On February 24, 2022, the Russian Federation launched an open-ended military invasion of Ukraine. Military actions have a catastrophically negative impact on the education sector: deaths, injuries, and psychological trauma to educators, schoolchildren, and students, damage to educational facilities. Indirect factors, such as diminished access to education and the subsequent exodus of qualified professionals from the country, are other contributors. These indirect factors are exacerbated by increasing violence directed toward pro-Ukrainian educators; reduction or complete cessation of education; and infrastructure degradation in the occupied territories. The purpose of this scoping review is to describe the scope of barriers and to sketch the scale and nature of challenges for the educational sector during war. We aim to record the most important decisions and targeted interventions to maintain education. For monitoring, we use published normative documents, secondary data, information messages from foreign and Ukrainian media, as well as representatives of Ukrainian state and local authorities.

and results of the formative experiment are highlighted, which testify to the effectiveness of the author's program for the development of resilience of future specialists in «Nursing» in working with severe somatic patients. The practical significance of the research, which consists in the development and testing of a comprehensive psychological program for the development of resilience of future nurses in working with difficult semantic patients, is outlined. The obtained results, developed psychodiagnostic and corrective methods, as well as training sessions can be implemented in practical classes on the basics of nursing, basics of psychology and interpersonal communication, nursing in palliative and hospice care, nursing ethics and deontology, occupational psychology, psychology. educational institutions that provide professional training for future nurses. The sustainability training program can be used in the training process aimed at training nurses, as well as in refresher courses during direct practical activities for continuous training.

Despite the abundance of methods, materials, pedagogical philosophies, and a variety of teacher training programs, many educators still do not have the skills and self-efficacy to effectively navigate the new combinations of distance, blended, and in-classroom learning. The review of literature signals the disrupted nature of teacher-student communication caused by the coronavirus pandemic. This is a literature review focused on the findings of 206 published open-access journal articles on teacher-student educational interaction during the COVID-19 pandemic. The primary goal of the current research is to provide an initial indication of the potential size and nature of the extant communication barriers in emergency remote learning. Furthermore, authors attempt to draw overall conclusions about the merits of existing propositions or methods aimed at overcoming the existing barriers. The complaints reported in the surveys include technical, psychological, personal, emotional, and health issues, lack of feedback, and poor student engagement. The latter prompts us to search for good practices that solve the aforementioned teacher-student interaction barriers or reduce the scope of these barriers. The outcomes of this study can help theorize about the many forms of barriers that exist in teacher-student interactions in emergency remote learning.

У статті подано аналіз наукових джерел щодо фахової підготовки студентів-медиків до комунікативної діяльності; розкрито сутність поняття «комунікативна компетентність»; проаналізовано структуру комунікативних умінь; визначено основні компоненти комунікативної компетентності майбутніх медичних фахівців; запропоновано різні форми і методи аудиторних занять та позааудиторної роботи для розвитку комунікативних компетенцій студентів-медиків.

Although the WHO-recommended coronavirus vaccines are safe and effective, vaccines provide new information to healthcare professionals about the extent and nature of adverse reactions to these drugs. The aim of the study is supplementing the available data on adverse reactions of vaccines on the example of the experience of vaccination of the teaching staff of the Cherkasy Medical Academy with vaccines COVISHIELD and COMIRNATY. Information for this study was collected retrospectively through a survey of 72 employees of the Cherkasy Medical Academy who were vaccinated with the COVISHIELD vaccine (first dose); 67 workers vaccinated with AstraZeneca (second dose); 54 workers who were vaccinated with COMIRNATY vaccine (first dose); 52 people vaccinated with this vaccine (second dose). The study confirmed that among the local side effects, the most common were pain at the injection site, among the systemic - fever, weakness, fatigue and drowsiness, headache, muscle pain, chills. Most of the side effects were most pronounced in young people, more often in women than in men.