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Sample records for defining core competencies

  1. Recommendations for Training in Pediatric Psychology: Defining Core Competencies Across Training Levels

    Science.gov (United States)

    Janicke, David M.; McQuaid, Elizabeth L.; Mullins, Larry L.; Robins, Paul M.; Wu, Yelena P.

    2014-01-01

    Objective As a field, pediatric psychology has focused considerable efforts on the education and training of students and practitioners. Alongside a broader movement toward competency attainment in professional psychology and within the health professions, the Society of Pediatric Psychology commissioned a Task Force to establish core competencies in pediatric psychology and address the need for contemporary training recommendations. Methods The Task Force adapted the framework proposed by the Competency Benchmarks Work Group on preparing psychologists for health service practice and defined competencies applicable across training levels ranging from initial practicum training to entry into the professional workforce in pediatric psychology. Results Competencies within 6 cluster areas, including science, professionalism, interpersonal, application, education, and systems, and 1 crosscutting cluster, crosscutting knowledge competencies in pediatric psychology, are presented in this report. Conclusions Recommendations for the use of, and the further refinement of, these suggested competencies are discussed. PMID:24719239

  2. Recommendations for training in pediatric psychology: defining core competencies across training levels.

    Science.gov (United States)

    Palermo, Tonya M; Janicke, David M; McQuaid, Elizabeth L; Mullins, Larry L; Robins, Paul M; Wu, Yelena P

    2014-10-01

    As a field, pediatric psychology has focused considerable efforts on the education and training of students and practitioners. Alongside a broader movement toward competency attainment in professional psychology and within the health professions, the Society of Pediatric Psychology commissioned a Task Force to establish core competencies in pediatric psychology and address the need for contemporary training recommendations.   The Task Force adapted the framework proposed by the Competency Benchmarks Work Group on preparing psychologists for health service practice and defined competencies applicable across training levels ranging from initial practicum training to entry into the professional workforce in pediatric psychology.   Competencies within 6 cluster areas, including science, professionalism, interpersonal, application, education, and systems, and 1 crosscutting cluster, crosscutting knowledge competencies in pediatric psychology, are presented in this report.   Recommendations for the use of, and the further refinement of, these suggested competencies are discussed. © The Author 2014. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  3. Defining Tobacco Regulatory Science Competencies.

    Science.gov (United States)

    Wipfli, Heather L; Berman, Micah; Hanson, Kacey; Kelder, Steven; Solis, Amy; Villanti, Andrea C; Ribeiro, Carla M P; Meissner, Helen I; Anderson, Roger

    2017-02-01

    In 2013, the National Institutes of Health and the Food and Drug Administration funded a network of 14 Tobacco Centers of Regulatory Science (TCORS) with a mission that included research and training. A cross-TCORS Panel was established to define tobacco regulatory science (TRS) competencies to help harmonize and guide their emerging educational programs. The purpose of this paper is to describe the Panel's work to develop core TRS domains and competencies. The Panel developed the list of domains and competencies using a semistructured Delphi method divided into four phases occurring between November 2013 and August 2015. The final proposed list included a total of 51 competencies across six core domains and 28 competencies across five specialized domains. There is a need for continued discussion to establish the utility of the proposed set of competencies for emerging TRS curricula and to identify the best strategies for incorporating these competencies into TRS training programs. Given the field's broad multidisciplinary nature, further experience is needed to refine the core domains that should be covered in TRS training programs versus knowledge obtained in more specialized programs. Regulatory science to inform the regulation of tobacco products is an emerging field. The paper provides an initial list of core and specialized domains and competencies to be used in developing curricula for new and emerging training programs aimed at preparing a new cohort of scientists to conduct critical TRS research. © The Author 2016. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  4. Adult educators' core competences

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2016-01-01

    environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or “core...

  5. Adult educators' core competences

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2016-01-01

    environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or “core...

  6. Adult educators' core competences

    Science.gov (United States)

    Wahlgren, Bjarne

    2016-06-01

    Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators' required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or "core" requirements, organising them into four thematic subcategories: (1) communicating subject knowledge; (2) taking students' prior learning into account; (3) supporting a learning environment; and (4) the adult educator's reflection on his or her own performance. At the end of his analysis of different competence profiles, the author notes that adult educators' ability to train adult learners in a way which then enables them to apply and use what they have learned in practice (thus performing knowledge transfer) still seems to be overlooked.

  7. Core competencies in internal medicine.

    Science.gov (United States)

    Porcel, José Manuel; Casademont, Jordi; Conthe, Pedro; Pinilla, Blanca; Pujol, Ramón; García-Alegría, Javier

    2012-06-01

    The working group on Competencies of Internal Medicine from the Spanish Society of Internal Medicine (SEMI) proposes a series of core competencies that we consider should be common to all European internal medicine specialists. The competencies include aspects related to patient care, clinical knowledge, technical skills, communication skills, professionalism, cost-awareness in medical care and academic activities. The proposal could be used as a working document for the Internal Medicine core curriculum in the context of the educational framework of medical specialties in Europe.

  8. Assessing Core Competencies

    Science.gov (United States)

    Narayanan, M.

    2004-12-01

    Catherine Palomba and Trudy Banta offer the following definition of assessment, adapted from one provided by Marches in 1987. Assessment in the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Palomba and Banta 1999). It is widely recognized that sophisticated computing technologies are becoming a key element in today's classroom instructional techniques. Regardless, the Professor must be held responsible for creating an instructional environment in which the technology actually supplements learning outcomes of the students. Almost all academic disciplines have found a niche for computer-based instruction in their respective professional domain. In many cases, it is viewed as an essential and integral part of the educational process. Educational institutions are committing substantial resources to the establishment of dedicated technology-based laboratories, so that they will be able to accommodate and fulfill students' desire to master certain of these specific skills. This type of technology-based instruction may raise some fundamental questions about the core competencies of the student learner. Some of the most important questions are : 1. Is the utilization of these fast high-powered computers and user-friendly software programs creating a totally non-challenging instructional environment for the student learner ? 2. Can technology itself all too easily overshadow the learning outcomes intended ? 3. Are the educational institutions simply training students how to use technology rather than educating them in the appropriate field ? 4. Are we still teaching content-driven courses and analysis oriented subject matter ? 5. Are these sophisticated modern era technologies contributing to a decline in the Critical Thinking Capabilities of the 21st century technology-savvy students ? The author tries to focus on technology as a tool and not on the technology

  9. CORE COMPETENCIES AND PHASES OF THE ORGANIZATIONAL LIFE CYCLE

    OpenAIRE

    Ahmed, Selma Zone Fekih; Koubaa, Manel Belguith

    2013-01-01

    Organizations evolve according to well-defined phases during which it must raise some competencies more than others. This study discusses the importance of core competencies according to the phases of the life cycle of the organization. In this research, we mobilize the core competencies approach to explore the competence required at each stage of the organizational life cycle. The quantitative study of 50 Tunisian companies operating in the food sector shows that the importance of core ...

  10. Core Competence Development : paradigm and practical implementations

    OpenAIRE

    Koay, Ze Wei; E.Markov, Denis

    2011-01-01

    The theory of core competence has drawn a large amount of attention in the academic field as well as of practitioners in the corporate world. Theory asserts that long-term value creation and competitiveness of the corporation relies on full-scale exploitation and timely development of company Core Competences; business strategies should be built around the core competencies of a firm. Identification and exploitation of Core Competences as well as essential elements comprising Core Competences...

  11. The Core Competencies for General Orthopaedic Surgeons.

    Science.gov (United States)

    Kellam, James F; Archibald, Douglas; Barber, James W; Christian, Eugene P; D'Ascoli, Richard J; Haynes, Richard J; Hecht, Suzanne S; Hurwitz, Shepard R; Kellam, James F; McLaren, Alexander C; Peabody, Terrance D; Southworth, Stephen R; Strauss, Robert W; Wadey, Veronica M R

    2017-01-18

    With the changing delivery of orthopaedic surgical care, there is a need to define the knowledge and competencies that are expected of an orthopaedist providing general and/or acute orthopaedic care. This article provides a proposal for the knowledge and competencies needed for an orthopaedist to practice general and/or acute care orthopaedic surgery. Using the modified Delphi method, the General Orthopaedic Competency Task Force consisting of stakeholders associated with general orthopaedic practice has proposed the core knowledge and competencies that should be maintained by orthopaedists who practice emergency and general orthopaedic surgery. For relevancy to clinical practice, 2 basic sets of competencies were established. The assessment competencies pertain to the general knowledge needed to evaluate, investigate, and determine an overall management plan. The management competencies are generally procedural in nature and are divided into 2 groups. For the Management 1 group, the orthopaedist should be competent to provide definitive care including assessment, investigation, initial or emergency care, operative or nonoperative care, and follow-up. For the Management 2 group, the orthopaedist should be competent to assess, investigate, and commence timely non-emergency or emergency care and then either transfer the patient to the appropriate subspecialist's care or provide definitive care based on the urgency of care, exceptional practice circumstance, or individual's higher training. This may include some higher-level procedures usually performed by a subspecialist, but are consistent with one's practice based on experience, practice environment, and/or specialty interest. These competencies are the first step in defining the practice of general orthopaedic surgery including acute orthopaedic care. Further validation and discussion among educators, general orthopaedic surgeons, and subspecialists will ensure that these are relevant to clinical practice. These

  12. One Health Core Competency Domains.

    Science.gov (United States)

    Frankson, Rebekah; Hueston, William; Christian, Kira; Olson, Debra; Lee, Mary; Valeri, Linda; Hyatt, Raymond; Annelli, Joseph; Rubin, Carol

    2016-01-01

    The emergence of complex global challenges at the convergence of human, animal, and environmental health has catalyzed a movement supporting "One Health" approaches. Despite recognition of the importance of One Health approaches to address these complex challenges, little effort has been directed at identifying the seminal knowledge, skills, and attitudes necessary for individuals to successfully contribute to One Health efforts. Between 2008 and 2011, three groups independently embarked on separate initiatives to identify core competencies for professionals involved with One Health approaches. Core competencies were considered critically important for guiding curriculum development and continuing professional education, as they describe the knowledge, skills, and attitudes required to be effective. A workshop was convened in 2012 to synthesize the various strands of work on One Health competencies. Despite having different mandates, participants, and approaches, all of these initiatives identified similar core competency domains: management; communication and informatics; values and ethics; leadership; teams and collaboration; roles and responsibilities; and systems thinking. These core competency domains have been used to develop new continuing professional education programs for One Health professionals and help university curricula prepare new graduates to be able to contribute more effectively to One Health approaches.

  13. One Health Core Competency Domains

    Science.gov (United States)

    Frankson, Rebekah; Hueston, William; Christian, Kira; Olson, Debra; Lee, Mary; Valeri, Linda; Hyatt, Raymond; Annelli, Joseph; Rubin, Carol

    2016-01-01

    The emergence of complex global challenges at the convergence of human, animal, and environmental health has catalyzed a movement supporting “One Health” approaches. Despite recognition of the importance of One Health approaches to address these complex challenges, little effort has been directed at identifying the seminal knowledge, skills, and attitudes necessary for individuals to successfully contribute to One Health efforts. Between 2008 and 2011, three groups independently embarked on separate initiatives to identify core competencies for professionals involved with One Health approaches. Core competencies were considered critically important for guiding curriculum development and continuing professional education, as they describe the knowledge, skills, and attitudes required to be effective. A workshop was convened in 2012 to synthesize the various strands of work on One Health competencies. Despite having different mandates, participants, and approaches, all of these initiatives identified similar core competency domains: management; communication and informatics; values and ethics; leadership; teams and collaboration; roles and responsibilities; and systems thinking. These core competency domains have been used to develop new continuing professional education programs for One Health professionals and help university curricula prepare new graduates to be able to contribute more effectively to One Health approaches. PMID:27679794

  14. One Health Core Competency Domains

    Directory of Open Access Journals (Sweden)

    Rebekah Frankson

    2016-09-01

    Full Text Available The emergence of complex global challenges at the convergence of human, animal, and environmental health has catalyzed a movement supporting ‘One Health’ approaches. Despite recognition of the importance of One Health approaches to address these complex challenges, little effort has been directed at identifying the seminal knowledge, skills and attitudes necessary for individuals to successfully contribute to One Health efforts. Between 2008 and 2011, three groups independently embarked on separate initiatives to identify core competencies for professionals involved with One Health approaches. Core competencies were considered critically important for guiding curriculum development and continuing professional education as they describe the knowledge, skills and attitudes required to be effective. A workshop was convened in 2012 to synthesize the various strands of work on One Health competencies. Despite having different mandates, participants, and approaches, all of these initiatives identified similar core competency domains: management; communication and informatics; values and ethics; leadership; teams and collaboration; roles and responsibilities; and systems thinking. These core competency domains have been used to develop new continuing professional education programs for One Health professionals and help university curricula prepare new graduates to be able to contribute more effectively to One Health approaches.

  15. Create Core Competence

    Institute of Scientific and Technical Information of China (English)

    2005-01-01

    Reporter: Qingdao International Convention Center(QICC) has brought forward its goal, which is to come up top on 2nd team of China exhibition cities in 3-5 years. What measures have been taken by this center and how about the effects? Li Yongqiang: It was one of goals for us in 2002, and we have taken 4 measures, as follows: firstly, we have kept a fair and impartial exhibition environment and define strategic goal of

  16. The Core Competencies for Adolescent Sexual and Reproductive Health

    Science.gov (United States)

    Elfers, John; Carlton, Lidia; Gibson, Paul; Puffer, Maryjane; Smith, Sharla; Todd, Kay

    2014-01-01

    The Adolescent Sexual Health Work Group commissioned the development of core competencies that define the knowledge, skills, and attitudes necessary for all providers of adolescent sexual and reproductive health. This article describes the background and rationale for this set of competencies, the history and use of competencies, and the process…

  17. The Core Competencies for Adolescent Sexual and Reproductive Health

    Science.gov (United States)

    Elfers, John; Carlton, Lidia; Gibson, Paul; Puffer, Maryjane; Smith, Sharla; Todd, Kay

    2014-01-01

    The Adolescent Sexual Health Work Group commissioned the development of core competencies that define the knowledge, skills, and attitudes necessary for all providers of adolescent sexual and reproductive health. This article describes the background and rationale for this set of competencies, the history and use of competencies, and the process…

  18. Core Competencies in Information Management Education.

    Science.gov (United States)

    Gorman, G. E.; Corbitt, B. J.

    2002-01-01

    Discusses core competencies in library and information science and in information systems to use as a background for an examination of core competencies in information management. Suggests a set of core competencies and educational outcomes that might be applied to curricula in both developed and developing countries. (Author/LRW)

  19. 75 FR 52596 - Financial Education Core Competencies; Comment Request

    Science.gov (United States)

    2010-08-26

    ... Financial Education Core Competencies; Comment Request AGENCY: Department of the Treasury. ACTION: Notice... proposed set of financial education core competencies (``Core Competencies''). Comments are requested specifically on whether the list of Core Competencies referenced in the Supplementary Section is complete...

  20. Future Directions for Research on Core Competencies

    Science.gov (United States)

    Bradshaw, Catherine P.; Guerra, Nancy G.

    2008-01-01

    This concluding commentary highlights common themes that emerged across the chapters in this volume. We identify strengths and limitations of the core competencies framework and discuss the importance of context, culture, and development for understanding the role of the core competencies in preventing risk behavior in adolescence. We also outline…

  1. Future Directions for Research on Core Competencies

    Science.gov (United States)

    Bradshaw, Catherine P.; Guerra, Nancy G.

    2008-01-01

    This concluding commentary highlights common themes that emerged across the chapters in this volume. We identify strengths and limitations of the core competencies framework and discuss the importance of context, culture, and development for understanding the role of the core competencies in preventing risk behavior in adolescence. We also outline…

  2. Oak Ridge National Laboratory Core Competencies

    Energy Technology Data Exchange (ETDEWEB)

    Roberto, J.B.; Anderson, T.D.; Berven, B.A.; Hildebrand, S.G.; Hartman, F.C.; Honea, R.B.; Jones, J.E. Jr.; Moon, R.M. Jr.; Saltmarsh, M.J.; Shelton, R.B. [and others

    1994-12-01

    A core competency is a distinguishing integration of capabilities which enables an organization to deliver mission results. Core competencies represent the collective learning of an organization and provide the capacity to perform present and future missions. Core competencies are distinguishing characteristics which offer comparative advantage and are difficult to reproduce. They exhibit customer focus, mission relevance, and vertical integration from research through applications. They are demonstrable by metrics such as level of investment, uniqueness of facilities and expertise, and national impact. The Oak Ridge National Laboratory (ORNL) has identified four core competencies which satisfy the above criteria. Each core competency represents an annual investment of at least $100M and is characterized by an integration of Laboratory technical foundations in physical, chemical, and materials sciences; biological, environmental, and social sciences; engineering sciences; and computational sciences and informatics. The ability to integrate broad technical foundations to develop and sustain core competencies in support of national R&D goals is a distinguishing strength of the national laboratories. The ORNL core competencies are: 9 Energy Production and End-Use Technologies o Biological and Environmental Sciences and Technology o Advanced Materials Synthesis, Processing, and Characterization & Neutron-Based Science and Technology. The distinguishing characteristics of each ORNL core competency are described. In addition, written material is provided for two emerging competencies: Manufacturing Technologies and Computational Science and Advanced Computing. Distinguishing institutional competencies in the Development and Operation of National Research Facilities, R&D Integration and Partnerships, Technology Transfer, and Science Education are also described. Finally, financial data for the ORNL core competencies are summarized in the appendices.

  3. Core Competence, Distinctive Competence, and Competitive Advantage: What Is the Difference?

    Science.gov (United States)

    Mooney, Ann

    2007-01-01

    Core competence, distinctive competence, and competitive advantage are 3 of the most important business concepts that managers, researchers, and educators rely on for decision making, pedagogy, and research. However, little attention has been paid to defining these concepts. As a result, they have become buzzwords that are used so frequently that…

  4. Core Competence, Distinctive Competence, and Competitive Advantage: What Is the Difference?

    Science.gov (United States)

    Mooney, Ann

    2007-01-01

    Core competence, distinctive competence, and competitive advantage are 3 of the most important business concepts that managers, researchers, and educators rely on for decision making, pedagogy, and research. However, little attention has been paid to defining these concepts. As a result, they have become buzzwords that are used so frequently that…

  5. Evaluating Community Health Advisor (CHA) Core Competencies: The CHA Core Competency Retrospective Pretest/Posttest (CCCRP).

    Science.gov (United States)

    Story, Lachel; To, Yen M

    2016-05-01

    Health care and academic systems are increasingly collaborating with community health advisors (CHAs) to provide culturally relevant health interventions that promote sustained community transformation. Little attention has been placed on CHA training evaluation, including core competency attainment. This study identified common CHA core competencies, generated a theoretically based measure of those competencies, and explored psychometric properties of that measure. A concept synthesis revealed five CHA core competencies (leadership, translation, guidance, advocacy, and caring). The CHA Core Competency Retrospective Pretest/Posttest (CCCRP) resulted from that synthesis, which was administered using multiple approaches to individuals who previously received CHA training (N= 142). Exploratory factor analyses revealed a two-factor structure underlying the posttraining data, and Cronbach's alpha indicated high internal consistency. This study suggested some CHA core competencies might be more interrelated than previously thought, and two major competencies exist rather than five and supported the CCCRP's use to evaluate core competency attainment resulting from training.

  6. Core competencies for pharmaceutical physicians and drug development scientists.

    Science.gov (United States)

    Silva, Honorio; Stonier, Peter; Buhler, Fritz; Deslypere, Jean-Paul; Criscuolo, Domenico; Nell, Gerfried; Massud, Joao; Geary, Stewart; Schenk, Johanna; Kerpel-Fronius, Sandor; Koski, Greg; Clemens, Norbert; Klingmann, Ingrid; Kesselring, Gustavo; van Olden, Rudolf; Dubois, Dominique

    2013-01-01

    Professional groups, such as IFAPP (International Federation of Pharmaceutical Physicians and Pharmaceutical Medicine), are expected to produce the defined core competencies to orient the discipline and the academic programs for the development of future competent professionals and to advance the profession. On the other hand, PharmaTrain, an Innovative Medicines Initiative project, has become the largest public-private partnership in biomedicine in the European Continent and aims to provide postgraduate courses that are designed to meet the needs of professionals working in medicines development. A working group was formed within IFAPP including representatives from PharmaTrain, academic institutions and national member associations, with special interest and experience on Quality Improvement through education. The objectives were: to define a set of core competencies for pharmaceutical physicians and drug development scientists, to be summarized in a Statement of Competence and to benchmark and align these identified core competencies with the Learning Outcomes (LO) of the PharmaTrain Base Course. The objectives were successfully achieved. Seven domains and 60 core competencies were identified and aligned accordingly. The effective implementation of training programs using the competencies or the PharmaTrain LO anywhere in the world may transform the drug development process to an efficient and integrated process for better and safer medicines. The PharmaTrain Base Course might provide the cognitive framework to achieve the desired Statement of Competence for Pharmaceutical Physicians and Drug Development Scientists worldwide.

  7. ACGME core competencies: where are we?

    Science.gov (United States)

    Yaszay, Burt; Kubiak, Erik; Agel, Julie; Hanel, Douglas P

    2009-03-01

    Beginning in July 2002, the Accreditation Council for Graduate Medical Education (ACGME) instructed all residency programs to require their residents to demonstrate competency in 6 core areas: patient care, interpersonal and communication skills, medical knowledge, professionalism, practice-based learning, and systems-based practice. The goal was to have objective markers of performance that would serve as a gauge to determine a program's accreditation. To determine the experiences of orthopedic residency programs with regard to the ACGME's core competencies, a national survey was administered to orthopedic program directors and selected orthopedic residents. Of those orthopedic programs that responded, most appeared to be complying with the ACGME requirements. Both directors and residents thought patient care and medical knowledge ranked most important, while practice-based learning and systems-based practice were assigned the lowest ranks. Barriers to implementation of the core competencies included low priority compared with clinical duties, lack of faculty or resident education, and lack of formal orthopedic core competencies. Residents and program directors agreed that their programs would benefit from a definition of each of the core competencies, including a greater commitment to the processes involved in surgical procedures. This study demonstrated a commitment to the core competencies by the programs that responded. The survey also suggested this commitment would be aided by improved definitions of some of the competencies for the orthopedic resident.

  8. What Core Competencies Are Related to Teachers' Innovative Teaching?

    Science.gov (United States)

    Zhu, Chang; Wang, Di; Cai, Yonghong; Engels, Nadine

    2013-01-01

    The purpose of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. Based on the literature and previous studies in this field, four competencies (learning competency, educational competency, social competency and technological competency) are theorised as core competencies for teachers'…

  9. What Core Competencies Are Related to Teachers' Innovative Teaching?

    Science.gov (United States)

    Zhu, Chang; Wang, Di; Cai, Yonghong; Engels, Nadine

    2013-01-01

    The purpose of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. Based on the literature and previous studies in this field, four competencies (learning competency, educational competency, social competency and technological competency) are theorised as core competencies for teachers'…

  10. Core Competencies for Injury and Violence Prevention

    Science.gov (United States)

    Stephens-Stidham, Shelli; Peek-Asa, Corinne; Bou-Saada, Ingrid; Hunter, Wanda; Lindemer, Kristen; Runyan, Carol

    2009-01-01

    Efforts to reduce the burden of injury and violence require a workforce that is knowledgeable and skilled in prevention. However, there has been no systematic process to ensure that professionals possess the necessary competencies. To address this deficiency, we developed a set of core competencies for public health practitioners in injury and violence prevention programs. The core competencies address domains including public health significance, data, the design and implementation of prevention activities, evaluation, program management, communication, stimulating change, and continuing education. Specific learning objectives establish goals for training in each domain. The competencies assist in efforts to reduce the burden of injury and violence and can provide benchmarks against which to assess progress in professional capacity for injury and violence prevention. PMID:19197083

  11. Health services research doctoral core competencies

    Science.gov (United States)

    Forrest, Christopher B; Martin, Diane P; Holve, Erin; Millman, Anne

    2009-01-01

    This manuscript presents an initial description of doctoral level core competencies for health services research (HSR). The competencies were developed by a review of the literature, text analysis of institutional accreditation self-studies submitted to the Council on Education for Public Health, and a consensus conference of HSR educators from US educational institutions. The competencies are described in broad terms which reflect the unique expertise, interests, and preferred learning methods of academic HSR programs. This initial set of core competencies is published to generate further dialogue within and outside of the US about the most important learning objectives and methods for HSR training and to clarify the unique skills of HSR training program graduates. PMID:19555485

  12. Health services research doctoral core competencies

    Directory of Open Access Journals (Sweden)

    Holve Erin

    2009-06-01

    Full Text Available Abstract This manuscript presents an initial description of doctoral level core competencies for health services research (HSR. The competencies were developed by a review of the literature, text analysis of institutional accreditation self-studies submitted to the Council on Education for Public Health, and a consensus conference of HSR educators from US educational institutions. The competencies are described in broad terms which reflect the unique expertise, interests, and preferred learning methods of academic HSR programs. This initial set of core competencies is published to generate further dialogue within and outside of the US about the most important learning objectives and methods for HSR training and to clarify the unique skills of HSR training program graduates.

  13. The Core Competencies: a Roman Catholic critique.

    Science.gov (United States)

    Bedford, Elliott Louis

    2011-09-01

    This article critically examines, from the perspective of a Roman Catholic Healthcare ethicist, the second edition of the Core Competencies for Healthcare Ethics Consultation report recently published by the American Society for Humanities and Bioethics. The question is posed: can the competencies identified in the report serve as the core competencies for Roman Catholic ethical consultants and consultation services? I answer in the negative. This incongruence stems from divergent concepts of what it means to do ethics consultation, a divergence that is rooted in each perspective's very different visions of autonomy. Furthermore, because of the constitutive elements of Catholic ethics consultation, such as the Ethical and Religious Directives for Health Care Services, the tradition needed to apply those directives, and the Catholic facility's membership in the institutional Church, the competencies needed for its practice differ in kind from those identified by the report. While there are many practical points of convergence, the competencies identified by the report should not be adopted uncritically by Catholic healthcare institutions as core competencies for ethical consultation services.

  14. Defining management competencies anno 2025: A Business-University collaboration

    NARCIS (Netherlands)

    Ropes, Donald

    2014-01-01

    This paper presents the results of a business – university collaborative research project on defining lower management competencies in the year 2025. The purpose of the research was to help a large local airport to define and understand what competencies lower management will need in order to functi

  15. [Essential professional core competencies for nurses].

    Science.gov (United States)

    Chen, Yu-Chih

    2010-10-01

    Core competency is vital to the nursing profession. Such helps guarantee the high quality and effectiveness of delivered care and maintains the social value and status of the nursing profession. This article introduces the definition of nursing core competency and its connotations. The core competency profile for the nursing profession embraces basic behavioral attributes as well as mastery of advanced practice skills. The former include such attributes as gentleness, willingness to serve, keen observation and judgment, efficiency, skillfulness, responsibility and accountability. The latter embraces skills in general care, communication and collaboration, management, self-development, innovation and research, and stress-adjustment. To cultivate competent nurses, academic education should emphasize critical thinking skills, integrate problem-based and evidence-based learning approaches into curricula, and use objective structured clinical examination to evaluate learning outcomes. In the healthcare sector, systematic professional training models such as the clinical ladder with multidiscipline rotation hold the potential to train novice nurses as expert professionals. Meanwhile, to advance the professional capabilities of nurses, nursing administrators should provide a positive work environment to fuel and maintain learning motivation. Education and healthcare systems should work closely together to promote the professional competence of nurses and to strengthen the value of the nursing profession.

  16. Core Competencies for Training Effective School Consultants

    Science.gov (United States)

    Burkhouse, Katie Lynn Sutton

    2012-01-01

    The purpose of this research was to develop and validate a set of core competencies of effective school-based consultants for preservice school psychology consultation training. With recent changes in service delivery models, psychologists are challenged to engage in more indirect, preventative practices (Reschly, 2008). Consultation emerges as…

  17. The Army’s Core Competencies

    Science.gov (United States)

    2013-05-23

    Core Competence,” 49. 75 Francis Fukuyama and Abram N. Shulsky, "Military Organization in the Information Age: Lessons from the World of Business...Organizational Development Journal 25, no. 8 (2004): 622-645. Fukuyama , Francis , and Abram N. Shulsky. "Military Organization in the Information Age

  18. Core Competencies for Training Effective School Consultants

    Science.gov (United States)

    Burkhouse, Katie Lynn Sutton

    2012-01-01

    The purpose of this research was to develop and validate a set of core competencies of effective school-based consultants for preservice school psychology consultation training. With recent changes in service delivery models, psychologists are challenged to engage in more indirect, preventative practices (Reschly, 2008). Consultation emerges as…

  19. Malnutrition treatment to become a core competency.

    Science.gov (United States)

    Schofield, Claire; Ashworth, Ann; Annan, Reginald; Jackson, Alan A

    2012-05-01

    The International Pediatric Association has resolved that the identification and treatment of severe malnutrition should be a core competency for paediatricians and related health professionals worldwide. The Resolution is in response to the urgent need to reduce deaths and disability among young children. The Resolution has implications for the training of doctors, nurses and other health workers as current curricula are often insufficient to confer competency. Results of a survey of national paediatric societies suggest that training institutions need assistance in teaching about malnutrition treatment. Formation of national multidisciplinary teams for advocacy, strategic planning and action are proposed and it is anticipated that paediatricians will play a major role.

  20. Core Competence Analysis--Toyota Production System

    Institute of Scientific and Technical Information of China (English)

    钱璐宜

    2013-01-01

      Core competencies are the wel spring of new business development. It is the sharpest sword to penetrate the mature market, hold and enlarge the existing share. Toyota makes wel use of its TPS and form its own style which other car manufacturers hard to imitate.In contrast,the Chinese company---FAW only imitating the superficial aspects from Toyota and ignoring its own problems in manufacture line.

  1. Research on the Intrinsic Relationship of Customer Value and Corporate Core Competence

    Science.gov (United States)

    Ji, Guoping

    The article defined customer value and corporate core competence using induction method and described the characteristics of these two concepts. Then the author analyzed the intrinsic relationship of customer value and corporate core competence via the survey and case analysis methods. The author found that customer value was the basic point to cultivate corporate core competence which was the platform to achieve customer value. The article is of great help to provide some ideas of cultivating and developing corporate core competence based on customer value.

  2. From time-based to competency-based standards: core transitional competencies in plastic surgery.

    Science.gov (United States)

    Lutz, Kristina; Yazdani, Arjang; Ross, Douglas

    2015-01-01

    Competency-based medical education is becoming increasingly prevalent and is likely to be mandated by the Royal College in the near future. The objective of this study was to define the core technical competencies that should be possessed by plastic surgery residents as they transition into their senior (presently postgraduate year 3) years of training. A list of potential core competencies was generated using a modified Delphi method that included the investigators and 6 experienced, academic plastic surgeons from across Canada and the United States. Generated items were divided into 7 domains: basic surgical skills, anesthesia, hand surgery, cutaneous surgery, esthetic surgery, breast surgery, and craniofacial surgery. Members of the Delphi group were asked to rank particular skills on a 4-point scale with anchored descriptors. Item reduction resulted in a survey consisting of 48 skills grouped into the aforementioned domains. This self-administered survey was distributed to all Canadian program directors (n = 11) via e-mail for validation and further item reduction. The response rate was 100% (11/11). Using the average rankings of program directors, 26 "core" skills were identified. There was agreement of core skills across all domains except for breast surgery and esthetic surgery. Of them, 7 skills were determined to be above the level of a trainee at this stage; a further 15 skills were agreed to be important, but not core, competencies. Overall, 26 competencies have been identified as "core" for plastic surgery residents to possess as they begin their senior, on-service years. The nature of these skills makes them suitable for teaching in a formal, simulated environment, which would ensure that all plastic surgery trainees are competent in these tasks as they transition to their senior years of residency. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  3. The establishment of core competencies for canadian genetic counsellors: validation of practice based competencies.

    Science.gov (United States)

    Ferrier, Raechel Ann; Connolly-Wilson, Mary; Fitzpatrick, Jennifer; Grewal, Sonya; Robb, Laura; Rutberg, Julie; Lilley, Margaret

    2013-12-01

    Numerous groups of health professionals have undertaken the task of defining core competencies for their profession. The goal of establishing core competencies is to have a defined standard for such professional needs as practice guidelines, training curricula, certification, continuing competency and re-entry to practice. In 2006, the Canadian Association of Genetic Counsellors (CAGC) recognized the need for uniform practice standards for the profession in Canada, given the rapid progress of genetic knowledge and technologies, the expanding practice of genetic counsellors and the increasing demand for services. We report here the process by which the CAGC Practice Based Competencies were developed and then validated via two survey cycles, the first within the CAGC membership, and the second with feedback from external stakeholders. These competencies were formally approved in 2012 and describe the integrated skills, attitudes and judgment that genetic counsellors in Canada require in order to perform the services and duties that fall within the practice of the profession responsibly, safely, effectively and ethically.

  4. Ten Core Competencies for Hospital Administrators.

    Science.gov (United States)

    Freed, David H

    Ever-increasing complexity and contradiction in the health care industry often leave hospital administrators wondering whether they can still make a positive difference for patients. In this context, hospital administrators can regain both perspective and enthusiasm by revitalizing their direct connections with the patients, caregivers, and organizations they serve. Hospital administration remains a special calling, and this article profiles 10 core competencies that will keep health professionals close to their customers, colleagues, and the reasons they entered the helping professions. This intimate knowledge of the organization and its resources coupled with the ability to communicate effectively typically trump advanced education or technical skills in successfully navigating genuinely consequential situations. Hospital administrators who master and practice the 10 competencies can indeed make a positive difference for patients and find great personal reward in doing so.

  5. Global and public health core competencies for nursing education: A systematic review of essential competencies.

    Science.gov (United States)

    Clark, Megan; Raffray, Marie; Hendricks, Kristin; Gagnon, Anita J

    2016-05-01

    Nurses are learning and practicing in an increasingly global world. Both nursing schools and nursing students are seeking guidance as they integrate global health into their learning and teaching. This systematic review is intended to identify the most common global and public health core competencies found in the literature and better inform schools of nursing wishing to include global health content in their curricula. Systematic review. An online search of CINAHL and Medline databases, as well as, inclusion of pertinent gray literature was conducted for articles published before 2013. Relevant literature for global health (GH) and public and community health (PH/CH) competencies was reviewed to determine recommendations of both competencies using a combination of search terms. Studies must have addressed competencies as defined in the literature and must have been pertinent to GH or PH/CH. The databases were systematically searched and after reading the full content of the included studies, key concepts were extracted and synthesized. Twenty-five studies were identified and resulted in a list of 14 global health core competencies. These competencies are applicable to a variety of health disciplines, but particularly can inform the efforts of nursing schools to integrate global health concepts into their curricula. Copyright © 2016 Elsevier Ltd. All rights reserved.

  6. Core Competencies for Doctoral Education in Public Health

    Science.gov (United States)

    Calhoun, Judith G.; Weist, Elizabeth M.; Raczynski, James M.

    2012-01-01

    The Association of Schools of Public Health (ASPH) released the Doctor of Public Health (DrPH) Core Competency Model in 2009. Between 2007 and 2009, a national expert panel with members of the academic and practice communities guided by the ASPH Education Committee developed its 7 performance domains, including 54 competencies. We provide an overview and analysis of the challenges and issues associated with the variability in DrPH degree offerings, reflect on the model development process and related outcomes, and discuss the significance of the model, future applications, and challenges for integration across educational settings. With the model, ASPH aims to stimulate national discussion on the competencies needed by DrPH graduates with the new challenges of 21st-century public health practice and to better define the DrPH degree. PMID:22095342

  7. UV Defined Nanoporous Liquid Core Waveguides

    DEFF Research Database (Denmark)

    Christiansen, Mads Brøkner; Gopalakrishnan, Nimi; Ndoni, Sokol

    2011-01-01

    Nanoporous liquid core waveguides, where both core and cladding are made from the same material, are presented. The nanoporous polymer used is intrinsically hydrophobic, but selective UV exposure enables it to infiltrate with an aqueous solution, thus raising the refractive index from 1.26 to 1...

  8. Defining competence in obstetric epidural anaesthesia for inexperienced trainees.

    Science.gov (United States)

    Drake, E J; Coghill, J; Sneyd, J R

    2015-06-01

    Cumulative sum (CUSUM) analysis has been used for assessing competence of trainees learning new technical skills. One of its disadvantages is the required definition of acceptable and unacceptable success rates. We therefore monitored the development of competence amongst trainees new to obstetric epidural anaesthesia in a large public hospital. Obstetric epidural data were collected prospectively between January 1996 and December 2011. Success rates for inexperienced trainees were calculated retrospectively for (1) the whole database, (2) for each consecutive attempt and (3) each trainee's individual overall success rate. Acceptable and unacceptable success rates were defined and CUSUM graphs generated for each trainee. Competence was assessed for each trainee and the number of attempts to reach competence recorded. Mean (sd) success rate for all inexperienced trainees was 76.8 (0.1%), range 63-90%. Consecutive attempt success rate produced a learning curve with a mean success rate commencing at 58% on attempt 1. After attempt 10 the attempt number had no effect on subsequent success rates. From these results, the acceptable and unacceptable success rates were set at 65 and 55% respectively. CUSUM graphs demonstrated 76 out of 81 trainees competent after a mean of 46 (22) attempts. CUSUM is useful for assessing trainee epidural competence. Trainees require approximately 50 attempts, as defined by CUSUM, to reach competence. © The Author 2015. Published by Oxford University Press on behalf of the British Journal of Anaesthesia. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  9. Geriatric core competencies for family medicine curriculum and enhanced skills: care of elderly.

    Science.gov (United States)

    Charles, Lesley; Triscott, Jean A C; Dobbs, Bonnie M; McKay, Rhianne

    2014-06-01

    There is a growing mandate for Family Medicine residency programs to directly assess residents' clinical competence in Care of the Elderly (COE). The objectives of this paper are to describe the development and implementation of incremental core competencies for Postgraduate Year (PGY)-I Integrated Geriatrics Family Medicine, PGY-II Geriatrics Rotation Family Medicine, and PGY-III Enhanced Skills COE for COE Diploma residents at a Canadian University. Iterative expert panel process for the development of the core competencies, with a pre-defined process for implementation of the core competencies. Eighty-five core competencies were selected overall by the Working Group, with 57 core competencies selected for the PGY-I/II Family Medicine residents and an additional 28 selected for the PGY-III COE residents. The core competencies follow the CanMEDS Family Medicine roles. Both sets of core competencies are based on consensus. Due to demographic changes, it is essential that Family Physicians have the required skills and knowledge to care for the frail elderly. The core competencies described were developed for PGY-I/II Family Medicine residents and PGY-III Enhanced Skills COE, with a focus on the development of geriatric expertise for those patients that would most benefit.

  10. Identifying the core competencies of mental health telephone triage.

    Science.gov (United States)

    Sands, Natisha; Elsom, Stephen; Gerdtz, Marie; Henderson, Kathryn; Keppich-Arnold, Sandra; Droste, Nicolas; Prematunga, Roshani K; Wereta, Zewdu W

    2013-11-01

    The primary aim of this study was to identify the core competencies of mental health telephone triage, including key role tasks, skills, knowledge and responsibilities, in which clinicians are required to be competent to perform safe and effective triage. Recent global trends indicate an increased reliance on telephone-based health services to facilitate access to health care across large populations. The trend towards telephone-based health services has also extended to mental health settings, evidenced by the growing number of mental health telephone triage services providing 24-hour access to specialist mental health assessment and treatment. Mental health telephone triage services are critical to the early identification of mental health problems and the provision of timely, appropriate interventions. In spite of the rapid growth in mental health telephone triage and the important role these services play in the assessment and management of mental illness and related risks, there has been very little research investigating this area of practice. An observational design was employed to address the research aims. Structured observations (using dual wireless headphones) were undertaken on 197 occasions of mental health telephone triage over a three-month period from January to March 2011. The research identified seven core areas of mental health telephone triage practice in which clinicians are required to be competent in to perform effective mental health telephone triage, including opening the call; performing mental status examination; risk assessment; planning and action; termination of call; referral and reporting; and documentation. The findings of this research contribute to the evidence base for mental health telephone triage by articulating the core competencies for practice. The mental health telephone triage competencies identified in this research may be used to define an evidence-based framework for mental health telephone triage practice that aims to

  11. Pediatric hospital medicine core competencies: development and methodology.

    Science.gov (United States)

    Stucky, Erin R; Ottolini, Mary C; Maniscalco, Jennifer

    2010-01-01

    Pediatric hospital medicine is the most rapidly growing site-based pediatric specialty. There are over 2500 unique members in the three core societies in which pediatric hospitalists are members: the American Academy of Pediatrics (AAP), the Academic Pediatric Association (APA) and the Society of Hospital Medicine (SHM). Pediatric hospitalists are fulfilling both clinical and system improvement roles within varied hospital systems. Defined expectations and competencies for pediatric hospitalists are needed. In 2005, SHM's Pediatric Core Curriculum Task Force initiated the project and formed the editorial board. Over the subsequent four years, multiple pediatric hospitalists belonging to the AAP, APA, or SHM contributed to the content of and guided the development of the project. Editors and collaborators created a framework for identifying appropriate competency content areas. Content experts from both within and outside of pediatric hospital medicine participated as contributors. A number of selected national organizations and societies provided valuable feedback on chapters. The final product was validated by formal review from the AAP, APA, and SHM. The Pediatric Hospital Medicine Core Competencies were created. They include 54 chapters divided into four sections: Common Clinical Diagnoses and Conditions, Core Skills, Specialized Clinical Services, and Healthcare Systems: Supporting and Advancing Child Health. Each chapter can be used independently of the others. Chapters follow the knowledge, skills, and attitudes educational curriculum format, and have an additional section on systems organization and improvement to reflect the pediatric hospitalist's responsibility to advance systems of care. These competencies provide a foundation for the creation of pediatric hospital medicine curricula and serve to standardize and improve inpatient training practices. (c) 2010 Society of Hospital Medicine.

  12. [Construction of the addiction prevention core competency model for preventing addictive behavior in adolescents].

    Science.gov (United States)

    Park, Hyun Sook; Jung, Sun Young

    2013-12-01

    This study was done to provide fundamental data for the development of competency reinforcement programs to prevent addictive behavior in adolescents through the construction and examination of an addiction prevention core competency model. In this study core competencies for preventing addictive behavior in adolescents through competency modeling were identified, and the addiction prevention core competency model was developed. It was validated methodologically. Competencies for preventing addictive behavior in adolescents as defined by the addiction prevention core competency model are as follows: positive self-worth, self-control skill, time management skill, reality perception skill, risk coping skill, and positive communication with parents and with peers or social group. After construction, concurrent cross validation of the addiction prevention core competency model showed that this model was appropriate. The study results indicate that the addiction prevention core competency model for the prevention of addictive behavior in adolescents through competency modeling can be used as a foundation for an integral approach to enhance adolescent is used as an adjective and prevent addictive behavior. This approach can be a school-centered, cost-efficient strategy which not only reduces addictive behavior in adolescents, but also improves the quality of their resources.

  13. Consensus development of core competencies in intensive and critical care medicine training in China.

    Science.gov (United States)

    Hu, Xiaoyun; Xi, Xiuming; Ma, Penglin; Qiu, Haibo; Yu, Kaijiang; Tang, Yaoqing; Qian, Chuanyun; Fang, Qiang; Wang, Yushan; Yu, Xiangyou; Xu, Yuan; Du, Bin

    2016-10-16

    The aim of this study is to develop consensus on core competencies required for postgraduate training in intensive care medicine. We used a combination of a modified Delphi method and a nominal group technique to create and modify the list of core competencies to ensure maximum consensus. Ideas were generated modified from Competency Based Training in Intensive Care Medicine in Europe collaboration (CoBaTrICE) core competencies. An online survey invited healthcare professionals, educators, and trainees to rate and comment on these competencies. The output from the online survey was edited and then reviewed by a nominal group of 13 intensive care professionals to identify each competence for importance. The resulting list was then recirculated in the nominal group for iterative rating. The online survey yielded a list of 199 competencies for nominal group reviewing. After five rounds of rating, 129 competencies entered the final set defined as core competencies. We have generated a set of core competencies using a consensus technique which can serve as an indicator for training program development.

  14. Nonclinical core competencies and effects of interprofessional teamwork in disaster and emergency response training and practice: a pilot study.

    Science.gov (United States)

    Peller, Jennifer; Schwartz, Brian; Kitto, Simon

    2013-08-01

    To define and delineate the nontechnical core competencies required for disaster response, Disaster Medical Assistance Team (DMAT) members were interviewed regarding their perspectives and experiences in disaster management. Also explored was the relationship between nontechnical competencies and interprofessional collaboration. In-depth interviews were conducted with 10 Canadian DMAT members to explore how they viewed nontechnical core competencies and how their experiences influenced their perceptions toward interprofessonalism in disaster response. Data were examined using thematic analysis. Nontechnical core competencies were categorized under austere skills, interpersonal skills, and cognitive skills. Research participants defined interprofessionalism and discussed the importance of specific nontechnical core competencies to interprofessional collaboration. The findings of this study established a connection between nontechnical core competencies and interprofessional collaboration in DMAT activities. It also provided preliminary insights into the importance of context in developing an evidence base for competency training in disaster response and management. (Disaster Med Public Health Preparedness. 2013;0:1-8).

  15. Defining competency-based evaluation objectives in family medicine

    Science.gov (United States)

    Allen, Tim; Brailovsky, Carlos; Rainsberry, Paul; Lawrence, Katherine; Crichton, Tom; Carpentier, Marie-Pierre; Visser, Shaun

    2011-01-01

    Abstract Objective To develop a definition of competence in family medicine sufficient to guide a review of Certification examinations by the Board of Examiners of the College of Family Physicians of Canada. Design Delphi analysis of responses to a 4-question postal survey. Setting Canadian family practice. Participants A total of 302 family physicians who have served as examiners for the College of Family Physicians of Canada’s Certification examination. Methods A survey comprising 4 short-answer questions was mailed to the 302 participating family physicians asking them to list elements that define competence in family medicine among newly certified family physicians beginning independent practice. Two expert groups used a modified Delphi consensus process to analyze responses and generate 2 basic components of this definition of competence: first, the problems that a newly practising family physician should be competent to handle; second, the qualities, behaviour, and skills that characterize competence at the start of independent practice. Main findings Response rate was 54%; total number of elements among all responses was 5077, for an average 31 per respondent. Of the elements, 2676 were topics or clinical situations to be dealt with; the other 2401 were skills, behaviour patterns, or qualities, without reference to a specific clinical problem. The expert groups identified 6 essential skills, the phases of the clinical encounter, and 99 priority topics as the descriptors used by the respondents. More than 20% of respondents cited 30 of the topics. Conclusion Family physicians define the domain of competence in family medicine in terms of 6 essential skills, the phases of the clinical encounter, and priority topics. This survey represents the first level of definition of evaluation objectives in family medicine. Definition of the interactions among these elements will permit these objectives to become detailed enough to effectively guide assessment. PMID

  16. Defining competency-based evaluation objectives in family medicine

    Science.gov (United States)

    Lawrence, Kathrine; Allen, Tim; Brailovsky, Carlos; Crichton, Tom; Bethune, Cheri; Donoff, Michel; Laughlin, Tom; Wetmore, Stephen; Carpentier, Marie-Pierre; Visser, Shaun

    2011-01-01

    Abstract Objective To develop key features for priority topics previously identified by the College of Family Physicians of Canada that, together with skill dimensions and phases of the clinical encounter, broadly describe competence in family medicine. Design Modified nominal group methodology, which was used to develop key features for each priority topic through an iterative process. Setting The College of Family Physicians of Canada. Participants An expert group of 7 family physicians and 1 educational consultant, all of whom had experience in assessing competence in family medicine. Group members represented the Canadian family medicine context with respect to region, sex, language, community type, and experience. Methods The group used a modified Delphi process to derive a detailed operational definition of competence, using multiple iterations until consensus was achieved for the items under discussion. The group met 3 to 4 times a year from 2000 to 2007. Main findings The group analyzed 99 topics and generated 773 key features. There were 2 to 20 (average 7.8) key features per topic; 63% of the key features focused on the diagnostic phase of the clinical encounter. Conclusion This project expands previous descriptions of the process of generating key features for assessment, and removes this process from the context of written examinations. A key-features analysis of topics focuses on higher-order cognitive processes of clinical competence. The project did not define all the skill dimensions of competence to the same degree, but it clearly identified those requiring further definition. This work generates part of a discipline-specific, competency-based definition of family medicine for assessment purposes. It limits the domain for assessment purposes, which is an advantage for the teaching and assessment of learners. A validation study on the content of this work would ensure that it truly reflects competence in family medicine. PMID:21998245

  17. Defining competencies in psychology supervision: a consensus statement.

    Science.gov (United States)

    Falender, Carol A; Cornish, Jennifer A Erickson; Goodyear, Rodney; Hatcher, Robert; Kaslow, Nadine J; Leventhal, Gerald; Shafranske, Edward; Sigmon, Sandra T; Stoltenberg, Cal; Grus, Catherine

    2004-07-01

    Supervision is a domain of professional practice conducted by many psychologists but for which formal training and standards have been largely neglected. In this article, supervision is proposed as a core competency area in psychology for which a number of elements reflecting specific knowledge, skills, and values must be addressed to ensure adequate training and professional development of the trainee. Supra-ordinate factors of supervision viewed as permeating all aspects of professional development are proposed. These include the perspective that professional development is a lifelong, cumulative process requiring attention to diversity in all its forms, as well as legal and ethical issues, personal and professional factors, and self- and peer-assessment. A competencies framework is presented with particular elements representing knowledge (e.g., about psychotherapy, research, etc.), skills (including supervising modalities, relationship skills, etc.), values (e.g., responsibility for the clients and supervisee rests with supervisor, etc.), and meta-knowledge. Social contextual factors and issues of education and training, assessment, and future directions also are addressed, with specific elements listed. Suggestions for future work in this area are addressed, including the need to refine further and operationalize competences, develop clear expectations for accreditation and licensure regarding supervision competencies, and expand the description of developmental levels of supervisors from minimal to optimal competence. This is one of a series of articles published together in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology will appear in Professional Psychology: Research and Practice and The Counseling Psychologist.

  18. Core Competencies and the Prevention of Youth Violence

    Science.gov (United States)

    Sullivan, Terri N.; Farrell, Albert D.; Bettencourt, Amie F.; Helms, Sarah W.

    2008-01-01

    We discuss how the five core competencies for healthy adjustment in adolescence (a positive sense of self, self-control, decision-making skills, a moral system of belief, and prosocial connectedness) are represented in theories of aggression and youth violence. We then discuss research supporting the relation between these core competencies and…

  19. An Answer to the AICPA Core Competencies Challenge

    Science.gov (United States)

    Hocking, Deborah E.; Hocking, Ralph T.

    2009-01-01

    For many years the accounting profession has called for a change in the way accounting classes are taught. The AICPA in its Core Competency Framework (1999) has identified three core competency areas that are vital to future success. In this paper we present one successful way to meet this challenge by using a holistic approach to service learning…

  20. Core Competencies and the Prevention of Youth Violence

    Science.gov (United States)

    Sullivan, Terri N.; Farrell, Albert D.; Bettencourt, Amie F.; Helms, Sarah W.

    2008-01-01

    We discuss how the five core competencies for healthy adjustment in adolescence (a positive sense of self, self-control, decision-making skills, a moral system of belief, and prosocial connectedness) are represented in theories of aggression and youth violence. We then discuss research supporting the relation between these core competencies and…

  1. Core competencies for scientific editors of biomedical journals: consensus statement.

    Science.gov (United States)

    Moher, David; Galipeau, James; Alam, Sabina; Barbour, Virginia; Bartolomeos, Kidist; Baskin, Patricia; Bell-Syer, Sally; Cobey, Kelly D; Chan, Leighton; Clark, Jocalyn; Deeks, Jonathan; Flanagin, Annette; Garner, Paul; Glenny, Anne-Marie; Groves, Trish; Gurusamy, Kurinchi; Habibzadeh, Farrokh; Jewell-Thomas, Stefanie; Kelsall, Diane; Lapeña, José Florencio; MacLehose, Harriet; Marusic, Ana; McKenzie, Joanne E; Shah, Jay; Shamseer, Larissa; Straus, Sharon; Tugwell, Peter; Wager, Elizabeth; Winker, Margaret; Zhaori, Getu

    2017-09-11

    Scientific editors are responsible for deciding which articles to publish in their journals. However, we have not found documentation of their required knowledge, skills, and characteristics, or the existence of any formal core competencies for this role. We describe the development of a minimum set of core competencies for scientific editors of biomedical journals. The 14 key core competencies are divided into three major areas, and each competency has a list of associated elements or descriptions of more specific knowledge, skills, and characteristics that contribute to its fulfillment. We believe that these core competencies are a baseline of the knowledge, skills, and characteristics needed to perform competently the duties of a scientific editor at a biomedical journal.

  2. National validation of the NACNS clinical nurse specialist core competencies.

    Science.gov (United States)

    Baldwin, Kathleen M; Clark, Angela P; Fulton, Janet; Mayo, Ann

    2009-01-01

    To validate the 75 core National Association of Clinical Nurse Specialists' (NACNS) clinical nurse specialist (CNS) competencies among practicing CNSs. Specific aims were to (a) determine the extent to which 75 core CNS competencies were used in current CNS practice, (b) determine the importance of those competencies to practicing CNSs, and (c) identify gaps between CNS core competencies and role expectations in current practice. A survey design was used with both paper-and-pencil and online instruments. The survey included 150 items and three open-ended questions. A convenience sampling method was used, which targeted practicing CNSs. Respondents (N=505) were practicing CNSs who entered the field as RNs between 1956 and 2006. The survey had a high degree of internal consistency reliability (0.967%) between the subscales. The 75 NACNS core competencies were found to be useful and important for CNSs. A few gaps were identified between CNS core competencies and CNS role expectations in current practice. No one method for validating competencies will be satisfactory for all situations; however, the processes and methods used in this study were well suited to accomplish the goal of validating CNS core competencies. The process described here may be instructive to leaders of other national and international professional organizations interested in developing and evaluating competencies. Core competencies are useful and important to currently practicing CNSs. The CNS role is growing internationally. Core CNS competencies can be a framework for CNS role development, education, and practice. As described here, a competency validation survey is one way to assure that CNSs are meeting healthcare needs.

  3. Core competencies for research training in the clinical pharmaceutical sciences.

    Science.gov (United States)

    Poloyac, Samuel M; Empey, Kerry M; Rohan, Lisa C; Skledar, Susan J; Empey, Philip E; Nolin, Thomas D; Bies, Robert R; Gibbs, Robert B; Folan, Maggie; Kroboth, Patricia D

    2011-03-10

    To identify and apply core competencies for training students enrolled in the clinical pharmaceutical scientist PhD training program at the University of Pittsburgh School of Pharmacy. Faculty members reached consensus on the required core competencies for the program and mapped them to curricular and experiential requirements. A rubric was created based on core competencies spanning 8 major categories of proficiency, and competencies of clinical versus traditional PhD training were delineated. A retrospective evaluation of the written comprehensive examinations of 12 former students was conducted using the rubric. Students scored above satisfactory in 11 out of 14 comprehensive examination metrics, with a mean score greater than 3.8 on a 5-point scale. The core competencies identified will provide an essential foundation for informed decision-making and assessment of PhD training in the clinical pharmaceutical sciences.

  4. Core competencies of the entrepreneurial leader in health care organizations.

    Science.gov (United States)

    Guo, Kristina L

    2009-01-01

    The purpose of this article is to discuss core competencies that entrepreneurial health care leaders should acquire to ensure the survival and growth of US health care organizations. Three overlapping areas of core competencies are described: (1) health care system and environment competencies, (2) organization competencies, and (3) interpersonal competencies. This study offers insight into the relationship between leaders and entrepreneurship in health care organizations and establishes the foundation for more in-depth studies on leadership competencies in health care settings. The approach for identifying core competencies and designing a competency model is useful for practitioners in leadership positions in complex health care organizations, so that through the understanding and practice of these 3 areas of core competencies, they can enhance their entrepreneurial leadership skills to become more effective health care entrepreneurial leaders. This study can also be used as a tool by health care organizations to better understand leadership performance, and competencies can be used to further the organization's strategic vision and for individual improvement purposes.

  5. Teaching core competencies of reconstructive microsurgery with the use of standardized patients.

    Science.gov (United States)

    Son, Ji; Zeidler, Kamakshi R; Echo, Anthony; Otake, Leo; Ahdoot, Michael; Lee, Gordon K

    2013-04-01

    The Accreditation Council of Graduate Medical Education has defined 6 core competencies that residents must master before completing their training. Objective structured clinical examinations (OSCEs) using standardized patients are effective educational tools to assess and teach core competencies. We developed an OSCE specific for microsurgical head and neck reconstruction. Fifteen plastic surgery residents participated in the OSCE simulating a typical new patient consultation, which involved a patient with oral cancer. Residents were scored in all 6 core competencies by the standardized patients and faculty experts. Analysis of participant performance showed that although residents performed well overall, many lacked proficiency in systems-based practice. Junior residents were also more likely to omit critical elements of the physical examination compared to senior residents. We have modified our educational curriculum to specifically address these deficiencies. Our study demonstrates that the OSCE is an effective assessment tool for teaching and assessing all core competencies in microsurgery.

  6. CORE COMPETENCES OF PIRACY AND MARITIME TERRORISM

    National Research Council Canada - National Science Library

    Piotr Gawliczek; Aneta Nowakowska-Krystman

    2016-01-01

    .... Recognizing the enemy - piracy and maritime terrorism - by identifying their resources, skills and competences is necessary action in building the safety of vessels and maritime infrastructure...

  7. Assessing intern core competencies with an objective structured clinical examination.

    Science.gov (United States)

    Short, Matthew W; Jorgensen, Jennifer E; Edwards, John A; Blankenship, Robert B; Roth, Bernard J

    2009-09-01

    Residents are evaluated using Accreditation Council for Graduate Medical Education (ACGME) core competencies. An Objective Structured Clinical Examination (OSCE) is a potential evaluation tool to measure these competencies and provide outcome data. Create an OSCE to evaluate and demonstrate improvement in intern core competencies of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice before and after internship. From 2006 to 2008, 106 interns from 10 medical specialties were evaluated with a preinternship and postinternship OSCE at Madigan Army Medical Center. The OSCE included eight 12-minute stations that collectively evaluated the 6 ACGME core competencies using human patient simulators, standardized patients, and clinical scenarios. Interns were scored using objective and subjective criteria, with a maximum score of 100 for each competency. Stations included death notification, abdominal pain, transfusion consent, suture skills, wellness history, chest pain, altered mental status, and computer literature search. These stations were chosen by specialty program directors, created with input from board-certified specialists, and were peer reviewed. All OSCE testing on the 106 interns (ages 25 to 44 [average, 28.6]; 70 [66%] men; 65 [58%] allopathic medical school graduates) resulted in statistically significant improvement in all ACGME core competencies: patient care (71.9% to 80.0%, P core competencies and test for interval improvement. The OSCE is a valuable assessment tool to provide outcome measures on resident competency performance and evaluate program effectiveness.

  8. Cultural Core Competencies: Perceptions of 4-H Youth Development Professionals

    Directory of Open Access Journals (Sweden)

    Janet E. Fox

    2015-10-01

    Full Text Available As society grows increasingly diverse, it is critical that youth development professionals are equipped with cultural core competencies. This descriptive study gauged the perceived level of cultural competence among 4-H Youth Development professionals from a Southern state in the United States. Based on the 4-H Professional Research, Knowledge, and Competency (PRKC Model (Stone & Rennekamp, 2004, youth development professionals rated their cultural competence (equity, access, and opportunity in eight core competency areas. Based on a five-point Likert scale ranging from 0 = No knowledge to 4 = Expert, youth development professionals evaluated their cultural competence ranging from 0.66 to 4.00. According to an interpretive scale, most youth development professionals rated their competence as intermediate. Participants reported the skills of active listening and an open attitude as areas in which they felt most competent. Areas of least competence were community outreach policies and procedures. No significant relationships existed between the demographic variables of gender, degree earned, and field of study when compared to perceived cultural competence. The findings will be used to detect deficiencies and create opportunities for professional training and development experiences in supporting the cultural competence and growth of youth professionals.

  9. Core competencies for emergency medicine clerkships: results of a Canadian consensus initiative.

    Science.gov (United States)

    Penciner, Rick; Woods, Robert A; McEwen, Jill; Lee, Richard; Langhan, Trevor; Bandiera, Glen

    2013-01-01

    There is no consensus on what constitutes the core competencies for emergency medicine (EM) clerkship rotations in Canada. Existing EM curricula have been developed through informal consensus and often focus on EM content to be known at the end of training rather than what is an appropriate focus for a time-limited rotation in EM. We sought to define the core competencies for EM clerkship in Canada through consensus among an expert panel of Canadian EM educators. We used a modified Delphi method and the CanMEDS 2005 Physician Competency Framework to develop a consensus among expert EM educators from across Canada. Thirty experts from nine different medical schools across Canada participated on the panel. The initial list consisted of 152 competencies organized in the seven domains of the CanMEDS 2005 Physician Competency Framework. After the second round of the Delphi process, the list of competencies was reduced to 62 (59% reduction). A complete list of competencies is provided. This study established a national consensus defining the core competencies for EM clerkship in Canada.

  10. Complementary Core Competencies for Master of Science in Epidemiology Students

    OpenAIRE

    Nayyereh Aminisani; Seyed Morteza Shamshirgaran; Homayoun Sadeghi Bazargani; Mohamad Asghari Jafarabadi; Saeed Dastgiri; Parivin Sarbakhsh; Abdorasoul Safaiyan; Asghar Mohammadpoorasl

    2016-01-01

    Introduction: Competency-based education has been recommended in training and education of public health to reduce the gap between traditional teaching and the competencies required in practice. Epidemiology as a fundamental of public health science has come to attention. The aim of this study was to introduce a complementary core competency program for Master of Science (MSc) in epidemiology students in Iran. Methods: A workgroup in the department of statistics and epidemiology of Tabriz Uni...

  11. Comparing Written Competency in Core French and French Immersion Graduates

    Science.gov (United States)

    Lappin-Fortin, Kerry

    2014-01-01

    Few studies have compared the written competency of French immersion students and their core French peers, and research on these learners at a postsecondary level is even scarcer. My corpus consists of writing samples from 255 students from both backgrounds beginning a university course in French language. The writing proficiency of core French…

  12. Selecting examinable nursing core competencies: a Delphi project.

    Science.gov (United States)

    Lock, L R

    2011-09-01

    To establish a set of core competencies that could be practically examined in a pre-registration practical examination for Indonesian candidates completing their pre-service education. Indonesia is planning to institute a register for nurses to ensure a minimum standard of safe practice for new nurses completing their pre-service education. A proposed route to registration includes the practical examination of a minimum set of core competencies. This Delphi project aimed to reduce 192 existing standard competencies to an examinable group of 12 core competences that all nurses registering in Indonesia must meet. A modified Delphi method was used by 12 expert Indonesian nurses and a facilitator to determine which standard competencies should be considered core. Five Delphi rounds were used. One hundred and ninety-two standard competencies were reduced to a core set of 12. Selected competencies are assessable in a practical examination and can be used to determine a minimum level of safe practice for all nurses seeking to register at the completion of their pre-service education. The expert panel met the project aim and provided a set of examinable competencies/activities that they consider will demonstrate the fundamental safety of new registered nurses. The subsequent responsibility for setting up a register for nurses in Indonesia now rests with the Indonesian Ministry of Health. The Indonesian National Nursing Association is working with the Ministry of Health to determine the route and criteria for registration in order to establish a common level of competence for nurses across the country exiting their pre-service education. © 2011 The Author. International Nursing Review © 2011 International Council of Nurses.

