Livija Jankovska


While the transformation of the medical education in general is competence-oriented and practice based, the article focuses on the role of the attitudes for the development of the nurses’ education and profession. Covid-19 critical conditions created new complicated cognitive, professional and psycho-emotional challenges for health care specialists. Nurses’ work ability and professional attitudes have become the central factor to solve clinical and personal problems in order to provide patient-centered and effective medical care. However, it shows that   nurses do not have all the necessary competences to quickly adapt, react and keep psycho-emotional balance, working in critical situations. Theoretical analyses and empirical investigations are aimed at finding out what skills and attitudes are essential for medical specialists in Covid-19 pandemic conditions and how students feel about their readiness to use necessary skills and attitudes in practice in unexpected and complicated conditions The article discusses how to transform the organisation of the medical college study process and content to give students opportunities to acquire experience and develop necessary attitudes for the complicated practice. The focus is on studying the nurses’ attitudes necessary for the Covid 19 situation and possibility to promote them in the authentic work-based study process. The study of theoretical sources and survey results give evidence that practice-based studies can promote medical students’ professional attitudes and psycho-emotional capacity, if medical studies are aimed at forming emergency oriented skills and structured in the practice-based environment.  Implementation of attitudes as outcome into programmes and effective transition of attitudes into practice can promote higher quality of nurses’ professional and responsibility level.



attitudes, capacity, emergency, practice-based education

Full Text:



Ashcroft, J., Byrne, M. H., Brennan, P. A., & Davies, R. J. (2020). Preparing medical students for a pandemic: a systematic review of student disaster training programmes. Postgraduate Medical Journal. DOI:

Bereiter, C., & Scardamalia, M. (2008). Toward research-based innovation. Innovating to learn, learning to innovate, 67-87. DOI:

Bohner, G., & Dickel, N. (2011). Attitudes and attitude change. Annual review of psychology, 62, 391-417. DOI:

Chur, D.(2018). Developing key competences in higher education. Retrieved from:

Dictionary, O. E. (1989). Oxford English dictionary. Simpson, JA & Weiner, ESC.

Epstein, R. M., & Hundert, E. M. (2002). Defining and assessing professional competence. Jama, 287(2), 226-235. DOI:

European Commission, ESCO. (2018). Skill Reusability Level. Transversal Knowledge Skills and Competences. Retrieved from:

European Council. (2018). Recommendations of the European Parliament and of the Councilon the key competences for lifelong learning. Retrieved from:

European International Commission on the Futures of Education, UNESCO. (2020). Protecting and Transforming Education for Shared Futures and Common Humanity: A Joint Statement on the COVID-19 Crisis. Retrieved from:

European Parliament. (2013). Directive 2013/55/EU of the European Parliament and of the Council of 20 November 2013 amending Directive 2005/36/EC on the recognition of professional qualifications and Regulation (EU) No 1024/2012 on administrative cooperation through the Internal Market Information System. Retrieved from: EUR-Lex - 32013L0055 - EN - EUR-Lex (

Frank, J. R., Snell, L. S., Cate, O. T., Holmboe, E. S., Carraccio, C., Swing, S. R., ... & Harris, K. A. (2010). Competency-based medical education: theory to practice. Medical teacher, 32(8), 638-645. DOI:

Garleja, R. (2004). Kompetences un karjeras virzītājspēku mijsakarības. Ekonomika. Latvijas Universitātes raksti (671. sējums). Rīga: LU, 81, 92

Hoskins, B., & Fredriksson, U. (2008). Learning to learn: What is it and can it be measured? European Commission JRC. Retrieved from:

Igarashi, H., Levenson, M. R., & Aldwin, C. M. (2018). The development of wisdom: A social ecological approach. The Journals of Gerontology: Series B, 73(8), 1350-1358. DOI:

Iobst, W. F., Sherbino, J., Cate, O. T., Richardson, D. L., Dath, D., Swing, S. R., ... & International CBME Collaborators. (2010). Competency-based medical education in postgraduate medical education. Medical teacher, 32(8), 651-656. DOI:

Jones, S. (2008). E-portfolios and how they can support Personalisation. Improving learning through technology. UK: Becta. Disponible el, 23(9), 2010.

Ling, L. (2020). Universities and research in times of crisis: the getting of wisdom. Qualitative Research Journal. DOI:

Mian, A., & Khan, S. (2020). Medical education during pandemics: a UK perspective. BMC medicine, 18(1), 1-2. DOI:

Mylona, E. (2016). Developing a Competency Based Curriculum. Retrieved from:

OECD. (2016). Internationalisation of universities and public research. OECD Science, Technology and Innovation Outlook 2016, OECD Publishing, Paris. Retrieved from:

O’Sullivan, N., & Burce, A. (2014, September). Teaching and learning in competency-based education. In The Fifth International Conference on e-Learning (eLearning-2014), 22-23. Retrieved from:

Pārresoru koordinācijas centrs. (2010). Latvijas ilgtspējīgas attīstības stratēģija 2030. Retrieved from:

Pļaveniece M., Škuškovnika D. (2002). Sociālā psiholoģija pedagogiem. RaKa, 175.-178. lpp

Reber, A. S. (1995). The Penguin dictionary of psychology (2nd ed.). Harmondsworth: Penguin.

Rubana, I. (2004). Mācīties darot. Rīga, RaKa.

Špona, A., Žogla, I. Maslo, I. (2001). Vispārīgā didaktika un audzināšana: Zinātnisko rakstu krājums. Rīga: Izglītības soļi, LU Pedagoģijas un psiholoģijas institūts, 15-21.

Ten Cate, O. (2017). Competency-based postgraduate medical education: past, present and future. GMS journal for medical education, 34(5). Retrieved from:

The Gordon Commission. (2013). To Assess, To Teach, To Learn: A Vision for the Future of Assessment: Technical Report. Retreived from:

Weinert, F. E. (1999). Concepts of Competence. Munich: Manx Planck Institute for Psychological Research.

Zlatkin-Troitschanskaia, O., Pant, H. A., Toepper, M., Lautenbach, C., & Molerov, D. (2017). Valid competency assessment in higher education: Framework, results, and further perspectives of the German Research Program KoKoHs. AERA Open, 3(1), 2332858416686739. DOI:

Žogla, I. (2019). Principles of learner learning-centred didactic in the context of technology-enhanced learning. In Didactics of smart pedagogy (71-94). Springer, Cham. DOI:



  • There are currently no refbacks.