Keyword: «simulation technologies»

The relevance of the study is due to the need to introduce activity-type technologies in the educational practice of training specialists. Interactive learning technologies contribute to the formation of professional knowledge and skills through professional experience. Modern didactics substantiated the developing potential of practice-oriented educational technologies, which make it possible to organize the process of forming the necessary professional and universal competences most successfully, taking into account the specifics of the future profession. This allows to bridge the gap between the theorized knowledge of classical universities graduates and the necessary specific skills of specialists. The most successful practice-oriented technologies are imitating (gaming and non-gaming) learning technologies. The aim of the work is to study the developing potential of simulation technologies (using the foresight session as an example) in preparing teachers for activities in risk, determining the conditions for successful application of simulation technologies in the information educational environment of the university, and describing the methodology of using the foresight technology in the university's educational process. While conducting the study, the authors used such methods as comparative analysis and pedagogical modeling. As a result of the study, we made an analysis of domestic and foreign scientific literature on the organization of practice-oriented learning, the use of interactive simulation technologies in the educational process of the university, and a model for the implementation of a foresight session on preparing teachers to deal with risks. The proposed model of a foresight session on preparing teachers to deal with risks is being implemented on the basis of the Institute of Psychology and Education of Kazan Federal University (KFU) as a part of the information and educational project "Safe educational environment". The foresight session technology allows students to gain experience in dealing with risk situations in simulated and controlled university environment. The article may be interesting to academic staff of higher education organizations, lecturers and teachers of secondary and higher educational institutions.

There is an urgent need for highly professional medical specialists today including those with communicative competences in the context of rapid development of innovative medical technologies. It is obvious that nurses should develop their professional competences throughout their career in order to maintain and improve their professional authority. Development of professional practical skills and abilities as well as communicative and leadership qualities of a nurse requires particular attention. Since the process of developing and retaining communicative competences with the use of simulation technologies does not progress at the stage of postgraduate education of nurses, introduction of simulation forms of training into additional professional programs gives an opportunity to solve the identified problem. This determines the relevance of the research project. The purpose of the article is to analyze implementation of simulation technologies in postgraduate educational programs for specialists with secondary medical education. Observation, experiment and comparison were used as empirical research methods. Conducting trainings using simulation technologies allows expanding the trajectory of modern training and gives medical personnel the right to choose the development of their competences in a simulation environment. The result of our work is an increase in the number of students with an advanced level of communicative competence at the end of the training. The advantages and disadvantages of conducting trainings using simulation technologies have been revealed based on the analysis of an anonymous survey of advanced training courses students in the specialty “Nursing”. Communication skills, along with other essential competences, proved to be professionally necessary in the mobile practice of a nurse, while the learning process should ensure continuous professional development of a medical specialist together with other forms of education. This article will be useful for researchers, specialists in medical simulation training, teachers of additional professional education, and can be used in simulation classes with students in advanced training courses aimed at developing communicative competence.