{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,6,13]],"date-time":"2025-06-13T04:05:14Z","timestamp":1749787514358,"version":"3.41.0"},"reference-count":0,"publisher":"ALUNA","issue":"5","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Wiadomo\u015bci Lekarskie"],"abstract":"<jats:p>Aim: Using time-delayed reflection of the day\u2019s events, to determine what worries students the most and is perceived by them as informational uncertainty and\nemotional challenges that negatively affect their health and learning outcomes. Develop and experimentally test in the educational process of higher education\ninstitutions the effectiveness of reflective practicum on the gradual transformation of traumatic stress into a mobilizing factor of personal development and\nsubjective well-being in conditions of informational uncertainty and emotional challenges.\nMaterials and Methods: 1,500 future specialists who studied at the Borys Grinchenko Kyiv Metropolitan University and the Bogomolets National Medical\nUniversity during the war were involved in the experimental work.\nResults: Students associate informational uncertainty and emotional challenges with what is happening in the country (the full-scale invasion of Russian\ntroops into Ukraine has been ongoing for the third year), at work (students combine work with study), as well as during study, in the store, in transport, etc.\nStudents react differently to informational uncertainty and emotional challenges that occur anywhere during the day. 2% of respondents did not feel any\nchanges in their body. The rest of the respondents felt unpleasant changes: 98% headache, 80.2% \u2013 increased blood pressure, 78.8% \u2013 increased heartbeat,\n45.6% \u2013 stomach discomfort, 39.4% \u2013 body chills, 22.2% \u2013 facial redness, 20.8% \u2013 body sweating, 12.6% \u2013 muscle stiffness, 8.4% \u2013 palm sweating, 6.2% \u2013\nringing in the ears, 5.6% \u2013 decreased blood pressure, 4.2% \u2013 darkening in the eyes, 1% \u2013 hand tremors. Ignoring these conditions during study reduces the\neffectiveness of study, since students quickly transition from the process of tension to the process of fatigue.\nConclusions: In order to restore the optimally appropriate course of tension and fatigue processes in students, it is necessary to: 1) find out the duration of these\nprocesses; 2) determine factors that cause states of uncertainty and depression mood; 3) conduct five-minute reflective practicum at the beginning of practical\nand seminar classes, which train in the implementation of reflection, when the identified factors act as its objects; 4) practice the gradual transformation of\ntraumatic stress into a mobilizing factor of personal development and subjective well-being in conditions of information uncertainty and emotional challenges.<\/jats:p>","DOI":"10.36740\/wlek\/205379","type":"journal-article","created":{"date-parts":[[2025,6,12]],"date-time":"2025-06-12T10:12:35Z","timestamp":1749723155000},"page":"1099-1105","source":"Crossref","is-referenced-by-count":0,"title":["Reflective practicum in the process of training students as a mobilizing factor of personal development and subjective well-being in conditions of information uncertainty and emotional challenges"],"prefix":"10.36740","author":[{"given":"Tetiana I.","family":"Miyer","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Borys \u0406.","family":"Palamar","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Svitlana P.","family":"Palamar","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Lyudmyla L.","family":"Khoruzha","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Nataliia V.","family":"Vyshnivska","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Svitlana H.","family":"Dubovyk","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Roksolana \u0406.","family":"Shpitsa","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"22436","published-online":{"date-parts":[[2005,5,30]]},"container-title":["Wiadomo\u015bci Lekarskie"],"original-title":[],"link":[{"URL":"https:\/\/www.wiadomoscilekarskie.pl\/pdf-205379-126038","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/www.wiadomoscilekarskie.pl\/pdf-205379-126038","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,6,12]],"date-time":"2025-06-12T10:12:42Z","timestamp":1749723162000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.wiadomoscilekarskie.pl\/Reflective-practicum-in-the-process-of-training-students-as-a-mobilizing-factor-of,205379,0,2.html"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2005,5,30]]},"references-count":0,"journal-issue":{"issue":"5","published-print":{"date-parts":[[2025]]}},"alternative-id":["205379"],"URL":"https:\/\/doi.org\/10.36740\/wlek\/205379","relation":{},"ISSN":["0043-5147","2719-342X"],"issn-type":[{"value":"0043-5147","type":"print"},{"value":"2719-342X","type":"electronic"}],"subject":[],"published":{"date-parts":[[2005,5,30]]}}}