  13. The Core Competencies of PhDs

    Science.gov (United States)

    Durette, Barthélémy; Fournier, Marina; Lafon, Matthieu

    2016-01-01

    In our knowledge society and economy, doctoral education is increasingly considered as a means to produce knowledge workers to feed the needs of the global employment market. This raises concerns about the competencies developed through doctoral training. Surprisingly, only a few studies have addressed this question and most of them are restricted…

  14. The Core Competencies of PhDs

    Science.gov (United States)

    Durette, Barthélémy; Fournier, Marina; Lafon, Matthieu

    2016-01-01

    In our knowledge society and economy, doctoral education is increasingly considered as a means to produce knowledge workers to feed the needs of the global employment market. This raises concerns about the competencies developed through doctoral training. Surprisingly, only a few studies have addressed this question and most of them are restricted…

  15. CORE COMPETENCES OF PIRACY AND MARITIME TERRORISM

    Directory of Open Access Journals (Sweden)

    Piotr Gawliczek

    2016-10-01

    Full Text Available The intensity of the attacks, the level of violence, the scale of destruction in the maritime areas forces creation of certain security conditions. Recognizing the enemy - piracy and maritime terrorism - by identifying their resources, skills and competences is necessary action in building the safety of vessels and maritime infrastructure. Building competence of terrorist organization and maritime piracy requires the involvement of many interrelated resources and their proper coordination. It seems that, as in a business model, in these criminal organizations there are similar resources, skills and competences that determine the advantage and strategic value of the organization. However, the weight of each factor is different. The same assumption can be related to piracy and the activities of the terrorist organization at sea. The results of the study suggest that the main sources of success of analyzed criminal organizations generate harm for national security. In the case of piracy, they result from the following spheres: human capital, attributable to the skills capital; structural capital, belonging to innovation capital; relational capital, depending on customers' capital. As for terrorist activities, they stem from the spheres of: human capital, belonging to social capital; structural capital, attributable to the process capital; relational capital and determined by capital of standing out. In summary, this article is intended to show a terrorist organization and maritime piracy through the prism of resources theory, skills and competences of strategic management. As one of the first, it places many questions, formulate some theses in the area of competences of organizations. Answering the questions, verification of posed theses, requires also in-depth research that will be published in subsequent works.

  16. Core competencies for pain management: results of an interprofessional consensus summit.

    Science.gov (United States)

    Fishman, Scott M; Young, Heather M; Lucas Arwood, Ellyn; Chou, Roger; Herr, Keela; Murinson, Beth B; Watt-Watson, Judy; Carr, Daniel B; Gordon, Debra B; Stevens, Bonnie J; Bakerjian, Debra; Ballantyne, Jane C; Courtenay, Molly; Djukic, Maja; Koebner, Ian J; Mongoven, Jennifer M; Paice, Judith A; Prasad, Ravi; Singh, Naileshni; Sluka, Kathleen A; St Marie, Barbara; Strassels, Scott A

    2013-07-01

    The objective of this project was to develop core competencies in pain assessment and management for prelicensure health professional education. Such core pain competencies common to all prelicensure health professionals have not been previously reported. An interprofessional executive committee led a consensus-building process to develop the core competencies. An in-depth literature review was conducted followed by engagement of an interprofessional Competency Advisory Committee to critique competencies through an iterative process. A 2-day summit was held so that consensus could be reached. The consensus-derived competencies were categorized within four domains: multidimensional nature of pain, pain assessment and measurement, management of pain, and context of pain management. These domains address the fundamental concepts and complexity of pain; how pain is observed and assessed; collaborative approaches to treatment options; and application of competencies across the life span in the context of various settings, populations, and care team models. A set of values and guiding principles are embedded within each domain. These competencies can serve as a foundation for developing, defining, and revising curricula and as a resource for the creation of learning activities across health professions designed to advance care that effectively responds to pain. Wiley Periodicals, Inc.

  17. Pennsylvania State Core Competencies for Education on Opioids and Addiction.

    Science.gov (United States)

    Ashburn, Michael A; Levine, Rachel L

    2017-03-02

     The objective of this project was to develop core competencies for education on opioids and addiction to be used in all Pennsylvania medical schools.  The Pennsylvania Physician General created a task force that was responsible for the creation of the core competencies. A literature review was completed, and a survey of graduating medical students was conducted. The task force then developed, reviewed, and approved the core competencies.  The competencies were grouped into nine domains: understanding core aspects of addiction; patient screening for substance use disorder; proper referral for specialty evaluation and treatment of substance use disorder; proper patient assessment when treating pain; proper use of multimodal treatment options when treating acute pain; proper use of opioids for the treatment of acute pain (after consideration of alternatives); the role of opioids in the treatment of chronic noncancer pain; patient risk assessment related to the use of opioids to treat chronic noncancer pain, including the assessment for substance use disorder or increased risk for aberrant drug-related behavior; and the process for patient education, initiation of treatment, careful patient monitoring, and discontinuation of therapy when using opioids to treat chronic noncancer pain. Specific competencies were developed for each domain.  These competencies will be incorporated into the educational process at all Pennsylvania medical schools. It is hoped that these curriculum changes will improve student knowledge and attitudes in these areas, thus improving patient outcomes.

  18. A Practical Approach to Implementing the Core Competencies in a Child and Adolescent Psychiatry Residency Program

    Science.gov (United States)

    Dingle, Arden D.; Sexson, Sandra B.

    2007-01-01

    Objective: The authors describe the development and implementation of the Accreditation Council for Graduate Medical Education's core competencies in a child and adolescent psychiatry residency program. Method: The authors identify the program's organizational approach and participants and detail various strategies and methods of defining,…

  19. A Practical Approach to Implementing the Core Competencies in a Child and Adolescent Psychiatry Residency Program

    Science.gov (United States)

    Dingle, Arden D.; Sexson, Sandra B.

    2007-01-01

    Objective: The authors describe the development and implementation of the Accreditation Council for Graduate Medical Education's core competencies in a child and adolescent psychiatry residency program. Method: The authors identify the program's organizational approach and participants and detail various strategies and methods of defining,…

  20. Development of the Learning Health System Researcher Core Competencies.

    Science.gov (United States)

    Forrest, Christopher B; Chesley, Francis D; Tregear, Michelle L; Mistry, Kamila B

    2017-08-04

    To develop core competencies for learning health system (LHS) researchers to guide the development of training programs. Data were obtained from literature review, expert interviews, a modified Delphi process, and consensus development meetings. The competencies were developed from August to December 2016 using qualitative methods. The literature review formed the basis for the initial draft of a competency domain framework. Key informant semi-structured interviews, a modified Delphi survey, and three expert panel (n = 19 members) consensus development meetings produced the final set of competencies. The iterative development process yielded seven competency domains: (1) systems science; (2) research questions and standards of scientific evidence; (3) research methods; (4) informatics; (5) ethics of research and implementation in health systems; (6) improvement and implementation science; and (7) engagement, leadership, and research management. A total of 33 core competencies were prioritized across these seven domains. The real-world milieu of LHS research, the embeddedness of the researcher within the health system, and engagement of stakeholders are distinguishing characteristics of this emerging field. The LHS researcher core competencies can be used to guide the development of learning objectives, evaluation methods, and curricula for training programs. © Health Research and Educational Trust.

  1. Perceived core competency achievements of fellowship and non-fellowship-trained early career pediatric hospitalists.

    Science.gov (United States)

    Librizzi, Jamie; Winer, Jeffrey C; Banach, Laurie; Davis, Aisha

    2015-06-01

    The pediatric hospital medicine (PHM) core competencies were established in 2010 to identify the specific knowledge base and skill set needed to provide the highest quality of care for hospitalized children. The objectives of this study were to examine the perceived core competency achievements of fellowship-trained and non-fellowship-trained early career pediatric hospitalists and identify perceived gaps in our current training models. An anonymous Web-based survey was distributed in November 2013. Hospitalists within 5 years of their residency graduation reported their perceived competency in select PHM core competencies. χ(2) and multiprobit regression analyses were utilized. One hundred ninety-seven hospitalists completed the survey and were included; 147 were non-fellowship-trained and 50 were PHM fellowship graduates or current PHM fellows. Both groups reported feeling less than competent in sedation and aspects of business practice. Non-fellowship-trained hospitalists also reported mean scores in the less than competent range in intravenous access/phlebotomy, technology-dependent emergencies, performing Plan-Do-Study-Act process and root cause analysis, defining basic statistical terms, and identifying research resources. Non-fellowship-trained hospitalists reported mean competency scores greater than fellowship-trained hospitalists in pain management, newborn care, and transitions in care. Early career pediatric hospitalists report deficits in several of the PHM core competencies, which should be considered when designing PHM-specific training in the future. Fellowship-trained hospitalists report higher levels of perceived competency in many core areas. © 2015 Society of Hospital Medicine.

  2. Core skills assessment to improve mathematical competency

    Science.gov (United States)

    Carr, Michael; Bowe, Brian; Fhloinn, Eabhnat Ní

    2013-12-01

    Many engineering undergraduates begin third-level education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology, a diagnostic test is given to incoming first-year students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these problems; instead, they struggle through their degree, carrying a serious handicap of poor core mathematical skills, as confirmed by exploratory testing of final year students. In order to improve these skills, a pilot project was set up in which a 'module' in core mathematics was developed. The course material was basic, but 90% or higher was required to pass. Students were allowed to repeat this module throughout the year by completing an automated examination on WebCT populated by a question bank. Subsequent to the success of this pilot with third-year mechanical engineering students, the project was extended to five different engineering programmes, across three different year-groups. Full results and analysis of this project are presented, including responses to interviews carried out with a selection of the students involved.

  3. AAVP Recommendations for Core Competency Standards Relating to Parasitological Knowledge and Skills.

    Science.gov (United States)

    Snowden, Karen F; Krecek, Rosina C; Bowman, Dwight D

    As part of the accreditation process, the American Veterinary Medical Association Council on Education has defined nine broad areas of core competencies that must be met by graduating students earning a Doctor of Veterinary Medicine degree. To define competencies in veterinary parasitology, the American Association of Veterinary Parasitologists (AAVP) has developed a detailed list of knowledge and skills that are recommended for inclusion in professional curricula. These recommendations were developed by instructors from colleges/schools of veterinary medicine in the US, Canada, and the Caribbean, and were reviewed and endorsed following AAVP guidelines.

  4. Survival in Transition or Implementing Information Science Core Competencies.

    Science.gov (United States)

    Nichols, Margaret T.; And Others

    1996-01-01

    Identifies and examines four information science core competencies of the Du Pont Corporation's information science services: ability to conceptualize information; knowledge of internal and external information resources; understanding of information resource management; and ability to synthesize and tailor information. Describes the…

  5. Minimum Requirements for Core Competency in Pediatric Pharmacy Practice.

    Science.gov (United States)

    Boucher, Elizabeth A; Burke, Margaret M; Johnson, Peter N; Klein, Kristin C; Miller, Jamie L

    2015-01-01

    Colleges of pharmacy provide varying amounts of didactic and clinical hours in pediatrics resulting in variability in the knowledge, skills, and perceptions of new graduates toward pediatric pharmaceutical care. The Pediatric Pharmacy Advocacy Group (PPAG) endorses the application of a minimum set of core competencies for all pharmacists involved in the care of hospitalized children.

  6. Modeling of Core Competencies in the Registrar's Office

    Science.gov (United States)

    Pikowsky, Reta

    2009-01-01

    The Office of the Registrar at the Georgia Institute of Technology, in cooperation with the Office of Human Resources, has been engaged since February 2008 in a pilot project to model core competencies for the leadership team and the staff. It is the hope of the office of Human resources that this pilot will result in a model that can be used…

  7. Core Competencies and the Prevention of Adolescent Substance Use

    Science.gov (United States)

    Haegerich, Tamara M.; Tolan, Patrick H.

    2008-01-01

    Adolescence is a developmental period during which youth are at increased risk for using substances. An empirical focus on core competencies illustrates that youth are less likely to use substances when they have a positive future orientation, a belief in the ability to resist substances, emotional and behavioral control, sound decision-making…

  8. Stability and Change in Markers of Core Numerical Competencies

    Science.gov (United States)

    Reeve, Robert; Reynolds, Fiona; Humberstone, Judi; Butterworth, Brian

    2012-01-01

    Dot enumeration (DE) and number comparison (NC) abilities are considered markers of core number competence. Differences in DE/NC reaction time (RT) signatures are thought to distinguish between typical and atypical number development. Whether a child's DE and NC signatures change or remain stable over time, relative to other developmental…

  9. Information Technology, Core Competencies, and Sustained Competitive Advantage.

    Science.gov (United States)

    Byrd, Terry Anthony

    2001-01-01

    Presents a model that depicts a possible connection between competitive advantage and information technology. Focuses on flexibility of the information technology infrastructure as an enabler of core competencies, especially mass customization and time-to-market, that have a relationship to sustained competitive advantage. (Contains 82…

  10. Stability and Change in Markers of Core Numerical Competencies

    Science.gov (United States)

    Reeve, Robert; Reynolds, Fiona; Humberstone, Judi; Butterworth, Brian

    2012-01-01

    Dot enumeration (DE) and number comparison (NC) abilities are considered markers of core number competence. Differences in DE/NC reaction time (RT) signatures are thought to distinguish between typical and atypical number development. Whether a child's DE and NC signatures change or remain stable over time, relative to other developmental…

  11. Core competency model for the family planning public health nurse.

    Science.gov (United States)

    Hewitt, Caroline M; Roye, Carol; Gebbie, Kristine M

    2014-01-01

    A core competency model for family planning public health nurses has been developed, using a three stage Delphi Method with an expert panel of 40 family planning senior administrators, community/public health nursing faculty and seasoned family planning public health nurses. The initial survey was developed from the 2011 Title X Family Planning program priorities. The 32-item survey was distributed electronically via SurveyMonkey(®). Panelist attrition was low, and participation robust resulting in the final 28-item model, suggesting that the Delphi Method was a successful technique through which to achieve consensus. Competencies with at least 75% consensus were included in the model and those competencies were primarily related to education/counseling and administration of medications and contraceptives. The competencies identified have implications for education/training, certification and workplace performance. © 2014 Wiley Periodicals, Inc.

  12. Developing core interprofessional competencies for community rehabilitation practitioners: findings from an Australian study.

    Science.gov (United States)

    Kendall, E; Muenchberger, H; Catalano, T; Amsters, D; Dorsett, P; Cox, R

    2011-03-01

    This study aimed to determine the core competencies that underpin the practice of community rehabilitation (CR) practitioners working in a single state in Australia. Using a recursive and consultative methodology designed to build consensus, CR professionals, trainers, educators, and researchers developed a preliminary set of core interprofessional competencies that were considered essential to their practice. Data were collected in four main stages that engaged practitioners and experts in the CR field in the process of identifying, defining, validating, and endorsing a set of competencies. The first stage involved focus groups with 50 senior practitioners in metropolitan, rural/remote, regional, and indigenous communities. The second and third stages involved expert panels consisting of 20 trainers/educators, senior leaders, and scholars who refined, defined and validated the competency areas and developed statements that reflected the data.These statements formed the basis of a survey that was distributed to all current CR practitioners based in this state for endorsement, 40 of whom responded. Ten competencies emerged from this process. Although there are limitations to the application of competencies, they will have significant implications for the future training of CR practitioners who can transcend professional boundaries.

  13. Toward Defining, Measuring, and Evaluating LGBT Cultural Competence for Psychologists

    Science.gov (United States)

    Boroughs, Michael S.; Andres Bedoya, C.; O'Cleirigh, Conall; Safren, Steven A.

    2015-01-01

    A central part of providing evidence-based practice is appropriate cultural competence to facilitate psychological assessment and intervention with diverse clients. At a minimum, cultural competence with lesbian, gay, bisexual, and transgender (LGBT) people involves adequate scientific and supervised practical training, with increasing depth and complexity across training levels. In order to further this goal, we offer 28 recommendations of minimum standards moving toward ideal training for LGBT-specific cultural competence. We review and synthesize the relevant literature to achieve and assess competence across the various levels of training (doctoral, internship, post-doctoral, and beyond) in order to guide the field towards best practices. These recommendations are aligned with educational and practice guidelines set forth by the field and informed by other allied professions in order to provide a roadmap for programs, faculty, and trainees in improving the training of psychologists to work with LGBT individuals. PMID:26279609

  14. A competency-based longitudinal core curriculum in medical neuroscience.

    Science.gov (United States)

    Merlin, Lisa R; Horak, Holli A; Milligan, Tracey A; Kraakevik, Jeff A; Ali, Imran I

    2014-07-29

    Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study.

  15. City positioning theories and city core competencies

    Institute of Scientific and Technical Information of China (English)

    Xinquan; Zhu

    2007-01-01

    Gity positioning The Chinese city in a decision develops the topic of the destiny. Since the 90's of 20 centuries, the economic integral and globalization developed rapidly. The development make national boundary become not so important, the function of the city is increasingly outstanding. In other words, national competition ability is morally now on the city competition ability. At the same time, this development result that the industry is divided internationally and is divided in cities. Therefore, under the condition of globalization, if the city wants the superior development, it must take advantages and avoid shortage, to position the city accurately, establish the competition and development the strategy. The city positioning is clearly defined the city competition ability, more important it indicated the direction of the city development. Trough the analysis of the resource and environment of the city, decide an accurate position of the best function of the city, well configure the inner and outside resource, catch the opportunities,face the challenges, maximized the market share in order to maximized the wealth and city competition ability.

  16. Effective healthcare teams require effective team members: defining teamwork competencies

    Directory of Open Access Journals (Sweden)

    Leggat Sandra G

    2007-02-01

    Full Text Available Abstract Background Although effective teamwork has been consistently identified as a requirement for enhanced clinical outcomes in the provision of healthcare, there is limited knowledge of what makes health professionals effective team members, and even less information on how to develop skills for teamwork. This study identified critical teamwork competencies for health service managers. Methods Members of a state branch of the professional association of Australian health service managers participated in a teamwork survey. Results The 37% response rate enabled identification of a management teamwork competency set comprising leadership, knowledge of organizational goals and strategies and organizational commitment, respect for others, commitment to working collaboratively and to achieving a quality outcome. Conclusion Although not part of the research question the data suggested that the competencies for effective teamwork are perceived to be different for management and clinical teams, and there are differences in the perceptions of effective teamwork competencies between male and female health service managers. This study adds to the growing evidence that the focus on individual skill development and individual accountability and achievement that results from existing models of health professional training, and which is continually reinforced by human resource management practices within healthcare systems, is not consistent with the competencies required for effective teamwork.

  17. Emergency Preparedness Education for Nurses: Core Competency Familiarity Measured Utilizing an Adapted Emergency Preparedness Information Questionnaire.

    Science.gov (United States)

    Georgino, Madeline M; Kress, Terri; Alexander, Sheila; Beach, Michael

    2015-01-01

    The purpose of this project was to measure trauma nurse improvement in familiarity with emergency preparedness and disaster response core competencies as originally defined by the Emergency Preparedness Information Questionnaire after a focused educational program. An adapted version of the Emergency Preparedness Information Questionnaire was utilized to measure familiarity of nurses with core competencies pertinent to first responder capabilities. This project utilized a pre- and postsurvey descriptive design and integrated education sessions into the preexisting, mandatory "Trauma Nurse Course" at large, level I trauma center. A total of 63 nurses completed the intervention during May and September 2014 sessions. Overall, all 8 competencies demonstrated significant (P < .001; 98% confidence interval) improvements in familiarity. In conclusion, this pilot quality improvement project demonstrated a unique approach to educating nurses to be more ready and comfortable when treating victims of a disaster.

  18. International Society on Thrombosis and Haemostasis core curriculum project: core competencies in clinical thrombosis and hemostasis.

    Science.gov (United States)

    McLintock, C; Pabinger, I; Bauer, K A; Laffan, M; Angchaisuksiri, P; Rezende, S M; Middeldorp, S; Ross, M

    2016-01-01

    Essentials The priority of ISTH was to establish a global core curriculum in thrombosis and hemostasis. International survey to determine competencies required for clinical specialists was carried out in the field. Competency framework provides a reference point for mapping and developing regional curricula. Core curriculum informs and links to a variety of ISTH educational materials. Background The International Society on Thrombosis and Haemostasis (ISTH) identified the need for an international core curriculum on thrombosis and hemostasis for its society members and the larger thrombosis and hemostasis community. Aims The current research sought consensus on the core competencies required by medical doctors who are ready to practise as independent clinical specialists in thrombosis and hemostasis with the aim of developing a core clinical curriculum for specialists in the field. Method A draft list of competencies was developed by the Working Group and formed the basis of an online survey. ISTH members and the larger thrombosis and hemostasis community were asked to rate the importance of each competency, on a Likert scale, for clinical specialists in thrombosis and hemostasis. Results There were a total of 644 responses to the online survey with broad geographical representation. There was general agreement on what level of competency would be required for clinical specialists in thrombosis and hemostasis at the specified level of training. Conclusions Using the survey to gain consensus on the level of competency required by clinical specialists in the field of thrombosis and hemostasis enabled the development of a core clinical curriculum that has been endorsed by the ISTH Council. The curriculum will offer a framework and international reference that will be used by the society, by national and regional organizations, and for further research. © 2015 International Society on Thrombosis and Haemostasis.

  19. Study on the judgment model of dyeing and weaving corporation's core competence

    Institute of Scientific and Technical Information of China (English)

    2007-01-01

    On the basis of the dyeing and weaving corporations' characters, this paper put forward the dimensionality and index system to analyze the core competence. This paper divided the core competence into three layers and gave out the Dimensional-Hierarchical structure of core competence through combining the analysis dimensionalities with the competence layers. The model was described to evaluate, analyze and judge the dyeing and weaving corporation's competence.

  20. Capability and core competency identification of a knowledge-based organization

    OpenAIRE

    Calle, Christian

    2011-01-01

    The concept of core competencies has been discussed for the last 20 years; however concept itself has yet to be standardized. Using the theories concerning core competencies as laid out by Porter, Prahalad, and Hamel, and using a framework created by Clayton M. Christensen that adds support to the identification of core competencies through the examination of capabilities, this paper illustrates a path that supports a method of identifying core competencies through the capabilities of an orga...

  1. Effective healthcare teams require effective team members: defining teamwork competencies

    OpenAIRE

    Leggat Sandra G

    2007-01-01

    Abstract Background Although effective teamwork has been consistently identified as a requirement for enhanced clinical outcomes in the provision of healthcare, there is limited knowledge of what makes health professionals effective team members, and even less information on how to develop skills for teamwork. This study identified critical teamwork competencies for health service managers. Methods Members of a state branch of the professional association of Australian health service managers...

  2. Proposed Core Competencies and Empirical Validation Procedure in Competency Modeling: Confirmation and Classification.

    Science.gov (United States)

    Baczyńska, Anna K; Rowiński, Tomasz; Cybis, Natalia

    2016-01-01

    Competency models provide insight into key skills which are common to many positions in an organization. Moreover, there is a range of competencies that is used by many companies. Researchers have developed core competency terminology to underline their cross-organizational value. The article presents a theoretical model of core competencies consisting of two main higher-order competencies called performance and entrepreneurship. Each of them consists of three elements: the performance competency includes cooperation, organization of work and goal orientation, while entrepreneurship includes innovativeness, calculated risk-taking and pro-activeness. However, there is lack of empirical validation of competency concepts in organizations and this would seem crucial for obtaining reliable results from organizational research. We propose a two-step empirical validation procedure: (1) confirmation factor analysis, and (2) classification of employees. The sample consisted of 636 respondents (M = 44.5; SD = 15.1). Participants were administered a questionnaire developed for the study purpose. The reliability, measured by Cronbach's alpha, ranged from 0.60 to 0.83 for six scales. Next, we tested the model using a confirmatory factor analysis. The two separate, single models of performance and entrepreneurial orientations fit quite well to the data, while a complex model based on the two single concepts needs further research. In the classification of employees based on the two higher order competencies we obtained four main groups of employees. Their profiles relate to those found in the literature, including so-called niche finders and top performers. Some proposal for organizations is discussed.

  3. Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education

    Science.gov (United States)

    Patrick, Susan; Kennedy, Kathryn; Powell, Allison

    2013-01-01

    This paper provides a scan of the literature to expand the knowledge base for the field of online, blended, and competency-based education. Authors seek to integrate the core ideas of personalized learning, blended learning, competency education, and standards. The goal of the paper is to explain the nuances of key terms used across the field of…

  4. Core Competencies in Geriatric Dentistry Fellowship Programs: a Delphi Study.

    Science.gov (United States)

    Hogue, Christie M; Andrade, Allen D; Ruiz, Jorge G; Gibson, Gretchen

    2016-07-01

    The healthcare workforce is challenged with preparing for the increasing number of older persons and complexities of their healthcare needs. Fellowship trained geriatric dentists are charged with the task of addressing the dental needs of this vastly growing cohort.The purpose of this study is to formulate a set of competencies for Geriatric Dental Fellowship Training Programs. The Delphi technique-a series of three rounds of anonymous questionnaires to obtain the opinions of experts without bringing them together. In Round 1, we proposed 45 competencies based on findings in previous literature. In Round 2, there were 19 respondents whose edits narrowed our list to 39 competencies proposed by the participants. In Round 3, based on group consensus we formulated a final list of 42 competencies. Utilizing the Delphi process, a panel of geriatric dental experts identified a set of core competencies for curriculums in dental fellowship programs. Published 2016. This article is a U.S. Government work and is in the public domain in the USA.

  5. Clinical Core Competency Training for NASA Flight Surgeons

    Science.gov (United States)

    Polk, J. D.; Schmid, Josef; Hurst, Victor, IV; Doerr, Harold K.; Doerr, Harold K.

    2007-01-01

    Introduction: The cohort of NASA flight surgeons (FS) is a very accomplished group with varied clinical backgrounds; however, the NASA Flight Surgeon Office has identified that the extremely demanding schedule of this cohort prevents many of these physicians from practicing clinical medicine on a regular basis. In an effort to improve clinical competency, the NASA FS Office has dedicated one day a week for the FS to receive clinical training. Each week, an FS is assigned to one of five clinical settings, one being medical patient simulation. The Medical Operations Support Team (MOST) was tasked to develop curricula using medical patient simulation that would meet the clinical and operational needs of the NASA FS Office. Methods: The MOST met with the Lead FS and Training Lead FS to identify those core competencies most important to the FS cohort. The MOST presented core competency standards from the American Colleges of Emergency Medicine and Internal Medicine as a basis for developing the training. Results: The MOST identified those clinical areas that could be best demonstrated and taught using medical patient simulation, in particular, using high fidelity human patient simulators. Curricula are currently being developed and additional classes will be implemented to instruct the FS cohort. The curricula will incorporate several environments for instruction, including lab-based and simulated microgravity-based environments. Discussion: The response from the NASA FS cohort to the initial introductory class has been positive. As a result of this effort, the MOST has identified three types of training to meet the clinical needs of the FS Office; clinical core competency training, individual clinical refresher training, and just-in-time training (specific for post-ISS Expedition landings). The MOST is continuing to work with the FS Office to augment the clinical training for the FS cohort, including the integration of Web-based learning.

  6. Weaving latino cultural concepts into Preparedness Core Competency training.

    Science.gov (United States)

    Riley-Jacome, Mary; Parker, Blanca Angelica Gonzalez; Waltz, Edward C

    2014-01-01

    The New York • New Jersey Preparedness and Emergency Response Learning Center (NY•NJ PERLC) is one of 14 Centers funded by the Centers for Disease Control and Prevention designed to address the preparedness and response training and education needs of the public health workforce. One of the important niches, or focus areas for the Center, is training to improve the capacity of public health workers to respond with competence to the needs of vulnerable populations. During every phase of a disaster, racial and ethnic minorities, including Latinos, suffer worse outcomes than the general population. Communities with diverse cultural origins and limited English speakers often present more complex issues during public health emergencies. Training that incorporates cultural concepts into the Preparedness Core Competencies may improve the ability of public health workers to engage the Latino community in preparedness activities and ultimately improve outcomes during disasters. This article describes initiatives undertaken by the NY•NJ PERLC to improve the capacity of the public health workforce to respond competently to the needs of Latino populations. In 2012, the Center collaborated with national, state, and local partners to develop a nationwide broadcast founded on the Preparedness Core Competencies, Latinos During Emergencies: Cultural Considerations Impacting Disaster Preparedness. The widely viewed broadcast (497 sites in 47 states and 13 nations) highlighted the commonalities and differences within Latino culture that can impact emergency preparedness and response and outlined practical strategies to enhance participation. The success of the broadcast spurred a number of partner requests for training and technical assistance. Lessons learned from these experiences, including our "undercover" work at local Points of Dispensing, are incorporated into subsequent interactive trainings to improve the competency of public health workers. Participants recommended

  7. Core Competencies of the Certified Pediatric Doctor of Chiropractic

    DEFF Research Database (Denmark)

    Hewitt, Elise; Hestbaek, Lise; Pohlman, Katherine A

    2016-01-01

    An outline of the minimum core competencies expected from a certified pediatric doctor of chiropractic was developed using a Delphi consensus process. The initial set of seed statements and substatements was modeled on competency documents used by organizations that oversee chiropractic and medical...... education. These statements were distributed to the Delphi panel, reaching consensus when 80% of the panelists approved each segment. The panel consisted of 23 specialists in chiropractic pediatrics (14 females) from across the broad spectrum of the chiropractic profession. Sixty-one percent of panelists...... had postgraduate pediatric certifications or degrees, 39% had additional graduate degrees, and 74% were faculty at a chiropractic institution and/or in a postgraduate pediatrics program. The panel were initially given 10 statements with related substatements formulated by the study's steering...

  8. Validation of a New Instrument for Self-Assessment of Nurses’ Core Competencies in Palliative Care

    OpenAIRE

    Kari Slåtten; Ove Hatlevik; Lisbeth Fagerström

    2014-01-01

    Competence can be seen as a prerequisite for high quality nursing in clinical settings. Few research studies have focused on nurses’ core competencies in clinical palliative care and few measurement tools have been developed to explore these core competencies. The purpose of this study was to test and validate the nurses’ core competence in palliative care (NCPC) instrument. A total of 122 clinical nurse specialists who had completed a postbachelor program in palliative care at two university...

  9. Human Capital as Source for Sustained Competitive Advantages in SMEs: A Core Competencies Approach

    OpenAIRE

    Carlos M. F-JARDON; Miguel GONZALEZ-LOUREIRO

    2013-01-01

    Human capital is a source of competitive advantage, since it helps to build core competencies which position the company above its competitors. Core competencies are dynamic competencies of superior hierarchy, which integrate, build and reconfigure internal and external factors of business to create value. Core competencies are competitive advantages when an organization gets better performance than competitors. Human capital is source of competitive advantage but it possibly does not directl...

  10. Development of the Competency Assessment Tool-Mental Health, an instrument to assess core competencies for mental health care workers.

    Science.gov (United States)

    Clasen, Carla; Meyer, Cheryl; Brun, Carl; Mase, William; Cauley, Kate

    2003-01-01

    As the focus on accountability in health care increases, there has been a corresponding emphasis on establishing core competencies for health care workers. This article discusses the development of an instrument to establish core competencies for workers in inpatient mental health settings. Twenty-six competencies were identified and rated by mental health care personnel on two subscales: the importance of the competency and how much behavioral health care workers could benefit from training on the competency. The reliability of the scale and its contributions to the training, retention and recruitment of direct care workers for behavioral health are discussed.

  11. Validation of core competencies during residency training in anaesthesiology

    Directory of Open Access Journals (Sweden)

    Spies, Claudia

    2011-01-01

    Full Text Available Background and goal: Curriculum development for residency training is increasingly challenging in times of financial restrictions and time limitations. Several countries have adopted the CanMEDS framework for medical education as a model into their curricula of specialty training. The purpose of the present study was to validate the competency goals, as derived from CanMEDS, of the Department of Anaesthesiology and Intensive Care Medicine of the Berlin Charité University Medical Centre, by conducting a staff survey. These goals for the qualification of specialists stipulate demonstrable competencies in seven areas: expert medical action, efficient collaboration in a team, communications with patients and family, management and organisation, lifelong learning, professional behaviour, and advocacy of good health. We had previously developed a catalogue of curriculum items based on these seven core competencies. In order to evaluate the validity of this catalogue, we surveyed anaesthetists at our department in regard to their perception of the importance of each of these items. In addition to the descriptive acquisition of data, it was intended to assess the results of the survey to ascertain whether there were differences in the evaluation of these objectives by specialists and registrars. Methods: The questionnaire with the seven adapted CanMEDS Roles included items describing each of their underlying competencies. Each anaesthetist (registrars and specialists working at our institution in May of 2007 was asked to participate in the survey. Individual perception of relevance was rated for each item on a scale similar to the Likert system, ranging from 1 (highly relevant to 5 (not at all relevant, from which ratings means were calculated. For determination of reliability, we calculated Cronbach’s alpha. To assess differences between subgroups, we performed analysis of variance.Results: All seven roles were rated as relevant. Three of the seven

  12. Core competencies for diversifying: case study of a small business

    OpenAIRE

    Wheeler, Colin; Trott, Paul; Maddocks, T.

    2009-01-01

    This paper addresses a significant gap within the present body of work on the resource-based view of the firm: the lack of empirical research on the resource-based perspective within the SME sector (Newbert, 2007). This study applies the resource-based view and core competencies analysis in a very practical situation: a small manufacturing firm in the UK. The study is the result of a two-year ‘action research’ project where the researcher was embedded within the firm. he manufacturing firm su...

  13. Principled, Transformational Leadership: Analyzing the Discourse of Leadership in the Development of Librarianship's Core Competences

    Science.gov (United States)

    Hicks, Deborah; Given, Lisa M.

    2013-01-01

    Using discourse analysis, this article explores three questions: (a) Why was "principled, transformational leadership" the leadership style added to Core Competences? (b) What was the discourse of leadership in the profession surrounding the development of the Core Competences? (c) How might this competence affect LIS education? And what measures,…

  14. Family Skills for General Psychiatry Residents: Meeting ACGME Core Competency Requirements

    Science.gov (United States)

    Berman, Ellen M.; Heru, Alison M.; Grunebaum, Henry; Rolland, John; Wood, Beatrice; Bruty, Heidi

    2006-01-01

    Objective: The authors discuss the knowledge, attitudes, and skills needed for a resident to be competent in supporting and working with families, as mandated by the residency review committee (RRC) core competencies. Methods: The RRC core competencies, as they relate to patients and their families, are reviewed. The Group for Advancement of…

  15. Defining the healthy "core microbiome" of oral microbial communities

    Directory of Open Access Journals (Sweden)

    Crielaard Wim

    2009-12-01

    Full Text Available Abstract Background Most studies examining the commensal human oral microbiome are focused on disease or are limited in methodology. In order to diagnose and treat diseases at an early and reversible stage an in-depth definition of health is indispensible. The aim of this study therefore was to define the healthy oral microbiome using recent advances in sequencing technology (454 pyrosequencing. Results We sampled and sequenced microbiomes from several intraoral niches (dental surfaces, cheek, hard palate, tongue and saliva in three healthy individuals. Within an individual oral cavity, we found over 3600 unique sequences, over 500 different OTUs or "species-level" phylotypes (sequences that clustered at 3% genetic difference and 88 - 104 higher taxa (genus or more inclusive taxon. The predominant taxa belonged to Firmicutes (genus Streptococcus, family Veillonellaceae, genus Granulicatella, Proteobacteria (genus Neisseria, Haemophilus, Actinobacteria (genus Corynebacterium, Rothia, Actinomyces, Bacteroidetes (genus Prevotella, Capnocytophaga, Porphyromonas and Fusobacteria (genus Fusobacterium. Each individual sample harboured on average 266 "species-level" phylotypes (SD 67; range 123 - 326 with cheek samples being the least diverse and the dental samples from approximal surfaces showing the highest diversity. Principal component analysis discriminated the profiles of the samples originating from shedding surfaces (mucosa of tongue, cheek and palate from the samples that were obtained from solid surfaces (teeth. There was a large overlap in the higher taxa, "species-level" phylotypes and unique sequences among the three microbiomes: 84% of the higher taxa, 75% of the OTUs and 65% of the unique sequences were present in at least two of the three microbiomes. The three individuals shared 1660 of 6315 unique sequences. These 1660 sequences (the "core microbiome" contributed 66% of the reads. The overlapping OTUs contributed to 94% of the reads

  16. Core principles of assessment in competency-based medical education.

    Science.gov (United States)

    Lockyer, Jocelyn; Carraccio, Carol; Chan, Ming-Ka; Hart, Danielle; Smee, Sydney; Touchie, Claire; Holmboe, Eric S; Frank, Jason R

    2017-06-01

    The meaningful assessment of competence is critical for the implementation of effective competency-based medical education (CBME). Timely ongoing assessments are needed along with comprehensive periodic reviews to ensure that trainees continue to progress. New approaches are needed to optimize the use of multiple assessors and assessments; to synthesize the data collected from multiple assessors and multiple types of assessments; to develop faculty competence in assessment; and to ensure that relationships between the givers and receivers of feedback are appropriate. This paper describes the core principles of assessment for learning and assessment of learning. It addresses several ways to ensure the effectiveness of assessment programs, including using the right combination of assessment methods and conducting careful assessor selection and training. It provides a reconceptualization of the role of psychometrics and articulates the importance of a group process in determining trainees' progress. In addition, it notes that, to reach its potential as a driver in trainee development, quality care, and patient safety, CBME requires effective information management and documentation as well as ongoing consideration of ways to improve the assessment system.

  17. The core competencies of James Marion Sims, MD.

    Science.gov (United States)

    Straughn, J Michael; Gandy, Roy E; Rodning, Charles B

    2012-07-01

    The concept of core competencies in graduate medical education was introduced by the Accreditation Council for Graduate Medical Education of the American Medical Association to semiquantitatively assess the professional performance of students, residents, practitioners, and faculty. Many aspects of the career of J. Marion Sims, MD, are exemplary of those core competencies: MEDICAL KNOWLEDGE: Author of the first American textbook related to gynecology. MEDICAL CARE: Innovator of the Sims' Vaginal Speculum, Sims' Position, Sims' Test, and vesico-/rectovaginal fistulorrhaphy; advocated abdominal exploration for penetrating wounds; performed the first cholecystostomy. PROFESSIONALISM: Served as President of the New York Academy of Medicine, the American Medical Association, and the American Gynecologic Society. INTERPERSONAL RELATIONSHIPS/COMMUNICATION: Cared for the indigent, hearthless, indentured, disenfranchised; served as consulting surgeon to the Empress Eugénie (France), the Duchess of Hamilton (Scotland), the Empress of Austria, and other royalty of the aristocratic Houses of Europe; accorded the National Order of the Legion of Honor. PRACTICE-BASED LEARNING: Introduction of silver wire sutures; adoption of the principles of asepsis/antisepsis; adoption of the principles of general anesthesia. SYSTEMS-BASED PRACTICE: Established the Woman's Hospital, New York City, New York, the predecessor of the Memorial Sloan-Kettering Center for the Treatment of Cancer and Allied Diseases; organized the Anglo-American Ambulance Corps under the patronage of Napoleon III. What led him to a life of clinical and humanitarian service? First, he was determined to succeed. His formal medical/surgical education was perhaps the best available to North Americans during that era. Second, he was courageous in experimentation and innovation, applying new developments in operative technique, asepsis/antisepsis, and general anesthesia. Third, his curiosity was not burdened by rigid

  18. Developing engineering design core competences through analysis of industrial products

    DEFF Research Database (Denmark)

    Hansen, Claus Thorp; Lenau, Torben Anker

    2011-01-01

    Most product development work carried out in industrial practice is characterised by being incremental, i.e. the industrial company has had a product in production and on the market for some time, and now time has come to design a new and upgraded variant. This type of redesign project requires...... that the engineering designers have core design competences to carry through an analysis of the existing product encompassing both a user-oriented side and a technical side, as well as to synthesise solution proposals for the new and upgraded product. The authors of this paper see an educational challenge in staging...... a course module, in which students develop knowledge, understanding and skills, which will prepare them for being able to participate in and contribute to redesign projects in industrial practice. In the course module Product Analysis and Redesign that has run for 8 years we have developed and refined...

  19. Internal medicine rounding practices and the Accreditation Council for Graduate Medical Education core competencies.

    Science.gov (United States)

    Shoeb, Marwa; Khanna, Raman; Fang, Margaret; Sharpe, Brad; Finn, Kathleen; Ranji, Sumant; Monash, Brad

    2014-04-01

    The Accreditation Council for Graduate Medical Education (ACGME) has established the requirement for residency programs to assess trainees' competencies in 6 core domains (patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice). As attending rounds serve as a primary means for educating trainees at academic medical centers, our study aimed to identify current rounding practices and attending physician perceived capacity of different rounding models to promote teaching within the ACGME core competencies. We disseminated a 24-question survey electronically using educational and hospital medicine leadership mailing lists. We assessed attending physician demographics and the frequency with which they used various rounding models, as defined by the location of the discussion of the patient and care plan: bedside rounds (BR), hallway rounds (HR), and card-flipping rounds (CFR). Using the ACGME framework, we assessed the perceived educational value of each model. We received 153 completed surveys from attending physicians representing 34 institutions. HR was used most frequently for both new and established patients (61% and 43%), followed by CFR for established patients (36%) and BR for new patients (22%). Most attending physicians indicated that BR and HR were superior to CFR in promoting the following ACGME competencies: patient care, systems-based practice, professionalism, and interpersonal skills. HR is the most commonly employed rounding model. BR and HR are perceived to be valuable for teaching patient care, systems-based practice, professionalism, and interpersonal skills. CFR remains prevalent despite its perceived inferiority in promoting teaching across most of the ACGME core competencies. © 2014 Society of Hospital Medicine.

  20. Comparing Written Competency in Core French and French Immersion Graduates

    Directory of Open Access Journals (Sweden)

    Kerry Lappin-Fortin

    2014-12-01

    Full Text Available Abstract Few studies have compared the written competency of French immersion students and their core French peers, and research on these learners at a postsecondary level is even scarcer. My corpus consists of writing samples from 255 students from both backgrounds beginning a university course in French language. The writing proficiency of core French and French immersion graduates was compared based on total output and several measures of grammatical and syntactical accuracy. Few statistically significant differences emerge. However, a subgroup of core French learners who had benefitted from an authentic immersion experience appears to outperform both regular core French and French immersion groups. The purpose of this quantitative study is primarily diagnostic; the results should help universities better serve the needs of first-year students. Résumé Les études comparant la compétence écrite des étudiants de programmes d’immersion française et de français cadre sont peu nombreuses—particulièrement au niveau postsecondaire. Mon corpus consiste en des échantillons du français écrit de 255 étudiants issus de ces deux formations qui commencent un cours de français à l’université. J’ai comparé leur production globale et leur précision sur le plan morphosyntaxique. Peu de différences statistiquement significatives en émergent. Toutefois, un sous-groupe d’étudiants cadre ayant bénéficié d’une expérience d’immersion authentique se révèle comme le plus compétent selon plusieurs des mesures utilisées. Les résultats de cette étude quantitative devraient aider les universités à mieux répondre aux besoins des étudiants de première année.

  1. A Modified Delphi Process to Define Competencies for Assessment Leads Supporting a Doctor of Pharmacy Program.

    Science.gov (United States)

    Janke, Kristin K; Kelley, Katherine A; Sweet, Burgunda V; Kuba, Sarah E

    2016-12-25

    Objective. To define the competencies for individuals designated as assessment leads in colleges and schools of pharmacy. Methods. Twenty-three assessment experts in pharmacy participated in a modified Delphi process to describe competencies for an assessment lead, defined as the individual responsible for curricular assessment and assessment-related to doctor of pharmacy program accreditation. Round 1 asked open-ended questions about knowledge, skills, and attitudes. Round 2 grouped responses for comment and rating for consensus, which was prospectively set at 80%. Results. Twelve competencies were defined and grouped into 3 areas: Context for Assessment, Managing the Process of Assessment, and Leadership of Assessment Activities. In order to verify the panel's work, assessment competencies from other disciplines were reviewed and compared. Conclusions. The competencies describe roles for assessment professionals as experts, managers, and leaders of assessment processes. They can be used by assessment professionals in self-assessing areas for professional development and by administrators in selecting, developing, and supporting designated leads.

  2. Exploring Marriage and Family Therapy Supervisees' Perspectives about Postgraduate Supervision and the Acquisition of Core Competencies

    Science.gov (United States)

    Steele, Stephanie J.

    2013-01-01

    The topic of core competencies has been a central focus in the marriage and family therapy field since 2003. There are currently no published studies from the supervisees' perspective about the role of supervision in the acquisition of core competencies. This qualitative study used transcendental phenomenology to explore supervisees' perspectives…

  3. Core Competencies in Advanced Training: What Supervisors Say about Graduate Training

    Science.gov (United States)

    Nelson, Thorana S.; Graves, Todd

    2011-01-01

    In an attempt to identify needed mental health skills, many professional organizations have or are in the process of establishing core competency standards for their professions. The AAMFT identified 128 core competencies for the independent practice of MFT. The aim of this study was to learn the opinions of AAMFT Approved Supervisors as to how…

  4. Development of Core Competencies for Paraprofessional Nutrition Educators Who Deliver Food Stamp Nutrition Education

    Science.gov (United States)

    Baker, Susan S.; Pearson, Meredith; Chipman, Helen

    2009-01-01

    The purpose of this project was to describe the process used for the development of core competencies for paraprofessional nutrition educators in Food Stamp Nutrition Education (FSNE). The development process included the efforts of an expert panel of state and multicounty FSNE leaders to draft the core competencies and the validation of those…

  5. A Quantitative Assessment of the Research Chefs Association Core Competencies for the Practicing Culinologist

    Science.gov (United States)

    Bissett, Rachel L.; Cheng, Michael S. H.; Brannan, Robert G.

    2010-01-01

    Professional organizations have linked core competency to professional success and competitive strategy. The Research Chefs Assn. (RCA) recently released 43 core competencies for practicing culinologists. Culinology[R] is a profession that links skills of culinary arts and food science and technology in the development of food products. An online…

  6. Exploring Marriage and Family Therapy Supervisees' Perspectives about Postgraduate Supervision and the Acquisition of Core Competencies

    Science.gov (United States)

    Steele, Stephanie J.

    2013-01-01

    The topic of core competencies has been a central focus in the marriage and family therapy field since 2003. There are currently no published studies from the supervisees' perspective about the role of supervision in the acquisition of core competencies. This qualitative study used transcendental phenomenology to explore supervisees' perspectives…

  7. Core Competencies in Advanced Training: What Supervisors Say about Graduate Training

    Science.gov (United States)

    Nelson, Thorana S.; Graves, Todd

    2011-01-01

    In an attempt to identify needed mental health skills, many professional organizations have or are in the process of establishing core competency standards for their professions. The AAMFT identified 128 core competencies for the independent practice of MFT. The aim of this study was to learn the opinions of AAMFT Approved Supervisors as to how…

  8. Identification of Core Competencies for an Undergraduate Food Safety Curriculum Using a Modified Delphi Approach

    Science.gov (United States)

    Johnston, Lynette M.; Wiedmann, Martin; Orta-Ramirez, Alicia; Oliver, Haley F.; Nightingale, Kendra K.; Moore, Christina M.; Stevenson, Clinton D.; Jaykus, Lee-Ann

    2014-01-01

    Identification of core competencies for undergraduates in food safety is critical to assure courses and curricula are appropriate in maintaining a well-qualified food safety workforce. The purpose of this study was to identify and refine core competencies relevant to postsecondary food safety education using a modified Delphi method. Twenty-nine…

  9. Development of Core Competencies for Paraprofessional Nutrition Educators Who Deliver Food Stamp Nutrition Education

    Science.gov (United States)

    Baker, Susan S.; Pearson, Meredith; Chipman, Helen

    2009-01-01

    The purpose of this project was to describe the process used for the development of core competencies for paraprofessional nutrition educators in Food Stamp Nutrition Education (FSNE). The development process included the efforts of an expert panel of state and multicounty FSNE leaders to draft the core competencies and the validation of those…

  10. 78 FR 22527 - Army Science Board Request for Information on Technology and Core Competencies

    Science.gov (United States)

    2013-04-16

    ... Department of the Army Army Science Board Request for Information on Technology and Core Competencies AGENCY: Department of the Army, DoD. ] ACTION: Request for information regarding support to Army Core Competencies... 102-3.140 through 160, the Department of the Army requests information on science and technology...

  11. Identification of Core Competencies for an Undergraduate Food Safety Curriculum Using a Modified Delphi Approach

    Science.gov (United States)

    Johnston, Lynette M.; Wiedmann, Martin; Orta-Ramirez, Alicia; Oliver, Haley F.; Nightingale, Kendra K.; Moore, Christina M.; Stevenson, Clinton D.; Jaykus, Lee-Ann

    2014-01-01

    Identification of core competencies for undergraduates in food safety is critical to assure courses and curricula are appropriate in maintaining a well-qualified food safety workforce. The purpose of this study was to identify and refine core competencies relevant to postsecondary food safety education using a modified Delphi method. Twenty-nine…

  12. The CompHP Core Competencies Framework for Health Promotion in Europe

    Science.gov (United States)

    Barry, Margaret M.; Battel-Kirk, Barbara; Dempsey, Colette

    2012-01-01

    Background: The CompHP Project on Developing Competencies and Professional Standards for Health Promotion in Europe was developed in response to the need for new and changing health promotion competencies to address health challenges. This article presents the process of developing the CompHP Core Competencies Framework for Health Promotion across…

  13. The CompHP Core Competencies Framework for Health Promotion in Europe

    Science.gov (United States)

    Barry, Margaret M.; Battel-Kirk, Barbara; Dempsey, Colette

    2012-01-01

    Background: The CompHP Project on Developing Competencies and Professional Standards for Health Promotion in Europe was developed in response to the need for new and changing health promotion competencies to address health challenges. This article presents the process of developing the CompHP Core Competencies Framework for Health Promotion across…

  14. Linking core competencies to customer needs: strategic marketing of health care services.

    Science.gov (United States)

    Roth, M S; Amoroso, W P

    1993-01-01

    Firms often are encouraged to develop expertise, or core competencies, that lead to innovative products and services. The authors present a market research study that enabled a health care service provider to link its core technological competencies to customer needs. Although potential customers did not explicitly value the technology itself, links could be made between technological competencies and more valued service dimensions such as communication flows, meeting deadlines, and staff responsiveness. Improving strategic marketing and service quality delivery can be realized through market research linking customer needs to a firm's core competencies.

  15. Psychometric testing of an instrument measuring core competencies of nursing students: an application of Mokken scaling.

    Science.gov (United States)

    Perng, Shoa-Jen; Watson, Roger

    2013-01-01

    Assessing the core competencies of nursing students provides information about students' learning outcomes for educational evaluation and improvement. The aim of this study was to develop the Nursing Students Core Competencies scale to measure 8 core competencies of nursing students in Taiwan. The study employed factor analysis and Mokken scaling analysis for psychometric testing of this instrument between a group of nursing graduates and their evaluators. The results indicated that the Nursing Students Core Competencies scale has demonstrated evidence of internal consistency, structural validity, unidimensionality, and a hierarchy of items for students' self-assessment and instructor's rating. The use of Mokken scaling analysis extends the knowledge of developing competence assessment tools; it can be used to reveal the domains or items of competency nursing students perceive that are easy or difficult, providing information for curricular design.

  16. Gap analysis: a method to assess core competency development in the curriculum.

    Science.gov (United States)

    Fater, Kerry H

    2013-01-01

    To determine the extent to which safety and quality improvement core competency development occurs in an undergraduate nursing program. Rapid change and increased complexity of health care environments demands that health care professionals are adequately prepared to provide high quality, safe care. A gap analysis compared the present state of competency development to a desirable (ideal) state. The core competencies, Nurse of the Future Nursing Core Competencies, reflect the ideal state and represent minimal expectations for entry into practice from pre-licensure programs. Findings from the gap analysis suggest significant strengths in numerous competency domains, deficiencies in two competency domains, and areas of redundancy in the curriculum. Gap analysis provides valuable data to direct curriculum revision. Opportunities for competency development were identified, and strategies were created jointly with the practice partner, thereby enhancing relevant knowledge, attitudes, and skills nurses need for clinical practice currently and in the future.

  17. Evolution dynamics modeling and simulation of logistics enterprise's core competence based on service innovation

    Science.gov (United States)

    Yang, Bo; Tong, Yuting

    2017-04-01

    With the rapid development of economy, the development of logistics enterprises in China is also facing a huge challenge, especially the logistics enterprises generally lack of core competitiveness, and service innovation awareness is not strong. Scholars in the process of studying the core competitiveness of logistics enterprises are mainly from the perspective of static stability, not from the perspective of dynamic evolution to explore. So the author analyzes the influencing factors and the evolution process of the core competence of logistics enterprises, using the method of system dynamics to study the cause and effect of the evolution of the core competence of logistics enterprises, construct a system dynamics model of evolution of core competence logistics enterprises, which can be simulated by vensim PLE. The analysis for the effectiveness and sensitivity of simulation model indicates the model can be used as the fitting of the evolution process of the core competence of logistics enterprises and reveal the process and mechanism of the evolution of the core competence of logistics enterprises, and provide management strategies for improving the core competence of logistics enterprises. The construction and operation of computer simulation model offers a kind of effective method for studying the evolution of logistics enterprise core competence.

  18. Defining the healthy "core microbiome" of oral microbial communities

    NARCIS (Netherlands)

    E. Zaura; B.J.F. Keijser; S.M. Huse; W. Crielaard

    2009-01-01

    Background: Most studies examining the commensal human oral microbiome are focused on disease or are limited in methodology. In order to diagnose and treat diseases at an early and reversible stage an in-depth definition of health is indispensible. The aim of this study therefore was to define the h

  19. Defining the healthy "core microbiome" of oral microbial communities

    NARCIS (Netherlands)

    Zaura, E.; Keijser, B.J.; Huse, S.M.; Crielaard, W.

    2009-01-01

    Background. Most studies examining the commensal human oral microbiome are focused on disease or are limited in methodology. In order to diagnose and treat diseases at an early and reversible stage an in-depth definition of health is indispensible. The aim of this study therefore was to define the h

  20. Identifying and using 'core competencies' to help design and assess undergraduate neuroscience curricula.

    Science.gov (United States)

    Kerchner, Michael; Hardwick, Jean C; Thornton, Janice E

    2012-01-01

    There has been a growing emphasis on the use of core competencies to design and inform curricula. Based on our Faculty for Undergraduate Neuroscience workshop at Pomona we developed a set of neuroscience core competencies. Following the workshop, faculty members were asked to complete an online survey to determine which core competencies are considered most essential and the results are presented. Backward Design principles are then described and we discuss how core competencies, through a backward design process, can be used to design and assess an undergraduate neuroscience curriculum. Oberlin College is used as a case study to describe the use of core competencies to help develop learning objectives, activities, and assessment measures for an undergraduate neuroscience major.

  1. Health care ethics consultation: an update on core competencies and emerging standards from the American Society For Bioethics and Humanities' core competencies update task force.

    Science.gov (United States)

    Tarzian, Anita J

    2013-01-01

    Ethics consultation has become an integral part of the fabric of U.S. health care delivery. This article summarizes the second edition of the Core Competencies for Health Care Ethics Consultation report of the American Society for Bioethics and Humanities. The core knowledge and skills competencies identified in the first edition of Core Competencies have been adopted by various ethics consultation services and education programs, providing evidence of their endorsement as health care ethics consultation (HCEC) standards. This revised report was prompted by thinking in the field that has evolved since the original report. Patients, family members, and health care providers who encounter ethical questions or concerns that ethics consultants could help address deserve access to efficient, effective, and accountable HCEC services. All individuals providing such services should be held to the standards of competence and quality described in the revised report.

  2. The Essence and Structure of Masters’ of Public Administration Core Competencies in the USA

    Directory of Open Access Journals (Sweden)

    Shevchenko Alina

    2016-09-01

    Full Text Available The article deals with revealing the essence and structure of Masters’ of Public Administration professional training in the USA. It has been concluded that Public Administration studies the realization of government policies and trains future public administrators for professional activity; is guided by political science and administrative law; aims to improve the justice, equality, security and efficiency of public services. It has been indicated that the MPA degree is dedicated for those willing to work in public sector. It has been found out that MPA programs are designed to develop the abilities, skills and methods specialists use to realize policies, programs and projects as well as to resolve crucial issues within their organization and/or in society. It has been stated that in the United States of America Master of Public Administration (MPA and Master of Business Administration programs (MBA are quite similar, however, have certain differences. It has been defined that the MPA program focuses on different ethical and sociological criteria secondary for business administrators. Simultaneously MPA programs encompass economy courses to supply students with knowledge of microeconomic and macroeconomic issues. It has been specified that MPA programs are built on a range of core competencies defined by the Network of Schools of Public Policy, Affairs, and Administration (NASPAA. The list of the core competencies (to lead and manage in public governance; to participate in and contribute to the public policy progress; to analyze, synthesize, think critically, solve problems and make decisions; to articulate and apply a public service perspective; to communicate and interact productively with a diverse and changing workforce and citizenry and their detailed characteristics have been presented. It has been identified that cultural competency of future public administrators has become an essential constituent of public affairs curricula. It has

  3. Defining the normal core microbiome of conjunctival microbial communities.

    Science.gov (United States)

    Huang, Y; Yang, B; Li, W

    2016-07-01

    Bacterial ocular infections are common. Traditional culture and molecular biological methods have obvious limitations to identify the conjunctival microbiota, while metagenomic studies can avoid the defects of these methods. We used the Illumina high-throughput sequencing technology (MiSeq Illumina Sequencing Platform) to sequence the 16S rDNA V3-V4 hypervariable region of all bacteria in conjunctival swab samples. The operational taxonomic units were obtained from the sequences. The bioinformatic analyses of taxonomy, abundance and alpha diversity were performed. A total of 840 373 high-quality sequencing reads were generated from 31 conjunctival samples. The number of the species operational taxonomic units ranged from 159 to 2042, indicating high microbial diversity. The combined bacterial community was classified into 25 phyla and 526 distinct genera. At the genus level, Corynebacterium (28.22%), Pseudomonas (26.75%), Staphylococcus (5.28%), Acinetobacter (4.74%), Streptococcus (2.85%), Millisia (2.16%), Anaerococcus (1.86%), Finegoldia (1.68%), Simonsiella (1.48%) and Veillonella (1.00%) accounted for over 76% of the microbial community, possibly representing the core genera in normal conjunctival microbiota. The composition and diversity of microbiota in the normal adult human conjunctiva were characterized using high-throughput sequencing. A framework for investigating potential roles played by the diverse microbiota in disease related with the ocular surface was provided. Copyright © 2016 European Society of Clinical Microbiology and Infectious Diseases. Published by Elsevier Ltd. All rights reserved.

  4. Identification of entry-level competencies for associate degree radiographers as perceived by primary role definers

    Energy Technology Data Exchange (ETDEWEB)

    Thorpe, R.L.

    1981-01-01

    The primary purpose of this study was to identify those competencies needed by Associate Degree Radiographers when they assume employment as entry-level practitioners. A second purpose of the study was to rank order the identified competencies within the role delineations recognized by the Essentials and Guidelines of an Accredited Educational Program for the Radiographer. These role delineations include: radiation protection, exercise discretion and judgment, emergency and life saving techniques, patient care and interpersonal communication, and role as professional member. A third purpose of the study was to examine the degree of consensus on role definition of entry-level competencies needed by Associate Degree Radiographers as perceived by primary role definers (such as employers, employees, and educators), and by other selected variables: age, sex, length of experience in radiologic technology, level of formal education, and place of employment. A major finding of this study was that respondents did not differ significantly in their ranking of entry-level competencies needed by Associate Degree Radiographers when the responses were analyzed according to position, age, sex, length of experience, level of education, or place of employment. Another important finding was that respondents considered all of the 63 competencies as important and needed by Associate Degree Radiographers upon initial employment.A major conclusion and recommendation of this study, in view of the high agreement on the rank ordering of competencies, was that these competencies should be included in a competency-based education model. It was further recommended that a three-way system of communication between employers, employees, and educators be considered in order to pool resources and to increase understanding of each position group's contribution and influence on entry-level Associate Degree Radiographers.

  5. Early psychosis workforce development: Core competencies for mental health professionals working in the early psychosis field.

    Science.gov (United States)

    Osman, Helen; Jorm, Anthony F; Killackey, Eoin; Francey, Shona; Mulcahy, Dianne

    2017-08-09

    The aim of this study was to identify the core competencies required of mental health professionals working in the early psychosis field, which could function as an evidence-based tool to support the early psychosis workforce and in turn assist early psychosis service implementation and strengthen early psychosis model fidelity. The Delphi method was used to establish expert consensus on the core competencies. In the first stage, a systematic literature search was conducted to generate competency items. In the second stage, a panel consisting of expert early psychosis clinicians from around the world was formed. Panel members then rated each of the competency items on how essential they are to the clinical practice of all early psychosis clinicians. In total, 1023 pieces of literature including textbooks, journal articles and grey literature were reviewed. A final 542 competency items were identified for inclusion in the questionnaire. A total of 63 early psychosis experts participated in 3 rating rounds. Of the 542 competency items, 242 were endorsed as the required core competencies. There were 29 competency items that were endorsed by 62 or more experts, and these may be considered the foundational competencies for early psychosis practice. The study generated a set of core competencies that provide a common language for early psychosis clinicians across professional disciplines and country of practice, and potentially are a useful professional resource to support early psychosis workforce development and service reform. © 2017 John Wiley & Sons Australia, Ltd.

  6. [Developing the core competencies of long-term care professionals].

    Science.gov (United States)

    Chen, Huey-Tzy; Lee, Kuang-Ting

    2012-12-01

    Longer average life expectancies and an ageing society have made long-term care an urgent and important issue in Taiwan. Although the implementation of Long-Term Care Ten-year Project four years ago has begun showing success in terms of assessing Taiwan's needs in terms of long-term care services and resources, there has been little forward progress in terms of training, recruiting and maintaining more competent professionals in the long-term care sector. This paper explores the current state of long-term care competency in Taiwan and educational strategies in place to improve the competency of long-term care professionals. Results indicate that the term geriatric competency embraces sub-competencies in direct care, communication, assessment, teamwork, cultural sensitivities and career care competencies. The term long-term care competency embraces the sub-competencies of supervision, management, information technology, resource management, and organizational skill. As a main contributor to effective long-term care, the nursing profession must employ effective strategies to develop competency-based education. Also, the profession must have an adequate supply of competent manpower to effectively respond to Taiwan's aging society.

  7. Institute of Medicine core competencies as a foundation for nursing program evaluation.

    Science.gov (United States)

    Morris, Tama L; Hancock, Dawson R

    2013-01-01

    The purpose of this case study was to explore one institution's experience integrating the Institute of Medicine (IOM) competencies into a pre-licensure baccalaureate nursing curriculum. In response to a growing number of errors in the health care system and efforts to increase patient safety and quality of care, the IOM proposed that students in health care professions learn to implement five core competencies. The program evaluation encompassed a mixed-method, stakeholder-focused methodology using a curriculum matrix triangulated with Student and Faculty Core Competency surveys. Results of the study indicate that all competencies were evident in the curriculum. Students often cited barriers to implementation of the competencies while faculty cited opportunities. Findings suggest that faculty need to raise student awareness of performing the competencies and be deliberate in the design of experiences to facilitate competency implementation.

  8. Identifying and Eliminating Deficiencies in the General Surgery Resident Core Competency Curriculum.

    Science.gov (United States)

    Tapia, Nicole M; Milewicz, Allen; Whitney, Stephen E; Liang, Michael K; Braxton, Carla C

    2014-06-01

    Although the Accreditation Council for Graduate Medical Education has defined 6 core competencies required of resident education, no consensus exists on best practices for reaching resident proficiency. Surgery programs must develop resourceful methods to incorporate learning. While patient care and medical knowledge are approached with formal didactics and traditional Halstedian educational formats, other core competencies are presumed to be learned on the job or emphasized in conferences. To test the hypothesis that our residents lack a foundation in several of the nonclinical core competencies and to seek to develop a formal curriculum that can be integrated into our current didactic time, with minimal effect on resident work hours and rest hours. Anonymous Likert-type scale needs assessment survey requesting residents within a large single general surgery residency program to rate their understanding, working knowledge, or level of comfort on the following 10 topics: negotiation and conflict resolution; leadership styles; health care legislation; principles of quality delivery of care, patient safety, and performance improvement; business of medicine; clinical practice models; role of advocacy in health care policy and government; personal finance management; team building; and roles of innovation and technology in health care delivery. Proportions of resident responses scored as positive (agree or strongly agree) or negative (disagree or strongly disagree). In total, 48 surgery residents (70%) responded to the survey. Only 3 topics (leadership styles, team building, and roles of innovation and technology in health care delivery) had greater than 70% positive responses, while 2 topics (negotiation and conflict resolution and principles of quality delivery of care, patient safety, and performance improvement) had greater than 60% positive responses. The remaining topics had less than 40% positive responses, with the least positive responses on the topics

  9. [Core competencies in public health: a regional framework for the Americas].

