THE REFLECTIVE COMPONENT OF IMPLEMENTING A TRAUMA-INFORMED APPROACH TO LEARNING AS A PREVENTIVE TOOL AGAINST THE DEVELOPMENT OF FATIGUE IN STUDENTS DURING FIELD PRACTICUM
Introduction. The article examines the practical aspect of implementing trauma-informed learning with an emphasis on reflection as a preventive tool. Experimentally cases of the emergence of prerequisites for the premature appearance of fatigue in students during industrial practice are identified a...
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
State Institution of Science «Research and Practical Center of Preventive and Clinical Medicine» State Administrative Department
2025-05-01
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| Series: | Клінічна та профілактична медицина |
| Subjects: | |
| Online Access: | https://cp-medical.com/index.php/journal/article/view/605 |
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| Summary: | Introduction. The article examines the practical aspect of implementing trauma-informed learning with an emphasis on reflection as a preventive tool. Experimentally cases of the emergence of prerequisites for the premature appearance of fatigue in students during industrial practice are identified and ways to prevent this process are specified.
Aim. To summarize data on the state of use of reflection during students’ education, in particular during their field practicum; to investigate reflection as a preventive tool for the development of fatigue; to identify cases of premature appearance of fatigue in students during field practicum using reflection.
Materials and methods. The methods of theoretical analysis of scientific sources and the method of generalization of empirical data were used. Students studying at a higher education institution under martial law were involved in the pedagogical experiment. The total number of students is 1800 people.
Results. It has been established that reflection is an indispensable attribute of the learning process. Reflecting at different stages of learning, students acquire knowledge, skills, expand experience, learn to solve professional problems, evaluate results, plan further directions of educational activity, etc. The reflection process varies in the number of participants (individual, group), time of implementation (reflection during action, reflection deferred in time), purpose (reflection of the action being performed; reflection of the action to be performed; reflection to determine behavior, tactics, strategy). It has been established that reflection is not used as a preventive tool.
Conclusions. The effectiveness of using reflection during student training as a preventive measure for the development of fatigue has been experimentally proven. It has been established that the emergence of prerequisites for the premature appearance of a feeling of fatigue is stopped if, during training, students are given the opportunity to choose and implement the following types of communication with the lecturer: 1) communication for phased control of intermediate results of task performance; 2) communication to determine the sequence of actions to overcome intellectual difficulties that the student cannot overcome by making multiple attempts; 3) ongoing communication, during which the lecturer directs the student’s actions. |
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| ISSN: | 2616-4868 |