Abstract
<jats:p>The relevance of this study is manifested in the fact that the methodological foundations of the study of psychological readiness for professional tasks are a direction in modern psychology, which allows us to substantiate theoretical provisions, use approaches to studying this phenomenon and develop practical tools for its research. Psychological readiness as a multidimensional phenomenon requires the use of a systematic methodological approach that integrates several qualitative methods, and also takes into account socio-cultural, professional and individual psychological characteristics. The purpose of this work is to reveal the theoretical foundations of a specialist's psychological readiness to solve professional tasks. In the process of writing this article, the following methods were used: analysis and synthesis, comparative-critical method, induction and deduction, abstraction, generalization method. The use of the above methods makes it possible to carry out a holistic scientific analysis of the phenomenon of specialist readiness, ensuring the transition from abstract description. It was determined that, taking into account the variety of factors affecting psychological readiness to solve professional tasks, the methodological approach to its study should be integrative and multilevel. Thanks to the combination of theoretical developments and empirical data, it is possible to create adapted tools for assessing and developing readiness, which will effectively use both individual personality characteristics and the requirements of the professional environment. Based on a real theoretical and methodological analysis, a theoretical model of psychological readiness of medical university students to solve new professional tasks in war conditions has been developed, which shows the structural and functional relationships between the main components, factors of its formation and effective manifestations. The proposed model has an integrative and multilevel nature and serves as a conceptual basis for further empirical research, determining the criteria and indicators of the formation of psychological readiness, as well as developing and implementing the author's program for its development.</jats:p>