    Science.gov (United States)

    Conejero, Juana Suárez; Godue, Charles; Gutiérrez, José Francisco García; Valladares, Laura Magaña; Rabionet, Silvia; Concha, José; Valdés, Manuel Vázquez; Gómez, Rubén Darío; Mujica, Oscar J; Cabezas, César; Lucano, Lindaura Liendo; Castellanos, Jorge

    2013-07-01

    The response is described to the 2010 call from the Pan American Health Organization to develop a Regional Framework on Core Competencies in Public Health, with a view to supporting the efforts of the countries in the Americas to build public health systems capacity as a strategy for optimal performance of the Essential Public Health Functions. The methodological process for the response was divided into four phases. In the first, a team of experts was convened who defined the methodology to be used during a workshop at the National Institute of Public Health of Mexico in 2010. The second phase involved formation of the working groups, using two criteria: experience and multidisciplinary membership, which resulted in a regional team with 225 members from 12 countries. This team prepared an initial proposal with 88 competencies. In the third phase, the competencies were cross-validated and their number reduced to 64. During the fourth phase, which included two workshops, in March 2011 (Medellín, Colombia) and June 2011 (Lima, Peru), discussions centered on analyzing the association between the results and the methodology.

  10. The Core Competency Movement in Marriage and Family Therapy: Key Considerations from Other Disciplines

    Science.gov (United States)

    Miller, John K.; Todahl, Jeff L.; Platt, Jason J.

    2010-01-01

    There is a growing movement to define competency within the field of marriage and family therapy (MFT), particularly with respect to the training of practitioners and the evaluation of clinical practice. Efforts to define competency, however, transcend the practice of MFT and much can be learned from the experiences of other disciplines.…

  11. A Formative Program Evaluation of Electronic Clinical Tracking System Documentation to Meet National Core Competencies.

    Science.gov (United States)

    Smith, Lynette S; Branstetter, M Laurie

    2016-09-01

    Electronic clinical tracking systems are used in many educational institutions of higher learning to document advanced practice registered nursing students' clinical experiences. Students' clinical experiences are constructed according to the National Organization of Nurse Practitioner Faculties core competencies. These competencies form a basis for evaluation of advanced practice registered nursing programs. However, no previous studies have evaluated the use of electronic clinical tracking systems to validate students' clinical experiences in meeting national core competencies. Medatrax, an electronic clinical tracking system, is evaluated using a formative program evaluation approach to determine if students' clinical documentations meet Family/Across the Lifespan Nurse Practitioner Competencies in a midsouthern family nurse practitioner program. This formative program evaluation supports the use of an electronic clinical tracking system in facilitating accreditation and program outcome goals. The significance of this study is that it provides novel evidence to support the use of an electronic clinical tracking system to assist a midsouthern school of nursing in meeting national core competencies.

  12. [Effects of core competency support program on depression and suicidal ideation for adolescents].

    Science.gov (United States)

    Park, Hyun Sook

    2009-12-01

    The purpose of this study was to evaluate the effects of a core competency support program on depression and suicidal ideation in adolescents. A quasi-experimental design was employed in this study. Participants for the study were high school students, 27 in the experimental group and 29 in the control group. Data were analyzed using the SPSS/WIN. 14.0 program with X(2) test, t-test, and ANCOVA. Participants in the core competency support program reported decreased depression scores significantly different from those in the control group. Participants in the core competency support program reported decreased suicidal ideation scores, also significantly different from those in the control group. The core competency support program was effective in decreasing depression and suicidal ideation for adolescents. Therefore, this approach is recommended as a suicide prevention strategy for adolescents.

  13. A core competency-based objective structured clinical examination (OSCE) can predict future resident performance.

    Science.gov (United States)

    Wallenstein, Joshua; Heron, Sheryl; Santen, Sally; Shayne, Philip; Ander, Douglas

    2010-10-01

    This study evaluated the ability of an objective structured clinical examination (OSCE) administered in the first month of residency to predict future resident performance in the Accreditation Council for Graduate Medical Education (ACGME) core competencies. Eighteen Postgraduate Year 1 (PGY-1) residents completed a five-station OSCE in the first month of postgraduate training. Performance was graded in each of the ACGME core competencies. At the end of 18 months of training, faculty evaluations of resident performance in the emergency department (ED) were used to calculate a cumulative clinical evaluation score for each core competency. The correlations between OSCE scores and clinical evaluation scores at 18 months were assessed on an overall level and in each core competency. There was a statistically significant correlation between overall OSCE scores and overall clinical evaluation scores (R = 0.48, p competencies of patient care (R = 0.49, p competencies. An early-residency OSCE has the ability to predict future postgraduate performance on a global level and in specific core competencies. Used appropriately, such information can be a valuable tool for program directors in monitoring residents' progress and providing more tailored guidance. © 2010 by the Society for Academic Emergency Medicine.

  14. Exploring LIS Students' Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

    Science.gov (United States)

    Pinto, Maria; Pascual, Rosaura Fernandez

    2016-01-01

    Understanding perceptions of Library and Information Science (LIS) students on two dimensions--belief in the importance (BIM) of a set of core information competencies, and Self-Efficacy (SE)--is pursued. Factor analysis implementation raises a clear distinction between BIM and SE results. This analysis points to two sets of competencies:…

  15. Exploring LIS Students' Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

    Science.gov (United States)

    Pinto, Maria; Pascual, Rosaura Fernandez

    2016-01-01

    Understanding perceptions of Library and Information Science (LIS) students on two dimensions--belief in the importance (BIM) of a set of core information competencies, and Self-Efficacy (SE)--is pursued. Factor analysis implementation raises a clear distinction between BIM and SE results. This analysis points to two sets of competencies:…

  16. The core competency movement in marriage and family therapy: key considerations from other disciplines.

    Science.gov (United States)

    Miller, John K; Todahl, Jeff L; Platt, Jason J

    2010-01-01

    There is a growing movement to define competency within the field of marriage and family therapy (MFT), particularly with respect to the training of practitioners and the evaluation of clinical practice. Efforts to define competency, however, transcend the practice of MFT and much can be learned from the experiences of other disciplines. Professions such as education, law, and medicine have made strides toward addressing the complex issue of competency standards in their respective fields. This article describes some ways in which the issue of competency has been approached in other professions, as well as some common dilemmas posed by adopting a competency-based orientation, to shed light on the process of defining competency in MFT. Moreover, this article identifies some of the more useful conceptualizations, modes of pedagogy, and evaluative practices found in other professions.

  17. Multi-institutional validation of a web-based core competency assessment system.

    Science.gov (United States)

    Tabuenca, Arnold; Welling, Richard; Sachdeva, Ajit K; Blair, Patrice G; Horvath, Karen; Tarpley, John; Savino, John A; Gray, Richard; Gulley, Julie; Arnold, Teresa; Wolfe, Kevin; Risucci, Donald A

    2007-01-01

    The Association of Program Directors in Surgery and the Division of Education of the American College of Surgeons developed and implemented a web-based system for end-of-rotation faculty assessment of ACGME core competencies of residents. This study assesses its reliability and validity across multiple programs. Each assessment included ratings (1-5 scale) on 23 items reflecting the 6 core competencies. A total of 4241 end-of-rotation assessments were completed for 332 general surgery residents (> or =5 evaluations each) at 5 sites during the 2004-2005 and 2005-2006 academic years. The mean rating for each resident on each item was computed for each academic year. The mean rating of items representing each competency was computed for each resident. Additional data included USMLE and ABSITE scores, PGY, and status in program (categorical, designated preliminary, and undesignated preliminary). Coefficient alpha was greater than 0.90 for each competency score. Mean ratings for each competency increased significantly (p competencies at all PGY levels. Competency ratings of PGY 1 residents correlated significantly with USMLE Step I, ranging from (r = 0.26, p competencies correlated significantly with the 2006 ABSITE Total Percentile Score (range: r = 0.20, p core competencies are internally consistent. The pattern of statistically significant correlations between competency ratings and USMLE and ABSITE scores supports the postdictive and concurrent validity, respectively, of faculty perceptions of resident knowledge. The pattern of increased ratings as a function of PGY supports the construct validity of faculty ratings of resident core competencies.

  18. Core competencies for UK occupational health nurses: a Delphi study.

    Science.gov (United States)

    Lalloo, D; Demou, E; Kiran, S; Gaffney, M; Stevenson, M; Macdonald, E B

    2016-11-01

    Occupational health nurses (OHNs) play a pivotal role in the delivery of occupational health (OH) services. Specific competency guidance has been developed in a number of countries, including the UK. While it is acknowledged that UK OHN practice has evolved in recent years, there has been no formal research to capture these developments to ensure that training and curricula remain up-to-date and reflect current practice. To identify current priorities among UK OHNs of the competencies required for OH practice. A modified Delphi study undertaken among representative OHN networks in the UK. This formed part of a larger study including UK and international occupational physicians. The study was conducted in two rounds using a questionnaire based on available guidance on training competencies for OH practice, the published literature, expert panel reviews and conference discussions. Consensus among OHNs was high with 7 out of the 12 domains scoring 100% in rating. 'Good clinical care' was the principal domain ranked most important, followed by 'general principles of assessment & management of occupational hazards to health'. 'Research methods' and 'teaching & educational supervision' were considered least important. This study has established UK OHNs' current priorities on the competencies required for OH practice. The timing of this paper is opportune with the formal launch of the Faculty of Occupational Health Nursing planned in 2018 and should inform the development of competency requirements as part of the Faculty's goals for standard setting in OHN education and training.

  19. The new core competence of the community college

    National Research Council Canada - National Science Library

    Jacobson, David L

    2005-01-01

    ... the past two decades. They have a striking opportunity not only to become far more effective at their core business of teaching and learning but also to play major roles in both K-12 education and workplace reform. In what follows I outline a new course of action for the community college that fully exploits these opportunities by building a new core c...

  20. Facilitating creativity as a core competence in Engineering Education

    DEFF Research Database (Denmark)

    Andersson, P.; Onarheim, Balder

    2015-01-01

    In Engineering Education (EE) there is a growing emphasis on providing students with skills and competences within innovation and entrepreneurship. This development has emerged from an identified need for establishment of new enterprises, creation of new possibilities for employment and to contri......In Engineering Education (EE) there is a growing emphasis on providing students with skills and competences within innovation and entrepreneurship. This development has emerged from an identified need for establishment of new enterprises, creation of new possibilities for employment...... competences in EE [1]. Still it is well known that there is inertia in Engineering Education to develop new structures and traditions in teaching and learning [2]. In the whole education system there is a growing interest in creative engagement of pupils and students, and the body of research in the area...

  1. Identifying Core Mobile Learning Faculty Competencies Based Integrated Approach: A Delphi Study

    Science.gov (United States)

    Elbarbary, Rafik Said

    2015-01-01

    This study is based on the integrated approach as a concept framework to identify, categorize, and rank a key component of mobile learning core competencies for Egyptian faculty members in higher education. The field investigation framework used four rounds Delphi technique to determine the importance rate of each component of core competencies…

  2. ACGME core competency training, mentorship, and research in surgical subspecialty fellowship programs.

    Science.gov (United States)

    Francesca Monn, M; Wang, Ming-Hsien; Gilson, Marta M; Chen, Belinda; Kern, David; Gearhart, Susan L

    2013-01-01

    To determine the perceived effectiveness of surgical subspecialty training programs in teaching and assessing the 6 ACGME core competencies including research. Cross-sectional survey. ACGME approved training programs in pediatric urology and colorectal surgery. Program Directors and recent trainees (2007-2009). A total of 39 program directors (60%) and 57 trainees (64%) responded. Both program directors and recent trainees reported a higher degree of training and mentorship (75%) in patient care and medical knowledge than the other core competencies (pcore competencies and research are effectively being taught in surgery subspecialty training programs and mentorship in areas outside of patient care and research is lacking. Emphasis should be placed on faculty supervision and feedback when designing methods to better incorporate all 6 core competencies, research, and mentorship. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  3. Core competencies for shared decision making training programs: insights from an international, interdisciplinary working group.

    Science.gov (United States)

    Légaré, France; Moumjid-Ferdjaoui, Nora; Drolet, Renée; Stacey, Dawn; Härter, Martin; Bastian, Hilda; Beaulieu, Marie-Dominique; Borduas, Francine; Charles, Cathy; Coulter, Angela; Desroches, Sophie; Friedrich, Gwendolyn; Gafni, Amiram; Graham, Ian D; Labrecque, Michel; LeBlanc, Annie; Légaré, Jean; Politi, Mary; Sargeant, Joan; Thomson, Richard

    2013-01-01

    Shared decision making is now making inroads in health care professionals' continuing education curriculum, but there is no consensus on what core competencies are required by clinicians for effectively involving patients in health-related decisions. Ready-made programs for training clinicians in shared decision making are in high demand, but existing programs vary widely in their theoretical foundations, length, and content. An international, interdisciplinary group of 25 individuals met in 2012 to discuss theoretical approaches to making health-related decisions, compare notes on existing programs, take stock of stakeholders concerns, and deliberate on core competencies. This article summarizes the results of those discussions. Some participants believed that existing models already provide a sufficient conceptual basis for developing and implementing shared decision making competency-based training programs on a wide scale. Others argued that this would be premature as there is still no consensus on the definition of shared decision making or sufficient evidence to recommend specific competencies for implementing shared decision making. However, all participants agreed that there were 2 broad types of competencies that clinicians need for implementing shared decision making: relational competencies and risk communication competencies. Further multidisciplinary research could broaden and deepen our understanding of core competencies for shared decision making training.

  4. Charting a course to competency: an approach to mapping public health core competencies to existing trainings.

    Science.gov (United States)

    Neiworth, Latrissa L; Allan, Susan; D'Ambrosio, Luann; Coplen-Abrahamson, Marlene

    2014-03-01

    Consistent with other professional fields, the goals of public health training have moved from a focus on knowledge transfer to the development of skills or competencies. At least six national competency sets have been developed in the past decade pertaining to public health professionals. State and local public health agencies are increasingly using competency sets as frameworks for staff development and assessment. Mapping competencies to training has potential for enhancing the value of public health training during resource-constrained times by directly linking training content to the desired skills. For existing public health trainings, the challenge is how to identify competencies addressed in those courses in a manner that is not burdensome and that produces valid results. This article describes a process for mapping competencies to the learning objectives, assignments, and assessments of existing trainings. The process presented could be used by any training center or organization that seeks to connect public health workforce competencies to previously developed instruction. Public health practice can be strengthened more effectively if trainings can be selected for the desired practice skills or competencies.

  5. Identifying Core Competencies of Infection Control Nurse Specialists in Hong Kong.

    Science.gov (United States)

    Chan, Wai Fong; Bond, Trevor G; Adamson, Bob; Chow, Meyrick

    2016-01-01

    To confirm a core competency scale for Hong Kong infection control nurses at the advanced nursing practice level from the core competency items proposed in a previous phase of this study. This would serve as the foundation of competency assurance in Hong Kong hospitals. A cross-sectional survey design was used. All public and private hospitals in Hong Kong. All infection control nurses in hospitals of Hong Kong. The 83-item proposed core competency list established in an earlier study was transformed into a questionnaire and sent to 112 infection control nurses in 48 hospitals in Hong Kong. They were asked to rate the importance of each infection prevention and control item using Likert-style response categories. Data were analyzed using the Rasch model. The response rate of 81.25% was achieved. Seven items were removed from the proposed core competency list, leaving a scale of 76 items that fit the measurement requirements of the unidimensional Rasch model. Essential core competency items of advanced practice for infection control nurses in Hong Kong were identified based on the measurement criteria of the Rasch model. Several items of the scale that reflect local Hong Kong contextual characteristics are distinguished from the overseas standards. This local-specific competency list could serve as the foundation for education and for certification of infection control nurse specialists in Hong Kong. Rasch measurement is an appropriate analytical tool for identifying core competencies of advanced practice nurses in other specialties and in other locations in a manner that incorporates practitioner judgment and expertise.

  6. Core competencies for hair restoration surgeons recommended by the International Society of Hair Restoration Surgery.

    Science.gov (United States)

    Puig, Carlos J; Beehner, Michael L; Cotterill, Paul C; Elliott, Vance W; Haber, Robert S; Harris, James A; Martinick, Jennifer H; Niedbalski, Robert P; Rose, Paul; Rousso, Daniel E; Shapiro, Ronald L

    2009-03-01

    Because hair restoration surgery has changed so significantly, the International Society of Hair Restoration Surgery (ISHRS) recently developed and published a Core Curriculum for Hair Restoration Surgery (CCHRS). The ISHRS organized a task force to develop training programs that would not only present the CCHRS but also provide the practical experience necessary to allow a physician to practice safe, aesthetically sound hair restoration surgery. The task force recognized early on that identification of core competencies for hair restoration surgeons was essential to guiding the development of these training experiences. This article presents the competencies that have been identified. The intent of the Core Competencies for Hair Restoration Surgery is to outline the knowledge and skills that are essential to accurately diagnose and treat hair loss, to ensure patient safety, and to optimize aesthetic results. The ISHRS hopes that all existing surgery and dermatology training programs teaching hair restoration surgery procedures will find the Core Competencies useful in developing their curriculums. The Core Competencies were developed through an organized review of the CCHRS by a team of experienced hair restoration surgeons and educators and reviewed and approved by the ISHRS Board of Governors. The diversity of these competencies demonstrate that contemporary hair restoration surgery is a specialty requiring knowledge of several medical disciplines, including genetics, endocrinology, dermatology, tissue preservation, and surgery. The International Society of Hair Restoration Surgery believes identification of these Core Competencies is an important contribution to physician education in hair restoration surgery, and physicians who demonstrate competency in these skills will satisfy patients with contemporary results in a safe environment.

  7. Testing of a measurement model for baccalaureate nursing students' self-evaluation of core competencies.

    Science.gov (United States)

    Hsu, Li-Ling; Hsieh, Suh-Ing

    2009-11-01

    Testing of a measurement model for baccalaureate nursing students' self-evaluation of core competencies. This paper is a report of a study to test the psychometric properties of the Self-Evaluated Core Competencies Scale for baccalaureate nursing students. Baccalaureate nursing students receive basic nursing education and continue to build competency in practice settings after graduation. Nursing students today face great challenges. Society demands analytic, critical, reflective and transformative attitudes from graduates. It also demands that institutions of higher education take the responsibility to encourage students, through academic work, to acquire knowledge and skills that meet the needs of the modern workplace, which favours highly skilled and qualified workers. A survey of 802 senior nursing students in their last semester at college or university was conducted in Taiwan in 2007 using the Self-Evaluated Core Competencies Scale. Half of the participants were randomly assigned either to principal components analysis with varimax rotation or confirmatory factor analysis. Principal components analysis revealed two components of core competencies that were named as humanity/responsibility and cognitive/performance. The initial model of confirmatory factor analysis was then converged to an acceptable solution but did not show a good fit; however, the final model of confirmatory factor analysis was converged to an acceptable solution with acceptable fit. The final model has two components, namely humanity/responsibility and cognitive/performance. Both components have four indicators. In addition, six indicators have their correlated measurement errors. Self-Evaluated Core Competencies Scale could be used to assess the core competencies of undergraduate nursing students. In addition, it should be used as a teaching guide to increase students' competencies to ensure quality patient care in hospitals.

  8. Communication and cooperation as core competencies of manager

    OpenAIRE

    Beneš, Michal

    2012-01-01

    The main goal of this thesis was to describe and analyse communication and cooperation, as the basic manager´s skills. Choose forms to find and measurement of these competences, with evaluation and describe actual level of management and suggest alternative to growth his skills in lifelong learning.

  9. Outcome-based residency education: teaching and evaluating the core competencies in plastic surgery.

    Science.gov (United States)

    Bancroft, Gregory N; Basu, C Bob; Leong, Mimi; Mateo, Carol; Hollier, Larry H; Stal, Samuel

    2008-06-01

    Through its oversight of residency education in the United States, the Accreditation Council for Graduate Medical Education has mandated new structural changes in resident education with its newly created core competencies and an emphasis on outcomes-based education. These core competencies represent the central areas in which the Accreditation Council for Graduate Medical Education believes a plastic surgery resident should receive adequate and appropriate education and training. In addition, as part of this outcomes-based education, residents are to be evaluated on their level of mastery in these core competencies. Increasingly, the Accreditation Council for Graduate Medical Education will assess the ability of residency programs to integrate the teaching and evaluating of the core competencies in their accreditation process of plastic surgery residency programs. This shift in residency evaluation initiated by the Outcomes Project by the Accreditation Council for Graduate Medical Education will have a significant impact in how plastic surgery residents are taught and, as importantly, evaluated in the coming years. The objectives of this work were as follows: (1) to outline the different methods available to foster a core competency-based plastic surgery training curriculum and (2) to serve as a primer to help both full-time academic and clinical faculty to further develop their curriculum to successfully teach and constructively evaluate their residents in the core competencies in accordance with the Accreditation Council for Graduate Medical Education guidelines. At the conclusion of this review, the reader should have a better understanding of what is necessary to formulate and help foster a plastic surgery core competency curriculum, particularly with an emphasis on the contemporary methods used for outcomes evaluations.

  10. Core competencies for UK occupational health nurses: a Delphi study

    Science.gov (United States)

    Demou, E.; Kiran, S.; Gaffney, M.; Stevenson, M.; Macdonald, E. B.

    2016-01-01

    Background Occupational health nurses (OHNs) play a pivotal role in the delivery of occupational health (OH) services. Specific competency guidance has been developed in a number of countries, including the UK. While it is acknowledged that UK OHN practice has evolved in recent years, there has been no formal research to capture these developments to ensure that training and curricula remain up-to-date and reflect current practice. Aims To identify current priorities among UK OHNs of the competencies required for OH practice. Methods A modified Delphi study undertaken among representative OHN networks in the UK. This formed part of a larger study including UK and international occupational physicians. The study was conducted in two rounds using a questionnaire based on available guidance on training competencies for OH practice, the published literature, expert panel reviews and conference discussions. Results Consensus among OHNs was high with 7 out of the 12 domains scoring 100% in rating. ‘Good clinical care’ was the principal domain ranked most important, followed by ‘general principles of assessment & management of occupational hazards to health’. ‘Research methods’ and ‘teaching & educational supervision’ were considered least important. Conclusions This study has established UK OHNs’ current priorities on the competencies required for OH practice. The timing of this paper is opportune with the formal launch of the Faculty of Occupational Health Nursing planned in 2018 and should inform the development of competency requirements as part of the Faculty’s goals for standard setting in OHN education and training. PMID:27492470

  11. Core Competencies in Disaster Management and Humanitarian Assistance: A Systematic Review.

    Science.gov (United States)

    Ripoll Gallardo, Alba; Djalali, Ahmadreza; Foletti, Marco; Ragazzoni, Luca; Della Corte, Francesco; Lupescu, Olivera; Arculeo, Chris; von Arnim, Gotz; Friedl, Tom; Ashkenazi, Michael; Fisher, Philipp; Hreckovski, Boris; Khorram-Manesh, Amir; Komadina, Radko; Lechner, Konstanze; Stal, Marc; Patru, Cristina; Burkle, Frederick M; Ingrassia, Pier Luigi

    2015-08-01

    Disaster response demands a large workforce covering diverse professional sectors. Throughout this article, we illustrate the results of a systematic review of peer-reviewed studies to identify existing competency sets for disaster management and humanitarian assistance that would serve as guidance for the development of a common disaster curriculum. A systematic review of English-language articles was performed on PubMed, Google Scholar, Scopus, ERIC, and Cochrane Library. Studies were included if reporting competency domains, abilities, knowledge, skills, or attitudes for professionals involved disaster relief or humanitarian assistance. Exclusion criteria included abstracts, citations, case studies, and studies not dealing with disasters or humanitarian assistance. Thirty-eight papers were analyzed. Target audience was defined in all articles. Five references (13%) reported cross-sectorial competencies. Most of the articles (81.6%) were specific to health care. Eighteen (47%) papers included competencies for at least 2 different disciplines and 18 (47%) for different professional groups. Nursing was the most widely represented cadre. Eighteen papers (47%) defined competency domains and 36 (94%) reported list of competencies. Nineteen articles (50%) adopted consensus-building to define competencies, and 12 (31%) included competencies adapted to different professional responsibility levels. This systematic review revealed that the largest number of papers were mainly focused on the health care sector and presented a lack of agreement on the terminology used for competency-based definition.

  12. Intasc Standard Cores: Raising Students’ English Modality Competence

    Directory of Open Access Journals (Sweden)

    Muliani Muliani

    2016-11-01

    Full Text Available This research aimed at raising the students’ modality competence with the implementation of a teaching model which was called as Interstate New Teachers Assessment and Support Consortium (INTASC model that covering ten standards. It was expected that this research could give numerous contribution in teaching English, particularly in teaching English Modality where the problem found was that the students got difficulty in using modal verbs regarding both tense and aspect in which consequently would affect the communicative competence of the students. In the form of Research and Development, this research was carried by means of implementing validated instrument and 10 modules in the small and large scale assessments that involving 50 students in the small scale assessment and 80 students in the large-scale assessment. Standard 1-2 dealt with the students’ need and diversity of learning while standard 3-7 dealt with various instructions teaching the content knowledge regarding the use of English modality. Furthermore, standard 8-10 dealt with summative assessment, reflection, and professional development. Eventually, it is found that the level of learning of the students raise supported by the data that 94% of the level of learning can be achieved by the students while it was only 6% of the modality expressions cannot be used properly. It can be noted that this teaching model can assist the students in achieving the modality competence by having a very well-sequenced procedures of teaching in which this teaching model starts from considering the prior knowledge, the need, and the students’ diversity before creating further instructions regarding the content knowledge where the modality competence is the main goal to achieve.

  13. Suicide Risk Assessment Training for Psychology Doctoral Programs: Core Competencies and a Framework for Training.

    Science.gov (United States)

    Cramer, Robert J; Johnson, Shara M; McLaughlin, Jennifer; Rausch, Emilie M; Conroy, Mary Alice

    2013-02-01

    Clinical and counseling psychology programs currently lack adequate evidence-based competency goals and training in suicide risk assessment. To begin to address this problem, this article proposes core competencies and an integrated training framework that can form the basis for training and research in this area. First, we evaluate the extent to which current training is effective in preparing trainees for suicide risk assessment. Within this discussion, sample and methodological issues are reviewed. Second, as an extension of these methodological training issues, we integrate empirically- and expert-derived suicide risk assessment competencies from several sources with the goal of streamlining core competencies for training purposes. Finally, a framework for suicide risk assessment training is outlined. The approach employs Objective Structured Clinical Examination (OSCE) methodology, an approach commonly utilized in medical competency training. The training modality also proposes the Suicide Competency Assessment Form (SCAF), a training tool evaluating self- and observer-ratings of trainee core competencies. The training framework and SCAF are ripe for empirical evaluation and potential training implementation.

  14. Core competencies in sexual and reproductive health for the interprofessional primary care team.

    Science.gov (United States)

    Cappiello, Joyce; Levi, Amy; Nothnagle, Melissa

    2016-05-01

    A primary care workforce that is well prepared to provide high-quality sexual and reproductive health (SRH) care has the potential to enhance access to care and reduce health disparities. This project aimed to identify core competencies to guide SRH training across the primary care professions. A six-member interprofessional expert working group drafted SRH competencies for primary care team members. Primary care providers including family physicians, nurses, nurse practitioners and certified nurse midwives, physician assistants and pharmacists were invited to participate in a three-round electronic Delphi survey. In each round, participants voted by email to retain, eliminate or revise each competency, with their suggested edits to the competencies incorporated by the researchers after each round. Fifty providers from six professions participated. In Round 1, 17 of 33 draft competencies reached the 75% predetermined agreement level to be accepted as written. Five were combined, reducing the total number to 28. Based on Round 2 feedback, 21 competencies were reworded, and 2 were combined. In Round 3, all 26 competencies reached at least 83.7% agreement, with 9 achieving 100% agreement. The 33 core competencies encompass professional ethics and reproductive justice, collaboration, SRH services and conditions affecting SRH. These core competencies will be disseminated and adapted to each profession's scope of practice to inform required curricula. SRH competencies for primary care can inform the required curricula across professions, filling the gap between an established standard of care necessary to meet patient needs and the outcomes of that care. Copyright © 2015 Elsevier Inc. All rights reserved.

  15. Measuring and Reporting Leadership and Core Competency Domains

    Science.gov (United States)

    2015-09-04

    Project LLC Auditors , 2004, http://www.projectauditors.com/Papers/DIMHRS.PDF; Defense Business Board, “Transforming DoD’s Core Business Processes...RET DATE: 00000000 DEPLOY STAT: GEO LOC DCTB:199810 ROTATION TOUR DATE: 00000000 COMBAT SERV CODE: OVERSEAS CONTROL DATE: 00000000 LAST COMBAT

  16. Competencies in European gerontological higher education. An explorative study on core elements.

    Science.gov (United States)

    Schoenmakers, Eric C; Damron-Rodriguez, Joann; Frank, Janet C; Pianosi, Birgit; Jukema, Jan S

    2017-01-01

    This study explores whether there is a common core of competencies in European gerontology education programs by doing a cross-comparison of five undergraduate-level programs. Content analysis of competency profile documents at the five European educational programs were studied using thematic analysis. Study results document that there indeed is a common core of elements in gerontological educational programs. Three clusters which included a total of 15 categories were identified. The clusters were labeled professional attitude, communication skills, and service provision. Clusters and categories varied across the five programs. One program in particular included fewer clusters and categories. This may reflect a difference in focus in the program but could also reflect a less elaborately formulated competency profile document. The results of this study show that, at least at the level of formulating competencies, there is a strong agreement on the major components that are important for a gerontologist at the undergraduate level.

  17. An interprofessional consensus of core competencies for prelicensure education in pain management: curriculum application for nursing.

    Science.gov (United States)

    Herr, Keela; Marie, Barbara St; Gordon, Debra B; Paice, Judith A; Watt-Watson, Judy; Stevens, Bonnie J; Bakerjian, Debra; Young, Heather M

    2015-06-01

    Ineffective assessment and management of pain is a significant problem. A gap in prelicensure health science program pain content has been identified for the improvement of pain care in the United States. Through consensus processes, an expert panel of nurses, who participated in the interdisciplinary development of core competencies in pain management for prelicensure health professional education, developed recommendations to address the gap in nursing curricula. Challenges and incentives for implementation of pain competencies in nursing education are discussed, and specific recommendations for how to incorporate the competencies into entry-level nursing curricula are provided. Embedding pain management core competencies into prelicensure nursing education is crucial to ensure that nurses have the essential knowledge and skills to effectively manage pain and to serve as a foundation on which clinical practice skills can be later honed. [J Nurs Educ. 2015;54(6):317-327.]. Copyright 2015, SLACK Incorporated.

  18. Core competence and dominant logic: contributions to the analysis of merger and acquisition process

    Directory of Open Access Journals (Sweden)

    Marcelo Pereira Binder

    2010-01-01

    Full Text Available Mergers and acquisitions are one of the most important strategic decisions a company can take. In the 1980s and 1990s, mergers and acquisitions have occurred in large numbers of companies and several theories have been developed to explain the phenomenon. However, most of these theories are related to the financial area. But, non-quantifiable aspects, such as core competencies and dominant logic, have been relegated to the background. Identified this gap, this paper proposes the inclusion of the concept of core competence and dominant logic as an analytical tool to validate a merger process. To do so, this article has rescued the discussion of these concepts in the business strategy field and a case that did not achieve the proposed goals with the merger was examined from this perspective. The result evidence that the adoption of the concepts of core competence and dominant logic helps explain a new insights with the merger process.

  19. Core Competencies or a Competent Core? A Scoping Review and Realist Synthesis of Invasive Bedside Procedural Skills Training in Internal Medicine.

    Science.gov (United States)

    Brydges, Ryan; Stroud, Lynfa; Wong, Brian M; Holmboe, Eric S; Imrie, Kevin; Hatala, Rose

    2017-05-09

    Invasive bedside procedures are core competencies for internal medicine, yet no formal training guidelines exist. The authors conducted a scoping review and realist synthesis to characterize current training for lumbar puncture, arthrocentesis, paracentesis, thoracentesis, and central venous catheterization. They aimed to collate how educators justify using specific interventions, establish which interventions have the best evidence, and offer directions for future research and training. The authors systematically searched Medline, Embase, the Cochrane Library, and ERIC through April 2015. Studies were screened in three phases; all reviews were performed independently and in duplicate. The authors extracted information on learner and patient demographics, study design and methodological quality, and details of training interventions and measured outcomes. A three-step realist synthesis was performed to synthesize findings on each study's context, mechanism, and outcome, and to identify a foundational training model. From an initial 6,671 studies, 149 studies were further reduced to 67 (45%) reporting sufficient information for realist synthesis. Analysis yielded four types of procedural skills training interventions. There was relative consistency across contexts and significant differences in mechanisms and outcomes across the four intervention types. The medical procedural service was identified as an adaptable foundational training model. The observed heterogeneity in procedural skills training implies that programs are not consistently developing residents who are competent in core procedures. The findings suggest that researchers in education and quality improvement will need to collaborate to design training that develops a "competent core" of proceduralists using simulation and clinical rotations.

  20. Developing a Core Competency Model and Educational Framework for Primary Maternity Services: a national consensus approach.

    Science.gov (United States)

    Homer, Caroline S E; Griffiths, Marnie; Brodie, Pat M; Kildea, Sue; Curtin, Austin M; Ellwood, David A

    2012-09-01

    An appropriately educated and competent workforce is crucial to an effective health care system. The National Health Workforce Taskforce (now Health Workforce Australia) and the Maternity Services Inter-Jurisdictional Committee funded a project to develop Core Competencies and Educational Framework for Primary Maternity Services in Australia. These competencies recognise the interdisciplinary nature of maternity care in Australia where care is provided by general practitioners, obstetricians and midwives as well as other professionals. Key stakeholders from professional organisations and providers of services related to maternity care and consumers of services. A national consensus approach was undertaken using consultation processes with a Steering Committee, a wider Reference Group and public consultation. A national Core Competencies and Educational Framework for Primary Maternity Services in Australia was developed through an iterative process with a range of key stakeholders. There are a number of strategies that may assist in the integration of these into primary maternity service provider professional groups' education and practice. The Core Competencies and Educational Framework are based on an interprofessional approach to learning and primary maternity service practice. They have sought to value professional expertise and stimulate awareness and respect for the roles of all primary maternity service providers. The competencies and framework described in this paper are now a critical component of Australian maternity services as they are included in actions in the newly released National Maternity Services Plan and thus have relevance for all providers of Australian maternity services. Copyright © 2011 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  1. What are the most common domains of the core competencies of disaster nursing? A scoping review.

    Science.gov (United States)

    Al Thobaity, Abdullelah; Plummer, Virginia; Williams, Brett

    2017-03-01

    Scoping review was conducted to identify the most common domains of the core competencies of disaster nursing. Nurses play an essential role in all phases of disaster management. For nurses to respond competently, they must be equipped with the skills to provide comprehensive and holistic care to the populations affected by or at risk of disasters. A scoping review was conducted using the Joanna Briggs Institute methodology. The review used information from six databases: the Cumulative Index to Nursing and Allied Health Literature, Ovid MEDLINE, ScienceDirect, ProQuest, Scopus and the Education Resources Information Center. Keywords and inclusion and exclusion criteria were identified as strategies to use in this review. Twelve studies were eligible for result extraction, as they listed domains of the core competencies. These domains varied among studies. However, the most common domains were related to communication, planning, decontamination and safety, the Incident Command System and ethics. Knowledge of the domains of the core competencies, such as understanding the content and location of the disaster plan, communication during disaster and ethical issues is fundamental for nurses. Including these domains in the planning and provision of training for nurses, such as disaster drills, will strengthen their preparedness to respond competently to disaster cases. Nurses must be involved in future research in this area to explore and describe their fundamental competencies in each domain. Copyright © 2016 Elsevier Ltd. All rights reserved.

  2. Core competencies of radiographers working in rural hospitals of KwaZulu-Natal, South Africa.

    Science.gov (United States)

    Mung'omba, Bernard; Botha, Annali D H

    2017-08-31

    Rural radiographers require, over and above traditional radiographic expertise, additional competencies which to a certain degree are unique however not limited to rural practice. Previous studies, however, have focused more attention primarily on other rural health professionals such as doctors and nurses leaving a research need in this field. This article focuses on the additional competencies that may be required for rural radiographers. To investigate and identify additional core competencies required by radiographers working in rural hospitals of KwaZulu-Natal in order to propose a continuous professional development strategy aimed at rural radiographers. An exploratory sequential design was utilised with qualitative (Phase I) and quantitative (Phase II) strands involving seven participants and 109 respondents, respectively. Only radiographers working in rural KwaZulu-Natal hospitals were included in the study. The four major themes and categories identified in Phase I were used to develop data collection instrument for Phase II of the study. Collectively, the results revealed that there were a number of additional core competencies such as, but not limited to, teamwork, ability to do basic obstetric ultrasound scans, leadership, management and reporting on plain radiographs, all of which are required by rural radiographers. In 2014 when these competencies were checked against a single curriculum, it was found that majority of them were either partially covered or not at all covered. The study provides additional information on context specific core competencies and, therefore, may act as a catalyst to influence the future of radiographers working in rural areas of South Africa.

  3. Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review.

    Science.gov (United States)

    Lavoie, Patrick; Michaud, Cécile; Bélisle, Marilou; Boyer, Louise; Gosselin, Émilie; Grondin, Myrian; Larue, Caroline; Lavoie, Stéphan; Pepin, Jacinthe

    2017-08-16

    To identify the theories used to explain learning in simulation and to examine how these theories guided the assessment of learning outcomes related to core competencies in undergraduate nursing students. Nurse educators face the challenge of making explicit the outcomes of competency-based education, especially when competencies are conceptualized as holistic and context dependent. Theoretical review. Research papers (N = 182) published between 1999-2015 describing simulation in nursing education. Two members of the research team extracted data from the papers, including theories used to explain how simulation could engender learning and tools used to assess simulation outcomes. Contingency tables were created to examine the associations between theories, outcomes and tools. Some papers (N = 79) did not provide an explicit theory. The 103 remaining papers identified one or more learning or teaching theories; the most frequent were the National League for Nursing/Jeffries Simulation Framework, Kolb's theory of experiential learning and Bandura's social cognitive theory and concept of self-efficacy. Students' perceptions of simulation, knowledge and self-confidence were the most frequently assessed, mainly via scales designed for the study where they were used. Core competencies were mostly assessed with an observational approach. This review highlighted the fact that few studies examined the use of simulation in nursing education through learning theories and via assessment of core competencies. It also identified observational tools used to assess competencies in action, as holistic and context-dependent constructs. © 2017 John Wiley & Sons Ltd.

  4. Exploring core competencies for mental health and addictions work within a Family Health Team setting.

    Science.gov (United States)

    Rush, Brian; McPherson-Doe, Catherine; Behrooz, Reneé C; Cudmore, Alan

    2013-06-01

    Approximately 200 Family Health Teams (FHTs) have been implemented in Ontario to improve access to primary healthcare, including mental health and addiction. The objectives of this project were to examine, through a focus group and qualitative methodology with three FHTs, the profile of patients' mental health and addiction-related needs and to identify the implications for the development of core competencies in these innovative organisations. A spectrum of needs and service trajectories was identified, as well as the importance of a wide range of clinical skills and knowledge. The results indicate that 'core' competencies for mental health work in the context of an FHT go well beyond those required for an embedded mental health 'programme' or specialised mental health counsellors, but rather they relate to the core and discipline-specific competencies of members of the entire team. In addition to specific knowledge and skills, competencies include common attitudes and values relating to teamwork, good communication and collaboration. Challenges were noted with regard to working with some community service providers, especially addiction services. Implications for core competencies at the individual and organisational level were identified.

  5. Examining the importance of incorporating emergency preparedness and disaster training core competencies into allied health curricula.

    Science.gov (United States)

    Curtis, Tammy

    2015-01-01

    Preparation for responding to emergency events that does not warrant outside help beyond the local community resources or responding to disaster events that is beyond the capabilities of the local community both require first responders and healthcare professionals to have interdisciplinary skills needed to function as a team for saving lives. To date, there is no core emergency preparedness and disaster planning competencies that have been standardized at all levels across the various allied health curricula disciplines. To identify if emergency preparedness and disaster training content are currently being taught in allied health program courses, to identify possible gaps within allied health curricula, and to explore the perceptions of allied health college educators for implementing emergency preparedness and disaster training core competencies into their existing curricula, if not already included. A quantitative Internet-based survey was conducted in 2013. Convenient sample. Fifty-one allied health college educators completed the survey. Descriptive statistics indicated that the majority of allied health college instructors do not currently teach emergency preparedness and disaster training core competency content within their current allied health discipline; however, their perceived level of importance for inclusion of the competencies was high. The results of this study supported the need for developing and establishing a basic national set of standardized core emergency preparedness and disaster planning competencies at all levels across various allied health curricula disciplines to ensure victims receive the best patient care and have the best possible chance of survival.

  6. [Development and validation of a tool for evaluating core competencies in nursing cancer patients on chemotherapy].

    Science.gov (United States)

    Kim, Sung Hae; Park, Jae Hyun

    2012-10-01

    This study was done to develop tool to evaluate the core competencies regarding nursing cancer patients on chemotherapy, and to verify the reliability and efficacy of the developed tool. A tool to evaluate the core competencies was developed from a preliminary tool consisting of 112 items verified by expert groups. The adequacy of the preliminary tool was analyzed and refined to the final evaluation tool containing 76 items in 8 core competencies and 18 specific competencies. The evaluation tool is in the form of a self-report, and each item is evaluated according to a 3-point scale. From September 22 to October 14, 2011, 349 survey responses were analyzed using SPSS 20.0 and the WINSTEPS program that employs the Rasch model. Results indicated that there were no inappropriate items and the items had low levels of difficulty in comparison with the knowledge levels of the study participants. The results of factor analysis yielded 18 factors, and the reliability of the tools was very high with Cronbach's α=.97. The results of this study can be used for training and evaluation of core competencies for nursing cancer patients, and for standardizing nursing practices associated with chemotherapy.

  7. 4-H Youth Development Professionals’ Perceptions of Youth Development Core Competence

    Directory of Open Access Journals (Sweden)

    Janet E. Fox

    2013-06-01

    Full Text Available The purpose of this descriptive study was to assess the perceived level of competence among 4-H Youth Development Agents from a Southern state in the United States. The findings will be used to identify gaps in and opportunities for professional training and development experiences in supporting the competence and growth of youth professionals. Based on the 4-H Professional Research, Knowledge, and Competency Model (Stone & Rennekamp, 2004, youth development professionals rated their youth development competence in nine youth development core competency areas. Utilizing a five-point Likert-type scale ranging from 1=no knowledge to 5=expert, youth development professionals rated their youth development competence ranging from 3.12 to 3.54. According to an interpretive scale, youth development professionals rated their competence as intermediate. Staff felt most competent in the areas of current youth issues, career opportunities for youth, and family structures/relationships. Staff felt least competent in the area of mental development of youth. No one identified themselves as an expert in the areas of psychological development, emotional development, and current youth issues.

  8. Core competencies and the prevention of school failure and early school leaving.

    Science.gov (United States)

    Bradshaw, Catherine P; O'Brennan, Lindsey M; McNeely, Clea A

    2008-01-01

    There is an increasing awareness that school failure and early school leaving are processes, rather than discrete events, that often co-occur and can have lasting negative effects on children's development. Most of the literature has focused on risk factors for failure and dropout rather than on the promotion of competencies that can increase youths' likelihood of successfully completing high school. This chapter applies the core competencies framework to the promotion of youths' success within the school environment. We conclude with a brief review of evidence-based prevention strategies that address the five competencies and identify avenues for future research.

  9. Motor Learning and Control Foundations of Kinesiology: Defining the Academic Core

    Science.gov (United States)

    Fischman, Mark G.

    2007-01-01

    This paper outlines the kinesiological foundations of the motor behavior subdisciplines of motor learning and motor control. After defining the components of motor behavior, the paper addresses the undergraduate major and core knowledge by examining several classic textbooks in motor learning and control, as well as a number of contemporary…

  10. Motor Learning and Control Foundations of Kinesiology: Defining the Academic Core

    Science.gov (United States)

    Fischman, Mark G.

    2007-01-01

    This paper outlines the kinesiological foundations of the motor behavior subdisciplines of motor learning and motor control. After defining the components of motor behavior, the paper addresses the undergraduate major and core knowledge by examining several classic textbooks in motor learning and control, as well as a number of contemporary…

  11. Friday Forum and the AICPA Core Competency Framework: Honing Students' Personal Competencies

    Science.gov (United States)

    Johnson, Grace F.

    2013-01-01

    This paper shares one learning technique for honing undergraduate students' personal competencies. The senior accounting capstone course at a small Midwestern private liberal college includes a weekly seminar series, called the Friday Forum, where students and practitioners meet to discuss a current professional accounting article. Since Spring…

  12. Bioinformatics curriculum guidelines: toward a definition of core competencies

    National Research Council Canada - National Science Library

    Welch, Lonnie; Lewitter, Fran; Schwartz, Russell; Brooksbank, Cath; Radivojac, Predrag; Gaeta, Bruno; Schneider, Maria Victoria

    2014-01-01

    ... education, service, and training. In response to this need, the Curriculum Task Force of the International Society for Computational Biology (ISCB) Education Committee seeks to define curricular guidelines for those who train and educate bioinformaticians. The previous report of the task force summarized a survey that was conducted to gather inp...

  13. Core competency requirements among extension workers in peninsular Malaysia: Use of Borich's needs assessment model.

    Science.gov (United States)

    Umar, Sulaiman; Man, Norsida; Nawi, Nolila Mohd; Latif, Ismail Abd; Samah, Bahaman Abu

    2017-06-01

    The study described the perceived importance of, and proficiency in core agricultural extension competencies among extension workers in Peninsular Malaysia; and evaluating the resultant deficits in the competencies. The Borich's Needs Assessment Model was used to achieve the objectives of the study. A sample of 298 respondents was randomly selected and interviewed using a pre-tested structured questionnaire. Thirty-three core competency items were assessed. Instrument validity and reliability were ensured. The cross-sectional data obtained was analysed using SPSS for descriptive statistics including mean weighted discrepancy score (MWDS). Results of the study showed that on a scale of 5, the most important core extension competency items according to respondents' perception were: "Making good use of information and communication technologies/access and use of web-based resources" (M=4.86, SD=0.23); "Conducting needs assessments" (M=4.84, SD=0.16); "organizing extension campaigns" (M=4.82, SD=0.47) and "Managing groups and teamwork" (M=4.81, SD=0.76). In terms of proficiency, the highest competency identified by the respondents was "Conducting farm and home visits (M=3.62, SD=0.82) followed by 'conducting meetings effectively' (M=3.19, SD=0.72); "Conducting focus group discussions" (M=3.16, SD=0.32) and "conducting community forums" (M=3.13, SD=0.64). The discrepancies implying competency deficits were widest in "Acquiring and allocating resources" (MWDS=12.67); use of information and communication technologies (ICTs) and web-based resources in agricultural extension (MWDS=12.59); and report writing and sharing the results and impacts (MWDS=11.92). It is recommended that any intervention aimed at developing the capacity of extension workers in Peninsular Malaysia should prioritize these core competency items in accordance with the deficits established in this study. Copyright © 2017 Elsevier Ltd. All rights reserved.

  14. Influence Factors and Improvement Recommendations for Core Competency of Township Enterprises

    OpenAIRE

    Zhang, Chengjun

    2014-01-01

    Core competency of township enterprises may be influenced from the property right, technology, scale operation, financial management and talent. In view of these influence factors, township enterprises should conduct technological innovation, bring into full play functions of talents, promote corporate culture of township enterprises, attach great importance to development of core products and innovation of relevant systems, and establish market information platform for township enterprises.

  15. Influence Factors and Improvement Recommendations for Core Competency of Township Enterprises

    Institute of Scientific and Technical Information of China (English)

    Chengjun; ZHANG

    2014-01-01

    Core competency of township enterprises may be influenced from the property right,technology,scale operation,financial management and talent. In view of these influence factors,township enterprises should conduct technological innovation,bring into full play functions of talents,promote corporate culture of township enterprises,attach great importance to development of core products and innovation of relevant systems,and establish market information platform for township enterprises.

  16. Validation of a New Instrument for Self-Assessment of Nurses’ Core Competencies in Palliative Care

    Directory of Open Access Journals (Sweden)

    Kari Slåtten

    2014-01-01

    Full Text Available Competence can be seen as a prerequisite for high quality nursing in clinical settings. Few research studies have focused on nurses’ core competencies in clinical palliative care and few measurement tools have been developed to explore these core competencies. The purpose of this study was to test and validate the nurses’ core competence in palliative care (NCPC instrument. A total of 122 clinical nurse specialists who had completed a postbachelor program in palliative care at two university colleges in Norway answered the questionnaire. The initial analysis, with structural equation modelling, was run in Mplus 7. A modified confirmatory factor analysis revealed the following five domains: knowledge in symptom management, systematic use of the Edmonton symptom assessment system, teamwork skills, interpersonal skills, and life closure skills. The actual instrument needs to be tested in a practice setting with a larger sample to confirm its usefulness. The instrument has the potential to be used to refine clinical competence in palliative care and be used for the training and evaluation of palliative care nurses.

  17. Validation of a new instrument for self-assessment of nurses' core competencies in palliative care.

    Science.gov (United States)

    Slåtten, Kari; Hatlevik, Ove; Fagerström, Lisbeth

    2014-01-01

    Competence can be seen as a prerequisite for high quality nursing in clinical settings. Few research studies have focused on nurses' core competencies in clinical palliative care and few measurement tools have been developed to explore these core competencies. The purpose of this study was to test and validate the nurses' core competence in palliative care (NCPC) instrument. A total of 122 clinical nurse specialists who had completed a postbachelor program in palliative care at two university colleges in Norway answered the questionnaire. The initial analysis, with structural equation modelling, was run in Mplus 7. A modified confirmatory factor analysis revealed the following five domains: knowledge in symptom management, systematic use of the Edmonton symptom assessment system, teamwork skills, interpersonal skills, and life closure skills. The actual instrument needs to be tested in a practice setting with a larger sample to confirm its usefulness. The instrument has the potential to be used to refine clinical competence in palliative care and be used for the training and evaluation of palliative care nurses.

  18. The core competencies for mental, neurological, and substance use disorder care in sub-Saharan Africa.

    Science.gov (United States)

    Collins, Pamela Y; Musisi, Seggane; Frehywot, Seble; Patel, Vikram

    2015-01-01

    The 2010 Global Burden of Disease Study points to a changing landscape in which non-communicable diseases, such as mental, neurological, and substance use (MNS) disorders, account for an increasing proportion of premature mortality and disability globally. Despite evidence of the need for care, a remarkable deficit of providers for MNS disorder service delivery persists in sub-Saharan Africa. This critical workforce can be developed from a range of non-specialist and specialist health workers who have access to evidence-based interventions, whose roles, and the associated tasks, are articulated and clearly delineated, and who are equipped to master and maintain the competencies associated with providing MNS disorder care. In 2012, the Neuroscience Forum of the Institute of Medicine convened a meeting of key stakeholders in Kampala, Uganda, to discuss a set of candidate core competencies for the delivery of mental health and neurological care, focusing specifically on depression, psychosis, epilepsy, and alcohol use disorders. This article discusses the candidate core competencies for non-specialist health workers and the complexities of implementing core competencies in low- and middle-income country settings. Sub-Saharan Africa, however, has the potential to implement novel training initiatives through university networks and through structured processes that engage ministries of health. Finally, we outline challenges associated with implementing competencies in order to sustain a workforce capable of delivering quality services for people with MNS disorders.

  19. A core competency model for Chinese baccalaureate nursing graduates: a descriptive correlational study in Beijing.

    Science.gov (United States)

    Yang, Fang Yu; Zhao, Rong Rong; Liu, Yi Si; Wu, Ying; Jin, Ning Ning; Li, Rui Ying; Shi, Shu Ping; Shao, Yue Ying; Guo, Ming; Arthur, David; Elliott, Malcolm

    2013-12-01

    A review of the literature showed that the core competencies needed by newly graduated Chinese nurses were not as of yet undocumented. To develop a psychometrically sound instrument for identifying and measuring the core competencies needed by Chinese nursing baccalaureate graduates. Descriptive correlational and multicentre study. Seven major tertiary teaching hospitals and three major medical universities in Beijing. 790 subjects, including patients, nursing faculty members, doctors and nurses. A reliable and valid self-report instrument, consisting of 58 items, was developed using multiple methods. It was then distributed to 790 subjects to measure nursing competency in a broader Chinese context. The psychometric characteristics of reliability and validity were supported by descriptive and inferential analyses. The final instrument consists of six dimensions with 47 items. The content validity index was 0.90. The overall scale reliability was 0.97 with dimensions range from 0.87 to 0.94. Six domains of core competencies were identified: professionalism; direct care; support and communication; application of professional knowledge; personal traits; and critical thinking and innovation. The findings of this study provide valuable evidence for a psychometrically sound measurement tool, as well as for competency-based nursing curriculum reform. Copyright © 2013 Elsevier Ltd. All rights reserved.

  20. The core competencies for mental, neurological, and substance use disorder care in sub-Saharan Africa

    Directory of Open Access Journals (Sweden)

    Pamela Y. Collins

    2015-03-01

    Full Text Available The 2010 Global Burden of Disease Study points to a changing landscape in which non-communicable diseases, such as mental, neurological, and substance use (MNS disorders, account for an increasing proportion of premature mortality and disability globally. Despite evidence of the need for care, a remarkable deficit of providers for MNS disorder service delivery persists in sub-Saharan Africa. This critical workforce can be developed from a range of non-specialist and specialist health workers who have access to evidence-based interventions, whose roles, and the associated tasks, are articulated and clearly delineated, and who are equipped to master and maintain the competencies associated with providing MNS disorder care. In 2012, the Neuroscience Forum of the Institute of Medicine convened a meeting of key stakeholders in Kampala, Uganda, to discuss a set of candidate core competencies for the delivery of mental health and neurological care, focusing specifically on depression, psychosis, epilepsy, and alcohol use disorders. This article discusses the candidate core competencies for non-specialist health workers and the complexities of implementing core competencies in low- and middle-income country settings. Sub-Saharan Africa, however, has the potential to implement novel training initiatives through university networks and through structured processes that engage ministries of health. Finally, we outline challenges associated with implementing competencies in order to sustain a workforce capable of delivering quality services for people with MNS disorders.

  1. The Development of Core Competencies for the Practice of Marriage and Family Therapy

    Science.gov (United States)

    Nelson, Thorana S.; Chenail, Ronald J.; Alexander, James F.; Crane, D. Russell; Johnson, Susan M.; Schwallie, Linda

    2007-01-01

    In response to a series of national policy reports regarding what has been termed the "quality chasm" in health and mental health care in the United States, in January 2003, the American Association for Marriage and Family Therapy convened a task force to develop core competencies (CC) for the practice of marriage and family therapy (MFT). The…

  2. Study of Core Competency Elements and Factors Affecting Performance Efficiency of Government Teachers in Northeastern Thailand

    Science.gov (United States)

    Chansirisira, Pacharawit

    2012-01-01

    The research aimed to investigate the core competency elements and the factors affecting the performance efficiency of the civil service teachers in the northeastern region, Thailand. The research procedure consisted of two steps. In the first step, the data were collected using a questionnaire with the reliability (Cronbach's Alpha) of 0.90. The…

  3. The Principalship: Essential Core Competencies for Instructional Leadership and Its Impact on School Climate

    Science.gov (United States)

    Ross, Dorrell J.; Cozzens, Jeffry A.

    2016-01-01

    The purpose of this quantitative study was to investigate teachers' perceptions of principals' leadership behaviors influencing the schools' climate according to Green's (2010) ideologies of the 13 core competencies within the four dimensions of principal leadership. Data from the "Leadership Behavior Inventory" (Green, 2014) suggest 314…

  4. Core Competencies and the Prevention of High-Risk Sexual Behavior

    Science.gov (United States)

    Charles, Vignetta Eugenia; Blum, Robert Wm.

    2008-01-01

    Adolescent sexual risk-taking behavior has numerous individual, family, community, and societal consequences. In an effort to contribute to the research and propose new directions, this chapter applies the core competencies framework to the prevention of high-risk sexual behavior. It describes the magnitude of the problem, summarizes explanatory…

  5. The Relationship between Leadership Behavior, the Thirteen Core Competencies, and Teacher Job Satisfaction

    Science.gov (United States)

    Crane, Detris Nanette

    2012-01-01

    The purpose of this quantitative correlational study was to determine if teacher job satisfaction is enhanced when principals value and exhibit behaviors informed by the 13 core competencies. Principals and teachers from 70 elementary, middle, and high schools in the southeast United States participated in the study. The "Leadership Behavior…

  6. Core Competencies: The Challenge for Graduate Peace and Conflict Studies Education

    Science.gov (United States)

    Windmueller, John; Wayne, Ellen Kabcenell; Botes, Johannes

    2009-01-01

    This article uses a case study of the assessment of a graduate program in negotiations and conflict management as a springboard for discussing several critical, but unanswered questions in our field. It raises questions regarding the lack of clear core competencies and expectations regarding curricula at the graduate-level of peace and conflict…

  7. The Relationship between Leadership Behavior, the Thirteen Core Competencies, and Teacher Job Satisfaction

    Science.gov (United States)

    Crane, Detris Nanette

    2012-01-01

    The purpose of this quantitative correlational study was to determine if teacher job satisfaction is enhanced when principals value and exhibit behaviors informed by the 13 core competencies. Principals and teachers from 70 elementary, middle, and high schools in the southeast United States participated in the study. The "Leadership Behavior…

  8. Fundamental Elements of the Counterintelligence Discipline. Volume 1: Universal Counterintelligence Core Competencies

    Science.gov (United States)

    2006-01-01

    interview, writing samples, written exam, Myers Briggs , Keirsey Temperament, etc. The universal core competencies for the entry level are: • Reading... Critique • Subject Matter Expertise • Laws, Policies, Procedures and Jurisdictions • Concept Facilitation/Influencing/Negotiating • Automated Data... Critique • Subject Matter Expertise • Concept Facilitation/Influencing/Negotiating • Automated Data Systems • Risk Management • Customer Awareness

  9. The Theoretical Connotation and Systematic Essence of Core Competence of Agricultural High-tech Enterprises

    Institute of Scientific and Technical Information of China (English)

    2010-01-01

    Six representative interpretations about the core competence of the corporate proposed by the researchers both at home and abroad from different perspectives are introduced,which includes "Resource theory","Capacity theory","Integration theory of assets and mechanism","Theory of consumer surplus","Theory of institutions and systems" and "Theory of innovation". It is pointed out that although these interpretations play an active role in enriching the theory of core competence,it still faces the problems to further deepen these interpretations:the first problem is how to give a precise definition;the second is about its extension;the third is on the logical and practical relationship between the production mechanism and its sustainable competitive advantages;the fourth is the problems in the production process and the corresponding management. Both the systematic essence and features of core competence are introduced:the first is the system self-organization process produced within the corporate;the second is the interaction between corporate system and environment;it needs a growing and evolution process. This paper briefly describes the essence of core competence of agricultural high-tech corporate,introduces its five features including systematicness,integration,non-imitation,ductility and non-equilibrium,and finally explains its component parts,mainly including corporate culture system,technological innovation system,human resource system,management capability system,corporate production and marketing system,financial capability system and adaptability system.

  10. [Self-evaluation of core competencies and related factors among baccalaureate nursing students].

    Science.gov (United States)

    Wu, Chen-Ting; Hsieh, Suh-Ing; Hsu, Li-Ling

    2013-02-01

    Evaluations of higher education programs are increasingly centered on the learner and designed to assess learning effectiveness and core competencies. Although the Taiwan Nursing Accreditation Council (TNAC) has established eight core competencies for college nursing departments, little research has been done to identify the most salient contributors to undergraduate nursing students' perceived competency levels. This paper investigates the influence of student demographic factors and learning experience on students' development in terms of a selected sample of core nursing competencies and then identifies factors that significantly predicts such development. This is a cross-sectional descriptive correlational study. We collected data from a sample of freshmen students currently enrolled in a two-year nursing bachelor degree program at a private vocational university in Taipei, Taiwan. Participants self-assessed abilities in designated core nursing competencies using the Competency Inventory of Nursing Students (CINS). A total of 279 of 290 distributed questionnaires were returned and used in data collection, giving this study a valid return rate of 96.2%. Participants earned a mean CINS score of 5.23 (SD = 0.49). Scale dimensions from highest to lowest mean score rank were: ethics, accountability, caring spirit, communication and cooperation, lifelong learning, general clinical nursing skills, critical thinking, and basic biomedical science. Differentiated analysis revealed that nursing students who expressed a strong interest in nursing, had a clear career plan, held aspirations to pursue higher nursing education, designated "major hospital" as their first workplace of choice, designated a post-college department / workplace preference, had participated in campus activities, were outspoken in classroom discussions and debates, made consistent effort to complete homework assignments and prepare for examinations, and performed relatively strong academically earned

  11. The BRAIN Initiative Provides a Unifying Context for Integrating Core STEM Competencies into a Neurobiology Course.

    Science.gov (United States)

    Schaefer, Jennifer E

    2016-01-01

    The Brain Research through Advancing Innovative Neurotechnologies (BRAIN) Initiative introduced by the Obama Administration in 2013 presents a context for integrating many STEM competencies into undergraduate neuroscience coursework. The BRAIN Initiative core principles overlap with core STEM competencies identified by the AAAS Vision and Change report and other entities. This neurobiology course utilizes the BRAIN Initiative to serve as the unifying theme that facilitates a primary emphasis on student competencies such as scientific process, scientific communication, and societal relevance while teaching foundational neurobiological content such as brain anatomy, cellular neurophysiology, and activity modulation. Student feedback indicates that the BRAIN Initiative is an engaging and instructional context for this course. Course module organization, suitable BRAIN Initiative commentary literature, sample primary literature, and important assignments are presented.

  12. Dementia skills for all: a core competency framework for the workforce in the United Kingdom.

    Science.gov (United States)

    Tsaroucha, Anna; Benbow, Susan Mary; Kingston, Paul; Le Mesurier, Nick

    2013-01-01

    One of the biggest challenges facing health and social care in the United Kingdom is the projected increase in the number of older people who require dementia care. The National Dementia Strategy (Department of Health, 2009) emphasizes the critical need for a skilled workforce in all aspects of dementia care. In the West Midlands, the Strategic Health Authority commissioned a project to develop a set of generic core competencies that would guide a competency based curriculum to meet the demands for improved dementia training and education. A systematic literature search was conducted to identify relevant frameworks to assist with this work. The core competency framework produced and the methods used for the development of the framework are presented and discussed.

  13. Software-Defined Radio FPGA Cores: Building towards a Domain-Specific Language

    Directory of Open Access Journals (Sweden)

    Lekhobola Tsoeunyane

    2017-01-01

    Full Text Available This paper reports on the design and implementation of an open-source library of parameterizable and reusable Hardware Description Language (HDL Intellectual Property (IP cores designed for the development of Software-Defined Radio (SDR applications that are deployed on FPGA-based reconfigurable computing platforms. The library comprises a set of cores that were chosen, together with their parameters and interfacing schemas, based on recommendations from industry and academic SDR experts. The operation of the SDR cores is first validated and then benchmarked against two other cores libraries of a similar type to show that our cores do not take much more logic elements than existing cores and that they support a comparable maximum clock speed. Finally, we propose our design for a Domain-Specific Language (DSL and supporting tool-flow, which we are in the process of building using our SDR library and the Delite DSL framework. We intend to take this DSL and supporting framework further to provide a rapid prototyping system for SDR application development to programmers not experienced in HDL coding. We conclude with a summary of the main characteristics of our SDR library and reflect on how our DSL tool-flow could assist other developers working in SDR field.

