Psychological Competence of Future Physical Rehabilitation Specialists: a Model and Results of an Empirical Study
Abstract
The article examines the formation of psychological competence of future specialists in physical rehabilitation in the context of professional training at higher education institutions. The relevance of the study is determined by the increasing demands placed on the psychological readiness of rehabilitation professionals whose work requires intensive interaction with patients, the ability to demonstrate empathy, professional reflection, and effective communication. Psychological competence is considered as a multidimensional personal and professional construct that integrates motivational, reflective, activity-based, professional, and cognitive-emotional characteristics of a future specialist. A model for identifying and developing psychological competence of future physical rehabilitation specialists is proposed. The model integrates interrelated components and focuses on the formation of psychological readiness for professional activity. The results indicate that the level of psychological competence among students requires purposeful pedagogical support and systematic development within the educational process. The study substantiates the importance of integrating psychological training into the professional education of future physical rehabilitation specialists. The proposed approach expands scientific understanding of the structure of psychological competence and outlines directions for improving educational programs in the field of rehabilitation training.
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