Integration of project technology into teaching of clinical disciplines at Kremenchuk medical vocational college named after V. I. Lytvynenko

Abstract

Introduction. The modern system of medical education is undergoing active transformation, which necessitates the introduction of innovative teaching technologies aimed at developing professional competence, analytical thinking, independence, and responsibility among future healthcare professionals. One of the most effective tools in this context is project-based learning, which is grounded in the principle of students’ active involvement in their own educational process. According to recent research, project-based learning ensures the integration of theory and practice, promotes a creative approach to solving professional problems, and develops students’ ability to make independent decisions in clinical situations.

The aim of the study – to  substantiate the expediency and effectiveness of the use of project technology in the teaching of clinical disciplines in the process of training of the future nurses at Kremenchuk Medical Vocational College named after V. I. Lytvynenko.

The main part. Project technology in medical education involves an activity-based approach and learning through practical interaction. At Kremenchuk Medical Vocational College named after V. I. Lytvynenko, various forms of project work are applied: individual, group, and interdisciplinary projects. Project implementation includes the creation of patient care maps, nursing care algorithms, clinical cases, information campaigns, and simulation trainings. The effectiveness of project-based learning depends on the systematic organization of the process, methodological preparation of teachers, material and technical support, and the use of modern simulation laboratories.

Conclusions. The use of project technology in the teaching of clinical disciplines is an effective means of improving the quality of professional training of future nurses. A survey conducted showed that more than 80 % of students in the experimental group (compared to 52 % at the beginning of the semester) consider project-based learning more effective than traditional methods. Students who studied using project technology demonstrated a higher level of practical skills, a better ability to analyze clinical situations, and more effective decision-making in professional activities. Project activities contribute to the integration of theoretical knowledge and practical skills, the development of clinical thinking, independence, communication skills, and responsibility for the results of one’s work. The findings reflect the experience of a single institution and require verification through broader comparative research.