  14. A new scale for disaster nursing core competencies: Development and psychometric testing.

    Science.gov (United States)

    Al Thobaity, Abdulellah; Williams, Brett; Plummer, Virginia

    2016-02-01

    All nurses must have core competencies in preparing for, responding to and recovering from a disaster. In the Kingdom of Saudi Arabia (KSA), as in many other countries, disaster nursing core competencies are not fully understood and lack reliable, validated tools. Thus, it is imperative to develop a scale for exploring disaster nursing core competencies, roles and barriers in the KSA. This study's objective is to develop a valid, reliable scale that identifies and explores core competencies of disaster nursing, nurses' roles in disaster management and barriers to developing disaster nursing in the KSA. This study developed a new scale testing its validity and reliability. A principal component analysis (PCA) was used to develop and test psychometric properties of the new scale. The PCA used a purposive sample of nurses from emergency departments in two hospitals in the KSA. Participants rated 93 paper-based, self-report questionnaire items from 1 to 10 on a Likert scale. PCA using Varimax rotation was conducted to explore factors emerging from responses. The study's participants were 132 nurses (66% response rate). PCA of the 93 questionnaire items revealed 49 redundant items (which were deleted) and 3 factors with eigenvalues of >1. The remaining 44 items accounted for 77.3% of the total variance. The overall Cronbach's alpha was 0.96 for all factors: 0.98 for Factor 1, 0.92 for Factor 2 and 0.86 for Factor 3. This study provided a validated, reliable scale for exploring nurses' core competencies, nurses' roles and barriers to developing disaster nursing in the KSA. The new scale has many implications, such as for improving education, planning and curricula. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

  15. Quality and safety in graduate nursing education: Cross-mapping QSEN graduate competencies with NONPF's NP core and practice doctorate competencies.

    Science.gov (United States)

    Pohl, Joanne M; Savrin, Carol; Fiandt, Kathryn; Beauchesne, Michelle; Drayton-Brooks, Shirlee; Scheibmeir, Monica; Brackley, Margaret; Werner, Kathryn E

    2009-01-01

    To ensure that nurse practitioners are prepared to deliver safe, high-quality health care, the National Organization of Nurse Practitioner Faculties (NONPF) publishes documents that outline the expected competencies for nurse practitioner (NP) practice (Domains and Core Competencies of Nurse Practitioner Practice and Practice Doctorate Nurse Practitioner Entry-Level Competencies). Having participated in the development of the Quality and Safety Education for Nurses (QSEN) competencies for graduate education, NONPF convened a task force to compare NONPF competencies with QSEN competencies for graduate education. This paper reports the first step of that cross-mapping process, comparing NONPF competencies with the QSEN knowledge objectives. Overall findings indicate close congruence across the 2 sets of competencies; however there are areas in which gaps are noted or for which clarification is required.

  16. Continuing the Creativity and Connections: The Massachusetts Initiative to Update the Nurse of the Future Nursing Core Competencies.

    Science.gov (United States)

    Sroczynski, Maureen; Conlin, Genevieve; Costello, Eileen; Crombie, Patricia; Hanley, Diane; Tobin, Marie; Welsh, Diane

    This article describes the collaborative effort of nursing education and practice to update the Massachusetts Nurse of the Future Nursing Core Competencies. The Nurse of the Future Nursing Core Competencies were published in 2010. With the establishment of the Massachusetts Action Coalition, a primary goal was to continue to promote the integration of these competencies into all education and practice settings throughout Massachusetts and share this process with other states. Through an updated literature review and consultation with subject matter experts, the Nurse of the Future Competency Committee developed a process to ensure that significant practice advances were reflected in each of the competencies. The updated Nurse of the Future Nursing Core Competencies were published in March 2016. The updated competencies capture the knowledge, attitudes, and skills needed for all nurses to create a culture of health across the continuum of health care.

  17. Core competencies to prevent and control chronic diseases of Tambol Health Centers' head in Thailand.

    Science.gov (United States)

    Leerapan, Prasit; Kengganpanich, Tharadol; Sompopcharoen, Malinee

    2012-06-01

    To assess the core competencies to prevent and control chronic diseases of the head of Tambol Health Centers (THC) in Thailand. This cross-sectional survey research was carried out with 2,049 heads of THC from the total population of 9,985. The samples were selected randomly from all provinces of every region. The data were collected through mail questionnaires and the reliability values of the three competency domains questionnaire were found to be between 0.75-0.93. Data analysis was done by computing frequency, percentage, arithmetic mean, Independent's t-test and One-way ANOVA. The total core competency values of prevention and control of diabetes and hypertension of the THC heads were found at the high and moderate level (3.0% and 78.7%) respectively The similar finding was found in the competency domains in regard to "personal attribution", "intellectual capacity" while 8.0 percent and 46.2 percent of the respondents had the high and moderate level of "work skill" domain respectively. In addition, the differences of competency domains were found in accordance with the regions where the THC located, ability to develop a plan for disease prevention and readiness for changing behaviors of the risk groups. But the personal attributions with regard to gender age, family's economic status, and the location of the THC were not found to affect every competency domain. Except for the intellectual capacity domain found that the male THC heads had the higher level than the females and work skill domain of those THC heads working in the municipal areas had the higher level than those who worked outside the municipal areas. Core competencies of the heads of THC in chronic disease prevention and control were found at the "somewhat good" level except for the work skill domain which needed to be developed. Thus, the Ministry of Public Health should establish a specific policy and strategy on human resource development by using core competencies on chronic disease prevention

  18. Practitioner perspectives from seven health professional groups on core competencies in the context of chronic care.

    Science.gov (United States)

    Fouche, Christa; Kenealy, Timothy; Mace, Jennifer; Shaw, John

    2014-11-01

    The prevalence of chronic illness is growing worldwide and management is increasingly undertaken by interprofessional teams, yet education is still generally provided in separate professions. The aim of this study was to explore the perspectives of New Zealand healthcare practitioners from seven professional groups involved in chronic care (general practice medicine, nursing, occupational therapy, pharmacy, physiotherapy, social work, and speech language therapy) on the core competencies required of those working in this area. The study was set in the context of the chronic care and shared decision-making (SDM) models. The core competencies for chronic care practitioners proposed by the World Health Organisation were used to shape the research questions. Focus groups with expert clinicians (n = 20) and semi-structured interviews with practitioners (n = 32) were undertaken. Findings indicated a high level of agreement that the core competencies were appropriate and relevant for chronic care practitioners but that many educational and practice gaps existed and interprofessional education in New Zealand was not currently addressing these gaps. Among the key issues highlighted for attention by educators and policy-makers were the following: teams and teamwork, professional roles and responsibilities, interprofessional communication, cultural competence, better engagement with patients, families, and carers, and common systems, information sharing and confidentiality.

  19. A Delphi approach to developing a core competency framework for family practice registered nurses in Ontario.

    Science.gov (United States)

    Moaveni, Azadeh; Gallinaro, Anna; Conn, Lesley Gotlib; Callahan, Sheilagh; Hammond, Melanie; Oandasan, Ivy

    2010-12-01

    This paper describes the results of a Delphi panel process to gain consensus on a role description and competency framework for family practice registered nurses (FP-RNs) in Ontario. Based on the findings from interviews and focus groups with family practice registered nurses and their inter-professional colleagues throughout Ontario, a core competency framework for FP-RNs emerged consisting of six distinct roles - Professional, Expert, Communicator, Synergist, Health Educator and Lifelong Learner - with accompanying enabling competency statements. This framework was refined and validated by a panel of experts from various nursing and family medicine associations and organizations through a Delphi consensus process. This core competency framework for FP-RNs was developed as a stepping stone for clarifying this very important and poorly understood role in family practice. As a result of this research, we expect a greater acknowledgement of the contributions and expertise of the FP-RN as well as the need to celebrate and profile this role. This work has already led to the establishment of a network of stakeholders from nursing organizations in Ontario who are considering opportunities to move the development and use of the competency framework forward.

  20. Core competencies of radiographers working in rural hospitals of KwaZulu-Natal, South Africa

    Directory of Open Access Journals (Sweden)

    Bernard Mung'omba

    2017-01-01

    Full Text Available Introduction: Rural radiographers require, over and above traditional radiographic expertise, additional competencies which to a certain degree are unique however not limited to rural practice. Previous studies, however, have focused more attention primarily on other rural health professionals such as doctors and nurses leaving a research need in this field. This article focuses on the additional competencies that may be required for rural radiographers.Aim: To investigate and identify additional core competencies required by radiographers working in rural hospitals of KwaZulu-Natal in order to propose a continuous professional development strategy aimed at rural radiographers.Methods: An exploratory sequential design was utilised with qualitative (Phase I and quantitative (Phase II strands involving seven participants and 109 respondents, respectively. Only radiographers working in rural KwaZulu-Natal hospitals were included in the study. The four major themes and categories identified in Phase I were used to develop data collection instrument for Phase II of the study.Results: Collectively, the results revealed that there were a number of additional core competencies such as, but not limited to, teamwork, ability to do basic obstetric ultrasound scans, leadership, management and reporting on plain radiographs, all of which are required by rural radiographers. In 2014 when these competencies were checked against a single curriculum, it was found that majority of them were either partially covered or not at all covered.Conclusion: The study provides additional information on context specific core competencies and, therefore, may act as a catalyst to influence the future of radiographers working in rural areas of South Africa.

  1. Developing core competencies for monitoring and evaluation tracks in South Asian MPH programs.

    Science.gov (United States)

    Negandhi, Himanshu; Negandhi, Preeti; Tiwari, Ritika; Sharma, Anjali; Zodpey, Sanjay; Kulatilaka, Hemali; Tikyani, Sangeeta

    2015-08-05

    Monitoring and evaluation (M&E) provides vital information for decision-making and its structures, systems and processes are expected to be integrated throughout the life-cycle of public health programs. The acquisition of these skills should be developed in a structured manner and needs educational systems to identify core competencies in M&E teaching. This article presents our work on harmonizing M&E competencies for Masters level programs in the South Asian context and undertaking the global review of M&E track/ concentration offered in various Masters of Public Health (MPH) programs. Through an online search and snow-balling, we mapped institutions offering M&E tracks/ concentrations in Masters of Public Health (MPH) programs globally. We obtained detailed information about their M&E curriculum from university websites and brochures. The data on curricular contents was extracted and compiled. We analyzed the curricular contents using the framework for core competencies developed by the Association of Schools of Public Health (ASPH); and the Miller's triangle. This data was then used to inform a consultative exercise aimed at identifying core competencies for an M&E track/ concentration in MPH programs in the South Asian context. Our curricular review of M&E content within MPH programs globally showed that different domains or broad topic areas relating to M&E are covered differently across the programs. The quantitative sciences (Biostatistics and Epidemiology) and Health Policy and Management are covered in much greater depth than the other two domains (Social & Behavioral Sciences and Environmental Health Sciences). The identification of core competencies for an M&E track/ concentration in the South Asian context was undertaken through a consultative group exercise involving representation from 11 institutions across Bangladesh, India, Nepal and Sri Lanka. During the consultation, the group engaged in a focused discussion to reach consensus on a set of 15

  2. Core Competencies in Integrative Pain Care for Entry-Level Primary Care Physicians.

    Science.gov (United States)

    Tick, Heather; Chauvin, Sheila W; Brown, Michael; Haramati, Aviad

    2015-11-01

    The objective was to develop a set of core competencies for graduating primary care physicians in integrative pain care (IPC), using the Accreditation Council for Graduate Medical Education (ACGME) domains. These competencies build on previous work in competencies for integrative medicine, interprofessional education, and pain medicine and are proposed for inclusion in residency training. A task force was formed to include representation from various professionals who are involved in education, research, and the practice of IPC and who represent broad areas of expertise. The task force convened during a 1.5-day face-to-face meeting, followed by a series of surveys and other vetting processes involving diverse interprofessional groups, which led to the consensus of a final set of competencies. The proposed competencies focus on interprofessional knowledge, skills, and attitudes (KSAs) and are in line with recommendations by the Institute of Medicine, military medicine, and professional pain societies advocating the need for coordination and integration of services for effective pain care with reduced risk and cost and improved outcomes. These ACGME domain compatible competencies for physicians reflect the contributions of several disciplines that will need to be included in evolving interprofessional settings and underscore the need for collaborative care. These core competencies can guide the incorporation of KSAs within curricula. The learning experiences should enable medical educators and graduating primary care physicians to focus more on integrative approaches, interprofessional team-based, patient-centered care that use evidence-based, traditional and complementary disciplines and therapeutics to provide safe and effective treatments for people in pain. Wiley Periodicals, Inc.

  3. Core characteristics of the competent general practice trainer, a Delphi study

    NARCIS (Netherlands)

    Boendermaker, P.M.; Schuling, J.; Meyboom-de Jong, B.; Zwierstra, R.P.; Metz, J.C.; Conradi, Mark

    2003-01-01

    Introduction: The specific skills, attitude, knowledge, and personality characteristics, which should define the competent GP-trainer have been subject of research for many years. What are the most important of these characteristics have yet to be delineated. Aim: The aim of this study is to identif

  4. Core characteristics of the competent general practice trainer, a Delphi study

    NARCIS (Netherlands)

    Boendermaker, P.M.; Schuling, J.; Meyboom-de Jong, B.; Zwierstra, R.P.; Metz, J.C.; Conradi, Mark

    2003-01-01

    Introduction: The specific skills, attitude, knowledge, and personality characteristics, which should define the competent GP-trainer have been subject of research for many years. What are the most important of these characteristics have yet to be delineated. Aim: The aim of this study is to

  5. Dynamic optical resource allocation for mobile core networks with software defined elastic optical networking.

    Science.gov (United States)

    Zhao, Yongli; Chen, Zhendong; Zhang, Jie; Wang, Xinbo

    2016-07-25

    Driven by the forthcoming of 5G mobile communications, the all-IP architecture of mobile core networks, i.e. evolved packet core (EPC) proposed by 3GPP, has been greatly challenged by the users' demands for higher data rate and more reliable end-to-end connection, as well as operators' demands for low operational cost. These challenges can be potentially met by software defined optical networking (SDON), which enables dynamic resource allocation according to the users' requirement. In this article, a novel network architecture for mobile core network is proposed based on SDON. A software defined network (SDN) controller is designed to realize the coordinated control over different entities in EPC networks. We analyze the requirement of EPC-lightpath (EPCL) in data plane and propose an optical switch load balancing (OSLB) algorithm for resource allocation in optical layer. The procedure of establishment and adjustment of EPCLs is demonstrated on a SDON-based EPC testbed with extended OpenFlow protocol. We also evaluate the OSLB algorithm through simulation in terms of bandwidth blocking ratio, traffic load distribution, and resource utilization ratio compared with link-based load balancing (LLB) and MinHops algorithms.

  6. Developing Core Competencies for the Prevention and Management of Prescription Drug Misuse: A Medical Education Collaboration in Massachusetts.

    Science.gov (United States)

    Antman, Karen H; Berman, Harris A; Flotte, Terence R; Flier, Jeffrey; Dimitri, Dennis M; Bharel, Monica

    2016-10-01

    Drug overdose has become the leading cause of injury death in the United States. More than half of those deaths involve prescription drugs, specifically opioids. A key component of addressing this national epidemic is improving prescriber practices.A review of the curricula at the four medical schools in Massachusetts revealed that, although they taught components of addiction medicine, no uniform standard existed to ensure that all students were taught prevention and management strategies for prescription drug misuse. To fill this gap, the governor and the secretary of health and human services invited the deans of the state's four medical schools to convene to develop a common educational strategy for teaching safe and effective opioid-prescribing practices. With leadership from the Department of Public Health and Massachusetts Medical Society, the deans formed the Medical Education Working Group in 2015. This group reviewed the relevant literature and current standards for treating substance use disorders and defined 10 core competencies for the prevention and management of prescription drug misuse.The medical schools have incorporated these competencies into their curricula and have committed to assessing students' competence in these areas. The members of the Medical Education Working Group have agreed to continue to work together on key next steps, including connecting these competencies to those for residents, equipping interprofessional teams to address prescription drug misuse, and developing materials in pain management and opioid misuse for practicing physicians. This first-in-the-nation partnership has yielded cross-institutional competencies that aim to address a public health emergency in real time.

  7. Criteria Used to Define and Evaluate Socially Competent Behavior among Women.

    Science.gov (United States)

    Gambrill, Eileen D.; Richey, Cheryl A.

    1986-01-01

    Describes and critiques criteria used to evaluate socially competent behavior of women. Discusses the relationship between the definition of competence used and the assessment methods relied on. Notes the advantages of focusing on specific goals and provides a checklist that consumers can use to review the content of training programs. (Author/ABB)

  8. Influencing Factors of Core Competence of Library%图书馆核心竞争力影响因素研究

    Institute of Scientific and Technical Information of China (English)

    魏茜

    2012-01-01

    The article defines the core competence of library, analyzes the influencing factors of the library core competence, and gets the final conclusion: the core competitiveness of the library is the unique resources which is difficult to copy and imitate and capabilities in the process of the knowledge integration, knowledge sharing, knowledge dissemination, knowledge reconstruction and knowledge service.%本文对图书馆核心竞争力概念进行了阐述,并分析了图书馆核心竞争力的影响因素,最后得出结论:图书馆的核心竞争力是图书馆在知识整合、知识共享、知识传播、知识再造以及知识服务过程中独特的、难以复制和模仿的资源和能力.

  9. Core competencies necessary for a managerial psycho-educational training programme for business team coaches

    Directory of Open Access Journals (Sweden)

    Jeanette E. Maritz

    2009-04-01

    Full Text Available The objective of this research was to explore and describe core competencies necessary for a managerial psycho-educational training programme for business team coaches. The total number of participants in this qualitative research was 30. A purposive and snowball sampling strategy was used. Triangulation was achieved through focus groups, in-depth individual interviews and naïve sketches. Data were analysed through an open inductive approach and descriptive analysis. The results describe core competencies of a business team coach as situated within an Outcomes Based Education framework and relate to the knowledge to be discovered, skills to be mastered and the attitudes to be formed during a managerial psycho-educational training programme.

  10. Accreditation Council for Graduate Medical Education Core Competencies at a Community Teaching Hospital: Is There a Gap in Awareness?

    Science.gov (United States)

    Al-Temimi, Mohammed; Kidon, Michael; Johna, Samir

    2016-01-01

    Reports evaluating faculty knowledge of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in community hospitals without a dedicated residency program are uncommon. Faculty evaluation regarding knowledge of ACGME core competencies before a residency program is started. Physicians at the Kaiser Permanente Fontana Medical Center (N = 480) were surveyed for their knowledge of ACGME core competencies before starting new residency programs. Knowledge of ACGME core competencies. Fifty percent of physicians responded to the survey, and 172 (71%) of respondents were involved in teaching residents. Of physicians who taught residents and had complete responses (N = 164), 65 (39.7%) were unsure of their knowledge of the core competencies. However, most stated that they provided direct teaching to residents related to the knowledge, skills, and attitudes stated in each of the 6 competencies as follows: medical knowledge (96.3%), patient care (95.7%), professionalism (90.7%), interpersonal and communication skills (86.3%), practice-based learning (85.9%), and system-based practice (79.6%). Physician specialty, years in practice (1-10 vs > 10), and number of rotations taught per year (1-6 vs 7-12) were not associated with knowledge of the competencies (p > 0.05); however, full-time faculty (teaching 10-12 rotations per year) were more likely to provide competency-based teaching. Objective assessment of faculty awareness of ACGME core competencies is essential when starting a residency program. Discrepancy between knowledge of the competencies and acclaimed provision of competency-based teaching emphasizes the need for standardized teaching methods that incorporate the values of these competencies.

  11. A novel Internet-based blended learning programme providing core competency in clinical research.

    Science.gov (United States)

    Tsugihashi, Yukio; Kakudate, Naoki; Yokoyama, Yoko; Yamamoto, Yosuke; Mishina, Hiroki; Fukumori, Norio; Nakamura, Fumiaki; Takegami, Misa; Ohno, Shinya; Wakita, Takafumi; Watanabe, Kazuhiro; Yamaguchi, Takuhiro; Fukuhara, Shunichi

    2013-04-01

    We developed a novel Internet-based blended learning programme that allows busy health care professionals to attain core competency in clinical research. This study details the educational strategies and learning outcomes of the programme. This study was conducted at Kyoto University and seven satellite campuses from September 2009 to March 2010. A total of 176 health care professionals who had never attempted to attain core competency in clinical research were enrolled. The participants were supplied with a novel programme comprising the following four strategies: online live lectures at seven satellite campuses, short examinations after each lecture, an Internet-based feedback system and an end-of-course examination. We assessed the proportion of attendance at the lectures as the main outcome. In addition, we evaluated interaction via the feedback system and scores for end-of-course examination. Of the 176 participants, 134 (76%) reported working more than 40 hours per week. The mean proportion of attendance over all 23 lectures was 82%. A total of 156 (89%) participants attended more than 60% of all lectures and were eligible for the end-of-course examination. A total of the participants accessed the feedback system 3564 times and asked 284 questions. No statistically significant differences were noted in the end-of-course scores among medical doctors, pharmacists, registered nurses and other occupations. We developed an Internet-based blended learning programme providing core competency in clinical research. Most busy health care professionals completed the programme successfully. In addition, the participants could attain the core competency effectively, regardless of their occupation. © 2011 Blackwell Publishing Ltd.

  12. Experience of Delphi technique in the process of establishing consensus on core competencies.

    Science.gov (United States)

    Raghav, Pankaja Ravi; Kumar, Dewesh; Bhardwaj, Pankaj

    2016-01-01

    The Department of Community Medicine and Family Medicine (CMFM) has been started as a new model for imparting the components of family medicine and delivering health-care services at primary and secondary levels in all six newly established All India Institute of Medical Sciences (AIIMS), but there is no competency-based curriculum for it. The paper aims to share the experience of Delphi method in the process of developing consensus on core competencies of the new model of CMFM in AIIMS for undergraduate medical students in India. The study adopted different approaches and methods, but Delphi was the most critical method used in this research. In Delphi, the experts were contacted by e-mail and their feedback on the same was analyzed. Two rounds of Delphi were conducted in which 150 participants were contacted in Delphi-I but only 46 responded. In Delphi-II, 26 participants responded whose responses were finally considered for analysis. Three of the core competencies namely clinician, primary-care physician, and professionalism were agreed by all the participants, and the least agreement was observed in the competencies of epidemiologist and medical teacher. The experts having more experience were less consistent as responses were changed from agree to disagree in more than 15% of participants and 6% changed from disagree to agree. Within the given constraints, the final list of competencies and skills for the discipline of CMFM compiled after the Delphi process will provide a useful insight into the development of competency-based curriculum of the subject.

  13. 核心竞争力和企业的可持续性发展%Core Competence and the Sustained Development of the Enterpirse

    Institute of Scientific and Technical Information of China (English)

    李伟超; 杨溢

    2003-01-01

    The article analyzes the basic theory of core competence and the practical significance of the theory of corecompetence of an enterprise. It discusses how to keep the advantages of core competence of an enterprise so as to help theenterprise achieve a sustained development. The article thinks that the essence of core competence is the combination ofknowledge and ability contained in the core products of an enterprise, which is the basis for an enterprise to obtain the last-ing competence advantage.

  14. Structuring a written examination to assess ASBH health care ethics consultation core knowledge competencies.

    Science.gov (United States)

    White, Bruce D; Jankowski, Jane B; Shelton, Wayne N

    2014-01-01

    As clinical ethics consultants move toward professionalization, the process of certifying individual consultants or accrediting programs will be discussed and debated. With certification, some entity must be established or ordained to oversee the standards and procedures. If the process evolves like other professions, it seems plausible that it will eventually include a written examination to evaluate the core knowledge competencies that individual practitioners should possess to meet peer practice standards. The American Society for Bioethics and Humanities (ASBH) has published core knowledge competencies for many years that are accepted by experts as the prevailing standard. Probably any written examination will be based upon the ASBH core knowledge competencies. However, much remains to be done before any examination may be offered. In particular, it seems likely that a recognized examining board must create and validate examination questions and structure the examination so as to establish meaningful, defensible parameters after dealing with such challenging questions as: Should the certifying examination be multiple choice or short-answer essay? How should the test be graded? What should the pass rate be? How may the examination be best administered? To advance the field of health care ethics consultation, thought leaders should start to focus on the written examination possibilities, to date unaddressed carefully in the literature. Examination models-both objective and written-must be explored as a viable strategy about how the field of health care ethics consultations can grow toward professionalization.

  15. Improving access to information – defining core electronic resources for research and wellbeing

    Directory of Open Access Journals (Sweden)

    Kristiina Hormia-Poutanen

    2007-11-01

    Full Text Available Research and innovation are listed as the key success factors for the future development of Finnish prosperity and the Finnish economy. The Finnish libraries have developed a scenario to support this vision. University, polytechnic and research institute libraries as well as public libraries have defined the core electronic resources necessary to improve access to information in Finland. The primary aim of this work has been to provide information and justification for central funding for electronic resources to support the national goals. The secondary aim is to help with the reallocation of existing central funds to better support access to information.

  16. Competencies and skills for future Industrial Engineers defined in Spanish degrees

    Directory of Open Access Journals (Sweden)

    Cristina Santandreu-Mascarell

    2011-04-01

    Full Text Available Purpose: This paper has a double purpose. First, to analyze the competencies and skills proposed as ideals for an Industrial Engineering degree and identify them in the current study plans implemented in Spanish universities. Second, to check the fit between competencies and skills described in Spanish Industrial Engineering degrees and a real business environment.Design/methodology/approach: We searched information from universities through the web www.universia.es and obtained the list of all Spanish Universities, which have been filtered one by one according to their studies about Industrial Engineering degree. In addition, to compare competencies with real business world we have used results provided from the web analysis and from a previous paper in which a qualitative methodology called grounded theory was used.Findings: On one hand, we have analyzed and identified the competencies and skills proposed as ideals for an Industrial Engineering degree in the current study plans implemented in Spanish universities: competencies as multidisciplinariety and R&D are considered in all the universities, but commercial or environment are not so popular. On the other hand we have checked the fit between competencies and skills described in Spanish Industrial Engineering degrees and a real business environment. As a result, competencies as rotation, experience, company vision and corporative strategy are in all the analyzed study plans, but competencies as shared vision, free access to information and involvement of managers do not appear in new degrees, but they are required in real business.Research limitations/implications: About the origin of information, we use official web sites belonging to Spanish public and some private universities, and corresponding schools. Some universities have not updated the information about degrees in Industrial Engineering, and they still have old plans information. Moreover, the comparison we can make between the

  17. Geolocating thermal binoculars based on a software defined camera core incorporating HOT MCT grown by MOVPE

    Science.gov (United States)

    Pillans, Luke; Harmer, Jack; Edwards, Tim; Richardson, Lee

    2016-05-01

    Geolocation is the process of calculating a target position based on bearing and range relative to the known location of the observer. A high performance thermal imager with integrated geolocation functions is a powerful long range targeting device. Firefly is a software defined camera core incorporating a system-on-a-chip processor running the AndroidTM operating system. The processor has a range of industry standard serial interfaces which were used to interface to peripheral devices including a laser rangefinder and a digital magnetic compass. The core has built in Global Positioning System (GPS) which provides the third variable required for geolocation. The graphical capability of Firefly allowed flexibility in the design of the man-machine interface (MMI), so the finished system can give access to extensive functionality without appearing cumbersome or over-complicated to the user. This paper covers both the hardware and software design of the system, including how the camera core influenced the selection of peripheral hardware, and the MMI design process which incorporated user feedback at various stages.

  18. Defining core elements and outstanding practice in Nutritional Science through collaborative benchmarking.

    Science.gov (United States)

    Samman, Samir; McCarthur, Jennifer O; Peat, Mary

    2006-01-01

    Benchmarking has been adopted by educational institutions as a potentially sensitive tool for improving learning and teaching. To date there has been limited application of benchmarking methodology in the Discipline of Nutritional Science. The aim of this survey was to define core elements and outstanding practice in Nutritional Science through collaborative benchmarking. Questionnaires that aimed to establish proposed core elements for Nutritional Science, and inquired about definitions of " good" and " outstanding" practice were posted to named representatives at eight Australian universities. Seven respondents identified core elements that included knowledge of nutrient metabolism and requirement, food production and processing, modern biomedical techniques that could be applied to understanding nutrition, and social and environmental issues as related to Nutritional Science. Four of the eight institutions who agreed to participate in the present survey identified the integration of teaching with research as an indicator of outstanding practice. Nutritional Science is a rapidly evolving discipline. Further and more comprehensive surveys are required to consolidate and update the definition of the discipline, and to identify the optimal way of teaching it. Global ideas and specific regional requirements also need to be considered.

  19. Teaching Cultural Competence to Psychiatry Residents: Seven Core Concepts and Their Implications for Therapeutic Technique.

    Science.gov (United States)

    Pena, Jose M; Manguno-Mire, Gina; Kinzie, Erik; Johnson, Janet E

    2016-04-01

    The authors describe the Tulane Model for teaching cultural competence to psychiatry residents in order to outline an innovative approach to curricula development in academic psychiatry. The authors focus on the didactic experience that takes place during the first and second postgraduate years and present seven core concepts that should inform the emerging clinician's thinking in the formulation of every clinical case. The authors discuss the correspondence between each core concept and the Outline for Cultural Formulation, introduced in Diagnostic and Statistical Manual of Mental Disorders (DSM)-IV and updated in DSM-5. The authors illustrate how each of the core concepts is utilized as a guideline for teaching residents a process for eliciting culturally relevant information from their patients and their personal histories and how to apply that knowledge in the assessment and treatment of patients in clinical settings.

  20. International perspective on common core competencies for occupational physicians: a modified Delphi study.

    Science.gov (United States)

    Lalloo, Drushca; Demou, Evangelia; Kiran, Sibel; Cloeren, Marianne; Mendes, René; Macdonald, Ewan B

    2016-07-01

    The competencies required of occupational physicians (OPs) have been the subject of peer-reviewed research in Europe and individual countries around the world. In the European Union (EU), there has been development of guidance on training and common competencies, but little research has extended beyond this. The aim of this study was to obtain consensus on and identify the common core competencies required of OPs around the world. A modified Delphi study was carried out among representative organisations and networks of OPs in a range of countries around the world. It was conducted in 2 rounds using a questionnaire based on the specialist training syllabus of a number of countries, expert panel reviews and conference discussions. Responses were received from 51 countries around the world, with the majority from Europe (60%; 59%) and North and South America (24%; 32%) in rounds 1 and 2, respectively. General principles of assessment and management of occupational hazards to health and good clinical care were jointly considered most important in ranking when compared with the other topic areas. Assessment of disability and fitness for work, communication skills and legal and ethical issues completed the top five. In both rounds, research methods and teaching and educational supervision were considered least important. This study has established the current priorities among OPs across 51 countries of the common competencies required for occupational health (OH) practice. These findings can serve as a platform for the development of common core competencies/qualifications within specific geographical regions or internationally. This is particularly pertinent with globalisation of commerce and free movement within the EU. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  1. International perspective on common core competencies for occupational physicians: a modified Delphi study

    Science.gov (United States)

    Lalloo, Drushca; Demou, Evangelia; Kiran, Sibel; Cloeren, Marianne; Mendes, René; Macdonald, Ewan B

    2016-01-01

    Objectives The competencies required of occupational physicians (OPs) have been the subject of peer-reviewed research in Europe and individual countries around the world. In the European Union (EU), there has been development of guidance on training and common competencies, but little research has extended beyond this. The aim of this study was to obtain consensus on and identify the common core competencies required of OPs around the world. Methods A modified Delphi study was carried out among representative organisations and networks of OPs in a range of countries around the world. It was conducted in 2 rounds using a questionnaire based on the specialist training syllabus of a number of countries, expert panel reviews and conference discussions. Results Responses were received from 51 countries around the world, with the majority from Europe (60%; 59%) and North and South America (24%; 32%) in rounds 1 and 2, respectively. General principles of assessment and management of occupational hazards to health and good clinical care were jointly considered most important in ranking when compared with the other topic areas. Assessment of disability and fitness for work, communication skills and legal and ethical issues completed the top five. In both rounds, research methods and teaching and educational supervision were considered least important. Conclusions This study has established the current priorities among OPs across 51 countries of the common competencies required for occupational health (OH) practice. These findings can serve as a platform for the development of common core competencies/qualifications within specific geographical regions or internationally. This is particularly pertinent with globalisation of commerce and free movement within the EU. PMID:27076063

  2. Study on the Measurement Systems and Implementation Methods of Strategic Distributor's Core Competence Under Supply Chain Management

    Institute of Scientific and Technical Information of China (English)

    YANG Jianhua

    2006-01-01

    Under the circumstance of buyer's market, the general core competence of supply chain is radically determined by the core competence of distributors facing customers directly. Based on the analysis of channel management and creation model, the traditional Manufacture-Distributor relationship is discussed including the disadvantages of common distributor Core Competence evaluation. Meanwhile, In this paper, the Logarithm Triangular Fuzzy Number-AHP method is creatively used to evaluate the strategic distributor Core Competence evaluation index system. This method also overcomes some disadvantages that experts can directly give definite numbers when the traditional AHP method is used to value certainty and measure the qualitative index. More important, it is a scientific qualitative and quantitative evaluation tool. Then the real cases are researched based on all discussions above.

  3. Validity and reliability of the proposed core competency for infection control nurses of hospitals in Hong Kong.

    Science.gov (United States)

    Chan, Wai Fong; Adamson, Bob; Chung, Joanne W Y; Chow, Meyrick C M

    2011-04-01

    Literature review and the Delphi approach were used to draft the core competency items of hospital infection control nurses in Hong Kong. Content validity, internal consistency, and test-retest reliability of the proposed core competency were ensured. The result serves as the foundation of developing training and assessment tools for infection control nurses in Hong Kong. Copyright © 2011 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Mosby, Inc. All rights reserved.

  4. Miller's Pyramid and Core Competency Assessment: A Study in Relationship Construct Validity.

    Science.gov (United States)

    Williams, Betsy White; Byrne, Phil D; Welindt, Dillon; Williams, Michael V

    2016-01-01

    Continuous professional development relies on the link between performance and an educational process aimed at improving knowledge and skill. One of the most broadly used frameworks for assessing skills is Miller's Pyramid. This Pyramid has a series of levels of achievement beginning with knowledge (at the base) and ending with routine application in the clinical setting. The purpose of this study was to determine the degree of convergence of two measurement methods, one based on Miller's framework, the second using the Accreditation Council for Graduate Medical Education/American Board of Medical Specialties (ACGME/ABMS) Core Competency framework. The data were gathered from the faculty of a large, Midwestern regional health care provider and hospital system. Data from 264 respondents were studied. The 360° data were from raters of physicians holding supervisory roles in the organization. The scale items were taken from an instrument that has been validated for both structure and known group prediction. The Miller scale was purposely built for this application. The questions were designed to describe each level of the model. The Miller scale was reduced to a single dimension. This result was then regressed on the items from the 360° item ratings. Results of a multivariate analysis of variance isolated a significant relationship between the Miller's Pyramid score and the competency items (P core competencies. Equally important is the finding that while they are related they are not identical. These findings have implications for continuous professional development programing design.

  5. Restructuring a basic science course for core competencies: an example from anatomy teaching.

    Science.gov (United States)

    Gregory, Jeremy K; Lachman, Nirusha; Camp, Christopher L; Chen, Laura P; Pawlina, Wojciech

    2009-09-01

    Medical schools revise their curricula in order to develop physicians best skilled to serve the public's needs. To ensure a smooth transition to residency programs, undergraduate medical education is often driven by the six core competencies endorsed by the Accreditation Council for Graduate Medical Education (ACGME): patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice. Recent curricular redesign at Mayo Medical School provided an opportunity to restructure anatomy education and integrate radiology with first-year gross and developmental anatomy. The resulting 6-week (120-contact-hour) human structure block provides students with opportunities to learn gross anatomy through dissection, radiologic imaging, and embryologic correlation. We report more than 20 educational interventions from the human structure block that may serve as a model for incorporating the ACGME core competencies into basic science and early medical education. The block emphasizes clinically-oriented anatomy, invites self- and peer-evaluation, provides daily formative feedback through an audience response system, and employs team-based learning. The course includes didactic briefing sessions and roles for students as teachers, leaders, and collaborators. Third-year medical students serve as teaching assistants. With its clinical focus and competency-based design, the human structure block connects basic science with best-practice clinical medicine.

  6. The Seneca Babcock Business Plan: A Case Study in Using Service Learning to Meet the AICPA Core Competencies

    Science.gov (United States)

    Tschopp, Daniel J.

    2004-01-01

    In this article, the author explains the trend toward service learning projects in higher education and justifies their use in the field of accounting. He describes a service learning project that was used to directly address the development of the competencies listed in the Core Competency Framework created by the American Institute of Certified…

  7. The Core Competencies and MFT Education: Practical Aspects of Transitioning to a Learning-Centered, Outcome-Based Pedagogy

    Science.gov (United States)

    Gehart, Diane

    2011-01-01

    The MFT core competencies and latest COAMFTE accreditation standards usher in a new paradigm for MFT education. This transition necessitates not only measuring student mastery of competencies but also, more importantly, adopting a contemporary pedagogical model. This article provides an overview of the changes, a review of parallel trends in other…

  8. The Core Competencies and MFT Education: Practical Aspects of Transitioning to a Learning-Centered, Outcome-Based Pedagogy

    Science.gov (United States)

    Gehart, Diane

    2011-01-01

    The MFT core competencies and latest COAMFTE accreditation standards usher in a new paradigm for MFT education. This transition necessitates not only measuring student mastery of competencies but also, more importantly, adopting a contemporary pedagogical model. This article provides an overview of the changes, a review of parallel trends in other…

  9. There is no "i" in teamwork in the patient-centered medical home: defining teamwork competencies for academic practice.

    Science.gov (United States)

    Leasure, Emily L; Jones, Ronald R; Meade, Lauren B; Sanger, Marla I; Thomas, Kris G; Tilden, Virginia P; Bowen, Judith L; Warm, Eric J

    2013-05-01

    Evidence suggests that teamwork is essential for safe, reliable practice. Creating health care teams able to function effectively in patient-centered medical homes (PCMHs), practices that organize care around the patient and demonstrate achievement of defined quality care standards, remains challenging. Preparing trainees for practice in interprofessional teams is particularly challenging in academic health centers where health professions curricula are largely siloed. Here, the authors review a well-delineated set of teamwork competencies that are important for high-functioning teams and suggest how these competencies might be useful for interprofessional team training and achievement of PCMH standards. The five competencies are (1) team leadership, the ability to coordinate team members' activities, ensure appropriate task distribution, evaluate effectiveness, and inspire high-level performance, (2) mutual performance monitoring, the ability to develop a shared understanding among team members regarding intentions, roles, and responsibilities so as to accurately monitor one another's performance for collective success, (3) backup behavior, the ability to anticipate the needs of other team members and shift responsibilities during times of variable workload, (4) adaptability, the capability of team members to adjust their strategy for completing tasks on the basis of feedback from the work environment, and (5) team orientation, the tendency to prioritize team goals over individual goals, encourage alternative perspectives, and show respect and regard for each team member. Relating each competency to a vignette from an academic primary care clinic, the authors describe potential strategies for improving teamwork learning and applying the teamwork competences to academic PCMH practices.

  10. A Consensus Definition and Core Competencies for Being an Advocate for Pharmacy

    Science.gov (United States)

    Bzowyckyj, Andrew S.; Janke, Kristin K.

    2013-01-01

    Objective. To develop a consensus definition for “advocacy for the profession of pharmacy” and core competencies for doctor of pharmacy (PharmD) graduates to be effective advocates for the profession. Methods. A 3-round modified Delphi process was conducted using a panel of 9 experts. Participants revised a definition for “advocacy for the profession” and ultimately rated their agreement using a 5-point Likert scale. Competency statements were developed and subsequently rated for importance for being an advocate and importance to address in PharmD curricula. Results. A consensus-derived definition was developed. Two competency statements achieved consensus for both measures of importance. Four competency statements achieved consensus for only 1 measure and another 4 did not reach consensus for either measure. Conclusion. A consensus-derived definition was developed describing advocacy for the profession of pharmacy and began laying the groundwork for the knowledge and skills necessary to be an effective advocate for the profession of pharmacy. PMID:23519484

  11. Effectiveness of a Core-Competency-based Program on Residents' Learning and Experience.

    Science.gov (United States)

    Charles, Lesley; Triscott, Jean; Dobbs, Bonnie; Tian, Peter George; Babenko, Oksana

    2016-06-01

    The Care of the Elderly (COE) Diploma Program is a six-to-twelve-month enhanced skills program taken after two years of core residency training in Family Medicine. In 2010, we developed and implemented a core-competency-based COE Diploma program (CC), in lieu of one based on learning objectives (LO). This study assessed the effectiveness of the core-competency-based program on residents' learning and their training experience as compared to residents trained using learning objectives. The data from the 2007-2013 COE residents were used in the study, with nine and eight residents trained in the LO and CC programs, respectively. Residents' learning was measured using preceptors' evaluations of residents' skills/abilities throughout the program (118 evaluations in total). Residents' rating of training experience was measured using the Graduate's Questionnaire which residents completed after graduation. For residents' learning, overall, there was no significant difference between the two programs. However, when examined as a function of the four CanMEDS roles, there were significant increases in the CC residents' scores for two of the CanMEDS roles: Communicator/Collaborator/Manager and Scholar compared to residents in the LO program. With respect to residents' training experience, seven out of ten program components were rated by the CC residents higher than by the LO residents. The implementation of a COE CC program appears to facilitate resident learning and training experience.

  12. Core Competencies of the Certified Pediatric Doctor of Chiropractic: Results of a Delphi Consensus Process.

    Science.gov (United States)

    Hewitt, Elise; Hestbaek, Lise; Pohlman, Katherine A

    2016-04-01

    An outline of the minimum core competencies expected from a certified pediatric doctor of chiropractic was developed using a Delphi consensus process. The initial set of seed statements and substatements was modeled on competency documents used by organizations that oversee chiropractic and medical education. These statements were distributed to the Delphi panel, reaching consensus when 80% of the panelists approved each segment. The panel consisted of 23 specialists in chiropractic pediatrics (14 females) from across the broad spectrum of the chiropractic profession. Sixty-one percent of panelists had postgraduate pediatric certifications or degrees, 39% had additional graduate degrees, and 74% were faculty at a chiropractic institution and/or in a postgraduate pediatrics program. The panel were initially given 10 statements with related substatements formulated by the study's steering committee. On all 3 rounds of the Delphi process the panelists reached consensus; however, multiple rounds occurred to incorporate the valuable qualitative feedback received.

  13. The development and validation of the core competencies scale (CCS) for the college and university students.

    Science.gov (United States)

    Ruan, Bin; Mok, Magdalena Mo Ching; Edginton, Christopher R; Chin, Ming Kai

    2012-01-01

    This article describes the development and validation of the Core Competencies Scale (CCS) using Bok's (2006) competency framework for undergraduate education. The framework included: communication, critical thinking, character development, citizenship, diversity, global understanding, widening of interest, and career and vocational development. The sample comprised 70 college and university students. Results of analysis using Rasch rating scale modelling showed that there was strong empirical evidence on the validity of the measures in contents, structure, interpretation, generalizability, and response options of the CCS scale. The implication of having developed Rasch-based valid and dependable measures in this study for gauging the value added of college and university education to their students is that the feedback generated from CCS will enable evidence-based decision and policy making to be implemented and strategized. Further, program effectiveness can be measured and thus accountability on the achievement of the program objectives.

  14. Core Competencies: The Challenge For Graduate Peace and Conflict Studies Education

    Science.gov (United States)

    Windmueller, John; Wayne, Ellen Kabcenell; Botes, Johannes (Jannie)

    2009-05-01

    This article uses a case study of the assessment of a graduate program in negotiations and conflict management as a springboard for discussing several critical, but unanswered questions in our field. It raises questions regarding the lack of clear core competencies and expectations regarding curricula at the graduate-level of peace and conflict studies programs, as well as concerns over how educators in this field can or should assess their own work and train students for practice. It also addresses, via a comparative case analysis in Tajikistan, the degree to which the competencies and pedagogical approaches in this field are culturally bound. The picture that emerges from these case studies suggests that there have been important omissions in the way that the varied educational programs and the larger peace and conflict studies field itself have developed thus far.

  15. Core informatics competencies for clinical and translational scientists: what do our customers and collaborators need to know?

    Science.gov (United States)

    Valenta, Annette L; Meagher, Emma A; Tachinardi, Umberto; Starren, Justin

    2016-07-01

    Since the inception of the Clinical and Translational Science Award (CTSA) program in 2006, leaders in education across CTSA sites have been developing and updating core competencies for Clinical and Translational Science (CTS) trainees. By 2009, 14 competency domains, including biomedical informatics, had been identified and published. Since that time, the evolution of the CTSA program, changes in the practice of CTS, the rapid adoption of electronic health records (EHRs), the growth of biomedical informatics, the explosion of big data, and the realization that some of the competencies had proven to be difficult to apply in practice have made it clear that the competencies should be updated. This paper describes the process undertaken and puts forth a new set of competencies that has been recently endorsed by the Clinical Research Informatics Workgroup of AMIA. In addition to providing context and background for the current version of the competencies, we hope this will serve as a model for revision of competencies over time.

  16. The Core Mouse Response to Infection by Neospora Caninum Defined by Gene Set Enrichment Analyses

    Science.gov (United States)

    Ellis, John; Goodswen, Stephen; Kennedy, Paul J; Bush, Stephen

    2012-01-01

    In this study, the BALB/c and Qs mouse responses to infection by the parasite Neospora caninum were investigated in order to identify host response mechanisms. Investigation was done using gene set (enrichment) analyses of microarray data. GSEA, MANOVA, Romer, subGSE and SAM-GS were used to study the contrasts Neospora strain type, Mouse type (BALB/c and Qs) and time post infection (6 hours post infection and 10 days post infection). The analyses show that the major signal in the core mouse response to infection is from time post infection and can be defined by gene ontology terms Protein Kinase Activity, Cell Proliferation and Transcription Initiation. Several terms linked to signaling, morphogenesis, response and fat metabolism were also identified. At 10 days post infection, genes associated with fatty acid metabolism were identified as up regulated in expression. The value of gene set (enrichment) analyses in the analysis of microarray data is discussed. PMID:23012496

  17. Research Progress of Nurses' Core Competence%护士核心能力的研究进展

    Institute of Scientific and Technical Information of China (English)

    姜黎黎; 李忆昔

    2016-01-01

    护士核心能力是护理人员从事护理工作的时具备的良好综合能力,即通科护士核心能力与专科护士核心能力。护理人员的核心能力能够为患者提供良好的护理服务,构建和谐的护患关系,提高患者治疗与护理的依从性,使患者的早日康复。通过对护士核心能力概念及意义进行介绍,综述国内外护士核心能力的研究现状及进展,总结我国护士核心能力的现状及面临的问题,以明确护士核心能力的意义。%The core competence is a good comprehensive ability of nursing staff in the nursing time, namely the core competence and the core competence of nurses nurses in general. The core ability of the nursing staff can provide good nursing service for patients, construct the harmonious nurse patient relationship, improve the patient's treatment and nursing compliance, so that the patient's early recovery. Based on the concept of core competence of nurses and signiifcance, research status and progress at home and abroad of nurses' core competence, summing up the status quo of Chinese nurses core competence and problems, in order to clear the signiifcance of the core competence of nurses.

  18. Core Addiction Medicine Competencies for Doctors, An International Consultation on Training.

    LENUS (Irish Health Repository)

    Ayu, Astri Parawita

    2017-07-18

    Despite the high prevalence of substance use disorders, associated comorbidities and the evidence-base upon which to base clinical practice, most health systems have not invested in standardised training of healthcare providers in addiction medicine. As a result, people with substance use disorders often receive inadequate care, at the cost of quality of life and enormous direct health care costs and indirect societal costs. Therefore, we undertook this study to assess the views of international scholars, representing different countries, on the core set of addiction medicine competencies that need to be covered in medical education.

  19. Difficulties in Defining Social-Emotional Intelligence, Competences and Skills - a Theoretical Analysis and Structural Suggestion

    Directory of Open Access Journals (Sweden)

    Moana Monnier

    2015-04-01

    Full Text Available Demands related to the frequency of and time required for interactional tasks in everyday occupational routines are continuously growing. When it comes to qualifying a person’s ability to interact with others, two prototypical concepts are often used: social competences and emotional intelligence. In connection to discussions about curriculum standards in Germany, these are viewed as important attributes that should be taught, supported and if possible assessed in educational pathways toward an occupation (KMK, 2007. However, in looking for a generally approved and widely used definition, many problems arise on the inter-conceptual and intra-conceptual level, triggering implementation difficulties in educational curricula. This article highlights these difficulties by selecting five well-established key theories and comparing their communalities and differences. Analyzing definitions of intelligence, competences and skills, taking an action regulation perspective and highlighting the interdependence of social and emotional aspects, a structural system to facilitate the transfer into the educational context is proposed.

  20. A core of kinase-regulated interactomes defines the neoplastic MDSC lineage

    Science.gov (United States)

    Zudaire, Isabel; Liechtenstein, Therese; Arasanz, Hugo; Lozano, Teresa; Casares, Noelia; Chaikuad, Apirat; Knapp, Stefan; Guerrero-Setas, David; Escors, David; Kochan, Grazyna; Santamaría, Enrique

    2015-01-01

    Myeloid-derived suppressor cells (MDSCs) differentiate from bone marrow precursors, expand in cancer-bearing hosts and accelerate tumor progression. MDSCs have become attractive therapeutic targets, as their elimination strongly enhances anti-neoplastic treatments. Here, immature myeloid dendritic cells (DCs), MDSCs modeling tumor-infiltrating subsets or modeling non-cancerous (NC)-MDSCs were compared by in-depth quantitative proteomics. We found that neoplastic MDSCs differentially expressed a core of kinases which controlled lineage-specific (PI3K-AKT and SRC kinases) and cancer-induced (ERK and PKC kinases) protein interaction networks (interactomes). These kinases contributed to some extent to myeloid differentiation. However, only AKT and ERK specifically drove MDSC differentiation from myeloid precursors. Interfering with AKT and ERK with selective small molecule inhibitors or shRNAs selectively hampered MDSC differentiation and viability. Thus, we provide compelling evidence that MDSCs constitute a distinct myeloid lineage distinguished by a “kinase signature” and well-defined interactomes. Our results define new opportunities for the development of anti-cancer treatments targeting these tumor-promoting immune cells. PMID:26320174

  1. The core competencies and MFT education: practical aspects of transitioning to a learning-centered, outcome-based pedagogy.

    Science.gov (United States)

    Gehart, Diane

    2011-07-01

    The MFT core competencies and latest COAMFTE accreditation standards usher in a new paradigm for MFT education. This transition necessitates not only measuring student mastery of competencies but also, more importantly, adopting a contemporary pedagogical model. This article provides an overview of the changes, a review of parallel trends in other health professions, definitions of learning-centered and outcome-based pedagogy, and a detailed description of a systematic approach for developing a competency-based curriculum, including a list of educator competencies necessary for successful implementation.

  2. Using core competencies to build an evaluative framework: outcome assessment of the University of Guelph Master of Public Health program.

    Science.gov (United States)

    Britten, Nicole; Wallar, Lauren E; McEwen, Scott A; Papadopoulos, Andrew

    2014-07-31

    Master of Public Health programs have been developed across Canada in response to the need for graduate-level trained professionals to work in the public health sector. The University of Guelph recently conducted a five-year outcome assessment using the Core Competencies for Public Health in Canada as an evaluative framework to determine whether graduates are receiving adequate training, and identify areas for improvement. A curriculum map of core courses and an online survey of University of Guelph Master of Public Health graduates comprised the outcome assessment. The curriculum map was constructed by evaluating course outlines, assignments, and content to determine the extent to which the Core Competencies were covered in each course. Quantitative survey results were characterized using descriptive statistics. Qualitative survey results were analyzed to identify common themes and patterns in open-ended responses. The University of Guelph Master of Public Health program provided a positive learning environment in which graduates gained proficiency across the Core Competencies through core and elective courses, meaningful practicums, and competent faculty. Practice-based learning environments, particularly in collaboration with public health organizations, were deemed to be beneficial to students' learning experiences. The Core Competencies and graduate surveys can be used to conduct a meaningful and informative outcome assessment. We encourage other Master of Public Health programs to conduct their own outcome assessments using a similar framework, and disseminate these results in order to identify best practices and strengthen the Canadian graduate public health education system.

  3. Competency Assessment in Senior Emergency Medicine Residents for Core Ultrasound Skills.

    Science.gov (United States)

    Schmidt, Jessica N; Kendall, John; Smalley, Courtney

    2015-11-01

    Quality resident education in point-of-care ultrasound (POC US) is becoming increasingly important in emergency medicine (EM); however, the best methods to evaluate competency in graduating residents has not been established. We sought to design and implement a rigorous assessment of image acquisition and interpretation in POC US in a cohort of graduating residents at our institution. We evaluated nine senior residents in both image acquisition and image interpretation for five core US skills (focused assessment with sonography for trauma (FAST), aorta, echocardiogram (ECHO), pelvic, central line placement). Image acquisition, using an observed clinical skills exam (OSCE) directed assessment with a standardized patient model. Image interpretation was measured with a multiple-choice exam including normal and pathologic images. Residents performed well on image acquisition for core skills with an average score of 85.7% for core skills and 74% including advanced skills (ovaries, advanced ECHO, advanced aorta). Residents scored well but slightly lower on image interpretation with an average score of 76%. Senior residents performed well on core POC US skills as evaluated with a rigorous assessment tool. This tool may be developed further for other EM programs to use for graduating resident evaluation.

  4. AMIA Board white paper: definition of biomedical informatics and specification of core competencies for graduate education in the discipline

    Science.gov (United States)

    Kulikowski, Casimir A; Shortliffe, Edward H; Currie, Leanne M; Elkin, Peter L; Hunter, Lawrence E; Johnson, Todd R; Kalet, Ira J; Lenert, Leslie A; Musen, Mark A; Ozbolt, Judy G; Smith, Jack W; Tarczy-Hornoch, Peter Z

    2012-01-01

    The AMIA biomedical informatics (BMI) core competencies have been designed to support and guide graduate education in BMI, the core scientific discipline underlying the breadth of the field's research, practice, and education. The core definition of BMI adopted by AMIA specifies that BMI is ‘the interdisciplinary field that studies and pursues the effective uses of biomedical data, information, and knowledge for scientific inquiry, problem solving and decision making, motivated by efforts to improve human health.’ Application areas range from bioinformatics to clinical and public health informatics and span the spectrum from the molecular to population levels of health and biomedicine. The shared core informatics competencies of BMI draw on the practical experience of many specific informatics sub-disciplines. The AMIA BMI analysis highlights the central shared set of competencies that should guide curriculum design and that graduate students should be expected to master. PMID:22683918

  5. AMIA Board white paper: definition of biomedical informatics and specification of core competencies for graduate education in the discipline.

    Science.gov (United States)

    Kulikowski, Casimir A; Shortliffe, Edward H; Currie, Leanne M; Elkin, Peter L; Hunter, Lawrence E; Johnson, Todd R; Kalet, Ira J; Lenert, Leslie A; Musen, Mark A; Ozbolt, Judy G; Smith, Jack W; Tarczy-Hornoch, Peter Z; Williamson, Jeffrey J

    2012-01-01

    The AMIA biomedical informatics (BMI) core competencies have been designed to support and guide graduate education in BMI, the core scientific discipline underlying the breadth of the field's research, practice, and education. The core definition of BMI adopted by AMIA specifies that BMI is 'the interdisciplinary field that studies and pursues the effective uses of biomedical data, information, and knowledge for scientific inquiry, problem solving and decision making, motivated by efforts to improve human health.' Application areas range from bioinformatics to clinical and public health informatics and span the spectrum from the molecular to population levels of health and biomedicine. The shared core informatics competencies of BMI draw on the practical experience of many specific informatics sub-disciplines. The AMIA BMI analysis highlights the central shared set of competencies that should guide curriculum design and that graduate students should be expected to master.

  6. Core skills requirement and competencies expected of quantity surveyors: perspectives from quantity surveyors, allied professionals and clients in Nigeria

    Directory of Open Access Journals (Sweden)

    Joshua Oluwasuji Dada

    2015-10-01

    Full Text Available Abstract Deployment of appropriate skills and competencies is crucial and germane to the development and continuous relevance of any profession. In the built environment, the science for selecting the required skills and competencies expected of quantity surveyors and understanding the inherent dependencies between them remains a research issue. The purpose of this study was to determine the skill requirements and competencies expected of quantity surveyors. A structured questionnaire was administered among quantity surveyors, architects, engineers, builders and clients in Nigeria. The respondents were asked to give rating, on a 5 point Likert scale, on usual skills and competencies required of quantity surveyors. A secondary objective of the study was to examine the important skills and competencies and categorized them into core skill, basic skill, core competence, optional competence and special competence. The results of the study indicate the important skills as computer literacy, building engineering, information technology, economics, measurement/quantification and knowledge of civil/heavy engineering works. The results also indicate the important competencies as cost planning and control, estimating, construction procurement system, contract documentation, contract administration and project management. It is emphasized that the findings of the research have considerable implications on the training and practice of quantity surveying in Nigeria.

  7. Core skills requirement and competencies expected of quantity surveyors: perspectives from quantity surveyors, allied professionals and clients in Nigeria

    Directory of Open Access Journals (Sweden)

    Joshua Oluwasuji Dada

    2012-12-01

    Full Text Available AbstractDeployment of appropriate skills and competencies is crucial and germane to the development and continuous relevance of any profession. In the built environment, the science for selecting the required skills and competencies expected of quantity surveyors and understanding the inherent dependencies between them remains a research issue. The purpose of this study was to determine the skill requirements and competencies expected of quantity surveyors. A structured questionnaire was administered among quantity surveyors, architects, engineers, builders and clients in Nigeria. The respondents were asked to give rating, on a 5 point Likert scale, on usual skills and competencies required of quantity surveyors. A secondary objective of the study was to examine the important skills and competencies and categorized them into core skill, basic skill, core competence, optional competence and special competence. The results of the study indicate the important skills as computer literacy, building engineering, information technology, economics, measurement/quantification and knowledge of civil/heavy engineering works. The results also indicate the important competencies as cost planning and control, estimating, construction procurement system, contract documentation, contract administration and project management. It is emphasized that the findings of the research have considerable implications on the training and practice of quantity surveying in Nigeria.

  8. Identification of Pediatric Oral Health Core Competencies through Interprofessional Education and Practice.

    Science.gov (United States)

    Hallas, D; Fernandez, J B; Herman, N G; Moursi, A

    2015-01-01

    Over the past seven years, the Department of Pediatric Dentistry at New York University College of Dentistry (NYUCD) and the Advanced Practice: Pediatrics and the Pediatric Nurse Practitioner (PNP) program at New York University College of Nursing (NYUCN) have engaged in a program of formal educational activities with the specific goals of advancing interprofessional education, evidence-based practice, and interprofessional strategies to improve the oral-systemic health of infants and young children. Mentoring interprofessional students in all health care professions to collaboratively assess, analyze, and care-manage patients demands that faculty reflect on current practices and determine ways to enhance the curriculum to include evidence-based scholarly activities, opportunities for interprofessional education and practice, and interprofessional socialization. Through the processes of interprofessional education and practice, the pediatric nursing and dental faculty identified interprofessional performance and affective oral health core competencies for all dental and pediatric primary care providers. Students demonstrated achievement of interprofessional core competencies, after completing the interprofessional educational clinical practice activities at Head Start programs that included interprofessional evidence-based collaborative practice, case analyses, and presentations with scholarly discussions that explored ways to improve the oral health of diverse pediatric populations. The goal of improving the oral health of all children begins with interprofessional education that lays the foundations for interprofessional practice.

  9. Identification of Pediatric Oral Health Core Competencies through Interprofessional Education and Practice

    Directory of Open Access Journals (Sweden)

    D. Hallas

    2015-01-01

    Full Text Available Over the past seven years, the Department of Pediatric Dentistry at New York University College of Dentistry (NYUCD and the Advanced Practice: Pediatrics and the Pediatric Nurse Practitioner (PNP program at New York University College of Nursing (NYUCN have engaged in a program of formal educational activities with the specific goals of advancing interprofessional education, evidence-based practice, and interprofessional strategies to improve the oral-systemic health of infants and young children. Mentoring interprofessional students in all health care professions to collaboratively assess, analyze, and care-manage patients demands that faculty reflect on current practices and determine ways to enhance the curriculum to include evidence-based scholarly activities, opportunities for interprofessional education and practice, and interprofessional socialization. Through the processes of interprofessional education and practice, the pediatric nursing and dental faculty identified interprofessional performance and affective oral health core competencies for all dental and pediatric primary care providers. Students demonstrated achievement of interprofessional core competencies, after completing the interprofessional educational clinical practice activities at Head Start programs that included interprofessional evidence-based collaborative practice, case analyses, and presentations with scholarly discussions that explored ways to improve the oral health of diverse pediatric populations. The goal of improving the oral health of all children begins with interprofessional education that lays the foundations for interprofessional practice.

  10. Promoting quality of care in disaster response: A survey of core surgical competencies.

    Science.gov (United States)

    Wong, Evan G; Razek, Tarek; Elsharkawi, Hossam; Wren, Sherry M; Kushner, Adam L; Giannou, Christos; Khwaja, Kosar A; Beckett, Andrew; Deckelbaum, Dan L

    2015-07-01

    Recent humanitarian crises have led to a call for professionalization of the humanitarian field, but core competencies for the delivery of surgical care have yet to be established. The objective of this study was to survey surgeons with experience in disaster response to identify surgical competencies required to be effective in these settings. An online survey elucidating demographic information, scope of practice, and previous experience in global health and disaster response was transmitted to surgeons from a variety of surgical societies and nongovernmental organizations. Participants were provided with a list of 111 operative procedures and were asked to identify those deemed essential to the toolset of a frontline surgeon in disaster response via a Likert scale. Responses from personnel with experience in disaster response were contrasted with those from nonexperienced participants. A total of 147 surgeons completed the survey. Participants held citizenship in 22 countries, were licensed in 30 countries, and practiced in >20 countries. Most respondents (56%) had previous experience in humanitarian response. The majority agreed or strongly agreed that formal training (54%), past humanitarian response (94%), and past global health experiences (80%) provided adequate preparation. The most commonly deemed important procedures included control of intraabdominal hemorrhage (99%), abdominal packing for trauma (99%), and wound debridement (99%). Procedures deemed important by experienced personnel spanned multiple specialties. This study addressed specifically surgical competencies in disaster response. We provide a list of operative procedures that should set the stage for further structured education programs. Copyright © 2015 Elsevier Inc. All rights reserved.

  11. Creating value-focused healthcare delivery systems: Part three--Core competencies.

    Science.gov (United States)

    Beveridge, R N

    1997-01-01

    Value is created through the delivery of high-quality, cost--effective healthcare services. The ability to create value from the providers' perspective is facilitated through the development and implementation of essential, customer-focused core competencies. These core competencies include customer relationship management, payer/provider relationship management, disease management, outcomes management, financial/cost management, and information management. Customer relationship management is the foundation upon which all core competencies must be built. All of the core competencies must focus on the needs of the customers, both internal and external. Structuring all processes involved in the core competencies from the perspective of the customer will ensure that value is created throughout the system. Payer/provider relationship management will become a crucial pillar for healthcare providers in the future. As more vertical integration among providers occurs, the management of the relationships among providers and with payers will become more important. Many of the integration strategies being implemented across the country involve the integration of hospitals, physicians, and payers to form accountable health plans. The relationships must be organized to form "win/win" situations, where all parties are focused on a shared vision of creating value and none of the parties benefits at the expense of the others. Disease management in creating value requires that we begin examining the disease process along the entire continuum. Not only must providers be able to provide high-quality acute and chronic care, but they must also begin to focus more heavily on programs of prevention. Value is created throughout the system through reducing the prevalence and incidence of disease. Only through managing the full continuum of health will value be created throughout the healthcare delivery system. Outcomes management ensures that the outcomes are the highest quality at a cost

  12. Towards an International Framework for Recommendations of Core Competencies in Nursing and Inter-Professional Informatics: The TIGER Competency Synthesis Project.

