Психологічна стійкість учасників освітнього процесу: системний підхід і реальні кейси ЗДМФУ

Abstract

У статті досліджено механізми формування психологічної стійкості студентів та викладачів Запорізького державного медико-фармацевтичного університету (ЗДМФУ). Проаналізовано специфіку стресових чинників для майбутніх лікарів і фармацевтів в умовах змішаного навчання. Представлено галузеві кейси впровадження технік саморегуляції на медичному, фармацевтичному та міжнародному факультетах ЗДМФУ. The article investigates the mechanisms of psychological resilience formation among students and faculty at Zaporizhzhia State Medical and Pharmaceutical University (ZSMPhU). The specificity of stress factors for future physicians and pharmacists in blended learning environments is analyzed. Industry-specific cases of implementing self-regulation techniques across the Medical, Pharmaceutical, and International faculties of ZSMPhU are presented. A comprehensive analysis of strategies for developing psychological resilience in the face of contemporary security challenges is conducted using ZSMPhU as a primary example. The authors substantiate a systems approach encompassing individual, interpersonal, and organizational levels of support. Particular attention is paid to the domain-specific nature of stressors: critical cognitive load for pharmaceutical students, the fear of clinical error for medical students, and adaptation barriers coupled with the security situation for international students. Innovative cases for overcoming these challenges are described, including the implementation of game-based VR simulations (“Virtual Pharmacy”), work with hightech robot patients, and the establishment of a secure educational hub in Berehove. For the first time, the role of the teacher as a reference object for group stabilization is detailed through the integration of brief relaxation techniques (“Micro-breaks”) into the structure of MS Teams classes. The article highlights the activities of the Psychological Support Service at the Department of Psychiatry and the Mental Health Center of the University Clinic, where international evidence-based protocols (mhGap, CBT, ACT) are implemented alongside neurotechnologies (TMS, biofeedback). It is proved that the synergy of academic training, digital solutions, and professional clinical psychological assistance creates a sustainable ecosystem that promotes not only the preservation of mental health but also the post-traumatic growth of educational process participants. The article holds practical significance for higher education administrators and educators seeking to integrate resilience practices into the educational space.