Formation of valeological competence in non-medical students

Abstract

Competence approach is generally accepted in modern education. Competence is the ability to perform a variety of practical tasks in life and professional activities at a sufficient professional level, which is due to cognitive abilities and skills, social interaction, motivation and will. There are lingual, informational (digital), communicational, cultural, ecological, valeological (health saving) and other competencies should be formed in the student, regardless of the profile of his education. In Ukrainian legislation, valeological competence is referred to the category of "civic and social competences". Valeological competence in educational standards given less importance than, for example, ecological competence. We have not found a clear definition of valeological competence. In our opinion, valeological competence is the ability to lead a healthy lifestyle, practice safe behavior and provide emergency care. For its formation in students of non-medical higher educational institutions we have proposed the initial academic discipline "Health Pedagogy". The study is theoretical, based on the analysis of scientific sources and regulations of Ukraine, including national educational standards. Preliminary data on the introduction of the author's program of the discipline "Pedagogy of Health" in the educational process of the Ukrainian Engineering Pedagogics Academy for students of "011 - Educational, Pedagogical Sciences" specialty "Bachelor" and "Master" educational levels are also taken into account. Requirements for valeological competence formation in non-medical students on accordance with the level of education, the proposed components of the curriculum and components of competence (cognitive, activity, motivational-value and personal) are formulated. The author's definition of valeological competence is supplemented with a list of its components subject to qualimetric assessment. The list of competencies, necessary for the valeological competence formation, as well as those competencies that are formed or improved simultaneously with the valeological competence during the study of valeological discipline "Health Pedagogy" by non-medical students.

The preventive direction of modern theories of health and health-saving in public health and education

“…Among such actions, key positions are occupied by giving up bad habits, rational nutrition, sufficient physical activity, rational regime of work and rest, avoidance of injuries, environmental, radiological and toxicological risks, cooperation with the medical system (vaccination of infectious diseases, timely treatment of detected diseases, participation in screening examinations, for example, annual fluorography, etc. ), psychohygiene (maintaining emotional balance), safe sex [12][13][14][15][16]. The population's understanding of these issues depends on the quality of valeological education, which takes into account the current trends in the development of health theory and focuses on its paradigms.…”

Mutual influence of digital, linguistic and valeological competencies in health-saving environment of higher education

“…A number of interdisciplinary studies on health education also suggest that, ultimately, competence must become a part of the general and professional culture. However, unlike research in the linguistic and digital fields [41], there is still no unified understanding of the content of the valeological competence [13]. So, for example, the concept of multilingualism in Ukrainian scientific space gradually changed to "bilingualism", and after that to the "linguistic competence".…”

“…In the context of reforms, the trends in the development of digital and linguistic competences of university students and teachers, the use of the English language for teaching foreign students and constructing a healthsaving educational environment remain unchanged [9][10][11]. New effective methods of forming the valeological competence are being actively searched for [12][13][14][15][16][17][18].…”

Didactic Adaptation of Medical Information for the Formation of Valeological Competence in Engineering and Pedagogical Training

“…On the positive side, several curricula in these disciplines include many references to United Nations and World Health Organization publications, national demographic and medical statistics, and scientific and pedagogical work, but lack the structure of medical manuals and reference books [8]. However, most curricula do not emphasize the principles of evidence-based medicine, bioethics of experiments with laboratory animals, the obligation to maintain confidentiality of information received by teachers from students in the study of valeological disciplines [9].…”