    Science.gov (United States)

    Hübner, Ursula; Shaw, Toria; Thye, Johannes; Egbert, Nicole; Marin, Heimar; Ball, Marion

    2016-01-01

    Informatics competencies of the health care workforce must meet the requirements of inter-professional process and outcome oriented provision of care. In order to help nursing education transform accordingly, the TIGER Initiative deployed an international survey, with participation from 21 countries, to evaluate and prioritise a broad list of core competencies for nurses in five domains: 1) nursing management, 2) information technology (IT) management in nursing, 3) interprofessional coordination of care, 4) quality management, and 5) clinical nursing. Informatics core competencies were found highly important for all domains. In addition, this project compiled eight national cases studies from Austria, Finland, Germany, Ireland, New Zealand, the Philippines, Portugal, and Switzerland that reflected the country specific perspective. These findings will lead us to an international framework of informatics recommendations.

  13. Defining the "core microbiome" of the microbial communities in the tonsils of healthy pigs

    Directory of Open Access Journals (Sweden)

    Lowe Beth A

    2012-02-01

    Full Text Available Abstract Background Porcine tonsils are the colonization site for many pathogenic as well as commensal microorganisms and are the primary lymphoid tissue encountered by organisms entering through the mouth or nares. The goal of this study was to provide an in-depth characterization of the composition and structure of the tonsillar microbial communities and to define the core microbiome in the tonsils of healthy pigs, using high throughput bar-coded 454-FLX pyrosequencing. Results Whole tonsils were collected at necropsy from 12 16-week-old finisher pigs from two healthy herds. Tonsil brushes were also used to collect samples from four of these animals. Bacterial DNA was isolated from each sample, amplified by PCR with universal primers specific for the bacterial 16S rRNA genes, and the PCR products sequenced using pyrosequencing. An average of 13,000 sequences were generated from each sample. Microbial community members were identified by sequence comparison to known bacterial 16S rRNA gene sequences. The microbiomes of these healthy herds showed very strong similarities in the major components as well as distinct differences in minor components. Pasteurellaceae dominated the tonsillar microbiome in all animals, comprising ~60% of the total, although the relative proportions of the genera Actinobacillus, Haemophilus, and Pasteurella varied between the herds. Also found in all animals were the genera Alkanindiges, Peptostreptococcus, Veillonella, Streptococcus and Fusobacterium, as well as Enterobacteriaceae and Neisseriaceae. Treponema and Chlamydia were unique to Herd 1, while Arcanobacterium was unique to Herd 2. Tonsil brushes yielded similar results to tissue specimens, although Enterobacteriaceae and obligate anaerobes were more frequently found in tissue than in brush samples, and Chlamydia, an obligately intracellular organism, was not found in brush specimens. Conclusions We have extended and supported our previous studies with 16S clone

  14. Defining the "core microbiome" of the microbial communities in the tonsils of healthy pigs.

    Science.gov (United States)

    Lowe, Beth A; Marsh, Terence L; Isaacs-Cosgrove, Natasha; Kirkwood, Roy N; Kiupel, Matti; Mulks, Martha H

    2012-02-07

    Porcine tonsils are the colonization site for many pathogenic as well as commensal microorganisms and are the primary lymphoid tissue encountered by organisms entering through the mouth or nares. The goal of this study was to provide an in-depth characterization of the composition and structure of the tonsillar microbial communities and to define the core microbiome in the tonsils of healthy pigs, using high throughput bar-coded 454-FLX pyrosequencing. Whole tonsils were collected at necropsy from 12 16-week-old finisher pigs from two healthy herds. Tonsil brushes were also used to collect samples from four of these animals. Bacterial DNA was isolated from each sample, amplified by PCR with universal primers specific for the bacterial 16S rRNA genes, and the PCR products sequenced using pyrosequencing. An average of 13,000 sequences were generated from each sample. Microbial community members were identified by sequence comparison to known bacterial 16S rRNA gene sequences.The microbiomes of these healthy herds showed very strong similarities in the major components as well as distinct differences in minor components. Pasteurellaceae dominated the tonsillar microbiome in all animals, comprising ~60% of the total, although the relative proportions of the genera Actinobacillus, Haemophilus, and Pasteurella varied between the herds. Also found in all animals were the genera Alkanindiges, Peptostreptococcus, Veillonella, Streptococcus and Fusobacterium, as well as Enterobacteriaceae and Neisseriaceae. Treponema and Chlamydia were unique to Herd 1, while Arcanobacterium was unique to Herd 2.Tonsil brushes yielded similar results to tissue specimens, although Enterobacteriaceae and obligate anaerobes were more frequently found in tissue than in brush samples, and Chlamydia, an obligately intracellular organism, was not found in brush specimens. We have extended and supported our previous studies with 16S clone libraries, using 16S rRNA gene pyrosequencing to describe the

  15. Core addiction medicine competencies for doctors: An international consultation on training.

    Science.gov (United States)

    Ayu, Astri Parawita; El-Guebaly, Nady; Schellekens, Arnt; De Jong, Cor; Welle-Strand, Gabrielle; Small, William; Wood, Evan; Cullen, Walter; Klimas, Jan

    2017-07-18

    Despite the high prevalence of substance use disorders, associated comorbidities, and the evidence base upon which to base clinical practice, most health systems have not invested in standardized training of health care providers in addiction medicine. As a result, people with substance use disorders often receive inadequate care, at the cost of quality of life and enormous direct health care costs and indirect societal costs. Therefore, this study was undertaken to assess the views of international scholars, representing different countries, on the core set of addiction medicine competencies that need to be covered in medical education. A total of 13 members of the International Society of 20 Addiction Medicine (ISAM), from 12 different countries (37% response rate), were interviewed over Skype, e-mail survey, or in person at the annual conference. Content analysis was used to analyze interview transcripts, using constant comparison methodology. We identified recommendations related to the core set of the addiction medicine competencies at 3 educational levels: (i) undergraduate, (ii) postgraduate, and (iii) continued medical education (CME). The participants described broad ideas, such as knowledge/skills/attitudes towards addiction to be obtained at undergraduate level, or knowledge of addiction treatment to be acquired at graduate level, as well as specific recommendations, including the need to tailor curriculum to national settings and different specialties. Although it is unclear whether a global curriculum is needed, a consensus on a core set of principles for progression of knowledge, attitudes, and skills in addiction medicine to be developed at each educational level amongst medical graduates would likely have substantial value.

  16. 企业核心能力评价研究述评%Literature Review on Enterprises' Core Competence Evaluation

    Institute of Scientific and Technical Information of China (English)

    龚素芳

    2012-01-01

    Core competence evaluation is an important part of core competence research. How to properly and accurately evaluate the core competence of various types of enterprises in various industries is catching more and more attention. This paper summarizes the basic principles of core competence evaluation, sorts out the existing evaluation methods from the qualitative, quantitative standpoints as well as the combination of these two and further studies the status quo of core competence evaluation in real estate, high — tech and manufacturing businesses.%企业核心能力评价是核心能力研究的重要环节,如何恰当、准确地对不同行业、不同类型企业的核心能力进行评价获得了越来越多的关注.首先归纳了企业核心能力评价的基本原则,从定性、定量、定性定量相结合三方面对现有的评价方法进行梳理,并进一步考察了房地产企业、高新技术企业、制造企业的核心能力评价研究现状.

  17. An expert consensus on core competencies in integrated care for psychiatrists.

    Science.gov (United States)

    Sunderji, Nadiya; Waddell, Andrea; Gupta, Mona; Soklaridis, Sophie; Steinberg, Rosalie

    2016-01-01

    All psychiatry residents in Canada are required to train in integrated care (also known as "shared care" or "collaborative care"). We sought to define the competencies required for integrated care practice, with an emphasis on those competencies necessary for all psychiatric postgraduate learners regardless of their intended future practice setting or population. We conducted a mixed methods study including qualitative interviews with nine psychiatrists practicing integrated care across Canada and a quantitative survey of 35 experts using a modified Delphi method. Our participants believed that integrated care aims to build capacity for improved quality of mental health care in unspecialized settings, and as such, its practice requires broad clinical expertise as well as competencies in interprofessional teamwork, collaborative leadership, knowledge exchange and program consultation. All psychiatrists require knowledge of evidence-based models of integrated care and the ability to work with organizations to implement these models. Psychiatrists are best prepared for integrated care practice through clinical exposure to primary care and/or community settings, as well as didactic teaching regarding the evidence for integrated care, quality improvement methods, leadership, health systems and population health. Copyright © 2016 Elsevier Inc. All rights reserved.

  18. Fuzzy-Method-Based Discernment and Evaluation System of Firm's Core Competency%基于模糊方法的核心能力识别和评价系统

    Institute of Scientific and Technical Information of China (English)

    魏江; 叶学锋

    2001-01-01

    本文从企业核心能力的特征入手,试图去建立企业核心能力的识别体系。由于不同企业核心能力的表现形态各不一样,但从核心能力的本质层面去识别其核心能力的有其现实意义的。核心能力的识别可以是成熟的核心能力,也可以是未来应该培育的核心能力,在此基础上,进一步构筑了核心能力的模糊评价体系,以期帮助企业分析阻碍其核心能力提高的主要瓶颈因素从而找到企业培育核心能力的切入点。%By perspective of the natures of firm's core competency, the paper tries to establish the discernment system. Because of the differences of the embodiments of core competencies in different firms, it is very significant to discern the core competency from the internal level of firm's overall system. Actually, the maturity process of core competency in different firms is firm-specific. By discerning system, the stage of core competency can be defined, and the bottleneck of core competency enhancement can be found out. This paper focuses on constructing the discenment indicator system and evaluation system, and expects to help firms find out the breakthrough points to develop their core competency.

  19. Partnering to provide simulated learning to address Interprofessional Education Collaborative core competencies.

    Science.gov (United States)

    Murphy, Judy I; Nimmagadda, Jayashree

    2015-05-01

    Learning to effectively communicate and work with other professionals requires skill, yet interprofessional education is often not included in the undergraduate healthcare provider curriculum. Simulation is an effective pedagogy to bring students from multiple professions together for learning. This article describes a pilot study where nursing and social work students learned together in a simulated learning activity, which was evaluated to by the Readiness for Interprofessional Learning Scale (RIPLS). The RIPLS was used before and after the simulated activity to determine if this form of education impacted students' perceptions of readiness to learn together. Students from both professions improved in their RIPLS scores. Students were also asked to identify their interprofessional strengths and challenges before and after the simulation. Changes were identified in qualitative data where reports of strengths and challenges indicated learning and growth had occurred. In conclusion, this pilot study suggests that interprofessional simulation can be an effective method to integrate Interprofessional Education Collaborative core competencies into the curriculum.

  20. An Apprenticeship Rotation Teaches Chief Residents Nontechnical Skills and ACGME Core Competencies.

    Science.gov (United States)

    Kwakye, Gifty; Chen, Xiaodong Phoenix; Havens, Joaquim M; Irani, Jennifer L; Yule, Steven; Smink, Douglas S

    2015-01-01

    Traditionally, surgical training has used an apprenticeship model but has more recently moved to a service-based model, with groups of residents working with groups of attending surgeons. We developed an apprenticeship rotation to enhance one-on-one interaction between chief residents and selected faculty. We hypothesized that the apprenticeship rotation would be effective for teaching nontechnical skills (NTS) and core competencies. An apprenticeship rotation was created at a university-based surgery residency in which each chief resident selected a single attending surgeon with whom to work exclusively with for a 4-week period. Emphasis was placed on teaching intraoperative NTS as well as the 4 difficult-to-teach Accreditation Council for Graduate Medical Education core competencies (DCC): Interpersonal and Communication Skills, Practice-Based Learning and Improvement, Professionalism, and Systems-Based Practice. Participants were surveyed afterwards about their rotation using a 5-point Likert scale. A Wilcoxon signed rank test was used to compare differences depending on data distribution. All (13/13) the chief residents and 67% (8/12) faculty completed the survey. Overall, 85% of residents and 87.5% of faculty would recommend the rotation to other residents/faculty members. Both residents and faculty reported improvement in trainees' technical skills and NTS. Residents reported improvement in all 4 DCC, particularly, Practice-Based Learning and Improvement, Professionalism, and Interpersonal and Communication Skills. The apprenticeship rotation is an effective means of teaching residents both NTS and DCC essential for independent practice. Consideration should be given to introducing this program into surgical curricula nationally. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  1. Integrating Morbidity and Mortality Core Competencies and Quality Improvement in Otolaryngology.

    Science.gov (United States)

    Laury, Adrienne M; Bowe, Sarah N; Lospinoso, Joshua

    2017-02-01

    To date, an otolaryngology-specific morbidity and mortality (M&M) conference has never been reported or evaluated. To propose a novel otolaryngology-specific M&M format and to assess its success using a validated assessment tool. Preintervention and postintervention cohort study spanning 14 months (September 2014 to November 2015), with 32 faculty, residents, and medical students attending the department of otolaryngology M&M conference, conducted at the the San Antonio Uniformed Services Health Education Consortium. A novel quality assurance conference was implemented in the department of otolaryngology at the San Antonio Uniformed Services Health Education Consortium. This conference incorporates patient safety reports, otolaryngology-specific quality metrics, and individual case presentations. The revised format integrates the Accreditation Council for Graduate Medical Education (ACGME) core competencies and Quality Improvement and Patient Safety (QI/PS) system. This format was evaluated by faculty, residents, and medical students every other month for 14 months to assess changes in attitudes regarding the M&M conference as well as changes in presentation quality. Overall, 13 faculty, 12 residents, and 7 medical students completed 232 evaluations. Summary statistics of both resident and faculty attitudes about the success of the M&M format seem to improve over the 14 months between the prequestionnaires and postquestionnaires. General attitudes for both residents and faculty significantly improved from the pretest to posttest (odds ratio, 0.32 per month; 95% CI, 0.29-0.35). In the pretest period, "established presentation format" was considered the most necessary improvement, whereas in the posttest period this changed to "incorporate more QI." For resident presentations evaluated using the situation, background, assessment, and review/recommendations (SBAR) tool, all evaluations, from all participants, improved over time. The M&M conference is an essential

  2. Assessment of core competencies in childhood attention-deficit/hyperactivity disorder practice.

    Science.gov (United States)

    Brown, Jennifer J; Hertzer, John L; Findling, Robert L

    2011-02-01

    The study assessed competencies and practices of a large group of healthcare providers in childhood attention-deficit/hyperactivity disorder (ADHD), and identified barriers to improving care. Methods were self-assessment using an Internet questionnaire with a standardized patient case; analysis compared with professional association recommendations; and measurement of provider self-efficacy levels. Of 2,103 participants who completed the assessment, 44% were only "somewhat confident" and 20% "not at all confident" in being up-to-date in diagnosis and management of ADHD. Based on American Board of Psychiatry and Neurology's Child and Adolescent Core Competencies and American Academy of Child and Adolescent Psychiatry Practice Parameters, participants selected appropriate responses 60% of the time, 57% for items on diagnosis, and 62% for treatment. Providers under-used the family interview, and relied on ADHD rating scales for diagnosis. Lack of effective communication between provider, child, family, and teachers was the top barrier cited, yet participants rated involving the child and family as very important. In conclusion, education should include training on effective communication with the family to improve care for children with ADHD and dedication of further health education resources in the area of ADHD is needed.

  3. [A Delphi Method Survey of the Core Competences of Post-Acute-Care Nurses in Caring for Acute Stroke Patients].

    Science.gov (United States)

    Chi, Shu-Ching; Yeh, Lily; Lu, Meei-Shiow; Lin, Pei-Yu

    2015-12-01

    Post-acute care (PAC) service is becoming increasingly important in Taiwan as a core focus of government policies that are designed to ensure continuity of care. In order to improve PAC nursing education and quality of care, the present study applies a modified Delphi method to identify the core competences of nurses who provide PAC services to acute stroke patients. We surveyed 18 experts in post-acute care and long-term care anonymously using a 29-question questionnaire in order to identify the essential professional skills that are required to perform PAC effectively. The results of this survey indicate that the core competences of PAC may be divided into two categories: Case Management and Care Management. Case Management includes Direct Care, Communication, Health Care Education, Nursing Consulting, and Family Assessment & Health Care. Care Management includes Interdisciplinary Teamwork, Patient Care Management, and Resource Integration. The importance and practicality of each item was evaluated using a 7-point Likert scale. The experts required 2 rounds to reach a consensus about the importance and 3 rounds to determine the practicality of PAC core competences. This process highlighted the differing points of view that are held by professionals in the realms of nursing, medicine, and national health policy. The PAC in-job training program in its current form inadequately cul-tivates core competence in Care Management. The results of the present study may be used to inform the development of PAC nurse orientation training programs and continuing education courses.

  4. Development of national standardized all-hazard disaster core competencies for acute care physicians, nurses, and EMS professionals.

    Science.gov (United States)

    Schultz, Carl H; Koenig, Kristi L; Whiteside, Mary; Murray, Rick

    2012-03-01

    The training of medical personnel to provide care for disaster victims is a priority for the physician community, the federal government, and society as a whole. Course development for such training guided by well-accepted standardized core competencies is lacking, however. This project identified a set of core competencies and performance objectives based on the knowledge, skills, and attitudes required by the specific target audience (emergency department nurses, emergency physicians, and out-of-hospital emergency medical services personnel) to ensure they can treat the injuries and illnesses experienced by victims of disasters regardless of cause. The core competencies provide a blueprint for the development or refinement of disaster training courses. This expert consensus project, supported by a grant from the Robert Wood Johnson Foundation, incorporated an all-hazard, comprehensive emergency management approach addressing every type of disaster to minimize the effect on the public's health. An instructional systems design process was used to guide the development of audience-appropriate competencies and performance objectives. Participants, representing multiple academic and provider organizations, used a modified Delphi approach to achieve consensus on recommendations. A framework of 19 content categories (domains), 19 core competencies, and more than 90 performance objectives was developed for acute medical care personnel to address the requirements of effective all-hazards disaster response. Creating disaster curricula and training based on the core competencies and performance objectives identified in this article will ensure that acute medical care personnel are prepared to treat patients and address associated ramifications/consequences during any catastrophic event. Copyright © 2012 American College of Emergency Physicians. Published by Mosby, Inc. All rights reserved.

  5. Core competency in mechanical ventilation: development of educational objectives using the Delphi technique.

    Science.gov (United States)

    Goligher, Ewan C; Ferguson, Niall D; Kenny, Lisa P

    2012-10-01

    We sought to identify and standardize the core clinical knowledge and skills required to care for patients receiving mechanical ventilation. Prospective survey reaching consensus by the Delphi technique. North American survey conducted anonymously by electronic e-mail. International experts in mechanical ventilation, frontline resident educators, medical education experts, and community intensivists were recruited to participate Fourteen panelists participated (ten content experts, three resident educators, one medical education expert, zero community intensivists). Individual panelists generated a total of 200 educational objectives, of which 109 were duplicates. Of the remaining 91 items, 56 met predefined consensus criteria for inclusion in the final set of educational objectives. The educational objectives spanned a broad range of categories, including respiratory physiology, noninvasive ventilation, lung protective ventilation, weaning, and withholding and withdrawing mechanical ventilation. Agreement among panelists on the items included was high (median proportion supporting item inclusion was 88%, range 70%-100%). There is a consensus that general resident core competency in mechanical ventilation requires a broad range of knowledge application and skill. These educational objectives may help identify and standardize the educational outcomes related to mechanical ventilation that residents should achieve.

  6. On the Design of Energy Efficient Optical Networks with Software Defined Networking Control Across Core and Access Networks

    DEFF Research Database (Denmark)

    Wang, Jiayuan; Yan, Ying; Dittmann, Lars

    2013-01-01

    This paper presents a Software Defined Networking (SDN) control plane based on an overlay GMPLS control model. The SDN control platform manages optical core networks (WDM/DWDM networks) and the associated access networks (GPON networks), which makes it possible to gather global information...

  7. On the Design of Energy Efficient Optical Networks with Software Defined Networking Control Across Core and Access Networks

    DEFF Research Database (Denmark)

    Wang, Jiayuan; Yan, Ying; Dittmann, Lars

    2013-01-01

    This paper presents a Software Defined Networking (SDN) control plane based on an overlay GMPLS control model. The SDN control platform manages optical core networks (WDM/DWDM networks) and the associated access networks (GPON networks), which makes it possible to gather global information...

  8. Development, validation, and utility of an instrument to assess core competencies in the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program.

    Science.gov (United States)

    Leff, Stephen S; Baum, Katherine T; Bevans, Katherine B; Blum, Nathan J

    2015-02-01

    To describe the development and psychometric evaluation of the Core Competency Measure (CCM), an instrument designed to assess professional competencies as defined by the Maternal Child Health Bureau (MCHB) and targeted by Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs. The CCM is a 44-item self-report measure comprised of six subscales to assess clinical, interdisciplinary, family-centered/cultural, community, research, and advocacy/policy competencies. The CCM was developed in an iterative fashion through participatory action research, and then nine cohorts of LEND trainees (N = 144) from 14 different disciplines completed the CCM during the first week of the training program. A 6-factor confirmatory factor analysis model was fit to data from the 44 original items. After three items were removed, the model adequately fit the data (comparative fit indices = .93, root mean error of approximation = .06) with all factor loadings exceeding .55. The measure was determined to be quite reliable as adequate internal consistency and test-retest reliability were found for each subscale. The instrument's construct validity was supported by expected differences in self-rated competencies among fellows representing various disciplines, and the convergent validity was supported by the pattern of inter-correlations between subscale scores. The CCM appears to be a reliable and valid measure of MCHB core competencies for our sample of LEND trainees. It provides an assessment of key training areas addressed by the LEND program. Although the measure was developed within only one LEND Program, with additional research it has the potential to serve as a standardized tool to evaluate the strengths and limitations of MCHB training, both within and between programs.

  9. Training infection control and hospital hygiene professionals in Europe, 2010: agreed core competencies among 33 European countries.

    Science.gov (United States)

    Brusaferro, S; Cookson, B; Kalenic, S; Cooper, T; Fabry, J; Gallagher, R; Hartemann, P; Mannerquist, K; Popp, W; Privitera, G; Ruef, C; Viale, P; Coiz, F; Fabbro, E; Suetens, C; Varela Santos, C

    2014-12-11

    The harmonisation of training programmes for infection control and hospital hygiene (IC/HH) professionals in Europe is a requirement of the Council recommendation on patient safety. The European Centre for Disease Prevention and Control commissioned the 'Training Infection Control in Europe' project to develop a consensus on core competencies for IC/HH professionals in the European Union (EU). Core competencies were drafted on the basis of the Improving Patient Safety in Europe (IPSE) project's core curriculum (CC), evaluated by questionnaire and approved by National Representatives (NRs) for IC/HH training. NRs also re-assessed the status of IC/HH training in European countries in 2010 in comparison with the situation before the IPSE CC in 2006. The IPSE CC had been used to develop or update 28 of 51 IC/HH courses. Only 10 of 33 countries offered training and qualification for IC/HH doctors and nurses. The proposed core competencies are structured in four areas and 16 professional tasks at junior and senior level. They form a reference for standardisation of IC/HH professional competencies and support recognition of training initiatives.

  10. Core competencies for health care ethics consultants: in search of professional status in a post-modern world.

    Science.gov (United States)

    Engelhardt, H Tristram

    2011-09-01

    The American Society for Bioethics and the Humanities (ASBH) issued its Core Competencies for Health Care Ethics Consultation just as it is becoming ever clearer that secular ethics is intractably plural and without foundations in any reality that is not a social-historical construction (ASBH Core Competencies for Health Care Ethics Consultation, 2nd edn. American Society for Bioethics and Humanities, Glenview, IL, 2011). Core Competencies fails to recognize that the ethics of health care ethics consultants is not ethics in the usual sense of a morally canonical ethics. Its ethics is the ethics established at law and in enforceable health care public policy in a particular jurisdiction. Its normativity is a legal normativity, so that the wrongness of violating this ethics is simply the legal penalties involved and the likelihood of their being imposed. That the ethics of ethics consultation is that ethics legally established accounts for the circumstance that the major role of hospital ethics consultants is as quasi-lawyers giving legal advice, aiding in risk management, and engaging in mediation. It also indicates why this collage of roles has succeeded so well. This article shows how moral philosophy as it was reborn in the 13th century West led to the ethics of modernity and then finally to the ethics of hospital ethics consultation. It provides a brief history of the emergence of an ethics that is after morality. Against this background, the significance of Core Competencies must be critically reconsidered.

  11. Linking the Prevention of Problem Behaviors and Positive Youth Development: Core Competencies for Positive Youth Development and Risk Prevention

    Science.gov (United States)

    Guerra, Nancy G.; Bradshaw, Catherine P.

    2008-01-01

    In this chapter, we present a brief review of the developmental literature linking healthy adjustment to five core competencies: (1) positive sense of self, (2) self-control, (3) decision-making skills, (4) a moral system of belief, and (5) prosocial connectedness. A central premise of this chapter and the rest of the volume is that promoting…

  12. Examining the Effects of a National League for Nursing Core Competencies Workshop as an Intervention to Improve Nurse Faculty Practice

    Science.gov (United States)

    VanBever Wilson, Robin R.

    2010-01-01

    Due to the complex challenges facing schools of nursing, a research study was implemented to introduce nurse faculty at one small rural northeastern Tennessee school of nursing to the NLN "Core Competencies for Nurse Educators". Utilizing Kalb's Nurse Faculty Self-Evaluation Tool as a pre- and post-intervention test, 30 nurse faculty…

  13. The Use of Cultural Historical Activity Theory (CHAT) within a Constructivist Learning Environment to Develop Core Competencies in Social Work

    Science.gov (United States)

    Fire, Nancy; Casstevens, W. J.

    2013-01-01

    Achieving foundation-level practice behaviors to develop social work core competencies involves integrating learning across a curriculum. This article focuses on two phases of foundation-level course redevelopment aimed to support graduate students in accomplishing this outcome. The first phase involved restructuring the course to become a…

  14. Linking the Prevention of Problem Behaviors and Positive Youth Development: Core Competencies for Positive Youth Development and Risk Prevention

    Science.gov (United States)

    Guerra, Nancy G.; Bradshaw, Catherine P.

    2008-01-01

    In this chapter, we present a brief review of the developmental literature linking healthy adjustment to five core competencies: (1) positive sense of self, (2) self-control, (3) decision-making skills, (4) a moral system of belief, and (5) prosocial connectedness. A central premise of this chapter and the rest of the volume is that promoting…

  15. A clinical clerkship collaborative program in Taiwan: Acquiring core clinical competencies through patient care responsibility

    Directory of Open Access Journals (Sweden)

    Yong A. Wang

    2016-06-01

    Conclusion: This pilot collaborative program presented a successful model for clinical education in the teaching of core clinical competencies through direct patient care responsibilities at the clerkship stage. It is hoped that the project will become a catalyst for medical education reform in Taiwan and regions with similar traditions.

  16. The Use of Cultural Historical Activity Theory (CHAT) within a Constructivist Learning Environment to Develop Core Competencies in Social Work

    Science.gov (United States)

    Fire, Nancy; Casstevens, W. J.

    2013-01-01

    Achieving foundation-level practice behaviors to develop social work core competencies involves integrating learning across a curriculum. This article focuses on two phases of foundation-level course redevelopment aimed to support graduate students in accomplishing this outcome. The first phase involved restructuring the course to become a…

  17. Genetic education and the challenge of genomic medicine: development of core competences to support preparation of health professionals in Europe

    DEFF Research Database (Denmark)

    Skirton, Heather; Lewis, Celine; Kent, Alastair;

    2010-01-01

    in professional education and regulation between European countries, setting curricula may not be practical. Core competences are used as a basis for health professional education in many fields and settings. An Expert Group working under the auspices of the EuroGentest project and European Society of Human...... Genetics Education Committee agreed that a pragmatic solution to the need to establish common standards for education and practice in genetic health care was to agree to a set of core competences that could apply across Europe. These were agreed through an exhaustive process of consultation with relevant......The use of genetics and genomics within a wide range of health-care settings requires health professionals to develop expertise to practise appropriately. There is a need for a common minimum standard of competence in genetics for health professionals in Europe but because of differences...

  18. Defining competencies for education in health care value: recommendations from the University of California, San Francisco Center for Healthcare Value Training Initiative.

    Science.gov (United States)

    Moriates, Christopher; Dohan, Daniel; Spetz, Joanne; Sawaya, George F

    2015-04-01

    Leaders in medical education have increasingly called for the incorporation of cost awareness and health care value into health professions curricula. Emerging efforts have thus far focused on physicians, but foundational competencies need to be defined related to health care value that span all health professions and stages of training. The University of California, San Francisco (UCSF) Center for Healthcare Value launched an initiative in 2012 that engaged a group of educators from all four health professions schools at UCSF: Dentistry, Medicine, Nursing, and Pharmacy. This group created and agreed on a multidisciplinary set of comprehensive competencies related to health care value. The term "competency" was used to describe components within the larger domain of providing high-value care. The group then classified the competencies as beginner, proficient, or expert level through an iterative process and group consensus. The group articulated 21 competencies. The beginner competencies include basic principles of health policy, health care delivery, health costs, and insurance. Proficient competencies include real-world applications of concepts to clinical situations, primarily related to the care of individual patients. The expert competencies focus primarily on systems-level design, advocacy, mentorship, and policy. These competencies aim to identify a standard that may help inform the development of curricula across health professions training. These competencies could be translated into the learning objectives and evaluation methods of resources to teach health care value, and they should be considered in educational settings for health care professionals at all levels of training and across a variety of specialties.

  19. A comprehensive collaborative patient safety residency curriculum to address the ACGME core competencies.

    Science.gov (United States)

    Singh, Ranjit; Naughton, Bruce; Taylor, John S; Koenigsberg, Marlon R; Anderson, Diana R; McCausland, Linda L; Wahler, Robert G; Robinson, Amanda; Singh, Gurdev

    2005-12-01

    Patient safety currently receives only scant attention in most residency curricula. Safety is a subject that transcends the US Accreditation Council for Graduate Medical Education's 6 core competencies. To design and implement a new patient safety curriculum in collaboration with the Schools of Nursing and Pharmacy, in such a way as to address all 6 competencies. The curriculum applies to a university-based family medicine residency programme with 45 residents at 5 sites, including urban, suburban and rural sites. CURRICULUM DESIGN: The curriculum includes introductory workshops for faculty and residents, a series of didactic courses, individual portfolios and a series of small group exercises including chart reviews, case presentations and a longitudinal quality improvement project. The activities are run by a multidisciplinary team. Main outcome measures include assessment of resident performance in curriculum activities and in an annual objective structured clinical examination (OSCE) that includes standardised patient interviews, simulations and a written examination. Programme evaluation will include comparison of OSCE performance with that at a neighbouring residency. Residents identified safety problems and system-based solutions using a safety journal. Cases of polypharmacy were identified using journals and chart reviews, and medication changes proposed and discussed. At resident practice sites, residents identified safety priorities based on a staff survey and proposed system-based solutions. Results of the OSCE will be presented elsewhere. A new patient safety curriculum was successfully introduced into a family medicine residency. The curriculum integrates patient safety into residents' daily activities and incorporates input from the disciplines of nursing and pharmacy so as to help build more effective clinical teams and inculcate a culture of safety.

  20. The 2012 American College of Nurse-Midwives core competencies for basic midwifery practice: history and revision.

    Science.gov (United States)

    Phillippi, Julia C; Avery, Melissa D

    2014-01-01

    The American College of Nurse-Midwives (ACNM) Core Competencies for Basic Midwifery Practice, approved in 2012, (hereafter referred to as Core Competencies) outline the knowledge, skills, and abilities that can be expected of new certified nurse-midwives (CNMs) and certified midwives (CMs). The Core Competencies are standards for midwifery education, and the document is an important guide for midwifery practice and policy. As a part of the 2012 revision, the Basic Competency Section of the ACNM Division of Education reviewed a variety of national and international documents to ensure that the basic education of CNMs/CMs is consistent with the practice of midwives in the United States and internationally. Few substantive changes were made to the document, but several areas were adjusted and clarified. New graduates continue to be prepared by midwifery education programs to provide safe, evidence-based midwifery care to women across the lifespan, well newborns up to 28 days, and sexual partners of women diagnosed with sexually transmitted infections. © 2014 by the American College of Nurse-Midwives.

  1. Scientific Skills as Core Competences in Medical Education: What do medical students think?

    Science.gov (United States)

    Ribeiro, Laura; Severo, Milton; Pereira, Margarida; Amélia Ferreira, Maria

    2015-08-01

    Background: Scientific excellence is one of the most fundamental underpinnings of medical education and its relevance is unquestionable. To be involved in research activities enhances students' critical thinking and problem-solving capacities, which are mandatory competences for new achievements in patient care and consequently to the improvement of clinical practice. Purposes: This work aimed to study the relevance given by Portuguese medical students to a core of scientific skills, and their judgment about their own ability to execute those skills. Methods: A cross-sectional study was conducted on students attending the first, fourth and sixth years of medical course in the same period. An assessment istrument, exploring the importance given by Portuguese medical students to scientific skills in high school, to clinical practice and to their own ability to execute them, was designed, adapted and applied specifically to this study. Results: Students' perceptions were associated with gender, academic year, previous participation in research activities, positive and negative attitudes toward science, research integration into the curriculum and motivation to undertake research. The viewpoint of medical students about the relevance of scientific skills overall, and the ability to execute them, was independently associated with motivation to be enrolled in research. Conclusions: These findings have meaningful implications in medical education regarding the inclusion of a structural research program in the medical curriculum. Students should be aware that clinical practice would greatly benefit from the enrollment in research activities. By developing a solid scientific literacy future physicians will be able to apply new knowledge in patient care.

  2. Defining Teacher Communication Competence.

    Science.gov (United States)

    Friedrich, Gustav W.

    Instructional communication research may be examined from the perspective of teacher effectiveness research, based on three dominant 20th-century philosophical traditions: logical empiricism, interpretive theories, and critical theory. Since at least 1896, scholars have used empirical research methodology (largely "logical empiricism," modeled…

  3. Midwifery students' perceived independence within the core competencies expected of the midwifery community upon graduation: an Italian study.

    Science.gov (United States)

    Fasan, J; Zavarise, D; Palese, A; Marchesoni, D

    2012-06-01

    The general aim of this article is to describe the independence perceived by midwifery students who are due to qualify with regard to core competencies that are considered essential by the community of professional midwives working in Italian healthcare hospitals. A multi-method research project was undertaken. One hundred sixty-seven midwives working in 11 regional facilities were approached with the aim of selecting the core competencies expected by graduands. In the same region, all graduands (24) educated at two universities were involved in the study aiming to discover the level of the independence (from 0 none to 10 maximum) perceived in each core competence selected by the midwives. The average score obtained by graduands in the questionnaire containing 102 core competencies was 717.4 (standard deviation 130.3, median 743). The minimum score was 363 and the highest was 916. Assuming the minimum cut-off at 612 points, five students (20.8%) had a perceived level of independence below sufficiency. Italian midwifery education has been reformed five times since 1940. The reduction in the length of the direct entry midwifery programme as introduced in the latest Italian national reform, and the higher standard of education requested also by European Directives, cause an increasing number of students to prefer to extend their course duration and postpone graduation until they feel independent. Any change in curriculum should consider the impact in the short, medium and long terms. For this reason, each new policy should consider carefully the point of view of experts in the disciplines, such as midwifery, with the objective of protecting and developing their competence in taking care of women, newborns and their families. © 2012 The Authors. International Nursing Review © 2012 International Council of Nurses.

  4. Analyzing the Dependency Between National Logistics Performance and Competitiveness: Which Logistics Competence is Core for National Strategy?

    Directory of Open Access Journals (Sweden)

    Burmaoglu Serhat

    2011-12-01

    Full Text Available With the advancements in the strategic management field, logistics management has changed considerably and logistics competency has emerged as a new and important area of research. In this regard, the purpose of this study is to find the core logistics abilities, which enable nations to achieve a competitive advantage in the logistics market. Two different data sets, one from World Economic Forum and the other from the World Bank were used. Cluster and discriminant analysis were used to answer the research questions. The results indicated that while the logistics infrastructure and the customs were absolute in determining a high-competitive country, the logistics competence and the tracking & tracing were the core logistics abilities needed to sustain the competitive advantage in long term. The implications of these results are also discussed.

  5. Graduate students' self assessment of competency in grief education and training in core accredited rehabilitation counseling programs

    Science.gov (United States)

    Cicchetti, Richard Jude

    The study examined whether 93 master's level rehabilitation counselor trainees from select Midwestern CORE-accredited schools report having been adequately trained to identify and work with clients who are having grief-related issues from a loss or disability. Using the Grief Counseling Competency Scale (GCCS), participants showed a wide range of scores regarding personal competency related to grief; however, scores tended to be low when examining skills and knowledge relating to grief, with most respondents scoring between "this barely describes me" and "this somewhat describes me." Although presence or history of a disability was found to be related to personal competency, a number of variables were not related, including: gender, age, race/ethnicity, course work in grief theories and grief interventions, practica/internship setting, and attitudes toward people with disabilities. Implications for further research are discussed.

  6. Life Cycle Theory of Firm's Core Competence%企业核心能力生命周期论

    Institute of Scientific and Technical Information of China (English)

    郭斌

    2001-01-01

    本文提出了“企业核心能力生命周期”理论,通过研究企业核心能力的动态演化来揭示企业创新过程对企业竞争优势的影响。技术过程与组织过程之间的交互作用对企业核心能力演化存在较强的影响力,而产业动态则对核心能力的演化起着选择机制的作用。在产业演化的不同阶段,存在着不同的“产业竞争焦点”,预见产业竞争焦点的变化并进行适时的企业核心能力跃迁对于企业竞争优势而言是非常重要的。企业为了获取持续竞争优势,必须适时完成“跃迁”过程,使企业核心能力能够适应产业动态的更迭。%This paper puts forward the Life Cycle Theory of Firm's Core Competence. By study on the dynamic evolution of firm's core competence, it reveals the impact of innovation process on the competitive advantage of the firm. The interactions between technological process and organizational process has strong influence on the evolution of firm's core competence., while the industry dynamics play an role as selection mechanism. In the different stage of industry evolution, there is different competition focus, foresights of industry competition focus changes are crucial to the sustainable competitive advantage, i.e., firms have to leap their core competence in a timely way.

  7. Producing Interdisciplinary Competent Professionals: Integrating One Health Core Competencies into the Veterinary Curriculum at the University of Rwanda.

    Science.gov (United States)

    Amuguni, Hellen J; Mazan, Melissa; Kibuuka, Robert

    2016-10-25

    Infectious diseases of grave concern to human health are emerging from wildlife and livestock populations in multiple regions of the world. Responding effectively to these emerging pandemics requires engagement of multidisciplinary groups of professionals. Using a One Health approach, One Health Central and Eastern Africa (OHCEA), a network of seven schools of public health and seven veterinary schools, with the support of the United States Agency for International Development (USAID), has engaged in curriculum review with the aim of building the skills of multidisciplinary groups of professionals to improve their capacity to respond to emerging infectious diseases. Through stakeholder analysis and curriculum development workshops, the University of Rwanda's School of Veterinary Medicine, in association with Tufts University, revised its curriculum to incorporate One Health competencies to be better prepared to respond to any infectious disease outbreak in Africa. The revised curriculum aimed to build cross-sectoral skills and knowledge; transform students' ways of thinking about infectious disease outbreak response; link human, veterinary, and wildlife health training opportunities; and strengthen community front-line responder training. Eight different disciplines engaged in the curriculum review process: Veterinary Medicine, Livestock Production, Wildlife and Aquatic Resources, Environmental Health and Epidemiology, Communication Technology, Engineering, Agriculture, and Public Health. One Health competencies such as communication, collaboration, leadership, and advocacy were added to the new curriculum, helping ensure that each professional be appropriately equipped with skills to recognize and respond effectively to any emerging infections.

  8. Generating anagrams from multiple core strings employing user-defined vocabularies and orthographic parameters.

    Science.gov (United States)

    Jordan, Timothy R; Monteiro, Axel

    2003-02-01

    Anagrams are used widely in psychological research. However, generating a range of strings with the same letter content is an inherently difficult and time-consuming task for humans, and current computer-based anagram generators do not provide the controls necessary for psychological research. In this article, we present a computational algorithm that overcomes these problems. Specifically, the algorithm processes automatically each word in a user-defined source vocabulary and outputs, for each word, all possible anagrams that exist as words (or as nonwords, if required) as defined by the same source vocabulary. Moreover, we show how the output of the algorithm can be filtered to produce anagrams within specific user-defined orthographic parameters. For example, the anagrams produced can be filtered to produce words that share, with each other or with other words in the source vocabulary, letters in only certain positions. Finally, we provide free access to the complete Windows-based program and source code containing these facilities for anagram generation.

  9. Measurement and calculation of fast neutron and gamma spectra in well defined cores in LR-0 reactor.

    Science.gov (United States)

    Košťál, Michal; Matěj, Zdeněk; Cvachovec, František; Rypar, Vojtěch; Losa, Evžen; Rejchrt, Jiří; Mravec, Filip; Veškrna, Martin

    2017-02-01

    A well-defined neutron spectrum is essential for many types of experimental topics and is also important for both calibration and testing of spectrometric and dosimetric detectors. Provided it is well described, such a spectrum can also be employed as a reference neutron field that is suitable for validating selected cross sections. The present paper aims to compare calculations and measurements of such a well-defined spectra in geometrically similar cores of the LR-0 reactor with fuel containing slightly different enrichments (2%, 3.3% and 3.6%). The common feature to all cores is a centrally located dry channel which can be used for the insertion of studied materials. The calculation of neutron and gamma spectra was realized with the MCNP6 code using ENDF/B-VII.0, JEFF-3.1, JENDL-3.3, ROSFOND-2010 and CENDL-3.1 nuclear data libraries. Only minor differences in neutron and gamma spectra were found in the comparison of the presented reactor cores with different fuel enrichments. One exception is the gamma spectrum in the higher energy region (above 8MeV), where more pronounced variations could be observed.

  10. Initial experiences in embedding core competency education in entry-level surgery residents through a nonclinical rotation.

    Science.gov (United States)

    Kahol, Kanav; Huston, Carrie; Hamann, Jessica; Ferrara, John J

    2011-03-01

    Health care continues to expand in scope and in complexity. In this changing environment, residents are challenged with understanding its intricacies and the impact it will have on their professional activities and careers. Embedding each of the competency elements in residents in a meaningful way remains a challenge for many surgery residency program directors. We established a nonclinical rotation to provide surgery postgraduate year-1 (PGY-1) residents with a structured, multifaceted, largely self-directed curriculum into which each of the 6 core competencies are woven. Posttesting strategies were established for most curricular experiences to ensure to the greatest possible extent that each resident will have achieved an acceptable level of understanding of each of the competency areas before being given credit for the rotation. By uniformly exceeding satisfactory scores on respective objective analyses, residents demonstrated an increased (at least short-term) understanding of each of the assessed competency areas. Our project sought to address a prior lack of opportunity for our residents to develop a sound foundation for our residents in systems-based practice. Our new rotation addresses systems-based practice in several different learning environments, including emergency medical service ride-along, sentinel event participation, and hospice visits. Several research projects have enhanced the overall learning program. Our experience shows that a rotation dedicated to competency training can provide an innovative and engaging means of teaching residents the value of each element.

  11. Critical Workplace Competencies: Essential? Generic? Core? Employability? Non-technical? What's in a Name?

    Science.gov (United States)

    Alpern, Michael

    1997-01-01

    Discusses the concern over the lack of employability competencies that high school and college graduates bring to the workplace. Suggests that the dissatisfaction is often with what are called "soft skills" or one of many other terms. Attempts to clarify the semantic confusion regarding workplace competencies. (JOW)

  12. Learners' perspective: where and when pre-residency trainees learn more to achieve their core clinical competencies.

    Science.gov (United States)

    Ahn, Eusang; Ahn, Ducksun; Lee, Young-Mee

    2016-12-01

    While it is known that effective clinical education requires active involvement of its participants, regular feedback, communication skills and interprofessional training, limited studies have been conducted in Korea that demonstrate how pre-residency trainees acquire their core clinical skills. This is a cross-sectional study of interns and students across a third-tier university hospital in Korea to examine where and when they acquire core clinical skills. A total of 74 students and 91 interns were asked to participate in a closed-ended questionnaire, and 50 participants (20 students and 30 interns) were involved in semistructured individual interviews. The questionnaire was based on the Accreditation Council for Graduate Medical Education core competencies. The majority of core clinical skills were acquired during their rotations in emergency medicine, general surgery, and cardiothoracic surgery. The semistructured interviews revealed that these departments required their trainees to be highly involved and analytical, and participate in clinical discourse. The common factor among the three departments is an environment in which trainees are highly involved in clinical duties, and are expected to make first-contact patient encounters, participate in clinical discourse, interpret investigative results and arrive at their own conclusions. Work-based learning appear to be key to the trends observed, and further study is warranted to determine whether these findings are indicative of true acquisition of clinical competence.

  13. Learners’ perspective: where and when pre-residency trainees learn more to achieve their core clinical competencies

    Science.gov (United States)

    2016-01-01

    Purpose While it is known that effective clinical education requires active involvement of its participants, regular feedback, communication skills and interprofessional training, limited studies have been conducted in Korea that demonstrate how pre-residency trainees acquire their core clinical skills. This is a cross-sectional study of interns and students across a third-tier university hospital in Korea to examine where and when they acquire core clinical skills. Methods A total of 74 students and 91 interns were asked to participate in a closed-ended questionnaire, and 50 participants (20 students and 30 interns) were involved in semistructured individual interviews. The questionnaire was based on the Accreditation Council for Graduate Medical Education core competencies. Results The majority of core clinical skills were acquired during their rotations in emergency medicine, general surgery, and cardiothoracic surgery. The semistructured interviews revealed that these departments required their trainees to be highly involved and analytical, and participate in clinical discourse. Conclusion The common factor among the three departments is an environment in which trainees are highly involved in clinical duties, and are expected to make first-contact patient encounters, participate in clinical discourse, interpret investigative results and arrive at their own conclusions. Work-based learning appear to be key to the trends observed, and further study is warranted to determine whether these findings are indicative of true acquisition of clinical competence. PMID:27907982

  14. Developing core dental public health competencies for predoctoral dental and dental hygiene students.

    Science.gov (United States)

    Mascarenhas, Ana Karina; Atchison, Kathryn Ann

    2015-01-01

    Dental professionals are an "underutilized" workforce, when it comes to advocating for prevention and wellness in populations. The goal of this HRSA-funded project is to develop dental public health (DPH) competencies and curriculum for US predoctoral dental and dental hygiene programs. These competencies and accompanying curriculum are designed to better prepare the oral health workforce to meet the needs of the entire population, including the chronically underserved, those challenged by poor health literacy, or communities encountering barriers to accessing oral health care. By increasing the DPH competency of all graduating dental providers, in population-based approaches to preventing oral diseases rather than the existing exclusive focus on treatment, the number of providers who can respond to a population or the public's unmet needs and challenges, both in private practices and publicly supported clinics, will increase. This paper describes the competency development process and the eight competencies that were identified.

  15. Utilization of Skills in the Care of the Patient with Common, Well-Defined Health Deviations I (NS 217): Competency-Based Course Syllabus.

    Science.gov (United States)

    Green, Elizabeth G.; Yates, Laura H.

    "Utilization of Skills in the Care of the Patient with Common, Well-Defined Health Deviations I" (NS 217) is an associate degree nursing course offered at Chattanooga State Technical Community College to help students develop new competencies necessary for the care of patients with deviations of the cardiovascular, endocrine, integumentary, and…

  16. Defining a core curriculum for education scholarship fellowships in emergency medicine.

    Science.gov (United States)

    Coates, Wendy C; Lin, Michelle; Clarke, Samuel; Jordan, Jaime; Guth, Todd; Santen, Sally A; Yarris, Lalena M

    2012-12-01

    A trained cadre of medical education scholars with a focus on methodologically sound research techniques is needed to ensure development of innovations that can be translated to educational practice, rigorous evaluation of instructional strategies, and progress toward improving patient care outcomes. Most established educational programs are aimed at existing faculty members and focus primarily on the development of teaching and leadership skills. At the 2012 Academic Emergency Medicine (AEM) consensus conference, "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success," a breakout session was convened to develop training recommendations for postgraduate fellowship programs in medical education scholarship that would enable residency graduates to join academic faculties armed with the skills needed to perform research in medical education. Additionally, these graduates would enjoy the benefits of established mentorships. A group of 23 medical education experts collaborated to address the following objectives: 1) construct a formal needs assessment for fellowship training in medical education scholarship in emergency medicine (EM), 2) compare and contrast current education scholarship programs in both EM and non-EM specialties, and 3) develop a set of core curriculum guidelines for specialized fellowship training in medical education scholarship in EM. Fellowship-trained faculty need to be proficient in learner instruction and assessment, organizational leadership, curriculum development, educational methodology, and conducting generalizable hypothesis-driven research to improve patient care.

  17. The small GTPase Cdc42 modulates the number of exocytosis-competent dense-core vesicles in PC12 cells

    Energy Technology Data Exchange (ETDEWEB)

    Sato, Mai [Department of Life Sciences, Graduate School of Arts and Sciences, The University of Tokyo, 3-8-1 Komaba, Meguro, Tokyo 153-8902 (Japan); Kitaguchi, Tetsuya [Cell Signaling Group, Waseda Bioscience Research Institute in Singapore (WABOIS), Waseda University, 11 Biopolis Way, 05-01/02 Helios, Singapore 138667 (Singapore); Numano, Rika [The Electronics-Inspired Interdisciplinary Research Institute (EIIRIS), Toyohashi University of Technology, 1-1 Hibarigaoka, Tennpaku-cho, Toyohashi, Aichi 441-8580 (Japan); Ikematsu, Kazuya [Forensic Pathology and Science, Graduate School of Biomedical Sciences, Nagasaki University, Nagasaki 852-8523 (Japan); Kakeyama, Masaki [Laboratory of Environmental Health Sciences, Center for Disease Biology and Integrative Medicine, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyo, Tokyo 113-0033 (Japan); Murata, Masayuki; Sato, Ken [Department of Life Sciences, Graduate School of Arts and Sciences, The University of Tokyo, 3-8-1 Komaba, Meguro, Tokyo 153-8902 (Japan); Tsuboi, Takashi, E-mail: takatsuboi@bio.c.u-tokyo.ac.jp [Department of Life Sciences, Graduate School of Arts and Sciences, The University of Tokyo, 3-8-1 Komaba, Meguro, Tokyo 153-8902 (Japan)

    2012-04-06

    Highlights: Black-Right-Pointing-Pointer Regulation of exocytosis by Rho GTPase Cdc42. Black-Right-Pointing-Pointer Cdc42 increases the number of fusion events from newly recruited vesicles. Black-Right-Pointing-Pointer Cdc42 increases the number of exocytosis-competent dense-core vesicles. -- Abstract: Although the small GTPase Rho family Cdc42 has been shown to facilitate exocytosis through increasing the amount of hormones released, the precise mechanisms regulating the quantity of hormones released on exocytosis are not well understood. Here we show by live cell imaging analysis under TIRF microscope and immunocytochemical analysis under confocal microscope that Cdc42 modulated the number of fusion events and the number of dense-core vesicles produced in the cells. Overexpression of a wild-type or constitutively-active form of Cdc42 strongly facilitated high-KCl-induced exocytosis from the newly recruited plasma membrane vesicles in PC12 cells. By contrast, a dominant-negative form of Cdc42 inhibited exocytosis from both the newly recruited and previously docked plasma membrane vesicles. The number of intracellular dense-core vesicles was increased by the overexpression of both a wild-type and constitutively-active form of Cdc42. Consistently, activation of Cdc42 by overexpression of Tuba, a Golgi-associated guanine nucleotide exchange factor for Cdc42 increased the number of intracellular dense-core vesicles, whereas inhibition of Cdc42 by overexpression of the Cdc42/Rac interactive binding domain of neuronal Wiskott-Aldrich syndrome protein decreased the number of them. These findings suggest that Cdc42 facilitates exocytosis by modulating both the number of exocytosis-competent dense-core vesicles and the production of dense-core vesicles in PC12 cells.

  18. Flexibility and symmetry of prokaryotic genome rearrangement reveal lineage-associated core-gene-defined genome organizational frameworks.

    Science.gov (United States)

    Kang, Yu; Gu, Chaohao; Yuan, Lina; Wang, Yue; Zhu, Yanmin; Li, Xinna; Luo, Qibin; Xiao, Jingfa; Jiang, Daquan; Qian, Minping; Ahmed Khan, Aftab; Chen, Fei; Zhang, Zhang; Yu, Jun

    2014-11-25

    The prokaryotic pangenome partitions genes into core and dispensable genes. The order of core genes, albeit assumed to be stable under selection in general, is frequently interrupted by horizontal gene transfer and rearrangement, but how a core-gene-defined genome maintains its stability or flexibility remains to be investigated. Based on data from 30 species, including 425 genomes from six phyla, we grouped core genes into syntenic blocks in the context of a pangenome according to their stability across multiple isolates. A subset of the core genes, often species specific and lineage associated, formed a core-gene-defined genome organizational framework (cGOF). Such cGOFs are either single segmental (one-third of the species analyzed) or multisegmental (the rest). Multisegment cGOFs were further classified into symmetric or asymmetric according to segment orientations toward the origin-terminus axis. The cGOFs in Gram-positive species are exclusively symmetric and often reversible in orientation, as opposed to those of the Gram-negative bacteria, which are all asymmetric and irreversible. Meanwhile, all species showing strong strand-biased gene distribution contain symmetric cGOFs and often specific DnaE (α subunit of DNA polymerase III) isoforms. Furthermore, functional evaluations revealed that cGOF genes are hub associated with regard to cellular activities, and the stability of cGOF provides efficient indexes for scaffold orientation as demonstrated by assembling virtual and empirical genome drafts. cGOFs show species specificity, and the symmetry of multisegmental cGOFs is conserved among taxa and constrained by DNA polymerase-centric strand-biased gene distribution. The definition of species-specific cGOFs provides powerful guidance for genome assembly and other structure-based analysis. Prokaryotic genomes are frequently interrupted by horizontal gene transfer (HGT) and rearrangement. To know whether there is a set of genes not only conserved in position

  19. An Empirical Research on the Relationship among Knowledge Management, Knowledge Competence and Core Competence%知识管理、知识竞争力与核心竞争力关系的实证研究

    Institute of Scientific and Technical Information of China (English)

    洪江涛; 杨晓雁; 陈俊芳

    2013-01-01

    This paper targets the current six leading domestic IT manufacturing companies. It uses structural equation model to analyze the relationship among knowledge management, knowledge competence and core competence in their different business activities. The research results are as follows. Knowledge management has a positive direct effect on knowledge competence. Knowledge competence has a positive direct effect on core competence. Knowledge management has a positive direct effect on core competence. However, it has an indirect effect on core competence by way of knowledge competence. Knowledge competence is a medium between knowledge management and core competence. Conclusions of this paper can provide some theoretical guidance for the increase of Chinese IT industry' s international competitiveness based on knowledge.%以目前国内处于领先地位的6家信息技术(IT)制造企业为研究对象,利用结构方程模型分析其在不同业务活动上知识管理能力、知识竞争力水平以及核心竞争力大小之间的促进关系.研究结果表明:知识管理对知识竞争力有着直接的正向影响;知识竞争力对核心竞争力有着直接的正向影响;知识管理对核心竞争力有着直接的正向影响,但也通过知识竞争力间接影响核心竞争力大小,知识竞争力是知识管理与核心竞争力之间的中介变量.

  20. Developing medical students as teachers: an anatomy-based student-as-teacher program with emphasis on core teaching competencies.

    Science.gov (United States)

    Andrew Jay, Erie; Starkman, Sidney J; Pawlina, Wojciech; Lachman, Nirusha

    2013-01-01

    Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching is widely regarded as an effective teaching modality; however, whether near-peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy-based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web-based survey was sent to all teaching assistants in the anatomy-based SAT program over the past five years (2007-2011). Survey questions were constructed based on previously published competencies in seven teaching domains--course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy-based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency.

  1. Defining cultural competence: a practical framework for addressing racial/ethnic disparities in health and health care.

    OpenAIRE

    Betancourt, Joseph R.; Green, Alexander R.; Carrillo, J. Emilio; Ananeh-Firempong, Owusu

    2003-01-01

    OBJECTIVES: Racial/ethnic disparities in health in the U.S. have been well described. The field of "cultural competence" has emerged as one strategy to address these disparities. Based on a review of the relevant literature, the authors develop a definition of cultural competence, identify key components for intervention, and describe a practical framework for implementation of measures to address racial/ethnic disparities in health and health care. METHODS: The authors conducted a literature...

  2. Academic Librarian Competency as Defined in the Library and Information Science Journal Literature of 2001‒2005 and 2011

    Directory of Open Access Journals (Sweden)

    Jennifer Lyn Soutter

    2013-03-01

    Full Text Available Competency definitions continue to become more popular in Library and Information Science (LIS and are being used not only to describe library positions but also as a means of assessment. This study investigates competency in the LIS academic context using English language peer-reviewed articles from the LIS journal literature for 2001‒2005, with findings tested by the later inclusion of 2011 data. A quadripartite definition consisting of cognitive, functional, behavioral, and meta-competence elements is used as a template against which to explore definition creation and use. Results offer a template for critical analysis of competency as found within the LIS journal literature. The methodology used, one of coding, reveals a commonality to discussions of competency within these articles — reflecting a more holistic understanding than expected. But authors’ highlighted competency definitions tend not to parallel the discussion in their respective articles, as shown by the lack of inclusion of multiple elements from the same quadripartite definition.

  3. The NGWA Experience with Education and Core Competencies for Groundwater Scientists and Engineers

    Science.gov (United States)

    McCray, K. B.

    2014-12-01

    Since 1988, the National Ground Water Association has formally supported recognition, through certification or some other means, of the unique qualifications necessary to perform hydrogeologic investigations. NGWA has believed reliance on professional engineers or individuals certified in an allied field without a determination as to their knowledge of groundwater science is not a justified position. Observation today suggests a need remains for greater hydrogeologic awareness among those that may create infrastructure intrusions into the groundwater environment, such as those designing and installing large-scale installations of geothermal heating and cooling systems. NGWA has responded with development of hydrogeologic guidelines for such projects. Also in partial response to the above named circumstances, the Association has begun development of an ANSI/NGWA standard defining the skills and competencies of groundwater personnel - from the trades to the science, and has explored the potential value of creating a career pathways guidance document for groundwater science professionals. Historically, NGWA scientific members have resisted the idea of accreditation of academic geosciences programs, including those for hydrogeology, although such discussions continue to be raised from time to time by groups such as the Geological Society of America and the American Geosciences Institute. The resistance seems to have been born out of recognition of the multi-disciplinary reality of groundwater science. NGWA funded research found that more than half of the respondents to a study of the business development practices for consulting groundwater professionals had been involved with groundwater issues for more than 20 years, and less than one percent had worked in the field for fewer than two years, raising the question of whether too few young people are being attracted to hydrogeology. Some speculate the seemingly minor emphasis on Earth science education in the U.S. K-12

  4. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

    Science.gov (United States)

    Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

    2016-01-01

    The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.

  5. Research and practice on the training mode of the core competence about the application-oriented electrical information engineering undergraduate

    Directory of Open Access Journals (Sweden)

    Bai Jing

    2016-01-01

    Full Text Available Nowadays, the method of cultivating talents in colleges and universities is out of line with the social demand on the training goal of electrical information talents in local application-oriented colleges and universities. To solve this problem, this paper put forward the concept of “five view” about the engineering education (practice and the engineering core competence, systematically solved the key problems such as the training mode of application-oriented undergraduate, positioning, teaching system, training methods, evaluation methods and criteria, thus making that the application-oriented undergraduate students can meet the needs and target of enterprise after graduation.

  6. A CORE CURRICULUM AGREED AROUND THE EUROPEAN FRAMEWORK OF KEY COMPETENCES. A COMPARATIVE ANALYSIS WITH THE FRENCH CASE

    Directory of Open Access Journals (Sweden)

    Antonio Bolivar Botía

    2015-06-01

    Full Text Available A central issue to agree on education is, to say the French wording, “what is it that children should definitely learn during compulsory education?” .This question, simple but fundamental, has not always been the core of the educational reforms and possible agreements on education.  A favorable opportunity, which would have allowed overcoming looks homemade and interests, which could have represented the European Reference Framework (Key Competences for Lifelong Learning, around which articulate a core curriculum. Has been lost, as on other occasions, the opportunity.  However, as the output to the expected repeal of the LOMCE, can be nothing new alternative Act, perhaps the opportunity to retake it. The French case, which will follow up is a good example.

  7. 科研组织的核心竞争力体系研究%Research on Core Competences System in Scientific Research Organizations

    Institute of Scientific and Technical Information of China (English)

    霍国庆; 董帅; 肖建华; 谢晔

    2011-01-01

    应用资源基础理论,系统分析了科研组织必需的关键资源和关键能力,重新探讨了核心竞争力的识别标准,并据此分析了科研组织核心竞争力的构成,提出科研组织的核心竞争力是由战略领导力、人才凝聚力、科教激发力、科研协同力与合作竞争力等构成的完整体系,最后以著名的卡文迪什实验室为案例分析了其核心竞争力体系.%Based on resource-based view, this paper concludes the key resources and key capacities in scientific research organizations.According to criteria of core competencies, five core competences are identified, namely strategic leadership competence, talent cohesion competence, research & teaching inspiration competence, research synergy competence, and co-competition competence.Finally, the paper analyzes core competences system of Cavendish laboratory.

  8. Medical student self-reported confidence in obstetrics and gynaecology: development of a core clinical competencies document

    Science.gov (United States)

    2013-01-01

    Background Clinical competencies in obstetrics and gynaecology have not been clearly defined for Australian medical students, the growing numbers of which may impact clinical teaching. Our aim was to administer and validate a competencies list, for self-evaluation by medical students of their confidence to manage common clinical tasks in obstetrics and gynaecology; to evaluate students’ views on course changes that may result from increasing class sizes. Methods A draft list of competencies was peer-reviewed, and discussed at two student focus groups. The resultant list was administered as part of an 81 item online survey. Results Sixty-eight percent (N = 172) of those eligible completed the survey. Most respondents (75.8%) agreed or strongly agreed that they felt confident and well equipped to recognise and manage most common and important obstetric and gynaecological conditions. Confidence was greater for women, and for those who received a higher assessment grade. Free-text data highlight reasons for lack of clinical experience that may impact perceived confidence. Conclusions The document listing competencies for medical students and educators is useful for discussions around a national curriculum in obstetrics and gynaecology in medical schools, including the best methods of delivery, particularly in the context of increasing student numbers. PMID:23634953

  9. Comparative genomic analysis of the family Iridoviridae: re-annotating and defining the core set of iridovirus genes

    Directory of Open Access Journals (Sweden)

    Upton Chris

    2007-01-01

    Full Text Available Abstract Background Members of the family Iridoviridae can cause severe diseases resulting in significant economic and environmental losses. Very little is known about how iridoviruses cause disease in their host. In the present study, we describe the re-analysis of the Iridoviridae family of complex DNA viruses using a variety of comparative genomic tools to yield a greater consensus among the annotated sequences of its members. Results A series of genomic sequence comparisons were made among, and between the Ranavirus and Megalocytivirus genera in order to identify novel conserved ORFs. Of these two genera, the Megalocytivirus genomes required the greatest number of altered annotations. Prior to our re-analysis, the Megalocytivirus species orange-spotted grouper iridovirus and rock bream iridovirus shared 99% sequence identity, but only 82 out of 118 potential ORFs were annotated; in contrast, we predict that these species share an identical complement of genes. These annotation changes allowed the redefinition of the group of core genes shared by all iridoviruses. Seven new core genes were identified, bringing the total number to 26. Conclusion Our re-analysis of genomes within the Iridoviridae family provides a unifying framework to understand the biology of these viruses. Further re-defining the core set of iridovirus genes will continue to lead us to a better understanding of the phylogenetic relationships between individual iridoviruses as well as giving us a much deeper understanding of iridovirus replication. In addition, this analysis will provide a better framework for characterizing and annotating currently unclassified iridoviruses.

