A future medical practitioner is a holder of high moral qualities, possessing ethics and the method of aesthetic 
communication. A good command of aesthetic communication in nursing practice has a positive impact on achieving 
desired outcomes. The aim is to highlight the conceptual frame and the specificity of aesthetic communication for future nurses and how to implement it during the educational process. Analysis, synthesis, and systematization were used to shape the complex characteristics of developing aesthetic communication; comparative and descriptive methods were used to distinguish the effective features of aesthetic communication; the analytical method was applied to receive information about the theoretical and practical problems of developing aesthetic communication; and the Pearson test χ2 was used as a statistical method to compare and verify the obtained data. The research involved 90 students of the nursing faculty at Andrey Krupynsky Lviv Medical Academy in Ukraine, divided into experimental and comparison groups. The results showed a high level of aesthetic communication in the experimental group (42%), versus the comparison group (22%). Students’ academic performance improved in four language skills: reading, speaking, listening, and writing competence. All students demonstrated significant improvement in speaking fluently due to the implementation of aesthetic communication exercises into the teaching process. Our suggested technique for teaching a basic course, “Professional English”, in combination with an optional course, “Aesthetic Communication,” works properly and should be implemented in other higher educational institutions, as good aesthetic communication skills are crucial in building a nurse-patient relationship. 
Keywords: aesthetic communication; external and internal personal communication; professional English; nursing 
education; future nurses 

УДК 113:573.5

У статті проаналізована ідея французького філософа Анрі Берґсона, згідно з якою філософування полягає у тому, щоби створювати нові концепти, якомога більше уточнювати терміни, виковувати нові слова. Також експлікована процедура концептуалізації. Вона полягає у наданні філософського змісту звичайним повсякденним словам чи словосполукам, наприклад, слово élaboration (розроблення). У підсумку виникають цілі сімейства концептів, які сукупно можна назвати концептивними елементами. Вказано на важливу роль зв'язку між концептотворенням та філософським перекладом. Цей з в ’язок описаний на прикладі твору Берґсона «Можливе та реальне». Ключові слова: філософський переклад, Берґсон, Дельоз, концепт, концептуалізація.

УДК 61:378:811.11:614.23

The paper aims at researching the correspondence of academic aims of “English for professional purposes” and the professional requirements of future physicians. It involved application of several methods and approaches directed at collecting, calculating and interpreting received survey results of 407 first-year medical students of Danylo Halytskiy Lviv national medical university. The research results are presented as absolute mean values of positive responses as well as their relative number in percent (%). The difference between groups of categorized indices was considered confident for p0.05. All statistical calculations were performed in the R Studio software. All defined academic aims of English were positively evaluated by the survey ПРОФЕСІЙНА АНГЛІЙСЬКА МОВА ДЛЯ МАЙБУТНІХ ЛІКАРІВ: ВІДПОВІДНІСТЬ ЦІЛЕЙ НАВЧАННЯ ТА ПОТРЕБ СТУДЕНТІВ Молодь і ринок № 5 (213), 2023 74 participants: the number of responses “very important” and “important” are significantly higher than “not important” and “completely not important” (p0,05). The academic aims leading among all positively estimated include: 1) development of medical terminology knowledge (401/407; 98,5%); 2) development of patient-physician communication skills (397/407; 97,5%); 3) development of lexical skills and skills of critical thinking (384/407; 94,3%); 4) motivation of students (382/407; 93,9%); 5) development of oral communication skills (379/407; 93,1%). Aforementioned aims are related to the development of English communication competence of medical students, which is the readiness to interact qualitatively and effectively in professional medical setting with professional and non-professionals. However, the academic aims evaluated by students as less important include the development of empathy and written skills comprising the communication and academic competences. This phenomenon requires further study aimed at promoting student reflection of understanding the significance of these skills in their professional career. The development of communicative skills in higher medical education should be competence-based; it should be restricted by the educational and academic goals aimed at realization of the competence-based approach and development of professional competencies in future physicians. Thus, the performed research confirmed the correspondence of academic learning, developmental and tutorial aims of “English for professional purposes” with professional requirements of future physicians. The system of academic goals aids realization of competence-based approach and further development of professional communicative readiness for interaction in medical setting with professionals and non-professionals. Keywords: English for professional purposes; aacademic goals; future physician; medical university.

The article aims at implementing Japanese experience of communication training by means of digital storytelling (DST) at Danylo Halytsky Lviv National Medical University under conditions of COVID-19 quarantine and distance learning. The paper studies and discusses the effectiveness of DST-based training and evaluation technique in the development of communication skills. The research involved 76 first- (N = 38) and second-year medical students (N = 38). The evaluation of DST skills was performed by ten criteria (8 structural, 2 stylistic) and occurred in three stages: introductory, developmental and final. Obtained data were statistically processed and analyzed. The research results were analyzed by (I) differences between groups, and (II) differences between stages. They indicate significant improvement of DST skills in both experimental groups at three research stages (p < 0.01). Rapid developmental dynamics of DST skills is primarily associated with better improvement of DST skills by structural criteria compared to stylistic in all participants (p < 0.01). This phenomenon indicates the requirement for further analysis and paying more attention to the development of lexical and grammar skills of medical students. Thus, the study confirmed the effectiveness of DST method in communication training and feasibility of its implementation in higher medical education as a tool of communication skills development.