduate medical education in Ukraine.
The main part. Today, communicative competence of a nurse is a graduate qualification requirement and is included in educational standards. However, the professional communication skills list is quite broad. From this, a step-by-step approach is used for students’ communication competence formation in medical education abroad. At pregraduate stage, they start with basic communication skills (to be able to communicate correctly with the patient during examination and medical manipulations, apply active listening skills, provide information to patients and their relatives, make an agreement, etc.), following with mastering more complex skills. The sientific research on medical communication in Ukraine is mainly devoted to the development of the conceptual and categorical apparatus definition regarding communicative competence, communication in the healthcare system, rhetorical culture and linguistic component of professional communication, psychological, ethical and deontological aspects, etc. Little attention is paid to the search for forms, methods and means of teaching medical communication and assessment of students’ readiness for professional activity. With competency-based approach the more practical focus is needed on basic communication skills that a nurse should be able to apply in daily practice; this approach, according to scientific publications, is rarely repesented.
Conclusions. Students’ pregraduate training in medical colleges of Ukraine should include basic communication skills formation followed by more complex elements mastery. Effective curriculum development requires a systematic and more practically oriented approach based on best international practices.
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