  10. The Development of a Set of Core Communication Competencies for Introductory Communication Courses

    Science.gov (United States)

    Engleberg, Isa N.; Ward, Susan M.; Disbrow, Lynn M.; Katt, James A.; Myers, Scott A.; O'Keefe, Patricia

    2017-01-01

    In most academic disciplines, there is "one" introductory course that presents an overview of the discipline and introduces fundamental, discipline-specific principles and competencies. However, in Communication Studies, the discipline recognizes and offers multiple course options that may serve as the introductory course. This project…

  11. Therapeutic risk management of clinical-legal dilemmas: should it be a core competency?

    Science.gov (United States)

    Simon, Robert I; Shuman, Daniel W

    2009-01-01

    Therapeutic risk management of clinical-legal dilemmas achieves an optimal alignment between clinical competence and an understanding of legal concerns applicable to psychiatric practice. Understanding how psychiatry and law interact in frequently occurring clinical situations is essential for effective patient care. Successful management of clinical-legal dilemmas also avoids unnecessary, counterproductive defensive practices.

  12. Core Competencies and the Prevention of School Failure and Early School Leaving

    Science.gov (United States)

    Bradshaw, Catherine P.; O'Brennan, Lindsey M.; McNeely, Clea A.

    2008-01-01

    There is an increasing awareness that school failure and early school leaving are processes, rather than discrete events, that often co-occur and can have lasting negative effects on children's development. Most of the literature has focused on risk factors for failure and dropout rather than on the promotion of competencies that can increase…

  13. Government Contracting Should Be a Core Competence for U.S. Military Personnel

    Science.gov (United States)

    2014-12-01

    academia . The Center for Strategic Leadership and Development contributes to the education of world class senior leaders, develops expert knowledge, and...so that the public interest is protected through competent federal employee contract management.108 Pervasive throughout the Letter is language

  14. Core Competencies and the Prevention of School Failure and Early School Leaving

    Science.gov (United States)

    Bradshaw, Catherine P.; O'Brennan, Lindsey M.; McNeely, Clea A.

    2008-01-01

    There is an increasing awareness that school failure and early school leaving are processes, rather than discrete events, that often co-occur and can have lasting negative effects on children's development. Most of the literature has focused on risk factors for failure and dropout rather than on the promotion of competencies that can increase…

  15. The Development of a Set of Core Communication Competencies for Introductory Communication Courses

    Science.gov (United States)

    Engleberg, Isa N.; Ward, Susan M.; Disbrow, Lynn M.; Katt, James A.; Myers, Scott A.; O'Keefe, Patricia

    2017-01-01

    In most academic disciplines, there is "one" introductory course that presents an overview of the discipline and introduces fundamental, discipline-specific principles and competencies. However, in Communication Studies, the discipline recognizes and offers multiple course options that may serve as the introductory course. This project…

  16. Scientific Skills as Core Competences in Medical Education: What Do Medical Students Think?

    Science.gov (United States)

    Ribeiro, Laura; Severo, Milton; Pereira, Margarida; Ferreira, Maria Amélia

    2015-01-01

    Background: Scientific excellence is one of the most fundamental underpinnings of medical education and its relevance is unquestionable. To be involved in research activities enhances students' critical thinking and problem-solving capacities, which are mandatory competences for new achievements in patient care and consequently to the improvement…

  17. Internal Medicine Residency Program Directors' Views of the Core Entrustable Professional Activities for Entering Residency: An Opportunity to Enhance Communication of Competency Along the Continuum.

    Science.gov (United States)

    Angus, Steven V; Vu, T Robert; Willett, Lisa L; Call, Stephanie; Halvorsen, Andrew J; Chaudhry, Saima

    2017-06-01

    To examine internal medicine (IM) residency program directors' (PDs') perspectives on the Core Entrustable Professional Activities for Entering Residency (Core EPAs)-introduced into undergraduate medical education to further competency-based assessment-and on communicating competency-based information during transitions. A spring 2015 Association of Program Directors in Internal Medicine survey asked PDs of U.S. IM residency programs for their perspectives on which Core EPAs new interns must or should possess on day 1, which are most essential, and which have the largest gap between expected and observed performance. Their views and preferences were also requested regarding communicating competency-based information at transitions from medical school to residency and residency to fellowship/employment. The response rate was 57% (204/361 programs). The majority of PDs felt new interns must/should possess 12 of the 13 Core EPAs. PDs' rankings of Core EPAs by relative importance were more varied than their rankings by the largest gaps in performance. Although preferred timing varied, most PDs (82%) considered it important for medical schools to communicate Core EPA-based information to PDs; nearly three-quarters (71%) would prefer a checklist format. Many (60%) would be willing to provide competency-based evaluations to fellowship directors/employers. Most (> 80%) agreed that there should be a bidirectional communication mechanism for programs/employers to provide feedback on competency assessments. The gaps identified in Core EPA performance may help guide medical schools' curricular and assessment tool design. Sharing competency-based information at transitions along the medical education continuum could help ensure production of competent, practice-ready physicians.

  18. Difficulties in Defining Social-Emotional Intelligence, Competences and Skills--A Theoretical Analysis and Structural Suggestion

    Science.gov (United States)

    Monnier, Moana

    2015-01-01

    Demands related to the frequency of and time required for interactional tasks in everyday occupational routines are continuously growing. When it comes to qualifying a person's ability to interact with others, two prototypical concepts are often used: social competences and emotional intelligence. In connection to discussions about curriculum…

  19. Modifying Defining Issues Test (DIT) as a Tool for Assessing Secondary Students' Social-Emotional Competencies

    Science.gov (United States)

    Ee, Jessie

    2014-01-01

    This paper discusses the use of an alternative instrument to assess the social-emotional competence (SEC) of secondary school students in Singapore. The instrument was used in a larger study to explore an approach to infuse social-emotional learning in the curriculum for children in school. The design of this research instrument is based on the…

  20. Evidences of Validity of a Scale for Mapping Professional as Defining Competences and Performance by Brazilian Tutors

    Science.gov (United States)

    Coelho, Francisco Antonio, Jr.; Ferreira, Rodrigo Rezende; Paschoal, Tatiane; Faiad, Cristiane; Meneses, Paulo Murce

    2015-01-01

    The purpose of this study was twofold: to assess evidences of construct validity of the Brazilian Scale of Tutors Competences in the field of Open and Distance Learning and to examine if variables such as professional experience, perception of the student´s learning performance and prior experience influence the development of technical and…

  1. Content analysis of resident evaluations of faculty anesthesiologists: supervision encompasses some attributes of the professionalism core competency.

    Science.gov (United States)

    Dexter, Franklin; Szeluga, Debra; Hindman, Bradley J

    2017-05-01

    Anesthesiology departments need an instrument with which to assess practicing anesthesiologists' professionalism. The purpose of this retrospective analysis of the content of a cohort of resident evaluations of faculty anesthesiologists was to investigate the relationship between a clinical supervision scale and the multiple attributes of professionalism. From July 1, 2013 to the present, our department has utilized the de Oliveira Filho unidimensional nine-item supervision scale to assess the quality of clinical supervision of residents provided by our anesthesiologists. The "cohort" we examined included all 13,664 resident evaluations of all faculty anesthesiologists from July 1, 2013 through December 31, 2015, including 1,387 accompanying comments. Words and phrases associated with the core competency of professionalism were obtained from previous studies, and the supervision scale was analyzed for the presence of these words and phrases. The supervision scale assesses some attributes of anesthesiologists' professionalism as well as patient care and procedural skills and interpersonal and communication skills. The comments that residents provided with the below-average supervision scores included attributes of professionalism, although numerous words and phrases related to professionalism were not present in any of the residents' comments. The de Oliveira Filho clinical supervision scale includes some attributes of anesthesiologists' professionalism. The core competency of professionalism, however, is multidimensional, and the supervision scale and/or residents' comments did not address many of the other established attributes of professionalism.

  2. New Hybrid Multiple Attribute Decision-Making Model for Improving Competence Sets: Enhancing a Company’s Core Competitiveness

    Directory of Open Access Journals (Sweden)

    Kuan-Wei Huang

    2016-02-01

    Full Text Available A company’s core competitiveness depends on the strategic allocation of its human resources in alignment with employee capabilities. Competency models can identify the range of capabilities at a company’s disposal, and this information can be used to develop internal or external education training policies for sustainable development. Such models can ensure the importation of a strategic orientation reflecting the growth of its employee competence set and enhancing human resource sustainably. This approach ensures that the most appropriate people are assigned to the most appropriate positions. In this study, we proposed a new hybrid multiple attributed decision-making model by using the Decision-making trial and Evaluation Laboratory Technique (DEMATEL to construct an influential network relation map (INRM and determined the influential weights by using the basic concept of the analytic network process (called DEMATEL-based ANP, DANP; the influential weights were then adopted with a modified Vise Kriterijumska Optimizacija I Kompromisno Resenje (VIKOR method. A simple forecasting technique as an iteration function was also proposed. The proposed model was effective. We expect that the proposed model can facilitate making timely revisions, reflecting the growth of employee competence sets, reducing the performance gap toward the aspiration level, and ensuring the sustainability of a company.

  3. The use of Core Competency Indicators for Employee Selection: The Case of Evaluation for the Firemen Selection in Fire departments

    Directory of Open Access Journals (Sweden)

    Yi-Chun Lin, Ph. D

    2016-11-01

    Full Text Available Due to state policies and financial limitations, the few new firemen in Taiwan each year have resulted in a substantial shortage in firefighting personnel. As a result, it is critical to adopt an effective competency model in order to select the most qualified firefighting personnel. A literature review was conducted to compare the firefighting personnel systems of the United States, Japan, the United Kingdom, and New Zealand. The hierarchical analysis method was employed to build Taiwan’s entry-level firefighting personnel competency indicators. The present study established a set of core competency indicators covering seven constructs, which in turn contain 46 factors in total. The experts ranked the importance of the seven constructs from high to low as follows: professional firefighting knowledge, firefighting work skills, fire engine and equipment operation, self-management, firefighter physical fitness, firefighting practical experience, and interpersonal skills. The validation results obtained from three firefighters showed that this study’s firefighting personnel screening and selection model can indeed identify firefighting personnel with stronger work performance

  4. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

    Directory of Open Access Journals (Sweden)

    Olopade FE

    2016-07-01

    Full Text Available Funmilayo Eniola Olopade,1 Oluwatosin Adekunle Adaramoye,2 Yinusa Raji,3 Abiodun Olubayo Fasola,4 Emiola Oluwabunmi Olapade-Olaopa5 1Department of Anatomy, 2Department of Biochemistry, 3Department of Physiology, 4Department of Oral Pathology, 5Department of Surgery, College of Medicine, University of Ibadan, Ibadan, Nigeria Abstract: The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula

  5. Constructing core competency indicators for clinical teachers in Taiwan: a qualitative analysis and an analytic hierarchy process.

    Science.gov (United States)

    Li, Ai-Tzu; Lin, Jou-Wei

    2014-04-11

    The objective of this study was to construct a framework of core competency indicators of medical doctors who teach in the clinical setting in Taiwan and to evaluate the relative importance of the indicators among these clinical teachers. The preliminary framework of the indicators was developed from an in-depth interview conducted with 12 clinical teachers who had previously been recognized and awarded for their teaching excellence in university hospitals. The framework was categorized into 4 dimensions: 1) Expertise (i.e., professional knowledge and skill); 2) Teaching Ability; 3) Attitudes and Traits; and 4) Beliefs and Values. These areas were further divided into 11 sub-dimensions and 40 indicators. Subsequently, a questionnaire built upon this qualitative analysis was distributed to another group of 17 clinical teachers. Saaty's eigenvector approach, or the so-called analytic hierarchy process (AHP), was applied to perform the pairwise comparisons between indicators and to determine the ranking and relative importance of the indicators. Fourteen questionnaires were deemed valid for AHP assessment due to completeness of data input. The relative contribution of the four main dimensions was 31% for Attitudes and Traits, 30% for Beliefs and Values, 22% for Expertise, and 17% for Teaching Ability. Specifically, 9 out of the 10 top-ranked indicators belonged to the "Attitudes and Traits" or "Beliefs and Values" dimensions, indicating that inner characteristics (i.e., attitudes, traits, beliefs, and values) were perceived as more important than surface ones (i.e., professional knowledge, skills, and teaching competency). We performed a qualitative analysis and developed a questionnaire based upon an interview with experienced clinical teachers in Taiwan, and used this tool to construct the key features for the role model. The application has also demonstrated the relative importance in the dimensions of the core competencies for clinical teachers in Taiwan.

  6. A clinical clerkship collaborative program in Taiwan: Acquiring core clinical competencies through patient care responsibility.

    Science.gov (United States)

    Wang, Yong A; Chen, Cheng-Feng; Chen, Chen-Huan; Wang, Ging-Long; Huang, Andrew T

    2016-06-01

    Traditionally, clinical clerkship training in Taiwan does not provide medical students with sufficient patient care responsibilities and often results in inadequate clinical skills. We implemented a pilot clerkship program at a comprehensive cancer center that emphasizes core clinical competency through direct patient care and dedicated faculty and mentors. Students were an integral part of the patient care team held accountable for providing coordinated and holistic care. Students' self-assessment of clinical competencies, faculty evaluation, and objective structured clinical examination were compared against their peers trained by traditional clerkship at a main teaching hospital. Fifty medical students completed the clerkship program in the first 3 years. At the end of the clerkship, participants rated themselves significantly higher than their peers in almost all patient care and clinical skill domains. The most significant areas included physical examination, clinical reasoning, developing management plan, holistic approach, handling ethical issues, and time management skills. The students rated their clerkship teachers significantly higher in time spent with students, skills and enthusiasm in teaching, as well as giving students appropriate patient care responsibilities. There was no significant difference in the end-of-clerkship objective structured clinical examination performance, but participants of the program achieved better grades in their subsequent internship. This pilot collaborative program presented a successful model for clinical education in the teaching of core clinical competencies through direct patient care responsibilities at the clerkship stage. It is hoped that the project will become a catalyst for medical education reform in Taiwan and regions with similar traditions. Copyright © 2015. Published by Elsevier B.V.

  7. Proficiency in identifying, managing and communicating medical errors: feasibility and validity study assessing two core competencies.

    Science.gov (United States)

    Abu Dabrh, Abd Moain; Murad, Mohammad Hassan; Newcomb, Richard D; Buchta, William G; Steffen, Mark W; Wang, Zhen; Lovett, Amanda K; Steinkraus, Lawrence W

    2016-09-02

    Communication skills and professionalism are two competencies in graduate medical education that are challenging to evaluate. We aimed to develop, test and validate a de novo instrument to evaluate these two competencies. Using an Objective Standardized Clinical Examination (OSCE) based on a medication error scenario, we developed an assessment instrument that focuses on distinctive domains [context of discussion, communication and detection of error, management of error, empathy, use of electronic medical record (EMR) and electronic medical information resources (EMIR), and global rating]. The aim was to test feasibility, acceptability, and reliability of the method. Faculty and standardized patients (SPs) evaluated 56 trainees using the instrument. The inter-rater reliability of agreement between faculty was substantial (Fleiss k = 0.71) and intraclass correlation efficient was excellent (ICC = 0.80). The measured agreement between faculty and SPs evaluation of resident was lower (Fleiss k = 0.36). The instrument showed good conformity (ICC = 0.74). The majority of the trainees (75 %) had satisfactory or higher performance in all six assessed domains and 86 % found the OSCE to be realistic. Sixty percent reported not receiving feedback on EMR use and asked for subsequent training. An OSCE-based instrument using a medical error scenario can be used to assess competency in professionalism, communication, using EMRs and managing medical errors.

  8. Geospatial Technology and Geosciences - Defining the skills and competencies in the geosciences needed to effectively use the technology (Invited)

    Science.gov (United States)

    Johnson, A.

    2010-12-01

    Maps, spatial and temporal data and their use in analysis and visualization are integral components for studies in the geosciences. With the emergence of geospatial technology (Geographic Information Systems (GIS), remote sensing and imagery, Global Positioning Systems (GPS) and mobile technologies) scientists and the geosciences user community are now able to more easily accessed and share data, analyze their data and present their results. Educators are also incorporating geospatial technology into their geosciences programs by including an awareness of the technology in introductory courses to advanced courses exploring the capabilities to help answer complex questions in the geosciences. This paper will look how the new Geospatial Technology Competency Model from the Department of Labor can help ensure that geosciences programs address the skills and competencies identified by the workforce for geospatial technology as well as look at new tools created by the GeoTech Center to help do self and program assessments.

  9. Multisite geriatrics clerkship for fourth-year medical students: a successful model for teaching the Association of American Medical Colleges' core competencies.

    Science.gov (United States)

    Oates, Daniel J; Norton, Lisa E; Russell, Matthew L; Chao, Serena H; Hardt, Eric J; Brett, Belle; Kimball, Patricia; Levine, Sharon A

    2009-10-01

    As the population ages, it is important that graduating medical students be properly prepared to treat older adults, regardless of their chosen specialty. To this end, the Association of American Medical Colleges (AAMC) and the John A. Hartford Foundation convened a consensus conference to establish core competencies in geriatrics for all graduating medical students. An ambulatory geriatric clerkship for fourth-year medical students that successfully teaches 24 of the 26 AAMC core competencies using an interdisciplinary, team-based approach is reported here. Graduating students (N=158) reported that the clerkship was successful at teaching the core competencies, as evidenced by positive responses on the AAMC Graduation Questionnaire (GQ). More than three-quarters (80-93%) of students agreed or strongly agreed that they learned the seven geriatrics concepts asked about on the GQ, which cover 14 of the 26 core competencies. This successful model for a geriatrics clerkship can be used in many institutions to teach the core competencies and in any constellation of geriatric ambulatory care sites that are already available to the faculty.

  10. 企业核心竞争力与企业人力资源开发%Core Competence & Human Resource Development of Corporation

    Institute of Scientific and Technical Information of China (English)

    张堃

    2001-01-01

    Based on the analysis of core competence's connotation and function,the author highlighted the relationship between the core competence and human resource development of corporation.The core competence of corporation depends on its human resource.The process of cultivating its core competence is the process of developing its human resource.And the aim of human resource development is to increase the core competence of corporation.%在分析企业核心竞争力的内涵和作用的基础上,阐述了企业核心竞争力与企业人力资源开发的关系:企业核心竞争力的强弱决定于企业人力资源的状况,企业核心竞争力的培育过程是企业人力资源的开发过程,企业核心竞争力的增强是企业人力资源开发的根本目的。

  11. "Good and bad, I defined these terms, quite clear no doubt somehow": Neuroimaging and competency to be executed after Panetti.

    Science.gov (United States)

    Perlin, Michael L

    2010-01-01

    There has been little consideration, in either the caselaw or the scholarly literature, of the potential impact of neuroimaging on cases assessing whether a seriously mentally disabled death row defendant is competent to be executed. The Supreme Court's 2007 decision in Panetti v. Quarterman significantly expanded its jurisprudence by ruling that such a defendant had a constitutional right to make a showing that his mental illness "obstruct[ed] a rational understanding of the State's reason for his execution." This article considers the impact of neuroimaging testimony on post-Panetti competency determination hearings, and looks at multiple questions of admissibility of evidence, adequacy of counsel, availability of expert assistance, juror attitudes, trial tactics, and application of the Daubert doctrine, and also considers the implications of the lesser-known Panetti holding (that enhances the role of expert witnesses in all competency-to-be-executed inquiries). It warns that the power of the testimony in question has the capacity to inappropriately affect fact-finders in ways that may lead "to outcomes that are both factually and legally inaccurate and constitutionally flawed."

  12. Core personal competencies important to entering students' success in medical school: what are they and how could they be assessed early in the admission process?

    Science.gov (United States)

    Koenig, Thomas W; Parrish, Samuel K; Terregino, Carol A; Williams, Joy P; Dunleavy, Dana M; Volsch, Joseph M

    2013-05-01

    Assessing applicants' personal competencies in the admission process has proven difficult because there is not an agreed-on set of personal competencies for entering medical students. In addition, there are questions about the measurement properties and costs of currently available assessment tools. The Association of American Medical College's Innovation Lab Working Group (ILWG) and Admissions Initiative therefore engaged in a multistep, multiyear process to identify personal competencies important to entering students' success in medical school as well as ways to measure them early in the admission process. To identify core personal competencies, they conducted literature reviews, surveyed U.S and Canadian medical school admission officers, and solicited input from the admission community. To identify tools with the potential to provide data in time for pre-interview screening, they reviewed the higher education and employment literature and evaluated tools' psychometric properties, group differences, risk of coaching/faking, likely applicant and admission officer reactions, costs, and scalability. This process resulted in a list of nine core personal competencies rated by stakeholders as very or extremely important for entering medical students: ethical responsibility to self and others; reliability and dependability; service orientation; social skills; capacity for improvement; resilience and adaptability; cultural competence; oral communication; and teamwork. The ILWG's research suggests that some tools hold promise for assessing personal competencies, but the authors caution that none are perfect for all situations. They recommend that multiple tools be used to evaluate information about applicants' personal competencies in deciding whom to interview.

  13. 护理核心能力的内涵和测评及其发展途径%Connotation, evaluation and development approach of nursing core competency

    Institute of Scientific and Technical Information of China (English)

    袁爽秋; 李立明

    2010-01-01

    核心能力代表了从事某个专业必须具备的最基本能力.近年来,有关护理人员核心能力的研究成为护理教育者和管理者关注的焦点.本文通过文献回顾,探讨了护理核心能力的内涵及其测评工具,并提出了以推动能力本位的人才培养模式和构建基于能力的考评、进阶制度作为其发展途径的构想.%Core competency represents the essential ability to meet a jobs requirements. Recently, the studies on nursing core competency have become the focus of attention in nursing education and management. Based on literature review, the connotation and assessment instruments of nursing core competency were discussed. Meanwhile, nursing core competency was suggested to be developed through competency-based education model and performance-based promotion system.

  14. Core competencies in the science and practice of knowledge translation: description of a Canadian strategic training initiative

    Directory of Open Access Journals (Sweden)

    Straus Sharon E

    2011-12-01

    Full Text Available Abstract Background Globally, healthcare systems are attempting to optimize quality of care. This challenge has resulted in the development of implementation science or knowledge translation (KT and the resulting need to build capacity in both the science and practice of KT. Findings We are attempting to meet these challenges through the creation of a national training initiative in KT. We have identified core competencies in this field and have developed a series of educational courses and materials for three training streams. We report the outline for this approach and the progress to date. Conclusions We have prepared a strategy to develop, implement, and evaluate a national training initiative to build capacity in the science and practice of KT. Ultimately through this initiative, we hope to meet the capacity demand for KT researchers and practitioners in Canada that will lead to improved care and a strengthened healthcare system.

  15. Current Market Demand for Core Competencies of Librarianship—A Text Mining Study of American Library Association’s Advertisements from 2009 through 2014

    Directory of Open Access Journals (Sweden)

    Qinghong Yang

    2016-02-01

    Full Text Available As librarianship evolves, it is important to examine the changes that have taken place in professional requirements. To provide an understanding of the current market demand for core competencies of librarianship, this article conducts a semi-automatic methodology to analyze job advertisements (ads posted on the American Library Association (ALA Joblist from 2009 through 2014. There is evidence that the ability to solve unexpected complex problems and to provide superior customer service gained increasing importance for librarians during those years. The authors contend that the findings in this report question the status quo of core competencies of librarianship in the US job market.

  16. Core Competencies for Medical Teachers (KLM) – A Position Paper of the GMA Committee on Personal and Organizational Development in Teaching

    Science.gov (United States)

    Görlitz, Anja; Ebert, Thomas; Bauer, Daniel; Grasl, Matthäus; Hofer, Matthias; Lammerding-Köppel, Maria; Fabry, Götz

    2015-01-01

    Recent developments in medical education have created increasing challenges for medical teachers which is why the majority of German medical schools already offer educational and instructional skills trainings for their teaching staff. However, to date no framework for educational core competencies for medical teachers exists that might serve as guidance for the qualification of the teaching faculty. Against the background of the discussion about competency based medical education and based upon the international literature, the GMA Committee for Faculty and Organizational Development in Teaching developed a model of core teaching competencies for medical teachers. This framework is designed not only to provide guidance with regard to individual qualification profiles but also to support further advancement of the content, training formats and evaluation of faculty development initiatives and thus, to establish uniform quality criteria for such initiatives in German-speaking medical schools. The model comprises a framework of six competency fields, subdivided into competency components and learning objectives. Additional examples of their use in medical teaching scenarios illustrate and clarify each specific teaching competency. The model has been designed for routine application in medical schools and is thought to be complemented consecutively by additional competencies for teachers with special duties and responsibilities in a future step. PMID:26038688

  17. Core Competencies for Medical Teachers (KLM – A Position Paper of the GMA Committee on Personal and Organizational Development in Teaching

    Directory of Open Access Journals (Sweden)

    Anja Görlitz

    2015-05-01

    Full Text Available Recent developments in medical education have created increasing challenges for medical teachers which is why the majority of German medical schools already offer educational and instructional skills trainings for their teaching staff. However, to date no framework for educational core competencies for medical teachers exists that might serve as guidance for the qualification of the teaching faculty. Against the background of the discussion about competency based medical education and based upon the international literature, the GMA Committee for Faculty and Organizational Development in Teaching developed a model of core teaching competencies for medical teachers. This framework is designed not only to provide guidance with regard to individual qualification profiles but also to support further advancement of the content, training formats and evaluation of faculty development initiatives and thus, to establish uniform quality criteria for such initiatives in German-speaking medical schools. The model comprises a framework of six competency fields, subdivided into competency components and learning objectives. Additional examples of their use in medical teaching scenarios illustrate and clarify each specific teaching competency. The model has been designed for routine application in medical schools and is thought to be complemented consecutively by additional competencies for teachers with special duties and responsibilities in a future step.

  18. Core Competencies for Medical Teachers (KLM)--A Position Paper of the GMA Committee on Personal and Organizational Development in Teaching.

    Science.gov (United States)

    Görlitz, Anja; Ebert, Thomas; Bauer, Daniel; Grasl, Matthäus; Hofer, Matthias; Lammerding-Köppel, Maria; Fabry, Götz

    2015-01-01

    Recent developments in medical education have created increasing challenges for medical teachers which is why the majority of German medical schools already offer educational and instructional skills trainings for their teaching staff. However, to date no framework for educational core competencies for medical teachers exists that might serve as guidance for the qualification of the teaching faculty. Against the background of the discussion about competency based medical education and based upon the international literature, the GMA Committee for Faculty and Organizational Development in Teaching developed a model of core teaching competencies for medical teachers. This framework is designed not only to provide guidance with regard to individual qualification profiles but also to support further advancement of the content, training formats and evaluation of faculty development initiatives and thus, to establish uniform quality criteria for such initiatives in German-speaking medical schools. The model comprises a framework of six competency fields, subdivided into competency components and learning objectives. Additional examples of their use in medical teaching scenarios illustrate and clarify each specific teaching competency. The model has been designed for routine application in medical schools and is thought to be complemented consecutively by additional competencies for teachers with special duties and responsibilities in a future step.

  19. A protodermal miR394 signal defines a region of stem cell competence in the Arabidopsis shoot meristem.

    Science.gov (United States)

    Knauer, Steffen; Holt, Anna L; Rubio-Somoza, Ignacio; Tucker, Elise J; Hinze, Annika; Pisch, Melanie; Javelle, Marie; Timmermans, Marja C; Tucker, Matthew R; Laux, Thomas

    2013-01-28

    A long-standing question in plants and animals is how spatial patterns are maintained within stem cell niches despite ongoing cell divisions. Here we address how, during shoot meristem formation in Arabidopsis thaliana, the three apical cell layers acquire stem cell identity. Using a sensitized mutant screen, we identified miR394 as a mobile signal produced by the surface cell layer (the protoderm) that confers stem cell competence to the distal meristem by repressing the F box protein LEAF CURLING RESPONSIVENESS. This repression is required to potentiate signaling from underneath the stem cells by the transcription factor WUSCHEL, maintaining stem cell pluripotency. The interaction of two opposing signaling centers provides a mechanistic framework of how stem cells are localized at the tip of the meristem. Although the constituent cells change, the surface layer provides a stable point of reference in the self-organizing meristem. Copyright © 2013 Elsevier Inc. All rights reserved.

  20. A Study of Core Humanistic Competency for Developing Humanism Education for Medical Students.

    Science.gov (United States)

    Jung, Hee-Yeon; Kim, Jae-Won; Lee, Seunghee; Yoo, Seong Ho; Jeon, Ju-Hong; Kim, Tae-Woo; Park, Joong Shin; Jeong, Seung-Yong; Oh, Seo Jin; Kim, Eun Jung; Shin, Min-Sup

    2016-06-01

    The authors conducted a survey on essential humanistic competency that medical students should have, and on teaching methods that will effectively develop such attributes. The participants consisted of 154 medical school professors, 589 medical students at Seoul National University College of Medicine, 228 parents, and 161 medical school and university hospital staff. They answered nine questions that the authors created. According to the results, all groups chose "morality and a sense of ethics," a "sense of accountability," "communication skills," and "empathic ability" were selected as essential qualities. According to the evaluation on the extent to which students possess each quality, participants believed students had a high "sense of accountability" and "morality," whereas they thought students had low "empathic ability," "communicate," or "collaborate with others". In terms of effective teaching methods, all sub-groups preferred extracurricular activities including small group activities, debates, and volunteer services. With regard to the speculated effect of humanism education and the awareness of the need for colleges to offer it, all sub-groups had a positive response. However the professors and students expressed a relatively passive stance on introducing humanism education as a credited course. Most participants responded that they preferred a grading method based on their rate of participation, not a relative evaluation. In order to reap more comprehensive and lasting effects of humanism education courses in medical school, it is necessary to conduct faculty training, and continuously strive to develop new teaching methods.

  1. Nursing Faculty Professional Development: A Study Using the National League for Nursing (NLN) Core Competencies for Nurse Educators for Development of Novice to Expert Nurse Educators

    Science.gov (United States)

    Luoma, Kari L.

    2013-01-01

    The purpose of this quantitative research study was to identify core competencies that are most significant for nursing faculty to develop as they transition from novice to expert faculty. Professional development in a systematic approach may guide faculty to learn what is significant as they progress in the nurse faculty role. A quantitative…

  2. Enterprise Information Strategy & Enterprise Core Competence%企业信息化战略与企业核心竞争力

    Institute of Scientific and Technical Information of China (English)

    王晓光

    2003-01-01

    As an organic part of enterprise strategy, information strategy is becoming more and more important thanbefore. It' s related not only with the daily management of an enterprise, but also with the creation and protection of anenterprise' s core competence. It' s changing the survival environment and the competitive structure of an enterprise thor-oughly.

  3. Developing a Consensus-Driven, Core Competency Model to Shape Future Audio Engineering Technology Curriculum: A Web-Based Modified Delphi Study

    Science.gov (United States)

    Tough, David T.

    2009-01-01

    The purpose of this online study was to create a ranking of essential core competencies and technologies required by AET (audio engineering technology) programs 10 years in the future. The study was designed to facilitate curriculum development and improvement in the rapidly expanding number of small to medium sized audio engineering technology…

  4. Nursing Faculty Professional Development: A Study Using the National League for Nursing (NLN) Core Competencies for Nurse Educators for Development of Novice to Expert Nurse Educators

    Science.gov (United States)

    Luoma, Kari L.

    2013-01-01

    The purpose of this quantitative research study was to identify core competencies that are most significant for nursing faculty to develop as they transition from novice to expert faculty. Professional development in a systematic approach may guide faculty to learn what is significant as they progress in the nurse faculty role. A quantitative…

  5. Occupational therapy students’ perspectives on the core competencies of graduates to practise in the field of neurology

    Directory of Open Access Journals (Sweden)

    L Jacobs-Nzuzi Khuabi

    2017-03-01

    Full Text Available Background. The South African (SA health system is characterised by limited resources, high bed turnover rates and a high therapist-to-patient ratio. Patients with neurological dysfunction form a large majority of the caseload of occupational therapists. Feedback from stakeholders alluded to some discrepancies between the content taught in the Stellenbosch University undergraduate curriculum and what is expected within the clinical setting. This raises questions regarding the relevance and applicability of what undergraduate occupational therapists are taught, given the nature and demands of the SA public health system. Objective. To explore the perspectives of final-year occupational therapy students with regard to the core competencies required for optimal preparation of students for practice in the field of neurology. Methods. This explorative study used three focus groups to obtain the perspectives of 18 final-year students who had experienced clinical placements in neurology. Information from the focus groups was transcribed and analysed thematically to determine the findings. Results. Analysis of the data revealed four themes, i.e. core knowledge and skills; attitude; resource and time constraints in clinical areas; and factors influencing optimal learning experiences. Conclusion. The curriculum should prepare students to be well equipped for the current climate of the profession. While the current neurology curriculum may be viewed as having some positive features, there are some aspects that need to be updated and revised. Key considerations to optimise learning include a more regular interface between clinical areas and the university, scheduling of teaching blocks, and applying relevant teaching methods.

  6. Risk communication as a core public health competence in infectious disease management: Development of the ECDC training curriculum and programme.

    Science.gov (United States)

    Dickmann, Petra; Abraham, Thomas; Sarkar, Satyajit; Wysocki, Piotr; Cecconi, Sabrina; Apfel, Franklin; Nurm, Ülla-Karin

    2016-01-01

    Risk communication has been identified as a core competence for guiding public health responses to infectious disease threats. The International Health Regulations (2005) call for all countries to build capacity and a comprehensive understanding of health risks before a public health emergency to allow systematic and coherent communication, response and management. Research studies indicate that while outbreak and crisis communication concepts and tools have long been on the agenda of public health officials, there is still a need to clarify and integrate risk communication concepts into more standardised practices and improve risk communication and health, particularly among disadvantaged populations. To address these challenges, the European Centre for Disease Prevention and Control (ECDC) convened a group of risk communication experts to review and integrate existing approaches and emerging concepts in the development of a training curriculum. This curriculum articulates a new approach in risk communication moving beyond information conveyance to knowledge- and relationship-building. In a pilot training this approach was reflected both in the topics addressed and in the methods applied. This article introduces the new conceptual approach to risk communication capacity building that emerged from this process, presents the pilot training approach developed, and shares the results of the course evaluation.

  7. Comparison of African American Children's Performances on a Minimal Competence Core for Morphosyntax and the Index of Productive Syntax.

    Science.gov (United States)

    Stockman, Ida J; Newkirk-Turner, Brandi L; Swartzlander, Elaina; Morris, Lekeitha R

    2016-02-01

    This study is a response to the need for evidence-based measures of spontaneous oral language to assess African American children under the age of 4 years. We determined if pass/fail status on a minimal competence core for morphosyntax (MCC-MS) was more highly related to scores on the Index of Productive Syntax (IPSyn)-the measure of convergent criterion validity-than to scores on 3 measures of divergent validity: number of different words (Watkins, Kelly, Harbers, & Hollis, 1995), Percentage of Consonants Correct-Revised (Shriberg, Austin, Lewis, McSweeney, & Wilson, 1997), and the Leiter International Performance Scale-Revised (Roid & Miller, 1997). Archival language samples for 68 African American 3-year-olds were analyzed to determine MCC-MS pass/fail status and the scores on measures of convergent and divergent validity. Higher IPSyn scores were observed for 60 children who passed the MCC-MS than for 8 children who did not. A significant positive correlation, rpb = .73, between MCC-MS pass/fail status and IPSyn scores was observed. This coefficient was higher than MCC-MS correlations with measures of divergent validity: rpb = .13 (Leiter International Performance Scale-Revised), rpb = .42 (number of different words in 100 utterances), and rpb = .46 (Percentage of Consonants Correct-Revised). The MCC-MS has convergent criterion validity with the IPSyn. Although more research is warranted, both measures can be potentially used in oral language assessments of African American 3-year-olds.

  8. Plastics in the Ocean: Engaging Students in Core Competencies Through Issues-Based Activities in the Science Classroom.

    Science.gov (United States)

    Fergusson-Kolmes, L. A.

    2016-02-01

    Plastic pollution in the ocean is a critical issue. The high profile of this issue in the popular media makes it an opportune vehicle for promoting deeper understanding of the topic while also advancing student learning in the core competency areas identified in the NSF's Vision and Change document: integration of the process of science, quantitative reasoning, modeling and simulation, and an understanding of the relationship between science and society. This is a challenging task in an introductory non-majors class where the students may have very limited math skills and no prior science background. In this case activities are described that ask students to use an understanding of density to make predictions and test them as they consider the fate of different kinds of plastics in the marine environment. A comparison of the results from different sampling regimes introduces students to the difficulties of carrying out scientific investigations in the complex marine environment as well as building quantitative literacy skills. Activities that call on students to make connections between global issues of plastic pollution and personal actions include extraction of microplastic from personal care products, inventories of local plastic-recycling options and estimations of contributions to the waste stream on an individual level. This combination of hands-on-activities in an accessible context serves to help students appreciate the immediacy of the threat of plastic pollution and calls them to reflect on possible solutions.

  9. CAPS-1 promotes fusion competence of stationary dense-core vesicles in presynaptic terminals of mammalian neurons.

    Science.gov (United States)

    Farina, Margherita; van de Bospoort, Rhea; He, Enqi; Persoon, Claudia M; van Weering, Jan R T; Broeke, Jurjen H; Verhage, Matthijs; Toonen, Ruud F

    2015-02-26

    Neuropeptides released from dense-core vesicles (DCVs) modulate neuronal activity, but the molecules driving DCV secretion in mammalian neurons are largely unknown. We studied the role of calcium-activator protein for secretion (CAPS) proteins in neuronal DCV secretion at single vesicle resolution. Endogenous CAPS-1 co-localized with synaptic markers but was not enriched at every synapse. Deletion of CAPS-1 and CAPS-2 did not affect DCV biogenesis, loading, transport or docking, but DCV secretion was reduced by 70% in CAPS-1/CAPS-2 double null mutant (DKO) neurons and remaining fusion events required prolonged stimulation. CAPS deletion specifically reduced secretion of stationary DCVs. CAPS-1-EYFP expression in DKO neurons restored DCV secretion, but CAPS-1-EYFP and DCVs rarely traveled together. Synaptic localization of CAPS-1-EYFP in DKO neurons was calcium dependent and DCV fusion probability correlated with synaptic CAPS-1-EYFP expression. These data indicate that CAPS-1 promotes fusion competence of immobile (tethered) DCVs in presynaptic terminals and that CAPS-1 localization to DCVs is probably not essential for this role.

  10. An Investigation on the Core Competence of Vocational College Students%高职院校学生核心能力的调查

    Institute of Scientific and Technical Information of China (English)

    孙成正

    2015-01-01

    Core competence is the ability which can be sustainably developed accompanying human life.Comprehen-sive quality based on the core competence has become the main factor of enrollment and promotion in enterprises. When the graduates of the class of 2010 went back school to apply for graduation procedures,the author conducted a questionnaire survey on their understanding,mastering and training of core competence,as well as the relation of employment and core competence.The result shows that:some core competence,especially the mastering of some easy core competence,such as self-study ability,communication skills and so on,rely on the efforts of students themselves mainly,while the core competence uneasy to master should be trained in colleges,such as information processing capability,mathematics application ability,and so on.Most of students believe that the colleges should pay attention to the training of core competence,but with an unsatisfactory attitude for the current cultivation of col-leges.Therefore,colleges should promote the quality of campus cultural construction,put emphasis on the cultivation of humanistic qualities,change their teaching idea,so as to train the core competence of vocational college students.%核心能力是伴随人终生的可持续发展能力,以核心能力为主体的综合素质已经成为企事业单位录取、提升员工的主要考核因素。利用安徽财贸职业学院2010级毕业生返校办理毕业手续的机会,对学生核心能力的了解、掌握、培养及就业与核心能力的关系等问题进行了调查研究。结果显示:部分核心能力尤其是掌握较好的核心能力,如自我学习能力、与人交流能力等主要靠学生的自我努力来完成,而掌握不好的能力,如信息处理能力、数学应用能力等主要通过学院培养。大部分学生认为学院应重视培养核心能力,但对学院目前的培养状况不满意。因此,学院要提升校园文化

  11. 國民核心素養的課程發展意涵National Core Competencies and Its Implication to

    Directory of Open Access Journals (Sweden)

    蔡清田 Ching-Tien Tsai

    2013-03-01

    Full Text Available 「國民核心素養」不僅意指每一個「國民」都須具備的「核心素養」,也屬於 新興的課程研究理念,是一種有理論依據的理論構念,具有課程研究發展的研究價值。研究者曾主持《K-12中小學一貫課程綱要核心素養與各領域連貫體系研究》以及《K-12各教育階段核心素養與各領域課程統整研究》等整合型研究,本研究在此「國民核心素養」課程研究與相關著作的基礎之上,進一步探討「國民核心素養」的課程發展重要性與意涵,可做為我國實施「十二年國民基本教育」、「建置中小學課程連貫與統整」之配套子計畫及其具體方案如「建置十二年一貫課程體系方案」等課程改革之參考,甚至可做為未來研發《十二年一貫課程體系指引》與《十二年國民基本教育課程綱要》之「國民核心素養」的理論依據,既可做為提升我國國民的「核心素養」之實踐參考,更可做為建構我國「國民核心素養」之理論基礎。National core competencies not only are the necessary core competencies that everyone should have in Taiwan, but also are new curriculum theoretical constructs which have their theoretical rationale. The authors in this paper argue the importance of national core competencies and articulate the meaning of national core competencies. The authors of the article have done the researches on the “A Research of Core Competencies of K-12 Curriculum Guideline and Continuity in Different Learning Areas” and “A Study of Core Competencies in Different Schooling Stages and Curriculum Integration of Different Learning Areas” for the National Academy of Education Research. Based on these two researches, the authors in this paper further explores the importance of national core competencies and articulated meaning of national core competencies. In this paper, the authors also suggest that the national

  12. “Are the Core Competencies of Cosmic Solutions sufficiently dynamic to enable the firm’s strategic vision?”

    OpenAIRE

    Leach, David

    2010-01-01

    Hamel and Prahalad (1990) state core competences are the ‘collective learning in the organisation’ and that they are the result of ‘complex harmonisation of individual technologies and production skills.’ However, this is a point in time assessment and sustained strategic advantage is gained from an ability to evolve over time, Teece et al, (1997) state ‘the firm’s ability to integrate, build, and reconfigure internal and external competences to address rapidly changing environments’ is key ...

  13. Evaluation Study of Core Competence of Higher Vocational College Library%高职院校图书馆核心竞争力评价研究

    Institute of Scientific and Technical Information of China (English)

    王涛

    2012-01-01

    紧密结合高职院校自身性质和发展特点,从高职院校图书馆核心竞争力内涵出发,提出高职院校图书馆核心竞争力评价指标体系,包括核心资源的配置、创新与开发能力、行业文化服务、团队文化塑造四大类指标,以期促进高职院校图书馆形成核心竞争力。%Based on the connotation of core competence of higher vocational college library and closely combining its own nature and development characteristics of higher vocational college,This paper puts forward evaluation index system of core competence,containing the configuration of core resource,the ability of innovation and development,the service of industry culture and the establishing of team culture,in order to make higher vocational college form the core competence.

  14. CORE

    DEFF Research Database (Denmark)

    Krigslund, Jeppe; Hansen, Jonas; Hundebøll, Martin

    2013-01-01

    different flows. Instead of maintaining these approaches separate, we propose a protocol (CORE) that brings together these coding mechanisms. Our protocol uses random linear network coding (RLNC) for intra- session coding but allows nodes in the network to setup inter- session coding regions where flows...... intersect. Routes for unicast sessions are agnostic to other sessions and setup beforehand, CORE will then discover and exploit intersecting routes. Our approach allows the inter-session regions to leverage RLNC to compensate for losses or failures in the overhearing or transmitting process. Thus, we...... increase the benefits of XORing by exploiting the underlying RLNC structure of individual flows. This goes beyond providing additional reliability to each individual session and beyond exploiting coding opportunistically. Our numerical results show that CORE outperforms both forwarding and COPE...

  15. CORE

    DEFF Research Database (Denmark)

    Krigslund, Jeppe; Hansen, Jonas; Hundebøll, Martin

    2013-01-01

    different flows. Instead of maintaining these approaches separate, we propose a protocol (CORE) that brings together these coding mechanisms. Our protocol uses random linear network coding (RLNC) for intra- session coding but allows nodes in the network to setup inter- session coding regions where flows...... intersect. Routes for unicast sessions are agnostic to other sessions and setup beforehand, CORE will then discover and exploit intersecting routes. Our approach allows the inter-session regions to leverage RLNC to compensate for losses or failures in the overhearing or transmitting process. Thus, we...... increase the benefits of XORing by exploiting the underlying RLNC structure of individual flows. This goes beyond providing additional reliability to each individual session and beyond exploiting coding opportunistically. Our numerical results show that CORE outperforms both forwarding and COPE...

  16. SYMPTOM PROFILES OF DSM-IV-DEFINED REMISSION, RECOVERY, RELAPSE, AND RECURRENCE OF DEPRESSION : THE ROLE OF THE CORE SYMPTOMS

    NARCIS (Netherlands)

    Conradi, Henk Jan; Ormel, Johan; de Jonge, Peter

    2012-01-01

    Background Depression outcomes in research and clinical practice are commonly defined by the concepts of remission, recovery, relapse, and recurrence. Despite their widespread use, there has been little empirical examination of these concepts. Therefore, we investigated profiles of individual sympto

  17. Influence of co-culture with denuded oocytes during in vitro maturation on fertilization and developmental competence of cumulus-enclosed porcine oocytes in a defined system.

    Science.gov (United States)

    Appeltant, Ruth; Somfai, Tamás; Kikuchi, Kazuhiro; Maes, Dominiek; Van Soom, Ann

    2016-04-01

    Co-culture of cumulus-oocyte complexes (COCs) with denuded oocytes (DOs) during in vitro maturation (IVM) was reported to improve the developmental competence of oocytes via oocyte-secreted factors in cattle. The aim of the present study was to investigate if addition of DOs during IVM can improve in vitro fertilization (IVF) and in vitro culture (IVC) results for oocytes in a defined in vitro production system in pigs. The maturation medium was porcine oocyte medium supplemented with gonadotropins, dbcAMP and β-mercaptoethanol. Cumulus-oocyte complexes were matured without DOs or with DOs in different ratios (9 COC, 9 COC+16 DO and 9 COC+36 DO). Consequently; oocytes were subjected to IVF as intact COCs or after denudation to examine if DO addition during IVM would affect cumulus or oocyte properties. After fertilization, penetration and normal fertilization rates of zygotes were not different between all tested groups irrespective of denudation before IVF. When zygotes were cultured for 6 days, no difference could be observed between all treatment groups in cleavage rate, blastocyst rate and cell number per blastocyst. In conclusion, irrespective of the ratio, co-culture with DOs during IVM did not improve fertilization parameters and embryo development of cumulus-enclosed porcine oocytes in a defined system.

  18. 我国汽车企业核心能力体系实证研究%The Empirical Study of Core Competence System in Automobile Enterprises

    Institute of Scientific and Technical Information of China (English)

    李光绪; 叶红; 张艳莉

    2011-01-01

    我国汽车企业核心能力体系包括产品设计、品牌培育、营销策划与生产创新四个要素。实证性的研究表明,我国汽车企业核心能力培育在整体上处于良性循环状态,而在创新设计、品牌推广与规模化生产等方面有待加强。%The core competence system in our automotive enterprises includes production design, brand development, marketing planning and production innovation of four elements. The empirical research shows that the cultivation of core competence on the whole is in a virtuous cycle state, yet it should be strengthened in innovation design, brand promotion and large scale production.

  19. 助产士核心胜任力量表信度和效度研究%Midwife Core Competency Scale: Reliability and validity assessment

    Institute of Scientific and Technical Information of China (English)

    王德慧; 陆虹; 孙红

    2011-01-01

    目的:对助产士核心胜任力量表进行信度和效度的检测.方法:采用文献回顾的方法,重点参考国际助产联盟制定的助产士胜任力标准,通过助产专业的专家,形成助产士核心胜任力量表,并对北京市19家医院的300名助产士进行测评,对量表进行信度和效度分析,最终形成量表.结果:有效量表295份.助产士核心胜任力量表共由6个维度,54项条目组成,其内部一致性Cronbach'sα系数为0.978,各分维度的Cronbach'sα系数为0.921 ~ 0.938之间,均在0.9以上,总量表的内容效度比为0.95,结构效度6个因子的累计解释变量为70.927%,均在测量学可接受的范围.结论:该助产士核心胜任力量表具有良好的信度和效度,条目设置适用于我国助产士核心胜任力的评价.%Objective: To develop a scale to assess the midwife's core competency and to test the reliability and validity of Midwife Core Competency Scale. Methods: We developed Midwife Core Competency Scale through literature interview whose key points were the essential competencies for midwifery practice formulated by International Confederation of Midwives (ICM), through the midwifery experts consultation, through the investigation of 300 midwives from nineteen hospital in Beijing, and through the assessment of the reliability and validity of the questionnaire. Results: The number of effective scale was 295. The Scale comprised 6 dimensions and 54 items. The internal consistency Cronbach's a coefficient was 0.978.The content validity index was 0.95. The construct validity yielded six factors with an cumulative explained variance of 70.927% which was in the acceptable range. Conclusions: Midwife Core Competency Scale can be considered a reliable and valid scale for assessing midwifes' core competency.

  20. Core value deployment: the need for a new renaissance

    DEFF Research Database (Denmark)

    Dahlgaard, Jens Jørn; Dahlgaard, Su Mi Park

    1998-01-01

    In a recent articel (Su Mi Park Dahlgaard et al: "Core values - the pre-condition for business excellence") defined a Profound Leadership System as consisting of two subsystems: 1. The core value subsystem and 2. The competence subsystem. It was concluded that the core value subsystem is the most...

  1. Evaluation for Core Competence of Private Enterprises in Xuchang City Based on an Improved Dynamic Multiple-Attribute Decision-Making Model

    OpenAIRE

    Jian-min Shen; Yao-guo Dang; Wei-jie Zhou; Xue-mei Li

    2015-01-01

    Because Deng’s grey relational degree is inconspicuous, Deng’s relational degree with an exponential function is first presented. Then, we demonstrate that improved Deng’s relational degree is more conspicuous than the original model. Then, we construct a multiple-attribute decision-making model, based on improved Deng’s relational degree with multiple stages, and a method for determining the weight of the index is also developed. Finally, the core competence of private enterprises in Henan p...

  2. Qualitative research of core competency index system for midwife%助产士核心胜任力指标体系的质性研究

    Institute of Scientific and Technical Information of China (English)

    殷雅贞; 侯睿; 朱秀

    2015-01-01

    目的:初步确立中国助产士应具备的核心胜任力的指标体系。方法采用质性研究,对17名助产相关人员进行半结构访谈。结果确立了我国助产士核心胜任力框架的7大主题,分别为“妊娠期照护”“分娩期照护”“产后照护”“新生儿照护”“妇女保健”“公共卫生保健、综合能力”“职业素养”。结论从多角度探讨了我国助产士核心胜任力,结合我国国情初步形成其指标体系框架,助产士胜任力水平需要政策法律与人力资源的保障。%Objective To establish the index system of core competencies for midwife. Methods By qualitative research, semi-structured interview were carried out in 17 staffs relevant to midwifery. Results “Antenatal care”,“Intrapartum care”,“Postnatal care”, “Feminine care”, “Public health care &Integrative competency”, and “Professional quality” were established as 7 main midwifery core competency frame. Conclusions This research explores the core competency for midwife from various perspectives, and we construct the frame of index system according to national conditions. The achievement of core competencies for midwife requires policy, law and manpower resource as guarantee.

  3. Toward core inter-professional health promotion competencies to address the non-communicable diseases and their risk factors through knowledge translation: Curriculum content assessment

    OpenAIRE

    Dean, Elizabeth; Moffat, Marilyn; Skinner, Margot; Dornelas de Andrade, Armele; Myezwa, Hellen; Söderlund, Anne

    2014-01-01

    Background To increase the global impact of health promotion related to non-communicable diseases, health professionals need evidence-based core competencies in health assessment and lifestyle behavior change. Assessment of health promotion curricula by health professional programs is a first step. Such program assessment is a means of 1. demonstrating collective commitment across health professionals to prevent non-communicable diseases; 2. addressing the knowledge translation gap between wh...

  4. 山东省助产从业人员核心胜任力调查分析%Core competency among midwifery staff in Shandong province

    Institute of Scientific and Technical Information of China (English)

    张悦; 陆虹; 王爱华; 刘文静; 杨兰

    2014-01-01

    目的:了解山东省助产从业人员核心胜任力现状。方法:采用助产士核心胜任力量表对山东省231名助产从业人员进行问卷调查。结果:助产从业人员的核心胜任力总均分为(4.09±0.36)分,其中孕期保健、分娩期保健维度得分较高,公共卫生保健、孕前保健维度得分较低。助产从业人员的年龄、工作年限、助产工作年限、职称与其核心胜任力呈显著正相关(P<0.01)。结论:教育者应进一步完善助产专业教育和在职培训,促进助产从业人员核心胜任力的全面提高。%Objective: To investigate the current status of core competency among midwifery staff in Shandong province. Methods: Totally 231 midwifery staff in Shandong province were investigated by the Midwife Core Competence Questionnaire. Results: The mean score of the core competence among midwifery staff was (4.09±0.36), with higher scores in antenatal care and intrapartum care, and lower scores in public health care and pregestational care. The scores had positive relationship with age, working years, working yeas as a midwife, and the professional titles (P<0.01). Conclusion: We should pay more attention to humanity and sociality of midwifery profession, perfect the professional midwifery education and on-the-job training, and improve core competence in midwifery team.

  5. Clinical instructors' perception of a faculty development programme promoting postgraduate year-1 (PGY1) residents' ACGME six core competencies: a 2-year study.

    Science.gov (United States)

    Lee, Fa-Yauh; Yang, Ying-Ying; Hsu, Hui-Chi; Chuang, Chiao-Lin; Lee, Wei-Shin; Chang, Ching-Chih; Huang, Chia-Chang; Chen, Jaw-Wen; Cheng, Hao-Min; Jap, Tjin-Shing

    2011-01-01

    Objective The six core competencies designated by Accreditation Council for Graduate Medical Education (ACGME) are essential for establishing a patient centre holistic medical system. The authors developed a faculty programme to promote the postgraduate year 1 (PGY(1)) resident, ACGME six core competencies. The study aims to assess the clinical instructors' perception, attitudes and subjective impression towards the various sessions of the 'faculty development programme for teaching ACGME competencies.' Methods During 2009 and 2010, 134 clinical instructors participated in the programme to establish their ability to teach and assess PGY(1) residents about ACGME competencies. Results The participants in the faculty development programme reported that the skills most often used while teaching were learnt during circuit and itinerant bedside, physical examination teaching, mini-clinical evaluation exercise (mini-CEX) evaluation demonstration, training workshop and videotapes of 'how to teach ACGME competencies.' Participants reported that circuit bedside teaching and mini-CEX evaluation demonstrations helped them in the interpersonal and communication skills domain, and that the itinerant teaching demonstrations helped them in the professionalism domain, while physical examination teaching and mini-CEX evaluation demonstrations helped them in the patients' care domain. Both the training workshop and videotape session increase familiarity with teaching and assessing skills. Participants who applied the skills learnt from the faculty development programme the most in their teaching and assessment came from internal medicine departments, were young attending physician and had experience as PGY(1) clinical instructors. Conclusions According to the clinical instructors' response, our faculty development programme effectively increased their familiarity with various teaching and assessment skills needed to teach PGY(1) residents and ACGME competencies, and these clinical

  6. Lessons learned from a community-academic initiative: the development of a core competency-based training for community-academic initiative community health workers.

    Science.gov (United States)

    Ruiz, Yumary; Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

    2012-12-01

    Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community-academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI-CHW training program. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results demonstrated that a core competency-based training can successfully affect CHWs' perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. This program demonstrates that a core competency-based framework coupled with CAI-research-specific skill sessions (1) provides skills that CAI-CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles.

  7. Effects of high-fidelity patient simulation led clinical reasoning course: Focused on nursing core competencies, problem solving, and academic self-efficacy.

    Science.gov (United States)

    Lee, JuHee; Lee, Yoonju; Lee, Senah; Bae, Juyeon

    2016-01-01

    To examine the effects of high-fidelity patient simulation (HFPS) led clinical reasoning course among undergraduate nursing students. A quasi-experimental study of non-equivalent control group pretest-post test design was applied. A total of 49 senior nursing students participated in this study. The experimental group consisted of the students who took the "clinical reasoning" course (n = 23) while the control group consisted of students who did not (n = 26). Self-administered scales including the nursing core competencies, problem solving, academic self-efficacy, and Kolb learning style inventory were analyzed quantitatively using SPSS version 20.0. Data analysis was conducted using one-way ancova due to a significant difference in nursing core competencies between the experimental group and control group. There was a significant improvement in nursing core competencies in the experimental group (F = 7.747, P = 0.008). The scores of problem solving and academic self-efficacy were higher in the experimental group after the HFPS led clinical reasoning course without statistical difference. There is a need for the development of effective instructional methods to improve learning outcomes in nursing education. Future research is needed related to simulation education as well as management strategies so that learning outcomes can be achieved within different students' learning style. © 2015 The Authors. Japan Journal of Nursing Science © 2015 Japan Academy of Nursing Science.

  8. Researcher readiness for participating in community-engaged dissemination and implementation research: a conceptual framework of core competencies.

    Science.gov (United States)

    Shea, Christopher M; Young, Tiffany L; Powell, Byron J; Rohweder, Catherine; Enga, Zoe K; Scott, Jennifer E; Carter-Edwards, Lori; Corbie-Smith, Giselle

    2017-03-24

    Participating in community-engaged dissemination and implementation (CEDI) research is challenging for a variety of reasons. Currently, there is not specific guidance or a tool available for researchers to assess their readiness to conduct CEDI research. We propose a conceptual framework that identifies detailed competencies for researchers participating in CEDI and maps these competencies to domains. The framework is a necessary step toward developing a CEDI research readiness survey that measures a researcher's attitudes, willingness, and self-reported ability for acquiring the knowledge and performing the behaviors necessary for effective community engagement. The conceptual framework for CEDI competencies was developed by a team of eight faculty and staff affiliated with a university's Clinical and Translational Science Award (CTSA). The authors developed CEDI competencies by identifying the attitudes, knowledge, and behaviors necessary for carrying out commonly accepted CE principles. After collectively developing an initial list of competencies, team members individually mapped each competency to a single domain that provided the best fit. Following the individual mapping, the group held two sessions in which the sorting preferences were shared and discrepancies were discussed until consensus was reached. During this discussion, modifications to wording of competencies and domains were made as needed. The team then engaged five community stakeholders to review and modify the competencies and domains. The CEDI framework consists of 40 competencies organized into nine domains: perceived value of CE in D&I research, introspection and openness, knowledge of community characteristics, appreciation for stakeholder's experience with and attitudes toward research, preparing the partnership for collaborative decision-making, collaborative planning for the research design and goals, communication effectiveness, equitable distribution of resources and credit, and

  9. Computer modeling reveals that modifications of the histone tail charges define salt-dependent interaction of the nucleosome core particles.

    Science.gov (United States)

    Yang, Ye; Lyubartsev, Alexander P; Korolev, Nikolay; Nordenskiöld, Lars

    2009-03-18

    Coarse-grained Langevin molecular dynamics computer simulations were conducted for systems that mimic solutions of nucleosome core particles (NCPs). The NCP was modeled as a negatively charged spherical particle representing the complex of DNA and the globular part of the histones combined with attached strings of connected charged beads modeling the histone tails. The size, charge, and distribution of the tails relative to the core were built to match real NCPs. Three models of NCPs were constructed to represent different extents of covalent modification on the histone tails: (nonmodified) recombinant (rNCP), acetylated (aNCP), and acetylated and phosphorylated (paNCP). The simulation cell contained 10 NCPs in a dielectric continuum with explicit mobile counterions and added salt. The NCP-NCP interaction is decisively dependent on the modification state of the histone tails and on salt conditions. Increasing the monovalent salt concentration (KCl) from salt-free to physiological concentration leads to NCP aggregation in solution for rNCP, whereas NCP associates are observed only occasionally in the system of aNCPs. In the presence of divalent salt (Mg(2+)), rNCPs form dense stable aggregates, whereas aNCPs form aggregates less frequently. Aggregates are formed via histone-tail bridging and accumulation of counterions in the regions of NCP-NCP contacts. The paNCPs do not show NCP-NCP interaction upon addition of KCl or in the presence of Mg(2+). Simulations for systems with a gradual substitution of K(+) for Mg(2+), to mimic the Mg(2+) titration of an NCP solution, were performed. The rNCP system showed stronger aggregation that occurred at lower concentrations of added Mg(2+), compared to the aNCP system. Additional molecular dynamics simulations performed with a single NCP in the simulation cell showed that detachment of the tails from the NCP core was modest under a wide range of salt concentrations. This implies that salt-induced tail dissociation of the

  10. The Medical Mission and Modern Core Competency Training: A 10-Year Follow-Up of Resident Experiences in Global Plastic Surgery.

    Science.gov (United States)

    Yao, Caroline A; Swanson, Jordan; McCullough, Meghan; Taro, Trisa B; Gutierrez, Ricardo; Bradshaw, Allison; Campbell, Alex; Magee, William P; Magee, William P

    2016-09-01

    The emphasis on cultural competency for physicians and surgeons is increasingly important, as communication with both patients and other providers significantly affects individual and system-wide outcomes. International surgical training has been shown to improve leadership skills, cultural competency, and technical proficiency of participants in short-term follow-up. This study explores the long-term impact of international surgical mission experiences on developing participants' core competencies, professional outcomes, and commitment to global health. All 208 plastic and reconstructive surgeons who completed the Operation Smile Regan/Stryker fellowship programs between 2006 and 2015 were surveyed electronically. One hundred sixty-five surveys were returned, for an overall response rate of 79.3 percent. The majority of participants reported that the fellowship positively impacted all six Accreditation Council for Graduate Medical Education core competencies. Most participants who were attending physicians at the time of the survey were practicing general plastic surgery, with 42 percent in an academic/teaching environment, 32 percent in assistant/associate professor positions, and 6 percent in either a program director or department chairman position. The majority currently volunteer on local or international missions, and all respondents would consider volunteering again. Carefully structured and rigorously proctored programs such as the Regan/Stryker Fellowship offer plastic surgery residents the opportunity to gain valuable professional and personal experiences that benefit them long after their service experience. Programs of this nature can not only effectively improve cultural competency of physicians, but also positively influence their attitudes toward leadership and direct that potential to meet the growing need for surgical care in low- and middle-income countries.

  11. 浅谈地方高校图书馆核心竞争力管理%On the management of the core competence of the local university library

    Institute of Scientific and Technical Information of China (English)

    何敏

    2014-01-01

    An overview of the core competence of localuniversity library, points out the necessity, the management of the core competence of Local University Library in combination with the actual situation, from the characteristics of the core competence of local university library, analyzes some principles of the management of the core competence of the local university library should follow.%对地方高校图书馆核心竞争力进行概述,指出地方高校图书馆核心竞争力管理的必要性,结合实际,从地方高校图书馆核心竞争力特点出发,分析了地方高校图书馆核心竞争力管理应该遵循的一些原则。

  12. 中式快餐企业的核心竞争力分析%An Analysis of Core Competence of Chinese Fast Food Enterprise

    Institute of Scientific and Technical Information of China (English)

    刘鑫

    2012-01-01

    随着快餐业的迅速发展,中西快餐的竞争也越加明显,当前中式快餐企业面临着巨大的挑战和机遇,现代中式快餐业发展的关键在于建立长期的优势,形成自己的核心竞争力。本文首先介绍了企业核心竞争力及快餐的相关概念,然后阐述了我国现代快餐业的发展概况,接着分析了乡村基在形成核心竞争力过程中所面临的问题,最后针对问题提出相应的建议,以进一步提高中式快餐企业的核心竞争力。%With the rapid development of fast food industry, the competition between Chinese and western fast food is increasingly apparent. At present, the Chinese fast food enterprises are facing unprecedented challenges and opportunities. Having long - term advantages and forming its own core competition are the keys to the development of modem Chinese fast food industry. This paper introduces some concepts of enterprises'core competence and fast food in the beginning, and describes the profile of the development of domestic modern fast food industry. Next, it analyzes the problems the CSC faces while forming its core competence, At last, we worked out some suggestions for these problems to further improve CSC's core competence.

  13. Conceptualization and Pilot Testing of a Core Competency-Based Training Workshop in Suicide Risk Assessment and Management: Notes From the Field.

    Science.gov (United States)

    Cramer, Robert J; Bryson, Claire N; Eichorst, Morgam K; Keyes, Lee N; Ridge, Brittany E

    2017-03-01

    As professional psychology training programs and continuing education have moved toward competency based approaches, it has become equally important to develop uniform, evidence-based approaches for suicide risk assessment and management. The present article presents a workshop curriculum based on established core competencies in suicide risk assessment and management. Drawing on theories suicide risk formation, the workshop features an integration of didactic, process, and experiential components. We present pilot data from 2 small group workshops (n = 17): 1 from a clinical psychology doctoral program and 1 from a university counseling center. Workshop participation yielded increases in (a) the ability to recognize appropriate clinician responses to suicidal client statements, (b) self-perceptions of general capacity to interface with suicidal patients and mastery of the 10 core competencies, (c) factual knowledge concerning suicide risk assessment and management, and (d) the self-rated ability to assess and manage a suicidal patient. We discuss statistical and generalizability limitations as well as implications for future modification, implementation, and provision of this training method. © 2016 Wiley Periodicals, Inc.

  14. Research on Evolution of Enterprise Core Competence in the Era of Knowledge Economy%知识经济背景下企业核心竞争力演化研究

    Institute of Scientific and Technical Information of China (English)

    张建华

    2013-01-01

    It is known that sustainable competition advantage is the basic guarantee for enterprise sustainable development, and enterprise core competence is the source of its sustainable competition advantage. The stability of core competence is relative, whereas dynamic evolvement is absolute. In different economy eras, there are differences in core resource and core capability. In order to adapt to the new characteristic and demand of knowledge economy era, enterprise core competence develops and evolves driven by the transformation from industrial economy to knowledge economy. Therefore, in this paper, the summary of research on the connotation and its e-volving process of enterprise core competence are carried out firstly. Then, three challenges and two opportunities are deeply analyzed, which enterprise core competence is up against in the era of knowledge economy. On the basis, the direction, track and evaluation standard of enterprise core competence evolution is studied, in the background of knowledge economy. All the work is expected to enhance enterprise ability to rebuild and improve its core competence, to win competition and realize sustainable development in knowledge economy era.%本文首先综述研究了核心竞争力的内涵及其演变历程,而后分析了在知识经济时代企业核心竞争力演化面临的三大挑战与两重机遇;在此基础上,进一步讨论了知识经济背景下企业核心竞争力演化的方向、路径、规律及其评价标准.本文研究内容将有助于企业在知识经济时代重塑、提升其核心竞争力,赢得竞争与发展.

  15. 公共信息服务机构核心能力动态演进及培育研究%A Study of the Dynamic Evolution and Cultivation of the Core Competence of Public Information Service Institutions

    Institute of Scientific and Technical Information of China (English)

    石艳霞; 崔珍

    2015-01-01

    核心能力是公共信息服务机构生存和发展的根本.在动态变化的竞争环境中,公共信息服务机构所具备的能力决定了该机构的竞争优势及未来发展.文章分析公共信息服务机构核心能力构成因素,并结合核心能力动态性特点运用DYNAMO语言对公共信息服务机构核心能力动态演进过程进行阐释,最后针对演进过程提出公共信息服务机构核心能力动态培育策略.%Core competence play a fundamental role in terms of the survival and development of public information service institutions. In a dynamic competitive environment, the competitive advantages and future development of a public information service institution are decided by its core competence. We addressed the elements of the core competence of public information service institutions. Taking the dynamics of the core competence into account, we also explained the dynamic evolution process of the core competence, using DYNAMO language. Strategies to cultivate the core competence are suggested based on the knowledge of the dynamic evolution process.

  16. The Connotation and Content Construction of the Chinese Language and Literature Specialty Students’ Core Competence of Employment in Local Universities%地方高校汉语言文学专业学生就业核心能力的内涵及内容构建--以玉林师范学院为例

    Institute of Scientific and Technical Information of China (English)

    冯海英

    2015-01-01

    大学生的就业核心能力是大学生求职就业获胜的竞争资本,立足于地方高校汉语言文学专业大学生的就业现状,对地方高校汉语言文学专业大学生就业核心能力的内涵及内容构成进行分析和界定,从培养目标的确立、课程体系的构建、实践能力的训练等方面探讨就业核心能力提高的策略。%Chinese Language and Literature Specialty students’ core competence of employment is an asset for them to compete with other candidates in job hunting. The present paper, based on the current employment situation of the Chinese Language and Literature Specialty students, analyzes and defines the connotation and contents of the core competence of employment; then, proposes the strategies for enhancing the core competence of employment from aspects like establishing training goal, constructing the curriculum system and training the practical ability, etc.

  17. PROCESS OF IDENTIFYING COMPETENCIES BASED ON A FUNCTIONAL APPROACH

    Directory of Open Access Journals (Sweden)

    NAOUFAL SEFIANI

    2012-01-01

    Full Text Available To cope with fast change of the technological and organizational context, managers need tools to help them to improve competence management. Our contribution aims at supporting the task of competence identification that is considered as the first step of the management process. The proposed identification involves tree stages.The first stage concerns the research of competences based on a functional approach. The second stage is to define a typology of the component of competence (characterization and the third stage to define the core competencies of competence (prioritization. The application of the method in an industrial case in the logisticsfield confirms the possibility of using the “principle of solution” to provide a dynamic process for the identification of requisite competencies.

  18. 医政管理人员核心能力的调查分析%Investigation and Analysis of the Core Competence of Hospital Management Personnel

    Institute of Scientific and Technical Information of China (English)

    李桂玲

    2015-01-01

    目的:调查天津市医政管理人员核心能力水平,为筛选医政管理人员提供可靠的依据。方法采用自制的天津市医政管理人员核心能力调查问卷进行问卷调查,涉及2所三甲医院、1所三乙医院、1所二甲医院、1所一级医院、1所社区服务医院共380名医政管理人员,调查内容包括评判性思维(11个条目)、领导能力(16个条目)、人际关系(8个条目)、法律及伦理(7个条目)、教育培训(10个条目)、个人发展(6个条目)6个方面。结果调查对象核心能力总分(172.86±19.24)分,6个维度条目均分显示法律及伦理实践最高(3.26±0.88)分,评判性思维均分最低(3.00±0.89)分。参加教育培训年次与医政管理人员核心能力呈正相关(P<0.05),即随着参加教育培训年次增加,医政管理人员的核心能力增强。结论天津市医政管理人员核心能力的处于中上水平,能胜任医院的管理工作,应进一步加强对天津市医政管理人员核心能力培养,加强评判性思维,提高医政管理人员的综合素质。%Objective To investigate the core competence of hospital managers in Tianjin city,provide a reliable basis for the screening of hospital managers. Methods Using the self-made core competence of hospital managers of Tianjin and conducting a questionnaire survey,involving two 2 tertiary Hospitals,1 triethylene hospital,1 dimethyl hospital,1 first level hospital and 1 community hospital,total of 380 hospital managers. And the investigation involves six aspects(6 items),including critical thinking(11 items),leadership(16 items),interpersonal(8 items),law and ethics(7 items),education and training(10 items),and personal development(6 items).ResultsThe total core competency score was (172.86±19.24), and in six items the score of law and ethics was the highest(3.26±0.88),but critical thinking was the lowest(3.00±0.89). The

  19. Incorporation of core competency questions into an annual national self-assessment examination for residents in physical medicine and rehabilitation: results and implications.

    Science.gov (United States)

    Webster, Joseph B

    2009-03-01

    To determine the performance and change over time when incorporating questions in the core competency domains of practice-based learning and improvement (PBLI), systems-based practice (SBP), and professionalism (PROF) into the national PM&R Self-Assessment Examination for Residents (SAER). Prospective, longitudinal analysis. The national Self-Assessment Examination for Residents (SAER) in Physical Medicine and Rehabilitation, which is administered annually. Approximately 1100 PM&R residents who take the examination annually. Inclusion of progressively more challenging questions in the core competency domains of PBLI, SBP, and PROF. Individual test item level of difficulty (P value) and discrimination (point biserial index). Compared with the overall test, questions in the subtopic areas of PBLI, SBP, and PROF were relatively easier and less discriminating (correlation of resident performance on these domains compared with that on the total test). These differences became smaller during the 3-year time period. The difficulty level of the questions in each of the subtopic domains was raised during the 3 year period to a level close to the overall exam. Discrimination of the test items improved or remained stable. This study demonstrates that, with careful item writing and review, multiple-choice items in the PBLI, SBP, and PROF domains can be successfully incorporated into an annual, national self-assessment examination for residents. The addition of these questions had value in assessing competency while not compromising the overall validity and reliability of the exam. It is yet to be determined if resident performance on these questions corresponds to performance on other measures of competency in the areas of PBLI, SBP, and PROF.

  20. Assessing medical students' performance in core competencies using multiple admission programs for colleges and universities: From the perspective of multi-source feedback

    Directory of Open Access Journals (Sweden)

    Ji-Tseng Fang

    2013-08-01

    Full Text Available Background: Since 1994, Taiwanese medical universities have employed the multiple application method comprising "recommendations and screening" and "admission application." The purpose of this study is to examine whether medical students admitted using different admission programs gave different performances. Methods: To evaluate the six core competencies for medical students proposed by Accreditation Council for Graduate Medical Education (ACGME, this study employed various assessment tools, including student opinion feedback, multi-source feedback (MSF, course grades, and examination results.MSF contains self-assessment scale, peer assessment scale, nursing staff assessment scale, visiting staff assessment scale, and chief resident assessment scale. In the subscales, the CronbachÊs alpha were higher than 0.90, indicating good reliability. Research participants consisted of 182 students from the School of Medicine at Chang Gung University. Results: Regarding studentsÊ average grade for the medical ethics course, the performance of students who were enrolled through school recommendations exceeded that of students who were enrolled through the National College University Entrance Examination (NCUEE p = 0.011, and all considered "teamwork" as the most important. Different entry pipelines of students in the "communication," "work attitude," "medical knowledge," and "teamwork" assessment scales showed no significant difference. The improvement rate of the students who were enrolled through the school recommendations was better than that of the students who were enrolled through the N CUEE in the "professional skills," "medical core competencies," "communication," and "teamwork" projects of self-assessment and peer assessment scales. However, the students who were enrolled through the NCUEE were better in the "professional skills," "medical core competencies," "communication," and "teamwork" projects of the visiting staff assessment scale and the

  1. The iron/heme regulated genes of Haemophilus influenzae: comparative transcriptional profiling as a tool to define the species core modulon

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    Morton Daniel J

    2009-01-01

    Full Text Available Abstract Background Haemophilus influenzae requires heme for aerobic growth and possesses multiple mechanisms to obtain this essential nutrient. Although an understanding of the heme acquisition mechanisms of H. influenzae is emerging, significant gaps in our knowledge remain. Unresolved issues include the identities of all genes exhibiting altered transcription in response to iron and heme availability, the fraction of such genes functioning in iron/heme acquisition, and the heterogeneity of this gene set among clinical isolates. Previously we utilized H. influenzae strain Rd KW20 to demonstrate the utility of transcriptional profiling in defining the genes exhibiting altered transcription in response to environmental iron and heme levels. The current study expands upon those observations by determining the iron/heme modulons of two clinical isolates, the type b isolate 10810 and the nontypeable isolate R2866. These data are used to begin to define the core iron/heme modulon of the species. Results Microarray studies were performed to compare gene expression on transition from iron/heme-restricted to iron/heme-replete conditions for each isolate. Of 1820 ORFs on the array corresponding to R2866 genes, 363 were significantly differentially expressed: 233 were maximally transcribed under iron/heme-replete conditions and 130 under iron/heme-restricted conditions. Of the 1883 ORFs representing genes of strain 10810, 353 were significantly differentially transcribed: 150 were preferentially transcribed under iron/heme-replete conditions and 203 under iron/heme-restricted conditions. Comparison of the data sets indicated that 163 genes exhibited similar regulation in both isolates and that 74 of these exhibited similar patterns of regulation in Rd KW20. These comprise the putative core iron/heme modulon. Conclusion This study provides evidence for a conserved core of H. influenzae genes the transcription of which is altered by the availability of

  2. Evaluation for Core Competence of Private Enterprises in Xuchang City Based on an Improved Dynamic Multiple-Attribute Decision-Making Model

    Directory of Open Access Journals (Sweden)

    Jian-min Shen

    2015-01-01

    Full Text Available Because Deng’s grey relational degree is inconspicuous, Deng’s relational degree with an exponential function is first presented. Then, we demonstrate that improved Deng’s relational degree is more conspicuous than the original model. Then, we construct a multiple-attribute decision-making model, based on improved Deng’s relational degree with multiple stages, and a method for determining the weight of the index is also developed. Finally, the core competence of private enterprises in Henan province is analyzed, illustrating the validity and feasibility of the improved model.

  3. Toward core inter-professional health promotion competencies to address the non-communicable diseases and their risk factors through knowledge translation: curriculum content assessment.

    Science.gov (United States)

    Dean, Elizabeth; Moffat, Marilyn; Skinner, Margot; Dornelas de Andrade, Armele; Myezwa, Hellen; Söderlund, Anne

    2014-07-14

    To increase the global impact of health promotion related to non-communicable diseases, health professionals need evidence-based core competencies in health assessment and lifestyle behavior change. Assessment of health promotion curricula by health professional programs is a first step. Such program assessment is a means of 1. demonstrating collective commitment across health professionals to prevent non-communicable diseases; 2. addressing the knowledge translation gap between what is known about non-communicable diseases and their risk factors consistent with 'best' practice; and, 3. establishing core health-based competencies in the entry-level curricula of established health professions. Consistent with the World Health Organization's definition of health (i.e., physical, emotional and social wellbeing) and the Ottawa Charter, health promotion competencies are those that support health rather than reduce signs and symptoms primarily. A process algorithm to guide the implementation of health promotion competencies by health professionals is described. The algorithm outlines steps from the initial assessment of a patient's/client's health and the indications for health behavior change, to the determination of whether that health professional assumes primary responsibility for implementing health behavior change interventions or refers the patient/client to others.An evidence-based template for assessment of the health promotion curriculum content of health professional education programs is outlined. It includes clinically-relevant behavior change theory; health assessment/examination tools; and health behavior change strategies/interventions that can be readily integrated into health professionals' practices. Assessment of the curricula in health professional education programs with respect to health promotion competencies is a compelling and potentially cost-effective initial means of preventing and reversing non-communicable diseases. Learning evidence

  4. Customized, Outcome-Based, Relevant Evaluation (CORE) at Lipscomb University: A Competency-Based Education Case Study

    Science.gov (United States)

    Klein-Collins, Rebecca; Olson, Rick

    2014-01-01

    In recent years, there has been a surge of interest in competency-based degree programs at the postsecondary level. These programs are promising for the future of higher education because they establish clear expectations for what graduates must know and be able to do, and many models have been designed to allow students to learn and earn a degree…

  5. On the Connotation and Cultivation of University's Core Competence%大学核心竞争力的要素及其培育

    Institute of Scientific and Technical Information of China (English)

    高宏

    2012-01-01

    University's core competence is a kind of resource that universities have access to external accreditation and gain competitive advantage. The unique resources, relative stable dynamic development, educational excellence are the key fea- tures of core competitiveness that university must have. University's core Competence exists mainly in hard power and soft power. Hard power of university exists mainly in the strength of teachers, scientific research strength and discipline power; Soft power mainly refers to the university spirit of university culture and brand reputation. Cultivation of University's core Competence needs the school-running entities to carry out scientific and rational design, implementation of sensitive social service mechanism, building brand reputation, operating excellent culture, and paying attention to the discipline construction.%大学核心竞争力即高校所拥有的获得外界认可并在大学竞争中获得优势的核心能力。资源独有性、相对稳定的动态发展性、办学卓越性等是大学核心竞争力所应有的特性。大学核心竞争力通过硬实力和软实力表现出来。硬实力主要体现为师资、科研、学科等方面;软实力主要指以大学精神为内核的大学文化以及品牌声誉等。培育大学的核心竞争力,需要各办学实体进行科学合理的顶层设计、实施灵敏的社会服务机制、打造品牌声誉、经营优秀文化、注重学科建设。

  6. Theoretical Analysis of the Professional Competence's Formation and Development in the Light of Ukrainian and Foreign Scientists (In Terms of the Marketers' Professional Skills and Abilities)

    Science.gov (United States)

    Levkovych, Uliana

    2014-01-01

    This paper defines formation of the concept of "competence", attaches importance to the invariant of professional qualification, and explains core competencies of the marketer. The general and extensive use of the term "competence" in professional education and training has been indicated. It has been noted that recently the…

  7. "Teaching as a Competency": competencies for medical educators.

    Science.gov (United States)

    Srinivasan, Malathi; Li, Su-Ting T; Meyers, Fredrick J; Pratt, Daniel D; Collins, John B; Braddock, Clarence; Skeff, Kelley M; West, Daniel C; Henderson, Mark; Hales, Robert E; Hilty, Donald M

    2011-10-01

    Most medical faculty receive little or no training about how to be effective teachers, even when they assume major educational leadership roles. To identify the competencies required of an effective teacher in medical education, the authors developed a comprehensive conceptual model. After conducting a literature search, the authors met at a two-day conference (2006) with 16 medical and nonmedical educators from 10 different U.S. and Canadian organizations and developed an initial draft of the "Teaching as a Competency" conceptual model. Conference participants used the physician competencies (from the Accreditation Council for Graduate Medical Education [ACGME]) and the roles (from the Royal College's Canadian Medical Education Directives for Specialists [CanMEDS]) to define critical skills for medical educators. The authors then refined this initial framework through national/regional conference presentations (2007, 2008), an additional literature review, and expert input. Four core values grounded this framework: learner engagement, learner-centeredness, adaptability, and self-reflection. The authors identified six core competencies, based on the ACGME competencies framework: medical (or content) knowledge; learner- centeredness; interpersonal and communication skills; professionalism and role modeling; practice-based reflection; and systems-based practice. They also included four specialized competencies for educators with additional programmatic roles: program design/implementation, evaluation/scholarship, leadership, and mentorship. The authors then cross-referenced the competencies with educator roles, drawing from CanMEDS, to recognize role-specific skills. The authors have explored their framework's strengths, limitations, and applications, which include targeted faculty development, evaluation, and resource allocation. The Teaching as a Competency framework promotes a culture of effective teaching and learning.

  8. Assistência pré-natal: competências essenciais desempenhadas por enfermeiros Atención prenatal: competencias esenciales desempeñadas por enfermeros Prenatal care: core competencies performed by nurses

    Directory of Open Access Journals (Sweden)

    Margarida de Aquino Cunha

    2009-03-01

    para mejorar la calidad de los servicios a fin de alcanzar un nivel óptimo de competencia en la atención prenatal.This research aimed to analyze the core competencies developed in practice by nurses working in prenatal care. This descriptive study with a quantitative approach was carried out at 16 basic health network units in Rio Branco-AC, Brazil, in 2006. Data were collected through systematic and non-participant observation. Only two (11.76% of the nurses working in prenatal consultations had taken a specialization course in obstetrics. Although the large majority of core competencies expected in prenatal care were developed, some were practiced with low frequency levels, that is, not in all consultations. The results revealed that, despite the nurses' good performance, the need for clarifications should be assessed, about the importance of incorporating care protocols to improve service quality, with a view to reach an excellent competency level in prenatal care.

  9. Single cell analysis of gene expression patterns of competence development and initiation of sporulation in Bacillus subtilis grown on chemically defined media

    NARCIS (Netherlands)

    Veening, J. -W.; Smits, W. K.; Hamoen, L. W.; Kuipers, O. P.

    2006-01-01

    Aim: Understanding the basis for the heterogeneous (or bistable) expression patterns of competence development and sporulation in Bacillus subtilis. Methods and Results: Using flow cytometric analyses of various promoter-GFP fusions, we have determined the single-cell gene expression patterns of com

  10. Competency-Based Training: Objective Structured Clinical Exercises (OSCE) in Marriage and Family Therapy

    Science.gov (United States)

    Miller, John K.

    2010-01-01

    The field of marriage and family therapy (MFT) has recently engaged in the process of defining core competencies for the profession. Many MFT training programs are adapting their curriculum to develop more competency-based training strategies. The Objective Structured Clinical "Examination" (OSCE) is widely used in the medical profession to assess…

  11. [Competence based medical education].

    Science.gov (United States)

    Bernabó, Jorge G; Buraschi, Jorge; Olcese, Juan; Buraschi, María; Duro, Eduardo

    2007-01-01

    The strategy of curriculum planning in the majority of the Schools of Medicine has shifted, in the past years, from curriculum models based in contents to outcome oriented curricula. Coincidently the interest in defining and evaluating the clinical competences that a graduate must have has grown. In our country, and particularly in the Associated Hospitals belonging to the Unidad Regional de Enseñanza IV of the UBA School of Medicine, evidence has been gathered showing that the acquisition of clinical competences during the grade is in general insufficient. The foundations and characteristics of PREM (Programa de Requisitos Esenciales Mínimos) are described. PREM is a tool to promote the apprenticeship of abilities and necessary skills for the practice of medicine. The objective of the program is to promote the apprenticeship of a well defined list of core competences considered indispensable for a general practitioner. An outcome oriented curriculum with a clear definition of the expected knowledge, skills and attitudes of a graduate of the programme, the promotion of learning experiences centered in the practice and evaluation tools based in direct observation of the student's performance should contribute to close the gap between what the Medicine Schools traditionally teach and evaluate, and what the doctor needs to know and needs to do to perform correctly its profession.

  12. 基于核心竞争力的高校图书馆评价指标体系研究%Research on Index System for the Evaluation of University Library Based on Core Competence Theory

    Institute of Scientific and Technical Information of China (English)

    冯文春

    2011-01-01

    本文以核心竞争力理论为基础,通过对高校图书馆核心竞争力的分析,从资源能力、管理能力、创新能力和服务能力四个方面构建了高校图书馆核心竞争力评价的指标体系,为实施高校图书馆核心竞争力评价提供了一个有效的思路.%Based on the Core Competence theory, the paper analyzes the Core Competence of university library and establishes the index system from the perspective of resource, management, innovation and service, which provides an effective way for the evaluation of university library Core Competence. *

  13. A Comparative Study to Assess the Impact of 6 Days Core Competency Training of the ANMs of Damoh District of Madhya

    Directory of Open Access Journals (Sweden)

    Pradesh Pankaj Prasad, Rajendra Singh Arya, Manoj Bansal, S P Singh

    2012-01-01

    Full Text Available Background: In India, public health nursing in the villages today is still limited to services rendered by Auxiliary Nurse Midwife (ANM. ANMs are regarded as the first contact person between people and organization, between needs and services and between consumer and provider. Recognizing this fact Japanese International Cooperation Agency (JICA gave 6 days Core Competency Training to ANMs of Damoh district about Ante-Natal Care (ANC check-up. Objective: To confirm the impact of the 6 days Core Competency training of the ANMs. Materials & Methods: The present study was a Case Control Study which was carried out in JICA/MP, RHP (Japan International Cooperation Agency/ Madhya Pradesh – Reproductive Health Project intervened district i.e. Damoh and one of Non-Project district i.e. Sagar during January and February 2011. In total 30 ANMs were interviewed each from Damoh and Sagar district. Firstly, 3 blocks were randomly selected each from 7 blocks of Damoh and 11 blocks of Sagar respectively and than 10 ANMs were again randomly selected from each block. Statistical analysis: Percentage, proportions and appropriate Test of Significance (Fisher’s Exact Test were applied to interpret the result. Results: All the ANMs (100% in Damoh district enumerated PROM (Pre-Mature Rupture of Membrane as complication during Pregnancy as against 76.67% in Sagar district. 60% of ANMs in Damoh district appreciated Fetal Heart Sound (FHS correctly as compared to merely 16.67% in Sagar district. Conclusion: The findings in present study clearly show that such kind training which emphasize on improving the practical knowledge and skills of ANMs should be provided on regular basis. Impact of such training can be enhanced in the field if timely refresher or reorientation trainings are given to those who have been already trained.

  14. 护理人员核心能力现状调查研究%Investigation and analysis on current situation of nurses' core competence

    Institute of Scientific and Technical Information of China (English)

    章昭妹

    2016-01-01

    目的:了解临床护士核心能力情况,通过量化分析,探讨其影响因素,为制定针对性干预措施提供依据。方法采用«中国护士核心能力量表»进行问卷调查。结果工作年限3年以下与3以上的护士,两组相比在临床护理、领导能力及评判性思维和科研能力维度上,经统计学处理 P0.05,无显著性差异。结论医院管理者应注重临床护士的继续教育学习工作,激发临床护士的学习积极性和工作积极性,合理利用资源进行分层次的培训、重视临床能力的培养、重点培养知识能力型的护理人才。%Objective To study the clinical nurse core ability, through quantitative analysis, discuss the influencing factors, to provide evidence for targeted intervention measures.Methods Using questionnaire survey to the nurses' core competence scale. Results Nurses were divided into the 3 years group, compared two groups in clinical nursing, leadership, critical thinking and scientific research ability dimensions, after statistics processing (P0.05), there was no significant difference. Conclusions The hospital administrators should pay attention to the continuing education of clinical nurses, and inspire learning enthusiasm and motivation of clinical nurses, and take rational utilization of resources for hierarchical training, and pay attention to the cultivation of clinical ability, and cultivate the competency-and- knowledge based nursing personnel.

  15. Analysis of dermatology resident self-reported successful learning styles and implications for core competency curriculum development.

    Science.gov (United States)

    Stratman, Erik J; Vogel, Curt A; Reck, Samuel J; Mukesh, Bickol N

    2008-01-01

    There are different teaching styles for delivering competency-based curricula. The education literature suggests that learning is maximized when teaching is delivered in a style preferred by learners. To determine if dermatology residents report learning style preferences aligned with adult learning. Dermatology residents attending an introductory cutaneous biology course completed a learning styles inventory assessing self-reported success in 35 active and passive learning activities. The 35 learning activities were ranked in order of preference by learners. Mean overall ratings for active learning activities were significantly higher than for passive learning activities (P = 0.002). Trends in dermatology resident learning style preferences should be considered during program curriculum development. Programs should integrate a variety of curriculum delivery methods to accommodate various learning styles, with an emphasis on the active learning styles preferred by residents.

  16. Synthesis of well-defined structurally silica-nonlinear polymer core-shell nanoparticles via the surface-initiated atom transfer radical polymerization

    Science.gov (United States)

    Chen, Jiucun; Hu, Min; Zhu, Wendong; Li, Yaping

    2011-05-01

    We report on the synthesis of the well-defined structurally silica-nonlinear polymer core-shell nanoparticles via the surface-initiated atom transfer radical polymerization. At first, 3-(2-bromoisobutyramido)propyl(triethoxy)-silane (the ATRP initiator) was prepared by the reaction of 3-aminopropyltriethoxysilane with 2-bromoisobutyryl bromide. The ATRP initiator was covalently attached onto the nanosilica surface. The subsequent ATRP of HEMA from the initiator-attached SiO 2 surface was carried out in order to afforded functional nanoparticles bearing a hydroxyl moiety at the chain end, SiO 2-g-PHEMA-Br. The esterification reaction of pendent hydroxyl moieties of PHEMA segment with 2-bromoisobutyryl bromide afforded the SiO 2-based multifunctional initiator, SiO 2-g-PHEMA(-Br)-Br, bearing one bromine moiety on each monomer repeating unit within the PHEMA segment. Finally, the synthesis of SiO 2-g-PHEMA(-g-PSt)-b-PSt was accomplished by the ATRP of St monomer using SiO 2-g-PHEMA(-Br)-Br as multifunctional initiator. These organic/inorganic hybrid materials have been extensively characterized by FT-IR, XPS, TG, and TEM.

  17. An Analysis of Ethics Laws, Compliance with Ethical Standards, and Ethical Core Competency within the Department of the Army

    Science.gov (United States)

    2016-06-15

    could not be established for the DA cases as all offense dates were not listed. Additionally, the encyclopedia did not state how far back in history ...identity: Drawing the link between two theories of self. Social Psychology Quarterly, 66(2), 118–137. Iltis, A. S. (2005). Values-based decision making...Perceptions Perception is defined as “intuitive recognition or appreciation, as of moral, psychological , or aesthetic qualities; insight; intuition

  18. From therapeutic patient education principles to educative attitude: the perceptions of health care professionals - a pragmatic approach for defining competencies and resources.

    Science.gov (United States)

    Pétré, Benoit; Gagnayre, Remi; De Andrade, Vincent; Ziegler, Olivier; Guillaume, Michèle

    2017-01-01

    Educative attitude is an essential, if implicit, aspect of training to acquire competency in therapeutic patient education (TPE). With multiple (or nonexistent) definitions in the literature, however, the concept needs clarification. The primary aim of this study was to analyze the representations and transformations experienced by health care professionals in the course of TPE training in order to characterize educative attitude. We conducted an exploratory qualitative study using several narrative research-based tools with participants of two TPE continuing education courses. We then performed an inductive thematic analysis. Thirty-three people participated in the study; the majority were women (n=29), nurses (n=17) working in a hospital setting (n=28). Seven categories of statements were identified: time-related ("the right moment, how much time it takes"), the benefits of TPE (to health care professionals' personal well-being), emotions and feelings (quality of exchanges, sharing), the professional nature of TPE (educational competencies required), the holistic, interdisciplinary approach (complexity of the person and value of teamwork), the educational nature of the care relationship (education an integral part of care) and the ethical dimension (introspection essential). The first three components appear fairly innovative, at least in formulation. The study's originality rests primarily in its choice of participants - highly motivated novices who expressed themselves in a completely nontheoretical way. Health models see attitude as critical for adopting a behavior. Best TPE practices should encourage personal work on this, opening professionals to the social, experiential and emotional aspects of managing chronic illness.

  19. Methods and effect assessment of new nurse core competence in pre- job training.%"六个前面"在特需病房护理工作中的应用

    Institute of Scientific and Technical Information of China (English)

    刘燕

    2011-01-01

    Objective: Discussion of pre - job training methods and results of new nurses' core competencies.Methods :Twenty - six new nurses' core competencies, assess their core competencies before training, analysis, formulate plans of training according to individual needs,hand out survey of satisfaction after training, assess the theory and skills.Results:New nurses' satisfaction of the new training methods reach up to 100% ,the difference of test results of nurses' training theory and skills were P < 0.05 ,which was reliable in statistically.Conclusion :The pre - job training of new nurses' core competence can obviously improve the theory and nursing skills, also urge the growth and delopment of attendance, that helping new nurses to adapt to the clinical environment.%为真正体现"以病人为中心"的新型护患关系,满足广大病人对服务的需求,结合特需病房特点,实行"六个前面"护理原则.通过改进工作方法,细化服务流程,加强培训,创建了服务品牌,使病人满意度大大提高.

  20. 我国IT外包企业核心能力构成要素分析%The analysis on the elements of core competence of China's IT outsourcing enterprises

    Institute of Scientific and Technical Information of China (English)

    任佳佳

    2013-01-01

      Core competence is the source of competitive advantage for IT outsourcing vendors.Based on survey data,this paper analyzes the factors constructed core competence of IT outsourcing vendors.Client relationship management ability,service delivery ability and human resource management ability are the three most important factors for core competence.IT outsourcing vendors should strengthen the building of core competence in these factors,so as to contribute for long-term development.%  IT外包企业的核心能力是其竞争优势的重要源泉。根据调研数据,对我国IT外包企业核心能力的构成要素进行研究,发现对于我国IT外包企业而言,客户关系管理能力、服务交付能力、人力资源管理能力是构成其核心能力的三大要素。IT外包企业未来应该从这些方面要素着手加强核心能力建设,以便为自身长远发展积蓄力量。

  1. 湖南省助产士核心胜任力的调查分析%Study on the core midwifery competencies and its influencing factors among midwives in Hu nan Province

    Institute of Scientific and Technical Information of China (English)

    陆虹; 侯睿; 朱秀; 张贤

    2012-01-01

    Objective To identify the status of core midwifery competencies of midwives. Method A total of 102 midwives in 6 hospitals in Hunan Province were investigated by using the Midwife Core Competency Scale. Results The average score of core midwifery competencies was (4.08 ±0.48 ). Midwives 'competency for labor and delivery care had the highest score, while their competencies for social sciences and public care as well as pre - pregnancy care were relatively low. There were significant positive correlations between core midwifery competencies and individual factors of age, total working yeare, and years of midwifery practice. Meanwhile,there were significant differences in core midwifery competencies between midwives of different marriage status,professional title and midwifery certification status. Conclusion Proper interventions and policy support need to be achieved to improve Chinese midwifery education and regulation system, thereby to facilitate the enhancement of Chinese midwives'core competencies.%目的 了解湖南省助产士核心胜任力现状.方法 采用助产士核心胜任力量表对湖南省6所医院102名助产士进行调查.结果 助产士核心胜任力总均分为(4.08±0.48)分,其中分娩期保健和产后保健得分较高,而公共卫生保健和孕前保健得分较低;助产士的年龄、工作年限、助产工作年限与助产士核心胜任力得分呈显著正相关,而不同婚姻状况、职称、医院级别、有无助产证和产科进修的助产士核心胜任力水平不同.结论 应进一步完善我国助产专业教育体系,建立独立的助产士准入制度和职称体系,充分发挥助产士的角色职能,从而推动助产士队伍核心胜任力的全面提高.

  2. Approaches of Cultivating Core Occupational Competencies of Students in Water resources special professional%水利工程特色专业建设职业核心能力的培养方案探究

    Institute of Scientific and Technical Information of China (English)

    刘述丽

    2012-01-01

    对学生职业核心能力的培养,是高职院校普遍面临的一个重要课题。本文以浙江省高职高专院校水利工程特色专业建设为平台,阐述了学生职业核心能力培养的内涵,提出了水利工程特色专业改革建设过程中学生职业核心能力融渗式培养的有效途径。%To cultivate students' core occupational competencies is an important issue to many higher vocational colleges. With the platform of the water resources special professional construction in Zhejiang province, the article expounds the con tents of cultivating core occupational competencies of students, proposes some effective penetrational approaches to promote the competencies.

  3. From therapeutic patient education principles to educative attitude: the perceptions of health care professionals – a pragmatic approach for defining competencies and resources

    Directory of Open Access Journals (Sweden)

    Pétré B

    2017-03-01

    Full Text Available Benoit Pétré,1 Remi Gagnayre,2 Vincent De Andrade,2 Olivier Ziegler,3 Michèle Guillaume1 1Department of Public Health, University of Liège, Liège, Belgium; 2Educations and Health Practices Laboratory (LEPS, (EA 3412, UFR SMBH, Paris 13 University, Sorbonne Paris Cite, Bobigny, 3Department of Diabetes, Metabolic diseases and Nutrition, Nancy University Hospital, Nancy, France Abstract: Educative attitude is an essential, if implicit, aspect of training to acquire competency in therapeutic patient education (TPE. With multiple (or nonexistent definitions in the literature, however, the concept needs clarification. The primary aim of this study was to analyze the representations and transformations experienced by health care professionals in the course of TPE training in order to characterize educative attitude. We conducted an exploratory qualitative study using several narrative research-based tools with participants of two TPE continuing education courses. We then performed an inductive thematic analysis. Thirty-three people participated in the study; the majority were women (n=29, nurses (n=17 working in a hospital setting (n=28. Seven categories of statements were identified: time-related (“the right moment, how much time it takes”, the benefits of TPE (to health care professionals’ personal well-being, emotions and feelings (quality of exchanges, sharing, the professional nature of TPE (educational competencies required, the holistic, interdisciplinary approach (complexity of the person and value of teamwork, the educational nature of the care relationship (education an integral part of care and the ethical dimension (introspection essential. The first three components appear fairly innovative, at least in formulation. The study’s originality rests primarily in its choice of participants – highly motivated novices who expressed themselves in a completely nontheoretical way. Health models see attitude as critical for adopting a

  4. 150名手术室护士核心能力的现状分析%Analysis on the Present Situation of the Core Competence of 150 Nurses in Operation Room

    Institute of Scientific and Technical Information of China (English)

    赵春红; 吴丹

    2015-01-01

    Objective To investigate the status of core competence of operating room nurses ,and to analyze its influencing factors. Methods Totally, 150 operating room nurses were recruited and investigated by Chinese registered nurse core com-petence scale. Results The total score of core competence of operating room nurses was (168.35±32.43). In the dimension of core competence,the highest score was that of ethical law practice of ( 3.27±0.56),the lowest score was that of educational consulting ( 2.55± 0.42),The influencing factor of nurses’ core competence was the hospital grade. Conclusions The core competence of operating room nurses is at a medium level.Managers should arrange post work reasonably basing on different level ofnursing staffs,formulate training and evaluating system for core competence of operating room nurses,in order to im-prove the quality of care, and promote the professional development of operating room nurses.%目的:探讨手术室护士核心能力现状并对其影响因素进行分析。方法采用中国注册护士核心能力测评量表对长春市医院的150名手术室护士进行问卷调查。结果手术室护士核心能力总分为(168.35±32.43)分,伦理法律实践维度均分为(3.27±0.56)分,教育咨询维度均分最低(2.55±0.42)分,影响手术室护士核心能力的主要影响因素是医院等级。结论因手术室护士核心能力处于中等水平,管理者应根据科室的发展提高其护理质量,从而促进手术室护士自身快速发展。

  5. Defining and Evaluating a Core Genome Multilocus Sequence Typing Scheme for Whole-Genome Sequence-Based Typing of Listeria monocytogenes.

    Science.gov (United States)

    Ruppitsch, Werner; Pietzka, Ariane; Prior, Karola; Bletz, Stefan; Fernandez, Haizpea Lasa; Allerberger, Franz; Harmsen, Dag; Mellmann, Alexander

    2015-09-01

    Whole-genome sequencing (WGS) has emerged today as an ultimate typing tool to characterize Listeria monocytogenes outbreaks. However, data analysis and interlaboratory comparability of WGS data are still challenging for most public health laboratories. Therefore, we have developed and evaluated a new L. monocytogenes typing scheme based on genome-wide gene-by-gene comparisons (core genome multilocus the sequence typing [cgMLST]) to allow for a unique typing nomenclature. Initially, we determined the breadth of the L. monocytogenes population based on MLST data with a Bayesian approach. Based on the genome sequence data of representative isolates for the whole population, cgMLST target genes were defined and reappraised with 67 L. monocytogenes isolates from two outbreaks and serotype reference strains. The Bayesian population analysis generated five L. monocytogenes groups. Using all available NCBI RefSeq genomes (n = 36) and six additionally sequenced strains, all genetic groups were covered. Pairwise comparisons of these 42 genome sequences resulted in 1,701 cgMLST targets present in all 42 genomes with 100% overlap and ≥90% sequence similarity. Overall, ≥99.1% of the cgMLST targets were present in 67 outbreak and serotype reference strains, underlining the representativeness of the cgMLST scheme. Moreover, cgMLST enabled clustering of outbreak isolates with ≤10 alleles difference and unambiguous separation from unrelated outgroup isolates. In conclusion, the novel cgMLST scheme not only improves outbreak investigations but also enables, due to the availability of the automatically curated cgMLST nomenclature, interlaboratory exchange of data that are crucial, especially for rapid responses during transsectorial outbreaks.

  6. Innovation and the Interrelatedness of Core Competencies: How Taiwan's Giant Bicycles broke into the US Bicycle Market

    Directory of Open Access Journals (Sweden)

    S. Phineas Upham

    2006-03-01

    Full Text Available I argue that capabilities and barriers to entry are, in certain circumstances, interconnected in such a way that sacrificing one of them can lead to the subsequent vulnerability or erosion of another capability or barrier to entry. I illustrate this through a study of the US bicycle market in the 1980's in general, and Schwinn Corporation and Giant Manufacturing in particular, arguing that both the barriers to entry and the firm capabilities were interrelated. A specific set of decisions by Schwinn had broad and unanticipated effects that went beyond the capacity they explicitly relinquished. In this case manufacturing and distribution were tightly linked in such a way that without some form of tight link between them successful incremental innovation became difficult. Seemingly unrelated capabilities and strengths become mutually reinforcing or interconnected. Instead of being able to choose to add a single capability, or choose to discard one, companies may instead be choosing between sets, groups of interlinked, or patterned capabilities. A seemingly small change may require a major reorganization of other core capabilities that its ostensible status belies.

  7. From therapeutic patient education principles to educative attitude: the perceptions of health care professionals – a pragmatic approach for defining competencies and resources

    Science.gov (United States)

    Pétré, Benoit; Gagnayre, Remi; De Andrade, Vincent; Ziegler, Olivier; Guillaume, Michèle

    2017-01-01

    Educative attitude is an essential, if implicit, aspect of training to acquire competency in therapeutic patient education (TPE). With multiple (or nonexistent) definitions in the literature, however, the concept needs clarification. The primary aim of this study was to analyze the representations and transformations experienced by health care professionals in the course of TPE training in order to characterize educative attitude. We conducted an exploratory qualitative study using several narrative research-based tools with participants of two TPE continuing education courses. We then performed an inductive thematic analysis. Thirty-three people participated in the study; the majority were women (n=29), nurses (n=17) working in a hospital setting (n=28). Seven categories of statements were identified: time-related (“the right moment, how much time it takes”), the benefits of TPE (to health care professionals’ personal well-being), emotions and feelings (quality of exchanges, sharing), the professional nature of TPE (educational competencies required), the holistic, interdisciplinary approach (complexity of the person and value of teamwork), the educational nature of the care relationship (education an integral part of care) and the ethical dimension (introspection essential). The first three components appear fairly innovative, at least in formulation. The study’s originality rests primarily in its choice of participants – highly motivated novices who expressed themselves in a completely nontheoretical way. Health models see attitude as critical for adopting a behavior. Best TPE practices should encourage personal work on this, opening professionals to the social, experiential and emotional aspects of managing chronic illness. PMID:28356722

  8. Surgery and Medicine Residents' Perspectives of Morbidity and Mortality Conference: An Interdisciplinary Approach to Improve ACGME Core Competency Compliance.

    Science.gov (United States)

    Flynn-O'Brien, Katherine T; Mandell, Samuel P; Eaton, Erik Van; Schleyer, Anneliese M; McIntyre, Lisa K

    2015-01-01

    Morbidity and mortality conferences (MMCs) are often used to fulfill the Accreditation Council for Graduate Medical Education practice-based learning and improvement (PBLI) competency, but there is variation among institutions and disciplines in their approach to MMCs. The objective of this study is to examine the trainees' perspective and experience with MMCs and adverse patient event (APE) reporting across disciplines to help guide the future implementation of an institution-wide, workflow-embedded, quality improvement (QI) program for PBLI. Between April 1, 2013, and May 8, 2013, surgical and medical residents were given a confidential survey about APE reporting practices and experience with and attitudes toward MMCs and other QI/patient safety initiatives. Descriptive statistics and univariate analyses using the chi-square test for independence were calculated for all variables. Logistic regression and ordered logistic regression were used for nominal and ordinal categorical dependent variables, respectively, to calculate odds of reporting APEs. Qualitative content analysis was used to code free-text responses. A large, multihospital, tertiary academic training program in the Pacific Northwest. Residents in all years of training from the Accreditation Council for Graduate Medical Education-accredited programs in surgery and internal medicine. Survey response rate was 46.2% (126/273). Although most respondents agreed or strongly agreed that knowledge of and involvement in QI/patient safety activities was important to their training (88.1%) and future career (91.3%), only 10.3% regularly or frequently reported APEs to the institution's established electronic incident reporting system. Senior-level residents in both surgery and medicine were more likely to report APEs than more junior-level residents were (odds ratio = 4.8, 95% CI: 3.1-7.5). Surgery residents had a 4.9 (95% CI: 2.3-10.5) times higher odds than medicine residents had to have reported an APE to

  9. Head-camera video recordings of trauma core competency procedures can evaluate surgical resident's technical performance as well as colocated evaluators.

    Science.gov (United States)

    Mackenzie, Colin F; Pasley, Jason; Garofalo, Evan; Shackelford, Stacy; Chen, Hegang; Longinaker, Nyaradzo; Granite, Guinevere; Pugh, Kristy; Hagegeorge, George; Tisherman, Samuel A

    2017-07-01

    Unbiased evaluation of trauma core competency procedures is necessary to determine if residency and predeployment training courses are useful. We tested whether a previously validated individual procedure score (IPS) for individual procedure vascular exposure and fasciotomy (FAS) performance skills could discriminate training status by comparing IPS of evaluators colocated with surgeons to blind video evaluations. Performance of axillary artery (AA), brachial artery (BA), and femoral artery (FA) vascular exposures and lower extremity FAS on fresh cadavers by 40 PGY-2 to PGY-6 residents was video-recorded from head-mounted cameras. Two colocated trained evaluators assessed IPS before and after training. One surgeon in each pretraining tertile of IPS for each procedure was randomly identified for blind video review. The same 12 surgeons were video-recorded repeating the procedures less than 4 weeks after training. Five evaluators independently reviewed all 96 randomly arranged deidentified videos. Inter-rater reliability/consistency, intraclass correlation coefficients were compared by colocated versus video review of IPS, and errors. Study methodology and bias were judged by Medical Education Research Study Quality Instrument and the Quality Assessment of Diagnostic Accuracy Studies criteria. There were no differences (p ≥ 0.5) in IPS for AA, FA, FAS, whether evaluators were colocated or reviewed video recordings. Evaluator consistency was 0.29 (BA) - 0.77 (FA). Video and colocated evaluators were in total agreement (p = 1.0) for error recognition. Intraclass correlation coefficient was 0.73 to 0.92, dependent on procedure. Correlations video versus colocated evaluations were 0.5 to 0.9. Except for BA, blinded video evaluators discriminated (p competency. Prognostic study, level II.

  10. Study on the Impacts of Core Specialized Courses Preposition on Core Competency and Vocational Willingness of Midwifery Students%专业核心课程前置对助产学生核心胜任力及职业意愿的影响分析

    Institute of Scientific and Technical Information of China (English)

    廖书娟; 石静; 王静; 李敏

    2015-01-01

    为分析助产专业核心课程前置对学生专业核心胜任力及职业意愿的影响,采用助产士核心胜任力量表对助产专业课程前置试验班及常规对照班学生进行核心胜任力评价,同时使用自制问卷收集其一般资料、成为助产士的意愿及核心课程理论成绩,分析试验组与对照组上述指标的差异性.路径分析模型结果显示,助产专业核心课程前置有利于提高学生专业核心胜任力以及增强学生职业选择成为助产士的意愿.%To analyze the impacts of core specialized courses preposition on the core competency and career willingness of midwifery students, this study evaluated the core competency of students both of core experimental class with core specialized courses preposition and conventional comparative class by using the "midwife core competency scale", meanwhile collected their demographic data and the willingness of being a midwife and the scores of core courses by using self-developed questionnaire, and then analyzed the difference between two groups in the indexes mentioned above. The results through pathway analyzing showed, the core courses preposition of midwifery specialty will improve the core professional competency and the vocational willingness to be midwife of students majoring midwifery specialty.

  11. Synthesis and characterization of Pt-Pd nanoparticles with core-shell morphology: Nucleation and overgrowth of the Pd shells on the as-prepared and defined Pt seeds

    Energy Technology Data Exchange (ETDEWEB)

    Long, Nguyen Viet, E-mail: nguyenvietlong@yahoo.com [Department of Materials Scienceand Engineering, Nagoya Institute of Technology, Gokiso-cho, Showa-ku, Nagoya 466-8555 (Japan); Posts and Telecommunications Institute of Technology, km 10 Nguyen Trai, Hanoi (Viet Nam); Laboratory for Nanotechnology, Vietnam National University at Ho Chi Minh, Linh Trung, Thu Duc, Ho Chi Minh (Viet Nam); Department of Molecular and Material Sciences, Interdisciplinary Graduate School of Engineering Sciences, 6-1 Kasugakouen, Kasuga, Fukuoka 861-8580 (Japan); Hien, Tong Duy [Laboratory for Nanotechnology, Vietnam National University at Ho Chi Minh, Linh Trung, Thu Duc, Ho Chi Minh (Viet Nam); Asaka, Toru [Department of Materials Scienceand Engineering, Nagoya Institute of Technology, Gokiso-cho, Showa-ku, Nagoya 466-8555 (Japan); Ohtaki, Michitaka [Department of Molecular and Material Sciences, Interdisciplinary Graduate School of Engineering Sciences, 6-1 Kasugakouen, Kasuga, Fukuoka 861-8580 (Japan); Nogami, Masayuki, E-mail: nogami@nitech.ac.jp [Department of Materials Scienceand Engineering, Nagoya Institute of Technology, Gokiso-cho, Showa-ku, Nagoya 466-8555 (Japan)

    2011-07-21

    Highlights: > The Pt-Pd core-shell nanoparticles based on the as-prepared Pt cores are synthesized. > Not only the Pt-Pd core-shell nanoparticles are formed, but also the separate formation of Pd nanoparticles as well. > The Pt cores without the morphological changes are protected by the Pd-shell overgrowths. > There are the co-existence of the layer-by-layer and island-on-wetting-layer growth modes of the Pd shells and the latter becomes the favorable overgrowth in the formation of core-shell structures. - Abstract: In the present research, Pt-Pd core-shell nanoparticles based on the as-prepared and defined Pt-seed cores with well-controlled size and morphology were synthesized. Their characterizations were investigated by using UV-vis spectroscopy, transmission electron microscopy (TEM), and high resolution (HR)TEM measurements. The high resolution elemental mappings were performed in the operation of high angle annular dark field (HAADF) in conjunction with scanning (S)TEM mode and X-ray energy dispersive spectroscopy (XEDS). It is found that not only the Pt-Pd core-shell nanoparticles were formed, but also the nucleation, growth, and the separate formation of single Pd nanoparticles as well. Interestingly, the as-prepared Pt cores without the morphological changes were protected by the overgrowths of the Pd shells during the successive reduction of sodium tetrachloropalladate (II) hydrate. There were the co-existence of the Frank-van der Merwe (FM) layer-by-layer and Stranski-Krastanov (SK) island-on-wetting-layer growth modes of the Pd shells on the as-prepared Pt cores. It is predicted that the SK growth became the favorable growth mode in the formation of the Pd shells in the formation Pt-Pd core-shell nanoparticles.

  12. 基于专业核心能力的市场营销人才培养研究%Marketing Personnel Training Based on Professional Core Competence

    Institute of Scientific and Technical Information of China (English)

    李翠亭

    2014-01-01

    The core competence of marketing professional is a marketer's basic capacity for a sustained professional development and the guarantee capability for career transition. With the market economy developing, colleges and universities must promote the core competi-tiveness of their students. In particular, reform and innovation must be done with personnel training mode, professional education and teacher team building. There should be reasonable teaching content, scientific teaching methods, complete training curriculum, and strengthened social practice in various forms. In this way, students may achieve better career development in the future.%市场营销专业核心能力是营销者实现职业可持续发展的基础能力,是营销者实现职业转换的保障能力。随着市场经济的进一步推进和发展,高校全面提升市场营销专业学生的核心能力,必须对人才培养模式、专业教育教学以及师资队伍等方面进行改革和创新,确立合理的教学内容和科学的教学方法,建立完整的实训课程体系,加强各种形式的社会实践教学,从各个方面提高人才的核心竞争力,使其在未来的职业生涯中能够得到更好的发展。

  13. Effect of core competence on job burnout in junior nurses%初级职称护士核心能力对职业倦怠的影响

    Institute of Scientific and Technical Information of China (English)

    张鑫; 皮红英

    2013-01-01

    Objective To study the correlation between core competence and job burnout in junior nurses. Methods Core competence and job burnout in 200 nurses were investigated with questionnaire following the Competency Inventory for Registered Nurses (CIRN) and Chinese Maslach Burnout Inventory (CMBI). Results Of the 200 issued questionnaires, 189 were returned with a response rate of 94.5%. The seven dimensions of core competency:critical thinking, clinical care, leadership, interpersonal relationship, ethics, professional development, mood depletion of the education are significantly correlated with three dimensions of job burnout:emotional exhaustion, dehumanization and diminished personal accomplishment. Conclusion Training should be stressed on the core competence of junior nurses.%  目的研究初级职称护理人员核心能力与职业倦怠的相关性.方法采用中国注册护士核心能力量表及工作倦怠量表对我院200名护士进行问卷调查.结果发放问卷200份,回收有效问卷189份,回收率为94.5%.初级职称护理人员核心能力的7个维度:评判性思维、临床护理、领导能力、人际关系、伦理、专业发展、教育与职业倦怠的情绪耗竭、玩世不恭和成就低落感3个维度显著相关.结论建议注重初级职称护理人员核心能力的培养,采取针对性及个性化培训.

  14. Competence is Competence

    DEFF Research Database (Denmark)

    Bramming, Pia

    2004-01-01

    The article will address competence, its' diffusion, application, and the consequence of this application within the field of Human Resource Management (HRM). The concept competence-in-practice will be presented and in conclusion the article will consider implications and possibilities of compete...

  15. 基于核心竞争力的企业无形资产信息披露核心指标的构建%Construction of Core Index of Enterprise Intangible Assets Information Disclosure Based on Core Competence Method

    Institute of Scientific and Technical Information of China (English)

    陈金勇; 汤湘希; 孙艺铭

    2014-01-01

    T he paper first classified intangibles against standards to identify the basic elements of informa-tion disclosure of intangible assets ,followed by the use of the core competence theory proposed by Hamel and Prahalad ,which revealed the interaction mechanism between these elements and core competence and clarified the relationship between intangible assets and core competence .This article then reconfirmed and identified again the core competence as well as measured the core competence and the value of corporate in-tangible assets .At the end of this paper ,a set of core evaluation index system for the information disclo-sure of intangible assets has been established to serve as a guide for the information disclosure of intangible assets in corporate financial reporting .%文章以 Hamel与Prahalad核心能力理论为基础,揭示了要素和核心竞争力的相互作用机理,厘清了无形资产构成要素与核心竞争力的关系,确认和识别了核心竞争力;测度了核心竞争力和企业无形资产的价值;最后基于核心竞争力的视角,构建了无形资产信息披露的核心指标,对企业财务报告能有效地披露无形资产信息提供了一种可行方法。

  16. Building core competency framework of oncology advanced practice nurse%应用德尔菲法构建肿瘤科高级实践护士核心能力框架

    Institute of Scientific and Technical Information of China (English)

    赵艺媛; 丁玥; 庞冬; 杨萍; 金三丽; 路潜

    2011-01-01

    目的:明确肿瘤科高级实践护士的核心能力.方法:通过文献回顾与半结构访谈,参考专家协调小组的意见,自行设计第一轮专家咨询问卷,对全国10个省市来自医院管理、临床护理、临床医学、护理教育等4个领域的46名资深专家进行3轮德尔菲专家咨询.结果:肿瘤科高级实践护士的核心能力包括临床实践相关能力、教育咨询相关能力,协调能力,科研能力,管理能力,伦理决策能力.结论:明确肿瘤科高级实践护士的核心能力,有助于为肿瘤科高级实践护士的选拔、培训及考评提供一定的理论依据.%Objectives:To explore the core competencies of oncology advanced practice nurse (OAPN). Method:The Delphi consultation questionnaire was designed based on the results of interviews and a comprehensive literature review. Forty-six experts with the backgrounds of hospital management, clinical nursing, medicine, and nursing education were enrolled in Delphi consultation from ten provinces or cities in China.The final results were obtained after three rounds of consultation. Results:There were 6 categories core competencies of OAPN, including clinical practice competency, education and consultation competency, coordination competency, research competency, management competency and ethical decision making competency. Conclusions:We should establish the core competency framework of OAPN to provide empirical evidence for developing OAPN in China.

  17. Teacher Competencies in Health Education: Results of a Delphi Study.

    Directory of Open Access Journals (Sweden)

    Sharon Moynihan

    Full Text Available The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students.A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance.Twelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools.

  18. 高校护理专职教师核心能力与工作倦怠的相关性分析%Correlation analysis of core competence and job burnout for nursing teachers in college

    Institute of Scientific and Technical Information of China (English)

    刘彩霞; 白建英; 纪敬敏; 张燕; 孔静; 刘慧

    2014-01-01

    Objective To survey the current situation of core competence and job burnout for nursing professional teachers in college and to analyze the correlation between them.Methods 210 nursing teachers from 16 colleges and universities were investigated with the core competence evaluation questionnaire for nursing professional teachers and Chinese Maslach Burnout Inventory (CMBI).Results The mean score of core competence for college nursing professional teachers was (2.67±0.79) points,which was at the middle low level.The overall level of job burnout for college nursing professional teachers was between none and moderate.There was significant positive correlation between job burnout and core competence,the leadership competence,problem solving competence,professional competence,teaching competence.Conclusions The job burnout level for nursing professional teachers in college is lower than the moderate level.The core competence increases with the increase of job burnout level.Making mild stress for teacher and keeping the job burnout at mild-moderate level can improve the core competence of nursing teachers in College%目的 调查高等院校护理专职教师核心能力和工作倦怠的现状,并分析两者之间的相关关系.方法 采用高校护理专职教师核心能力评价量表、中式工作倦怠量表(CMBI)对全国16所高等院校210名护理专职教师进行横断面问卷调查,并对调查结果进行分析.结果 本次受调查的高校护理专职教师核心能力平均得分(2.67±0.79)分,居于中等偏低水平;高校护理专职教师工作倦怠总体程度介于零倦怠与中度倦怠之间;工作倦怠与核心能力及领导能力、问题解决能力、专业能力、教学能力呈显著正相关.结论 高校护理专职教师的工作倦怠水平在中度以下范围内,随着程度的增加其核心能力也在提高,所以工作中使教师保持轻中度压力感,对其核心能力的提高有一定的激励作用.

  19. The Innovative Management Strategy of Improving the Core Competence of Enterprises in China%试论提高中国企业核心竞争力的管理创新策略

    Institute of Scientific and Technical Information of China (English)

    李晶

    2012-01-01

    Management and its innovation are important factors in improving the core competence of enterprises. This article aims to explore the strategy of management innovation to improve core competence of enterprises under the background of economic globalization, deepen innovation in marketing and sales management, procurement and supply chain management, human resource management, benchmarking and green management concepts.%管理及其创新是提高企业核心竞争力的重要因素.本文旨在探索经济全球化背景下管理创新对企业核心竞争力提高的策略,深化市场营销和销售管理创新、采购和供应链管理创新、人力资源管理创新、标杆管理和绿色管理等理念.

  20. Study for the effect of subspecialty nursing mode in department of endocrinology and metabolism on nurse core competencies%亚专业化护理模式对护士核心能力的影响

    Institute of Scientific and Technical Information of China (English)

    杨小玲; 袁丽; 武仁华; 叶子溦; 熊真真; 刘敏

    2012-01-01

    To study the effect of subspecialty nursing mode on nurses core competencies, and analyze and1 evaluate the clinical application and effect of the new nursing care mddel. Method 31 nurses in our department were assessed the core competencies before and after the implementation in the subspecialty nursing care by using the competency inventory for registered nurse scale. Paired-samples t test with SPSS13. 0 statistical software was used to analyze the differences of nurse core competencies in order to evaluate the clinical application and effect of the new model. Result There was significant different in total scores of the nurse core competencies before and after subspecialty nursing (P = 0.004). The critical thinking and scientific research, nursing skills, leadership skills, interpersonal skills, professional development, education and consulting capacity were all, significant different (P<0. 05). but the nursing legal and ethical capacity was no significant difference (P = 0. 173). Conclusion The subspecialty nursing mode can promote training nurses core competencies and improve the quality of treatment and nursing.%目的 探讨亚专业化护理模式对护士核心能力的影响,分析和评价新模式的临床应用效果.方法 采用“注册护士核心能力量表”评估我科31名护士在亚专业护理模式实施前后核心能力的情况,使用SPSS 13.0统计学软件进行配对t检验,以分析护士核心能力的差异,评价新模式的临床应用效果.结果 亚专业护理模式前后我科护士核心能力总分差异有显著意义(P=0.004);批判性思维/科研、临床护理、领导能力、人际关系、专业发展及教育/咨询等各个能力得分的差异有显著意义(P<0.05),法律/伦理能力得分的差异无显著意义(P=0.173).结论 亚专业化护理模式促进了护士核心能力的培养,改进了科室医疗护理质量.

  1. Research on the Core Competence of Enterprise ---From the Research Perspective of Economies of Scope%企业核心竞争力研究——基于范围经济的研究视角

    Institute of Scientific and Technical Information of China (English)

    李开潮; 单凤儒

    2011-01-01

    Traditional theory of economics of scope believes that the main source of economies of scope is the full use of the tangible resources. In fact, the full use of the intangible resources just like the core competence of enterprise is also an impoetant source of economies of scope. As an impoetant source of economies of scope, the core competence of enterprise can bring sustainable competitive market advantages to the enterprise by through its own enormous benefits of economies of scope. There are close connections between the core competence of enterprise and economies of scope. But scholars have given little attention to them. This paper tries to systematically study the connotation, characteristics, component and man- agement of the core competence of enterprise from the perspective of economies of scope.%传统范围经济理论认为范围经济主要来源是有形资源的充分利用。事实上像企业核心竞争力这样的无形资源的充分利用也是范围经济的重要来源。企业核心竞争力作为范围经济的重要来源,它能够通过实现自身巨大的范围经济效益而给企业带来持续的市场竞争优势。企业核心竞争力与范围经济之间存在着如此密切的联系,然而学者们没有对此给予足够的重视。试图从范围经济的角度系统地去研究企业核心竞争力的内涵、特征、构成要素及其管理。

  2. Methods and effect assessment of new nurse core competence in pre- job training.%新护士岗前核心能力培训的方法及效果评价

    Institute of Scientific and Technical Information of China (English)

    曾任英; 钟伟荣

    2011-01-01

    目的:探讨新护士岗前核心能力培训的方法及效果.方法:对26名新护士进行核心能力培训,培训前摸底评估核心能力,分析结果,根据个体需求制定培训计划,培训后发放满意度调查表,进行理论和技能考核.结果:新护士对培训方法满意度高达100%,培训前后新护士理论及技能考核成绩比较均P<0.05,差异具有统计学意义.结论:新护士核心能力岗前培训能明显提高理论及护理操作技能,有利于尽快适应临床环境,促进专业的成长和发展.%Objective: Discussion of pre - job training methods and results of new nurses' core competencies. Methods :Twenty - six new nurses' core competencies, assess their core competencies before training, analysis, formulate plans of training according to individual needs,hand out survey of satisfaction after training, assess the theory and skills. Results:New nurses' satisfaction of the new training methods reach up to 100% ,the difference of test results of nurses' training theory and skills were P < 0.05 ,which was reliable in statistically. Conclusion :The pre - job training of new nurses' core competence can obviously improve the theory and nursing skills, also urge the growth and delopment of attendance, that helping new nurses to adapt to the clinical environment.

  3. 基于系统论的ICU护士核心能力培养模式构建%Development of the core competence training model based on system theory for ICU nurses

    Institute of Scientific and Technical Information of China (English)

    梁娟; 陆皓

    2016-01-01

    Objective To systematically analyze the current situation of the core competence training for ICU nurses in China and overseas,in order to create new perspectives on system theory training. Methods According to the literature review,this paper focused on the current situations and barriers to the core competence training for ICU nurses.Results The core competency training and assessment system for ICU nurses was neither consistent nor normative in China.Conclusions The systematic training method can effectively improve the potential of the core competence for ICU nurses,and can be considered as a scientific theoretical basis for the establishment of the related training and assessment system.%目的:通过系统分析国内外 ICU 护士核心能力培养现状,提出用系统方法培养 ICU 护士核心能力的思路。方法基于文献资料深入研究,对 ICU 护士核心能力内涵、培训现状及存在问题进行系统分析。结果 ICU 护士的核心能力培训及评价指标尚未形成全国性统一的、系统的、规范的体系。结论采用系统方法论培训护士,能够有效增强护士核心能力提升潜力,系统论是未来有效构建 ICU 护士培训模式及评价指标体系的科学理论基础。

  4. 基于知识共享视角的图书馆核心能力的培育%The Cultivation of Library’s Core Competence Based on the Perspective of Knowledge Sharing

    Institute of Scientific and Technical Information of China (English)

    唐家玉

    2015-01-01

    图书馆内知识共享的过程就是隐性知识向显性知识转化的过程,图书馆要通过加强知识管理,创造学习型图书馆,建立知识传播渠道,使知识成为图书馆的财富,从而达到提高图书馆核心能力的目的。介绍了知识及知识共享的内涵,阐述了图书馆核心能力的特征,基于知识共享的视角,提出了图书馆核心能力的培育途径。%The process of knowledge sharing in the library is the process from tacit knowledge to explicit knowledge. The library should create learning-type library and establish knowledge dissemination channel through strengthening the knowledge management, making the knowledge become library’s wealth, and and thus achieving the purpose of improving library’s core competence. This paper introduces the connotation of the knowledge and knowledge sharing, expounds the features of library’s core competence, and based on the perspective of knowledge sharing, puts forward some paths for the cultivation of library’s core competence.

  5. 英语翻转课堂促进幼师职业核心能力培养刍议%On the promotion of English flipped classroom in preschool educators’vocational core competences cultivation

    Institute of Scientific and Technical Information of China (English)

    林学梅

    2016-01-01

    With the high-speed development of information technology and the advent of knowledge-based economy sci-oety,the cultivation of students'vocational core competences in higher vocational colleges is of greater importance. The college English training goals are highly unified to the demands of vocational core competences.With the combination of microlecture re-sources and flipped classroom to establish a new English teaching mode-microlecture based “English flipped classroom”,has positive effects on cultivating higher vocational preschool educators’vocational core competences.%高职院校对学生职业核心能力的培养随着信息技术的高速发展以及知识经济社会的到来而愈发重要。大学英语培养目标与职业核心能力的培养需求高度统一。文章结合微课资源和翻转课堂模式建立起的新型英语教学模式———基于微课的英语翻转课堂,对高职幼师职业核心能力的培养有着积极作用。

  6. 精神科专科护士核心能力评价指标体系的构建%The construction of core competency evaluation index system for psychiatric nursing specialists

    Institute of Scientific and Technical Information of China (English)

    崔英

    2013-01-01

    Objective:To construct core competency evaluation index system for psychiatric nursing specialists. Methods:The Delphi method was used to consult 18 experts on core competence indicators of psychiatric nursing specialists by mailing them two rounds. Results:The expert authority coefifcient and the degree of experts' opinion concentration and coordination were very high. Eventually we established the index system including 7 ifrst level indicators and 34 second level indicators. Conclusion:Core competence evaluation index system for the psychiatric nursing specialists is reliable and valid and could help to provide reference for psychiatric nursing specialists training.%目的:构建精神科专科护士核心能力评价指标体系。方法:采用德尔菲法对18名专家进行两轮函询。结果:专家的权威系数、意见集中程度和协调程度均较高;最终确立的指标体系包括7项一级指标,34项二级指标。结论:精神科专科护士核心能力评价指标体系的研究结果可靠性高,可为精神科专科护士的培养提供参考依据。

  7. 高职学生核心能力的培养研究与实践%Research and Practice on the Cultivation of Higher Vocational Students' Core Competence of Occupation

    Institute of Scientific and Technical Information of China (English)

    李忠杰

    2014-01-01

    高职院校肩负着培养高等技术应用型人才的根本任务,高素质高技能是对高职人才的基本要求。其中,职业核心能力的培养是一个重要方面,文章在明确核心能力含义的基础上,结合本院实际做法,提出了培养职业核心能力的方法和途径。%Higher vocational colleges shoulder the fundamental task of cultivating talents in advanced technology application. High skill is the basic requirement for higher vocational students. The cultivation of core competence of occupation is an important aspect. Based on the explicit meaning of core competence, combined with the actual practice of our college, this paper puts forward some methods and ways to cultivate the core competence of the occupation.

  8. Vocational English teaching research on cultivating students' vocational core competencies%培养学生职业核心能力的高职英语教学研究

    Institute of Scientific and Technical Information of China (English)

    宋琳琳

    2016-01-01

    培养学生的职业核心能力是实现学生优质就业的重要途径,也是实现人的全面发展和终身发展的根本手段,关系到学生的前途和未来,改革高职英语教学与职业核心能力的培养是相互促进、相辅相成的。要将职业核心能力的培养和高职英语教学有机地结合起来,从而既能提高学习效率,又能提高学生的就业、创业能力,同时带动其他职业核心能力的提升。%The vocational core competence cultivation is an important way to achieve quality employment of students, and also the realization of the fundamental means of comprehensive development and lifelong development, which is related to student's future. College English teaching reform and vocational core competence training are inseparably interconnected. The combination of them can improve learning efficiency, employment ability, entrepreneurship ability, and promote the upgrading of other professional core competencies.

  9. 西部地区实习期护生护理核心能力现状的调查%An investigation and analysis of the core competency of nursing students during internship in western China

    Institute of Scientific and Technical Information of China (English)

    王佳琳; 彭文涛; 王国蓉

    2013-01-01

    目的 了解西部地区实习期护生核心能力水平现状,为我国护理专业教育培养目标的修订及核心能力本位课程的研究提供依据.方法 采用注册护士核心能力量表对380名护生进行问卷调查,并对结果进行分析.结果 实习期护生的核心能力总分为(136.40±31.99)分,总均分为(2.36±0.51)分;各维度得分最高的是法律及伦理实践(2.88±0.57)分,得分最低的是批判性思维及科研能力(1.91±0.52)分,不同学历层次及是否第一志愿报考护理专业的护生,其核心能力水平的差异有统计学意义.结论 实习期护生的核心能力总体处于中等偏低水平.护理教育者应转变护理教育观念,建立以专业能力结果为导向的教育模式.%Objective To explore core competency of nursing students during internship in western China,and to provide reference for the nursing education.Methods 380 nursing students during internship were investigated with Competency Inventory for Registered Nurse (CIRN).Results The total score of core competency of nursing students was (136.40±31.99) points,weighted mean scores of eight dimensions was (2.36±0.51)points;the highest mean score was the dimension of legal and ethical practice (2.88±0.57)points,and the lowest mean score was the dimension of critical thinking (1.91±0.52)points.There was significant difference of core competency in students with different education background and with varied firstchoice profession.Conclusions The core competence of nursing students during internship remains at lower middle level.The nursing educators should shift their concept of nursing education to the new mode of professional competence orientation.

  10. 第三方网上支付企业核心竞争力评价%Third-Party Online Payment Core Competence Evaluation Based on BP Neural Network

    Institute of Scientific and Technical Information of China (English)

    王拉娣; 史亚伟

    2012-01-01

    Through the online payment industry environment, industry chain and the analysis of major enterprises, built with third-party online payment core competence evaluation index system including with 14 evaluation index. BP neural network model is designed to select a sample of six training companies, three companies to test, and the use of BP neural network model quantitatively identify third-party online payment the strength of the core competence of enterprises. Studies have shown that: compared with the traditional linear model, BP evaluation mode is more dynamic and self-learning nature, the error evaluation of the results of small, high precision, fully reflects real situation of the third-party online payment enterprise's core competence, for third-party online payment to build the core compete-tiveness of enterprises to provide a benchmark, while the third-party online payment company for quantitative evaluation of core competencies has opened up a new way.%通过对网上支付行业环境、产业链和主要企业的分析,构建了具有14个评价指标的第三方网上支付企业核心竞争力评价指标体系.设计了BP神经网络模型,选择了6家样本企业进行训练、3家企业进行测试,并运用BP神经网络模型定量识别第三方网上支付企业核心竞争力强弱.研究表明:BP评价模型与传统的线性评价模型相比,具有更高的动态性和自学习性,评价结果误差小,精度高,能充分反映第三方网上支付企业核心竞争力的真实状况,为第三方网上支付企业核心竞争力的打造提供了基准,同时对第三方网上支付企业核心竞争力进行定量评价开辟了一条新途径.

  11. Defining the Core Citrus Leaf- and Root-Associated Microbiota: Factors Associated with Community Structure and Implications for Managing Huanglongbing (Citrus Greening) Disease.

    Science.gov (United States)

    Blaustein, Ryan A; Lorca, Graciela L; Meyer, Julie L; Gonzalez, Claudio F; Teplitski, Max

    2017-06-01

    Stable associations between plants and microbes are critical to promoting host health and productivity. The objective of this work was to test the hypothesis that restructuring of the core microbiota may be associated with the progression of huanglongbing (HLB), the devastating citrus disease caused by Liberibacter asiaticus, Liberibacter americanus, and Liberibacter africanus The microbial communities of leaves (n = 94) and roots (n = 79) from citrus trees that varied by HLB symptom severity, cultivar, location, and season/time were characterized with Illumina sequencing of 16S rRNA genes. The taxonomically rich communities contained abundant core members (i.e., detected in at least 95% of the respective leaf or root samples), some overrepresented site-specific members, and a diverse community of low-abundance variable taxa. The composition and diversity of the leaf and root microbiota were strongly associated with HLB symptom severity and location; there was also an association with host cultivar. The relative abundance of Liberibacter spp. among leaf microbiota positively correlated with HLB symptom severity and negatively correlated with alpha diversity, suggesting that community diversity decreases as symptoms progress. Network analysis of the microbial community time series identified a mutually exclusive relationship between Liberibacter spp. and members of the Burkholderiaceae, Micromonosporaceae, and Xanthomonadaceae This work confirmed several previously described plant disease-associated bacteria, as well as identified new potential implications for biological control. Our findings advance the understanding of (i) plant microbiota selection across multiple variables and (ii) changes in (core) community structure that may be a precondition to disease establishment and/or may be associated with symptom progression.IMPORTANCE This study provides a comprehensive overview of the core microbial community within the microbiomes of plant hosts that vary in

  12. Core value deployment: the need for a new renaissance

    DEFF Research Database (Denmark)

    Dahlgaard, Jens Jørn; Dahlgaard, Su Mi Park

    1998-01-01

    In a recent articel (Su Mi Park Dahlgaard et al: "Core values - the pre-condition for business excellence") defined a Profound Leadership System as consisting of two subsystems: 1. The core value subsystem and 2. The competence subsystem. It was concluded that the core value subsystem is the most...... important of the two subsystems and, further, that many organisations have forgotten the meaning and importance of core values. It was further concluded that we now have an imbalance of the two sub systems which is a result of 500 years evolution. But why did the evolution result in this imbalance...

  13. Study on correlation between nursing organizational culture and core competence of nurses%护理组织文化与护士核心能力相关性研究

    Institute of Scientific and Technical Information of China (English)

    胡韵; 奚静; 李婧熙; 顾依帆

    2014-01-01

    Objective:To probe into the correlation between nursing or-ganizational culture and core competence of nurses,so as to offer theo-retic basis and practical advices for improving nursing organizational cul-ture and the core competency of nurses.Methods:A total of 5 14 regis-tered nurses in third grade A hospitals in center urban in Shanghai were investigated with NCAT and CIRN on nursing organizational cul-ture and the core competence.The correlation between nursing organiza-tional culture and the core competence was analyzed by using a Pearson correlation analysis.Results:The total score of nursing organizational culture was(60.66 ±8.27),the total score for the core competencies of nurses was(147.15±37.76),the nursing organizational culture was pos-itively related to core competence of nurses(P <0.01).Conclusion:Dur-ing the nursing organizational culture construction,hospital managers should focus on strengthening the professional commitment conscious-ness of nurses,develop the concept of roles and responsibilities, strengthen the cooperation and communication of the teams,improve the nurses’job satisfaction,so as to enhance the core competence of nurses and the overall level of nursing team.%[目的]探讨护理组织文化与护士核心能力之间的相关性,为提高医院护理组织文化水平和提升护士核心能力提供理论依据以及实施建议。[方法]采用中文版护理组织文化量表(NCAT)与护士核心能力量表(CIRN)对上海市中心城区3所三级甲等医院514名在职护士的护理组织文化、护士核心能力进行问卷调查。采用 Pearson 相关分析法研究两者之间的相关性。[结果]护理组织文化总分为(60.66±8.27)分,护士核心能力总分为(147.15±37.76)分;护理组织文化与护士核心能力水平呈正相关(P <0.01)。[结论]医院管理者在进行护理组织文化的建设过程中,应注重强化护士的专业承诺意识,培养角色与职责观念,加强团

  14. The Digital Competence Framework for Consumers

    OpenAIRE

    BRECKO Barbara; Ferrari, Anusca

    2016-01-01

    The European Digital Competence Framework for Consumers, or "DigCompConsumers", offers a reference framework to support and improve consumers’ digital competence. Consumer digital competence is defined as the competence consumers need to function actively, safely and assertively in the digital marketplace. This definition builds on existing work on consumers’ competence, and on the general digital competences as defined in the DigComp 2.0 framework. This report introduces the conceptual refer...

  15. Framework of the Beijing midwives' core competency: a qualitative research%北京市助产士核心胜任力架构的质性研究

    Institute of Scientific and Technical Information of China (English)

    王德慧; 曹善霞; 陆虹

    2011-01-01

    Objective To identify the framework of Beijing midwives' core competency.Methods A semi-structure interview was developed by using the framework of the International Confederation of Midwives (ICM)as a guideline,questionnaires were distributed to 14 Beijing midwife professionals.Content template analysis was conducted and the template was based on the ICM's framework.Results Five critical components were identified as representing midwives' core competency.Condusions The critical components for constructing Beijing midwives' core competency are some what similar to the ICM's framework,and the different components were health care before pregnancy and competence of community health care.%目的 探索助产士核心胜任力的架构.方法 采用国际助产联盟助产士胜任力架构作为模板,通过半结构访谈,收集了14名北京助产实践者和管理者的意见,并用内容模板法进行分析.结果 北京市助产士的核心胜任力架构由5个维度构成.结论 北京助产士核心胜任力的架构和国际助产联盟制定的架构相似,但在孕前保健和社区保健胜任力上存在差异.

  16. Defining the core apoptosis pathway in the mosquito disease vector Aedes aegypti: the roles of iap1, ark, dronc, and effector caspases.

    Science.gov (United States)

    Liu, Qingzhen; Clem, Rollie J

    2011-02-01

    To date, our knowledge of apoptosis regulation in insects comes almost exclusively from the model organism Drosophila melanogaster. In contrast, despite the identification of numerous genes that are presumed to regulate apoptosis in other insects based on sequence homology, little has been done to examine the molecular pathways that regulate apoptosis in other insects, including medically important disease vectors. In D. melanogaster, the core apoptosis pathway consists of the caspase negative regulator DIAP1, IAP antagonists, the initiator caspase Dronc and its activating protein Ark, and the effector caspase DrICE. Here we have studied the functions of several genes from the mosquito disease vector Aedes aegypti that share homology with the core apoptosis genes in D. melanogaster. Silencing of the iap1 gene in the A. aegypti cell line Aag2 caused spontaneous apoptosis, indicating that IAP1 plays a role in cell survival similar to that of DIAP1. Silencing A. aegypti ark or dronc completely inhibited apoptosis triggered by several different apoptotic stimuli. However, individual silencing of the effector caspases CASPS7 or CASPS8, which are the closest relatives to DrICE, only partially inhibited apoptosis, and silencing both CASPS7 and CASPS8 together did not have a significant additional effect. Our results suggest that the core pathway that regulates apoptosis in A. aegypti is similar to that of D. melanogaster, but that more than one effector caspase is involved in apoptosis in A. aegypti. This is interesting in light of the fact that the caspase family has expanded in mosquitoes compared to D. melanogaster.

  17. Toward competency-based curricula in patient-centered spiritual care: recommended competencies for family medicine resident education.

    Science.gov (United States)

    Anandarajah, Gowri; Craigie, Frederic; Hatch, Robert; Kliewer, Stephen; Marchand, Lucille; King, Dana; Hobbs, Richard; Daaleman, Timothy P

    2010-12-01

    Spiritual care is increasingly recognized as an important component of medical care. Although many primary care residency programs incorporate spiritual care into their curricula, there are currently no consensus guidelines regarding core competencies necessary for primary care training. In 2006, the Society of Teachers of Family Medicine's Interest Group on Spirituality undertook a three-year initiative to address this need. The project leader assembled a diverse panel of eight educators with dual expertise in (1) spirituality and health and (2) family medicine. The multidisciplinary panel members represented different geographic regions and diverse faith traditions and were nationally recognized senior faculty. They underwent three rounds of a modified Delphi technique to achieve initial consensus regarding spiritual care competencies (SCCs) tailored for family medicine residency training, followed by an iterative process of external validation, feedback, and consensus modifications of the SCCs. Panel members identified six knowledge, nine skills, and four attitude core SCCs for use in training and linked these to competencies of the Accreditation Council for Graduate Medical Education. They identified three global competencies for use in promotion and graduation criteria. Defining core competencies in spiritual care clarifies training goals and provides the basis for robust curricula evaluation. Given the breadth of family medicine, these competencies may be adaptable to other primary care fields, to medical and surgical specialties, and to medical student education. Effective training in this area may enhance physicians' ability to attend to the physical, mental, and spiritual needs of patients and better maintain sustainable healing relationships.

  18. Application of core competencies training of professional nurses in training of nurses at emergency department%专业护士核心能力培训在急诊科护士培训中的实践

    Institute of Scientific and Technical Information of China (English)

    何玉华

    2012-01-01

    目的 探讨专业核心能力培训在急诊科护士培训中的实践效果.方法 对本科室护士按照核心能力从低到高分为3个层级,围绕急诊专业护士5个核心能力进行分层级培训.评价培训前后护士综合考核及满意度情况.结果 培训后本科室护士专业综合考核成绩优秀率、护士自我评价满意度、急诊科医生及患者对护士护理工作满意度均较培训前明显提高(均P<0.05).结论 采用分层级核心能力培训模式,可以起到优化护理人员能力结构,提高护士专业知识和专业技能,从而提高护理工作质量.%Objective To investigate the effects of core competencies training of professional nurses in the training of the nurses of the emergency department. Methods The nurses of the department were classified into three classes according to their core competencies, followed by training with 5 core competences. Their comprehensive competences were tested before and after training and the degrees of satisfaction were assessed. Result After training, the excellence rate by testing, self-assessment of satisfaction and the physicians' satisfaction with nursing work were all significantly improved (P < 0.05). Conclusion The training model based on nurses' different levels of core competency can optimize the nursing staff's ability, improve the professional knowledge and professional skills of nurses and increase the quality of nursing care.

  19. New Graduate Nurses' Developmental Trajectories for Capability Beliefs Concerning Core Competencies for Healthcare Professionals: A National Cohort Study on Patient-Centered Care, Teamwork, and Evidence-based Practice.

    Science.gov (United States)

    Ehrenberg, Anna; Gustavsson, Petter; Wallin, Lars; Boström, Anne-Marie; Rudman, Ann

    2016-12-01

    This study aimed to describe the developmental trajectories of registered nurses' capability beliefs during their first 3 years of practice. The focus was on three core competencies for health professionals-patient-centered care, teamwork, and evidence-based practice. A national cohort of registered nurses (n = 1,205) was recruited during their nursing education and subsequently surveyed yearly during the first 3 years of working life. The survey included 16 items on capability beliefs divided into three subscales for the assessment of patient-centered care, teamwork, and evidence-based practice, and the data were analyzed with linear latent growth modeling. The nurses' capability beliefs for patient-centered care increased over the three first years of working life, their capability beliefs for evidence-based practice were stable over the 3 years, and their capability beliefs for teamwork showed a downward trend. Through collaboration between nursing education and clinical practice, the transition to work life could be supported and competence development in newly graduated nurses could be enhanced to help them master the core competencies. Future research should focus on determining which factors impact the development of capability beliefs in new nurses and how these factors can be developed by testing interventions. © 2016 The Authors. Worldviews on Evidence-Based Nursing published by Wiley Periodicals, Inc. on behalf of Sigma Theta Tau International The Honor Society of Nursing.

  20. How to Cultivate Students’ Vocational Core Competencies in Business English Teaching%如何在商务英语教学中培养职业核心能力

    Institute of Scientific and Technical Information of China (English)

    赵紫波

    2014-01-01

    高等职业教育的目标和宗旨是培养学生的职业核心能力。如何以能力本位为教学目标,模拟真实的项目情境,让学生根据情境和背景环境进行必要的思考、策划和决策是能否使学生真正掌握职业核心能力的关键所在,本文拟对此进行探讨。%The goals and tenets of higher vocational education are to cultivate students’ professional core competencies. How to set the competency-based teaching goals in the teaching process and simulate real project situations to enable students to think, plan and do the decision-making in terms of the necessary context and background are critical to enable students to truly master key professional core competencies. This article carries on the related discussion in this paper.

  1. Information Literacy Type Librarian and the Core Competency Building in New Environment%新环境下信息素养型馆员及其核心能力构建

    Institute of Scientific and Technical Information of China (English)

    王朗; 欧兆虎; 蔡焰辉

    2012-01-01

    In the new environment, the connotation of construction and service of university library is more rich. University library must have team strategic thinking on the foun~[otion of information literacy type librarians. The library must build the librarian competency model to the information literacy requirements as the core, plan, regulate and improve the information literacy of librarians. Refining the core competency to mainly build in the information literacy requirements and librarians' professional spirit is the key to constructing competency model.%新环境下,高校图书馆建设与服务内涵更加丰富。高校图书馆要以信息素养型馆员为基础,建立团队战略思维。以信息素养要求为核心,构建馆员能力素质模型,规划、规范和提升馆员的信息素养。提炼主要由信息素养要求和馆员职业精神构成核心能力素质,是构建能力素质模型的关键。

  2. 基于SEM的科研组织核心竞争力评价模型%Evaluation Model of Core Competencies in Scientific Research Organizations Based on SEM

    Institute of Scientific and Technical Information of China (English)

    霍国庆; 张晓东; 董帅; 肖建华; 谢晔

    2011-01-01

    应用战略管理中的资源基础理论,分析科研组织的战略要素及形成竞争优势的过程,提出科研组织核心竞争力由战略领导力、人才凝聚力、科教激发力、科研协同力与合作竞争力五种核心能力构成,进而构建评价指标体系,以中科院研究所为研究对象,利用LISREL软件进行SEM中的验证性因子分析,表明指标体系和评价模型的效果较好。%According to the resource-based review in strategic management,this paper analyzes the strategic factors and formative processes of competitive advantage in scientific research organizations,and then proposes that its core competencies actually consist of strategic leadership competency,talent cohesion competency,research teaching inspiration competency,research synergy competency,and co-competition competency.Based on the theory,a multi-indicators evaluation system is constructed.This paper takes institutes of the Chinese Academy of Sciences as study objects and uses LISREL software to implement confirmatory factor analysis in SEM.In the study,both the effect multi-indicators system and evaluation model contain a good result.

  3. 高职高专物流管理专业职业核心能力培养的探索%Exploration on the Training of Professional Core Competence of Logistics Management in Higher Vocational College

    Institute of Scientific and Technical Information of China (English)

    陈昊平; 李选芒

    2011-01-01

    With the development of economic society and vocational education, strengthening the training of professional core competence for higher vocational students has become more and more important. Logistics management profession should be employment-oriented, and the core of whichis the training of professional core competence, strengthen the practicality, openness and occupation of teaching links, and conveys high-quality skilled talents with "fine operation, being able to management, understanding business" who meet the needs of social development for logistics industry.%随着经济社会和职业教育的发展,高职学生加强职业核心能力的培养已显得越来越重要.物流管理专业以就业为导向、职业核心能力培养为核心,加强教学环节的实践性、开放性和职业性,为物流行业输送符合社会发展需要的"精操作、能管理、懂经营"高素质技能型人才.

  4. Investigation and study on current situation and influencing factors of core midwifery competency in Beijing%北京市助产士核心胜任力现状及影响因素的调查研究

    Institute of Scientific and Technical Information of China (English)

    张贤; 陆虹

    2013-01-01

    目的:了解北京市助产士的核心胜任力现状,并分析其影响因素.方法:采用助产士核心胜任力量表对北京市24家二级以上医院的283名助产士进行横断面调查.结果:助产士核心胜任力总均分为4.02 ±0.47.其中分娩期保健能力、孕期保健能力和产后保健能力3个方面能力较好,而孕前保健能力、公共卫生保健能力和新生儿保健能力三个方面相对薄弱.多元回归分析发现,助产工作年限、职务、编制是助产士核心胜任力的影响因素(P<0.05).结论:北京市助产士核心胜任力水平总体较好,但仍有进一步提升的空间,以满足孕产妇及家属日益增长的服务需求,以及助产士工作范畴拓展和助产专业发展的需要.管理者应根据医院自身情况,对不同特征的助产士实施针对性的培训和管理策略,提高助产士的核心胜任力水平.%Objective: To understand the current situation of core midwifery competency in Beijing, and analyze the influencing factors. Methods: A cross - sectional survey was conducted among 283 midwives from 24 hospitals in Beijing was conducted by Midwife Core Competency Scale. Results: The total score of core midwifery competency was (4. 02 ± 0. 47) on average. The competencies of intrap-artum care, antenatal care, and postpartum care were good, while the competencies of progestational care, public health care, and neonatal health care were weak. Multivariate regression analysis showed that the time of midwifery practice, position, and employment category were influencing factors of core midwifery competency ( P < 0. 05 ) . Conclusion: The overall midwifery competency among Beijing midwives are good, but there are still some areas need to be further improved, so as to satisfy the growing health care demand from pregnant women and their families, as well as the development of the midwifery profession. Managers should develop individualized and specific training and regulation

  5. 护理本科生核心能力相关影响因素研究%The level and influencing factors of baccalaureate nursing students' core competency

    Institute of Scientific and Technical Information of China (English)

    刘彦慧; 廖瑞雪

    2014-01-01

    目的 了解本科护理学生核心能力现状,探讨影响其核心能力的影响因素,为提高护生的核心能力水平,促进护理事业的可持续发展提供科学依据.方法 2013年5~6月,采用方便抽样的方法,抽取天津市三级甲等医院实习的本科护理实习生280名为调查对象,采用Li-Ling Hsu等编制的护生核心能力量表(CINS)进行调查,对影响护理本科生核心能力的相关因素进行分析.结果 本科护生核心能力水平为(5.379±0.744)分,其中,得分最高的是道德和责任能力维度(5.840±0.827)分,得分最低的是批判性思维能力维度(4.794±1.105)分.多元回归方程结果显示,曾认真完成作业及准备考试对护生核心能力影响最大,其次为毕业后最想服务的单位及性别.结论 本科护生的核心能力水平有待进一步的提高,护理教育者和管理者应该重视对护生核心能力的培养,针对影响本科护生核心能力的相关影响因素,制定提高护生核心能力的策略,提高本科护生的核心能力水平.%Objective To investigate the level and influencing factors of baccalaureate nursing students' core competency,and supply scientific reference for sustainable development of nursing career.Methods From May to June 2013,totally 280 baccalaureate nursing students from a third-level hospital in Tianjin were tested by the Chinese version of CINS edited by Li-Ling Hsu.Results The score of nursing students' core competency was (5.379±0.744),and the highest score was the moral and responsibility ability dimension (5.840 ±0.827),the lowest score was the critical thinking ability dimension (4.794 ± 1.105).Multiple linear regression analysis showed that ever finishing homework and preparing for the exam carefully,deciding the service units after graduation and gender were the influencing factors of nursing students' core competency.Conclusions Nursing students' core competency needs to be further improved

  6. Comparative genomics defines the core genome of the growing N4-like phage genus and identifies N4-like Roseophage specific genes

    Directory of Open Access Journals (Sweden)

    Jacqueline Zoe-Munn Chan

    2014-10-01

    Full Text Available Two bacteriophages, RPP1 and RLP1, infecting members of the marine Roseobacter clade were isolated from seawater. Their linear genomes are 74.7 and 74.6 kb and encode 91 and 92 coding DNA sequences, respectively. Around 30% of these are homologous to genes found in Enterobacter phage N4. Comparative genomics of these two new Roseobacter phages and twenty-three other sequenced N4-like phages (three infecting members of the Roseobacter lineage and twenty infecting other Gammaproteobacteria revealed that N4-like phages share a core genome of 14 genes responsible for control of gene expression, replication and virion proteins. Phylogenetic analysis of these genes placed the five N4-like roseophages (RN4 into a distinct subclade. Analysis of the RN4 phage genomes revealed they share a further 19 genes of which nine are found exclusively in RN4 phages and four appear to have been acquired from their bacterial hosts. Proteomic analysis of the RPP1 and RLP1 virions identified a second structural module present in the RN4 phages similar to that found in the Pseudomonas N4-like phage LIT1. Searches of various metagenomic databases, included the GOS database, using CDS sequences from RPP1 suggests these phages are widely distributed in marine environments in particular in the open ocean environment.

  7. Defining and Evaluating a Core Genome Multilocus Sequence Typing Scheme for Whole-Genome Sequence-Based Typing of Klebsiella pneumoniae.

    Science.gov (United States)

    Zhou, Haijian; Liu, Wenbing; Qin, Tian; Liu, Chen; Ren, Hongyu

    2017-01-01

    At present, the most used methods for Klebsiella pneumoniae subtyping are multilocus sequence typing (MLST) and pulsed-field gel electrophoresis (PFGE). However, the discriminatory power of MLST could not meet the need for distinguishing outbreak and non-outbreak isolates and the PFGE is time-consuming and labor-intensive. A core genome multilocus sequence typing (cgMLST) scheme for whole-genome sequence-based typing of K. pneumoniae was developed for solving the disadvantages of these traditional molecular subtyping methods. Firstly, we used the complete genome of K. pneumoniae strain HKUOPLC as the reference genome and 907 genomes of K. pneumoniae download from NCBI database as original genome dataset to determine cgMLST target genes. A total of 1,143 genes were retained as cgMLST target genes. Secondly, we used 26 K. pneumoniae strains from a nosocomial infection outbreak to evaluate the cgMLST scheme. cgMLST enabled clustering of outbreak strains with <10 alleles difference and unambiguous separation from unrelated outgroup strains. Moreover, cgMLST revealed that there may be several sub-clones of epidemic ST11 clone. In conclusion, the novel cgMLST scheme not only showed higher discriminatory power compared with PFGE and MLST in outbreak investigations but also showed ability to reveal more population structure characteristics than MLST.

  8. Research and construction of core competence evaluation index system for new nurses%新护士核心能力评价指标体系的构建与研究

    Institute of Scientific and Technical Information of China (English)

    余颖娟; 丁小容; 曾杏珍; 张文婷

    2016-01-01

    目的:构建一套科学、全面的新护士核心能力评价体系。方法采用Delphi法对23位护理专家进行2轮函询,确定新护士核心能力评价体系的各级指标与权重。结果建立了由6个一级指标、20个二级指标、66个三级指标组成的新护士核心能力评价指标体系,专家咨询的权威系数为0.84,协调系数为0.370。结论该评估体系专家意见集中,结果科学、可靠,所形成的新护士核心能力评价指标体系为新护士入职后的评估、培训与考核评价提供了可量化的依据。%Objective To build a core competence evaluation index system for new nurses which was scientific and comprehensive. Methods 23 nursing experts was consulted by a two-round Delphi method, and finally determined the index system and the weight of each index. Results The core competence evaluation index system for new nurses consisted of 6 first-level indicator, 20 second-level indicator, 66 third-level indicator. The coefficient and authoritative coefficient were 0.370, 0.84. Conclusions The formation of the core competence evaluation index system for new nurses is scientific and reliable, which can provide objected and quantitative standards for assessment, training and evaluation of new nurses.

  9. Construction of evaluation index system of core competence of cardiovascular specialist nurses%心血管专科护士核心能力评价指标体系的构建

    Institute of Scientific and Technical Information of China (English)

    任雁北; 孙新风; 王萍; 侯文秀; 栾晓嵘

    2016-01-01

    Objective:To construct a set of scientific and reasonable evaluation index system of core competence for cardiovascular specialist nurses.Method:Through literature review and theoretical analysis,the core compe-tence evaluation index system for cardiovascular specialist nurses was constructed.And the weights were set up through two rounds of expertsconsultation of Delphy index screening and the use of optimal sequence chart.Re-sults:It has determined the oretical knowledge,professional skills,related skills,professional characteristics of 4 primary indicators and 25 the second level indicators of cardiovascular specialist nurses’core competency evalua-tion index system.Conclusion:The construction of the index system is scientific,reliable and credible.Which could provide references for the training and assessment of cardiovascular specialist nurses.%[目的]构建一套科学、合理的心血管专科护士核心能力评价指标体系。[方法]通过文献回顾、理论分析构建心血管专科护士核心能力评价指标,通过两轮德尔菲专家咨询进行指标筛选,运用优序图表设置权重。[结果]确定了理论知识、专业技能、相关能力、职业特质4个一级指标和25个二级指标的心血管专科护士核心能力评价指标体系。[结论]构建的指标体系科学、可靠、可信度高,可为心血管专科护士的培养和考核提供参考。

  10. ICU护士岗位核心胜任力现状调查及影响因素分析%Survey on status quo of ICU nurse post core competency and its influencing factors analysis

    Institute of Scientific and Technical Information of China (English)

    彭爱霞; 郦珍芳; 周田田

    2016-01-01

    目的:调查重症监护病房(ICU)护士岗位核心胜任力,了解其影响因素,为提升ICU护士核心胜任力制定相应干预策略,为更好地提升护理服务质量提供科学依据。方法2015年1月采用发放问卷调查的方式,对三级甲等医院96名ICU护士进行问卷调查。结果 ICU护士核心胜任力总评分为(3.75±0.59)分,与学历、ICU工作年限、婚姻状况、常上班次有关,差异均有统计学意义(P<0.05)。结论 ICU护士核心胜任力处于中上水平,受学历、ICU工作年限、婚姻状况、常上班次的影响。因此,根据主要影响因素采取有效措施可提高ICU护士核心胜任力,也有助于提高危重症患者的护理质量和抢救成功率。%Objective To investigate the status quo of post core competency among ICU nurses and to understand its in-fluencing factors to formulate the corresponding interventional strategy and provide the scientific basis for better elevating the nursing service quality. Methods Totally 96 ICU nurses in the class 3A hospitals were investigated by questionnaire in January 2015. Results The total score of ICU nurses core competency was (3.75±0.59)points,which were related with the educational background,ICU working years,marital status and common work shift,and the differences were statistically significant(P<0.05). Conclusion The core competency of ICU nurses is in the upper level,which is affected by the educational background,ICU working years,marital status and common work shift. Therefore taking effective measures according to the main influencing factors not only can improve the nurse core competency ,but also increases the nursing quality and treatment success rate of critically ill patients.

  11. 高校辅导员"职业化"核心能力体系的构建研究%Construction of College Counselors"Professional"Core Competencies System

    Institute of Scientific and Technical Information of China (English)

    莫秋树; 雷明芳

    2015-01-01

    In the analysis of the domestic research base on the professional college counselors on core competence of college career counselors and core competencies of the definition of the concept, and the"Guangxi college counselor training needs and training survey","college counseling Construction staff four Abilities","College counselors problems and Counterme-asures"and"College counselor training path expansion", the results of the four sub-topics for analysis, pointed out that to fully understand the college counselors the importance and urgency, attention to the selection of counselors"professional"core competencies system, in particular training work to career into the direction of enhancement of core competence as the entry point, and strive to create a clear career direction, career lead in place, occupation Features obvious counselor profes-sional elite team.%在分析国内关于高校辅导员职业化核心能力的研究基础上,对高校辅导员职业化和核心能力进行了概念的界定,并对《广西高校辅导员培训需求及培训工作调查报告》、《高校辅导员"四种能力"的构建》、《高校辅导员培训工作中存在的问题与对策探析》和《高校辅导员培训路径拓展研究》四个子课题的研究结果进行分析,指出要充分认识高校辅导员"职业化"核心能力体系构建的重要性和紧迫性,重视辅导员的选拔、特别是培养工作,以职业化为方向,核心能力提升为切入口,着力打造职业方向明确、职业引领到位、职业特色明显的辅导员职业精英队伍.

  12. 助产士核心胜任力量表在北京市助产士中的适用性研究%The application of Midwife Core Competency Scale in Beijing midwives

    Institute of Scientific and Technical Information of China (English)

    张贤; 陆虹; 王德慧

    2013-01-01

    Objective To evaluate the reliability and validity of Midwife Core Competency Scale.Methods A total of 369 midwives from 32 hospitals in Beijing were investigated by using the Midwife Core Competency Scale,and the reliability and validity were measured.Results The scale had good internal consistency (Cronbach's α =0.950) and stability (the test-retest reliability was 0.832).The distribution of 54 items in 6 public factors (the cumulative variance=68.405%) extracted from them was consistent with the original scale,yielding an acceptable construct validity.The scale also had good validity to discriminate different categories.Conclusions The Midwife Core Competency Scale had good reliability and validity,which provides an useful tool to evaluate midwifes' core competency.Larger sample from different areas need to be considered for scale improvement and application.%目的 评价助产士核心胜任力量表在北京市助产士中应用的信度和效度,探讨此量表的适用性.方法 采用助产士核心胜任力量表,对北京市32家医院的369名助产士进行测评,对量表进行信度和效度分析.结果 助产士核心胜任力量表有较好的内部一致性(Cronbach's α系数为0.950)和稳定性(重测信度为0.832).54个条目在提取的6个公因子中的分布与原量表结构基本一致,累积贡献达68.405%.量表能够区分不同特征助产士的核心胜任力水平,具有较好的判别效度.结论 助产士核心胜任力量表具有良好的信度和效度,适用于我国助产士核心胜任力的评价.但仍需多区域扩大样本进行量表的适用性评价,以推动量表的完善和推广应用.

  13. Principles for Learning and Competences in the 21st-Century Curriculum

    Science.gov (United States)

    Acedo, Clementina; Hughes, Conrad

    2014-01-01

    This article addresses the core competences, attitudes and knowledge that the authors believe will promote transformative learning in the 21st century and should, therefore, feature in curriculum design. It first defines the purpose of curriculum, stressing the need for a coherent worldwide understanding of what is meant and intended by…

  14. Principles for Learning and Competences in the 21st-Century Curriculum

    Science.gov (United States)

    Acedo, Clementina; Hughes, Conrad

    2014-01-01

    This article addresses the core competences, attitudes and knowledge that the authors believe will promote transformative learning in the 21st century and should, therefore, feature in curriculum design. It first defines the purpose of curriculum, stressing the need for a coherent worldwide understanding of what is meant and intended by…

  15. Experience of training core competencies for junior nurses ( N1-level )in intensive care units%ICU低年资护士N1级核心能力培训体会

    Institute of Scientific and Technical Information of China (English)

    林育群; 许实燕; 郑杏桔

    2011-01-01

    目的:探讨适合ICU低年资护士N1级核心能力培训的方法.方法:评估低年资护士核心能力,确定岗位职级,通过集中授课、现场观摩、示范、自学、病例讨论、查房等,进行核心能力培训,培训分为3个阶段进行,全部完成时间2~3年,评价内容包括专科理论和专业知识、技能、案例项目积累完成情况及分析能力、实际工作的应对能力.观察指标为N1级护士培训前后核心能力各项的分值及ICU各项护理质量指标的变化.结果:培训后低年资护士核心能力、ICU各项护理质量指标明显提高.结论:专业核心能力N1级培训有利于提高低年资护士核心能力及保证护理质量.%Objective: To find an effective method of training core competencies for junior nurses ( N1-level )in intensive care units. Methods: According to the nurses in different class of position, We trained the nurses by the centralism teach ing, live visit, demonstration, self-study, case discussions, patient rounds, etc. the training was divided into three stages and completed in 2-3 years. the evaluation content including professional knowledge and technology, completion of the project accumulating case, analysis and the Capacity to respond to practical work. the scores of the nurses' core competen cies before and after training and the changes of nursing quality indicators of ICU were analyzed. Results: Core competen cies and nursing quality indicators of the junior nurses in ICU were improved significantly after the training. Conclusion: The core competence training help to improve core competence of the junior nurses and ensure quality of medical care.

  16. 知识培训对医政管理人员核心能力的干预效果研究%Study on Intervention Effect of Knowledge Training on Core Competency of Hospital Managers

    Institute of Scientific and Technical Information of China (English)

    李桂玲

    2016-01-01

    胜任医院的管理工作,应进一步加强对天津市医政管理人员核心能力培养;(2)知识培训可有效提高医政管理人员的医政相核心能力,尤其在评判性思维和法律及伦理方面。%Objective To understand current situation and influencing factors of core competency of hospital manager. To evaluate the effect of systematic training on improving core competency of hospital manager. To explore and develop the training model of hospital manager. To improve core competency of hospital manager. Methods This research adopts the before-and-after study itself. From September 2015 to February 2016, the research includes 50 hospital managers, involving 2 tertiary Hospitals, 1 triethylene hospital, 1 dimethyl hospital, 1 first level hospital and 1 community hospital. The hospital managers accept a period of six months training of the research, about hospital management related knowledge and skills. After the completion of training, evaluate the core competence of hospital managers again. The training program had three sections:(1)The first stage: a baseline survey, before the intervention, using the general information form collect general information. At the same time, an evaluation of core competency of hospital manager was conducted. (2) The second stage:knowledge training program. The intervention was six months, including knowledge course and clinical case analysis. (3)The third stage: effect evaluation. At the end of intervention, have a survey about core competency of hospital manager. All the questionnaires were filled under the guidance of professional persons. The self-made core competence of hospital manager, through lots of technical literature on the basis of design, and expert evaluation and preliminary survey, involves in six aspects (6 items),including critical thinking (11 items), leadership (16 items), interpersonal (8 items), law and ethics (7 items), education and training (10 items), and personal development

  17. Matrix metalloproteinase-10/TIMP-2 structure and analyses define conserved core interactions and diverse exosite interactions in MMP/TIMP complexes.

    Science.gov (United States)

    Batra, Jyotica; Soares, Alexei S; Mehner, Christine; Radisky, Evette S

    2013-01-01

    Matrix metalloproteinases (MMPs) play central roles in vertebrate tissue development, remodeling, and repair. The endogenous tissue inhibitors of metalloproteinases (TIMPs) regulate proteolytic activity by binding tightly to the MMP active site. While each of the four TIMPs can inhibit most MMPs, binding data reveal tremendous heterogeneity in affinities of different TIMP/MMP pairs, and the structural features that differentiate stronger from weaker complexes are poorly understood. Here we report the crystal structure of the comparatively weakly bound human MMP-10/TIMP-2 complex at 2.1 Å resolution. Comparison with previously reported structures of MMP-3/TIMP-1, MT1-MMP/TIMP-2, MMP-13/TIMP-2, and MMP-10/TIMP-1 complexes offers insights into the structural basis of binding selectivity. Our analyses identify a group of highly conserved contacts at the heart of MMP/TIMP complexes that define the conserved mechanism of inhibition, as well as a second category of diverse adventitious contacts at the periphery of the interfaces. The AB loop of the TIMP N-terminal domain and the contact loops of the TIMP C-terminal domain form highly variable peripheral contacts that can be considered as separate exosite interactions. In some complexes these exosite contacts are extensive, while in other complexes the AB loop or C-terminal domain contacts are greatly reduced and appear to contribute little to complex stability. Our data suggest that exosite interactions can enhance MMP/TIMP binding, although in the relatively weakly bound MMP-10/TIMP-2 complex they are not well optimized to do so. Formation of highly variable exosite interactions may provide a general mechanism by which TIMPs are fine-tuned for distinct regulatory roles in biology.

  18. 中国知识型组织核心能力的影响因素%Factors effecting core competency of knowledge organization in China

    Institute of Scientific and Technical Information of China (English)

    蔡剑; 高健; 王海燕; 柏春林

    2006-01-01

    在知识能力(knowledge competency,KC)模型框架下分析了中国知识型组织核心能力的影响因素,对于有意采用知识管理提升竞争力的组织具有现实的指导意义.阐述了知识能力模型以及其中包含的3个主要构成部分:信息能力(information competency)、个人能力(people competency)、组织能力(structure competency)以及三者对知识能力的影响作用机制.以经济学中广泛使用的投入产出模型对知识能力建模,同时采用实证分析的方法对理论研究的假设进行验证,研究结论可为知识型组织在信息化建设与员工培养、组织架构建设的平衡问题提供参考.

  19. The competencies of Registered Nurses working in care homes: a modified Delphi study.

    Science.gov (United States)

    Stanyon, Miriam Ruth; Goldberg, Sarah Elizabeth; Astle, Anita; Griffiths, Amanda; Gordon, Adam Lee

    2017-07-01

    registered Nurses (RNs) working in UK care homes receive most of their training in acute hospitals. At present the role of care home nursing is underdeveloped and it is seen as a low status career. We describe here research to define core competencies for RNs working in UK care homes. a two-stage process was adopted. A systematic literature review and focus groups with stakeholders provided an initial list of competencies. The competency list was modified over three rounds of a Delphi process with a multi-disciplinary expert panel of 28 members. twenty-two competencies entered the consensus process, all competencies were amended and six split. Thirty-one competencies were scored in round two, eight were agreed as essential, one competency was split into two. Twenty-four competencies were submitted for scoring in round three. In total, 22 competencies were agreed as essential for RNs working in care homes. A further 10 competencies did not reach consensus. the output of this study is an expert-consensus list of competencies for RNs working in care homes. This would be a firm basis on which to build a curriculum for this staff group.

  20. A Brief Research on Higher Vocational Education Teaching and Cultivation of Professional Core Competencies%高职专业课程教学与职业核心能力培养初探

    Institute of Scientific and Technical Information of China (English)

    于国锋

    2011-01-01

    本文在分析高职道路桥梁工程技术专业人才培养目标和职业核心能力,认为在专业教学过程中应重视专业能力培养和职业核心能力的融合,主张采用渗透策略,从课程培养目标、课程内容、课程教学方法和考核方式等多方面进行改革,全面提高教学质量。%Based on the analysis of the Road and Bridge Engineering Technology Specialty in higher vocational education talents training target and professional core competencies, the specialized teaching process should pay attention to professional ability training and occupation core competence integration, advocate the use of penetration strategy, from curriculum training target, content, curriculum teaching methods and assessment methods and other aspects of reform, so as to improve the teaching quality.

  1. Research on the System of Assessment Indicators of Core Competence for Leisure Agriculture Enterprise of Taiwan%台湾休闲农业企业核心竞争力评价指标体系研究

    Institute of Scientific and Technical Information of China (English)

    刘泳伦; 霍国庆; 鹿盟

    2011-01-01

    通过对相关研究进行梳理,归纳出评价台湾休闲农业企业核心竞争力的五类指标,即资源整合能力、资源创新能力、营销服务能力、品牌经营能力和战略领导能力;并运用德尔菲法和层次分析法,将这五类指标进一步细化、分解与赋权,构建了台湾休闲农业企业核心竞争力评价指标体系,为台湾休闲农业企业有效提升竞争优势提供了理论依据.%Based on related research, this study generalized five kinds of factors of leisure agriculture enterprise's core competence of Taiwan, which includes the ability of resources integration, strategic leadership, resources innovation, brand management and marketing service etc.. Furthermore, the author decomposed the five kinds of factors into assessment indicators and determined the weight of each and every indicator with the methods of Delphi & Analytic Hierarchy Process (AHP). Eventually, this study constructed the evaluation indicators of core competence for leisure farm with a view to provide theory to enhance the competitive advantage of leisure farm of Taiwan.

  2. 职业核心能力嵌入式教学探索与实践%The Exploration and Practice of Mathematic Model on Professional Core Competencies

    Institute of Scientific and Technical Information of China (English)

    陈杰东; 梁仁建; 翁建红; 潘志; 李亚男

    2014-01-01

    Nowadays higher professional is paied education attaches to skill training and specialized segmentation than the cultivation of quality、 innovation ability and managerial expertise .Professional core competencies are necessary basic abilities required in success; this paper is put forward a teaching mode with professional core competencies on the basis of professional posts ,demands for the posts and people-oriented , which lead to successful teaching process and effectiveness .%当前高职教育重视技能培训,专业细分,而相对较少研究学生的素养培养,创新能力,管理能力等软能力的培养。职业核心能力是除专业岗位能力之外取得成功所必需的基本能力,从专业岗位出发,立足岗位对人的要求,以人为本,从人出发,提出高职院校职业核心能力嵌入式教学模式,教学过程与效果取得显著效果。

  3. Exploiting Symmetry in Integer Convex Optimization using Core Points

    CERN Document Server

    Herr, Katrin; Schürmann, Achill

    2012-01-01

    We consider convex programming problems with integrality constraints that are invariant under a linear symmetry group. We define a core point of such a symmetry group as an integral point for which the convex hull of its orbit does not contain integral points other than the orbit points themselves. These core points allow us to decompose symmetric integer convex programming problems. Especially for symmetric integer linear programs we describe two algorithms based on this decomposition. Using a characterization of core points for direct products of symmetric groups, we show that prototype implementations can compete with state-of-the art commercial solvers and solve an open MIPLIB problem.

  4. A step toward universal competency profiler

    OpenAIRE

    Avsec, Stanislav; Kaučič, Branko; Ramšak, Maja

    2015-01-01

    Last decade, the competences, competency and competency profiling have been recognized as the core information and process to provide basics for implementation of efficient interchangeable widely recognized education and worldwide employment. Competences are components of a job which are reflected in behaviour that are observable in a workplace. A list of the knowledge, skills, and abilities necessary to perform a job well is determined as competency profile. Types of skills li...

  5. Establishment of Evaluation Index System of Migrant Workers' Entrepreneurial Competence

    OpenAIRE

    Hu, Bao

    2011-01-01

    Taking evaluation of migrant workers' entrepreneurial competence as the research content, this paper first defines the migrant workers' entrepreneurial characteristics and the connotation of migrant workers' entrepreneurial competence; on the basis of this, from entrepreneurial thinking competence, behaviour competence, and language competence of migrant workers, this paper establishes evaluation index system of migrant workers' entrepreneurial competence. We use Analytic Hierarchy Process, e...

  6. Conversational Competence in Academic Settings

    Science.gov (United States)

    Bowman, Richard F.

    2014-01-01

    Conversational competence is a process, not a state. Ithaca does not exist, only the voyage to Ithaca. Vibrant campuses are a series of productive conversations. At its core, communicative competence in academic settings mirrors a collective search for meaning regarding the purpose and direction of a campus community. Communicative competence…

  7. Conversational Competence in Academic Settings

    Science.gov (United States)

    Bowman, Richard F.

    2014-01-01

    Conversational competence is a process, not a state. Ithaca does not exist, only the voyage to Ithaca. Vibrant campuses are a series of productive conversations. At its core, communicative competence in academic settings mirrors a collective search for meaning regarding the purpose and direction of a campus community. Communicative competence…

  8. Supporting Lifelong Competence Development

    NARCIS (Netherlands)

    Koper, Rob

    2007-01-01

    The slides of a keynote for the EFODL conference about Demonstrating Transformation in Learning: Practice, Process and Product. 23rd & 24th May 2007, Belfast (http://efodl.belfastinstitute.ac.uk/). It introduces the core concepts of TENCompetence: Learning Networks, Personal Competence Management, P

  9. Competencies, skills and assessment

    DEFF Research Database (Denmark)

    Højgaard, Tomas

    2009-01-01

    This paper is an analysis of the challenge of assessing student learning and how that is affected by using descriptions of competencies as a core element when describing the aims of the learning process. Assessment is modelled as a three step process; characterising, identifying and judging, to a...

  10. Analysis of status quo of clinical nurses’core competency and its influencing factors%临床护士核心能力现状及影响因素分析

    Institute of Scientific and Technical Information of China (English)

    李颖雅; 江志潇; 冯晓玲

    2016-01-01

    Objective:To know about the level of clinical nurses’core competency and to analyze the influencing factors,so as to provide the basis for nursing management.Methods:A total of 120 clinical nurses were investiga-ted with Competency Inventory for Registered Nurses and by using stratified sampling method.Results:The to-tal score and mean score of clinical nurses’core competency were 184.96±35.35 and 3.17±0.71,respectively, which were the higher level.The highest mean score was the dimension of legal and ethical practice(3.52±0.62) while the lowest was critical thinking and research (3.17±0.71).Multivariate regression analysis showed that nurses’titles and parenting status were the main influencing factors of core competency and were positive relat-ed to core competency.Conclusion:Managers should combine the practice to pay attention to strengthen the cul-tivation of nurses’critical thinking and research ability,especially for nurses who has lower professional title and the nurses who were unmarried and not pregnant.%[目的]了解临床护士核心能力水平,分析其影响因素,为护理管理提供依据。[方法]采用分层抽样的方法,对120名护士应用注册护士核心能力量表进行调查。[结果]护士核心能力总分为184.96分±35.35分,均分为3.36分,处于高能力水平。伦理和法律实践得分最高(3.52分±0.62分),评判性思维和科研得分最低(3.17分±0.71分)。多元回归分析显示,护士职称及养育孩子情况是影响临床护士核心能力的主要因素并与临床护士的核心能力呈正相关。[结论]管理者结合实际情况,在护士培训中应注重评判性思维和科研能力的培养,加强对低职称及未婚未孕护士的培养,以提升护士的核心能力。

  11. Relationship between occupational coping self-efficacy, job stress and core competence of nurses%护士职业应对自我效能与职业压力源和核心能力的相关性

    Institute of Scientific and Technical Information of China (English)

    陈香芝; 刘擎国; 孟凡杰; 介小霞; 张彩玲

    2015-01-01

    目的:探讨护士职业应对自我效能现状及其与职业压力源及核心能力的相关性。方法采用中国护士职业压力源量表、护士职业应对自我效能量表、中国注册护士核心能力量表对493名执业护士进行调查。护士职业应对自我效能与职业压力源和核心能力的相关性采用Pearson相关分析。结果护士职业应对自我效能总分(31.94±6.39)分,职业压力总分(90.29±17.41)分,核心能力总分(159.93±34.31)分。护士职业应对自我效能与职业压力源呈负相关(r=-0.267, P<0.01);与核心能力呈正相关(r=0.355, P<0.01)。结论通过成功体验、言语说服、积极反馈以提高护士自我效能,从而提高护士的核心能力和降低护士压力,进而提高护理质量。%Objective To investigate the relationships between occupational coping self-efficacy, job stress and core competence of nurses. Methods A total of 493 registered nurses were recruited in the survey with the Chinese nurse job stressors scale, occupational coping self-efficacy scale for nurses and competency inventory for registered nurse (CIRN). The correlations were analyzed using Pearson correlation analysis. Results The total scores on occupational coping self-efficacy, job stress of nurses and core competence of nurses were (31.94 ± 6.39), (90.29 ± 17.41) and (159.93 ± 34.31), respectively. Nurses′occupational coping self-efficacy negatively correlated with (r=-0.267, P<0.01) and positively correlated with the core competence of nurses (r=0.355, P<0.01). Conclusions The occupational coping self-efficacy of the nurses can be improved by successful experiencing, verbal persuasion and positive feedback. In this way, nurses core competence can be enhanced and their job stress can be relieved and consequently the quality of nursing can be enhanced.

  12. Investiagation of the core competency of junior nurses in cancer specialized hospital%肿瘤专科医院低年资护士核心能力调查

    Institute of Scientific and Technical Information of China (English)

    苏伟才; 路虹; 耿敬芝

    2014-01-01

    Objective To understand the overall situation and influence factors of core competence of junior nurses to provide the reference for the next nurse training .Methods Ninety-five junior nurses with nurse occupation qualification certificate ( nursing age was no more than 3 years ) in Cancer Institute & Hospital Chinese Academy of Medical Sciences were chosen and were surveyed by the competency inventory for registered nurses.Results The total score of the core competency of junior nurses was (173.05 ±27.21), and the average score of dimension was (2.98 ±0.47), and was in upper middle level.The average score of dimension showed that the score of legal and ethical practice was the highest score (3.25 ±0.52) and the score of education/counseling was the lowest score (2.74 ±0.59).No differences were found in the average score of core competence of junior nurses who were different gender (t=-0.063), working years (F=1.306), title (t=0.01), education (t=-0.463), department (t=-0.463), the appointment way (t=-1.492), the only child (t=0.301) and the job satisfaction (F=1.063) and so on (P>0.05).Conclusions The core competence of junior nurses should be strengthened , especially in the education/counseling and the critical thinking/scientific research etc .%目的:了解低年资护士核心能力总体情况及影响因素,为下一步培训提供参考依据。方法对中国医学科学院肿瘤医院已考取护士职业资格证书的95名低年资(护龄≤3年)护士进行中国注册护士核心能力量表问卷调查。结果肿瘤医院低年资护士核心能力总分为(173.05±27.21)分,维度总均分为(2.98±0.47)分,属于中等偏上水平;各维度条目均分显示,法律/伦理实践得分最高,为(3.25±0.52)分;教育/咨询得分最低,为(2.74±0.59)分;不同性别、工作年限、职称、学历、工作科室、聘任方式、是否独生子以及对工作满意度评价不同的低

  13. Competencies of specialised wound care nurses: a European Delphi study.

    Science.gov (United States)

    Eskes, Anne M; Maaskant, Jolanda M; Holloway, Samantha; van Dijk, Nynke; Alves, Paulo; Legemate, Dink A; Ubbink, Dirk T; Vermeulen, Hester

    2014-12-01

    Health care professionals responsible for patients with complex wounds need a particular level of expertise and education to ensure optimum wound care. However, uniform education for those working as wound care nurses is lacking. We aimed to reach consensus among experts from six European countries as to the competencies for specialised wound care nurses that meet international professional expectations and educational systems. Wound care experts including doctors, wound care nurses, lecturers, managers and head nurses were invited to contribute to an e-Delphi study. They completed online questionnaires based on the Canadian Medical Education Directives for Specialists framework. Suggested competencies were rated on a 9-point Likert scale. Consensus was defined as an agreement of at least 75% for each competence. Response rates ranged from 62% (round 1) to 86% (rounds 2 and 3). The experts reached consensus on 77 (80%) competences. Most competencies chosen belonged to the domain 'scholar' (n = 19), whereas few addressed those associated with being a 'health advocate' (n = 7). Competencies related to professional knowledge and expertise, ethical integrity and patient commitment were considered most important. This consensus on core competencies for specialised wound care nurses may help achieve a more uniform definition and education for specialised wound care nurses.

  14. Clinical Competence: The State of the Art.

    Science.gov (United States)

    Selden, William K.

    1979-01-01

    Competence, defined as the ability to accomplish an essential performance characteristic in a satisfactory fashion, is examined from the podiatric education viewpoint. The factors involved in continuing competence, factors making continuing competence essential in health professions, and basic problems relating to clinical competence are…

  15. The Cultivating Core Competence Strategy of Higher Vocational Business English Major Students%浅析高职高专商务英语专业学生核心竞争力培育策略

    Institute of Scientific and Technical Information of China (English)

    杨晓红

    2011-01-01

    On the basis of Business English profession Heilongjiang Agricultural Engineering Vocational College to foster vocational business English major students core competitiveness,the author sums up the three cultivating strategy of the core competitiveness of Business English major students which are the formulation of programs,practical students management system and perfect practice teaching system.So to provide practical operation channel for Business English major students cultivate core competence theory,and provide solutions for business English professional cultivation.%从培育高职高专商务英语专业学生核心竞争力出发,结合黑龙江农业工程职业学院商务英语专业现状,归纳总结培育商务英语专业学生核心竞争力的三大策略,立足人才培方案的制定,以切实可行的学生管理体系为保障,配以完善的实践教学体系,从而为培育商务英语专业学生核心竞争力理论提供实践操作途径,商务英语专业培育实践应用性人才提供方案。

  16. Competitive Debate as Competency-Based Learning: Civic Engagement and Next-Generation Assessment in the Era of the Common Core Learning Standards

    Science.gov (United States)

    McIntosh, Jonathan; Milam, Myra

    2016-01-01

    As the adoption and execution of the Common Core State Standards (CCSS) have steadily increased, the debate community is presented with an opportunity to be more forward thinking and sustainable through the translation to curriculum planning and next-generation assessment as a movement towards Performance-Based Assessments. This paper focuses on…

  17. 低年资护士人文关怀品质对核心能力的影响研究%Effects of humanistic care quality of low seniority nurses on core competence

    Institute of Scientific and Technical Information of China (English)

    徐海红; 边亚滨; 邱敏莲; 杨华珠; 朱燕; 王永平

    2016-01-01

    目的:探讨低年资护士人文关怀品质与护士核心能力之间的相关性。方法采用一般情况调查量表、护士人文关怀品质量表、护士核心能力量表对262名工作年限≤3年的注册护士进行调查。结果262名护士人文关怀品质总分为(110.41±11.11)分,护士核心能力总分为(149.16±31.08)分,两者总分及各维度之间呈正相关(r =0.122~0.393,P <0.05)。结论护士人文关怀品质与护士核心能力具有相关性。医院管理者在强化低年资护士人文关怀品质的培训中,应统一设置关怀教育课程,明确关怀实践与管理标准,提高护士整体人文关怀水平,不断培养和发展护士核心能力,促进护理工作的整体水平提升。%Objective To discuss the correlation between the nurse′s humanistic care quality and the core competence of the low seniority nurses.Methods A total of 262 low seniority (work ≤3 years)registered nurses were selected from our hospital and completed the general information scale,nurse′s humanistic care quality scale and nurse′s core competence scale.Results The total score of humanistic caring quality of nurses was (1 1 0.41 ±1 1 .1 1 ).The total score of nurse′s core ability was (1 49.1 6 ±31 .08).Their total score and attributes were in the positive correlation (r =0.1 22-0.393,P <0.05).Conclusions Nurse′s humanistic care quality has the obvious correlation with the nurse′s core competence.When the hospital managers build up the humanistic care quality in the low seniority of nurses,it should carry on the care education,clear the care practicing and the standard of manage,improve the total level of the nurse′s humanistic care quality,training and develop the nurse′s core competence constantly in order to promote the total level nursing work.

  18. 住院医师规范化培训基地学员胜任力的调查研究%The study on core competence of the resident doctors in the resident standardization training bases

    Institute of Scientific and Technical Information of China (English)

    周勣

    2015-01-01

    Objective:The study aims to investigate the competence and the influencing factors of the resident doctors in the standardized bases for training residents in the two general hospitals in Minhang District. Methods:The questionnaire survey for the resident doctors in the standardized base for training residents are conducted. Results:The core competency are in high level. There was statistically significant difference on competency among the investigated with different education experience and gender(P<0.05,P<0.01). Conclusion:It was suggested that resident standardization training bases or institutions should strengthen the training to the trainee physician to improve core competence of the resident doctors in the resident standardization training bases.%目的:调查上海市闵行区2家二级以上综合性医院住院规范化培训基地学员的核心胜任力状况及其影响因素。方法:采用问卷调查方式,对闵行区2家二级以上综合性医院规范化培训基地学员进行胜任力问卷调查。结果:本次调查对象核心胜任力大多处于高水平状态,不同学历、性别在不同胜任力条目中有统计学意义(P<0.05,P<0.01)。结论:住院医师规范化培训基地或机构应加强对基地住院医师的个性化培训,使其更有针对性,促进基地住院医师核心胜任力的提高。

  19. Define Project

    DEFF Research Database (Denmark)

    Munk-Madsen, Andreas

    2005-01-01

    "Project" is a key concept in IS management. The word is frequently used in textbooks and standards. Yet we seldom find a precise definition of the concept. This paper discusses how to define the concept of a project. The proposed definition covers both heavily formalized projects and informally...... organized, agile projects. Based on the proposed definition popular existing definitions are discussed....

  20. Development of an Evaluation Method for Team Safety Culture Competencies using Social Network Analysis

    Energy Technology Data Exchange (ETDEWEB)

    Han, Sang Min; Kim, Ar Ryum; Seong, Poong Hyun [KAIST, Daejeon (Korea, Republic of)

    2016-05-15

    In this study, team safety culture competency of a team was estimated through SNA, as a team safety culture index. To overcome the limit of existing safety culture evaluation methods, the concept of competency and SNA