WorldWideScience

Sample records for professional role competency

  1. Evaluation of Professional Role Competency during Psychiatry Residency

    Science.gov (United States)

    Grujich, Nikola N.; Razmy, Ajmal; Zaretsky, Ari; Styra, Rima G.; Sockalingam, Sanjeev

    2012-01-01

    Objective: The authors sought to determine psychiatry residents' perceptions on the current method of evaluating professional role competency and the use of multi-source feedback (MSF) as an assessment tool. Method: Authors disseminated a structured, anonymous survey to 128 University of Toronto psychiatry residents, evaluating the current mode of…

  2. Role of Pre-service Teachers Educators in Forming of Future Teachers Professional Competencies

    OpenAIRE

    Garabiková Pártlová, Margareta

    2015-01-01

    The dissertation deals with the educators of future teachers and their roles in shaping the professional competencies of pre-service teachers during undergraduate training. The theoretical basis of the work is grounded in the theory of undergraduate education, as well as the concepts of professional competences of teachers and professional competences of pre-service teachers educators and related concept of model role. The empirical part, using mixed methods research, consists of several subs...

  3. The Role of Generic Competencies in the Entrustment of Professional Activities: A Nationwide Competency-Based Curriculum Assessed.

    Science.gov (United States)

    van Loon, Karsten A; Teunissen, Pim W; Driessen, Erik W; Scheele, Fedde

    2016-10-01

    Entrustable professional activities (EPAs) seek to translate essential physician competencies into clinical practice. Until now, it is not known whether EPA-based curricula offer enhanced assessment and feedback to trainees. This study examined program directors' and senior residents' justifications for entrustment decisions and what role generic, cross-specialty competencies (such as communication skills, collaboration, and understanding health care systems) play in these decisions. Entrustment decisions for all Dutch obstetrics and gynecology residents between January 2010 and April 2014 were retrieved from their electronic portfolios. Justifications for entrustment were divided into 4 categories: the resident's experience, his or her technical performance, the presence of a generic competency, and training. Template analysis was used to analyze in depth the types of justifications, which play a role in entrustment decisions. A total of 5139 entrustment decisions for 375 unique residents were extracted and analyzed. In 59% of all entrustment decisions, entrusting a professional task to a resident was justified by the experience of the resident. Generic competencies were mentioned in 0.5% of all entrustment decisions. Template analysis revealed that the amount of exposure and technical skills are leading factors, while the quality of the performance was not reported to be of any influence. Entrustment decisions only rarely are based on generic competencies, despite the introduction of competency frameworks and EPAs. For program directors, a leading factor in entrustment decisions is a resident's exposure to an activity, and the quality of a resident's performance appears to play only a minor role.

  4. The role of fencing in the formation of professional competence of future teachers in the sphere of physical culture

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    Kriventsova I.V.

    2009-10-01

    Full Text Available Here the notion of professional competence of future teachers in the sphere of physical culture is defined. It is proved that in a training of a teacher of any specialty a big part is assigned to knowledge, skills, facilities and experience in the sphere of physical culture. The ways of forming professional competence in the sphere of physical culture among future teachers are shown. The role and facilities of fencing in the forming professional competence are disclosed.

  5. Clinical Skills Performed By Iranian Emergency Nurses: Perceived Competency Levels and Attitudes Toward Expanding Professional Roles.

    Science.gov (United States)

    Hassankhani, Hadi; Hasanzadeh, Firooz; Powers, Kelly A; Dadash Zadeh, Abbas; Rajaie, Rouzbeh

    2017-07-26

    Emergency nurses play an important role in the care of critically ill and injured patients, and their competency to perform clinical skills is vital to safe and effective patient care. The aim of this study was to evaluate the frequency of clinical skills performed and perceived competency levels among Iranian emergency nurses. In addition, attitudes toward expanding the professional roles of Iranian emergency nurses were also assessed. In this descriptive correlational study, 319 emergency nurses from 30 hospitals in northwest Iran participated. Data were collected using a self-report questionnaire. Descriptive statistics and Pearson's correlation coefficient were used to present the findings. Overall competency of the emergency nurses was 73.31 ± 14.2, indicating a good level of perceived competence. The clinical skills most frequently performed were in the domains of organizational and workload competencies (3.43 ± 0.76), diagnostic function (3.25 ± 0.82), and the helping role (3.17 ± 0.83). A higher level of perceived competence was found for skills within these domains. Less frequently, participants performed skills within the domains of effective management of rapidly changing situations (2.70 ± 0.94) and administering and monitoring therapeutic interventions (2.60 ± 0.97); a lower perceived level of competence was noted for these clinical skills. There was a significant correlation between frequency of performing clinical skills and perceived competency level (r = 0.651, P nurse managers and educators who may consider offering more frequent experiential and educational opportunities to emergency nurses. Expansion of nurses' roles could also result in increased experience in clinical skills and higher levels of competency. Research is needed to investigate nurses' clinical competence using direct and observed measures. Copyright © 2017 Elsevier Inc. All rights reserved.

  6. SOCIO-EMOTIONAL COMPETENCE AND ITS ROLE IN THE PROFESSIONAL TRAINING OF FUTURE OFFICERS

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    HĂHĂIANU FLORENTINA

    2013-05-01

    Full Text Available The term competence has become a priority for public policies. In the field of education and professional training competences lie at the basis of curricula, of specializations in universities, of qualifications or professional standards. It is obvious that in any sector of human resources - be it economy, public services or policies, in any kind of activi - be it individual or at the level of organization, firm or collectivity, competences have become the key factor and the main reference. Thus, its popularity went hand in hand with its unlimited spread in the detriment of its conceptual clarity. Today we meet the term competence everywhere and at any time, but there is no minimal consensus with respect to terminology. We speak of competences and "skills" (a term difficult to translate in Romanian, key and basic competences, capabilities and abilities etc. With this article we will try to bring a better understanding of the concept. Moreover, since it plays an importnat role in an officer's activity or in their environment, we will tackle on the affective dimension in their competence profile: relations with others, decision-making process, work motivation and satisfaction, team work, self-control, etc. In order to become experts in a certain socio-emotional competence, such as team work or analyzing a conflictual situation, we need to develop an inner ability from the socio-emotional fundaments. Why? Because i nany activity the rational dimension doesn't suffice, there has to be an affective side, as well. Emotion depends on the way a person evaluates and assesses a situation. Affective and cognitive processes, though different in their nature, are inseparable and in tight connection in the activity of an intelligence officer, for instance.

  7. Importance And Role Of Competence In Professional Career Of Product Develop Engineers

    Science.gov (United States)

    Miltenović, Aleksandar; Banić, Milan; Miltenović, Vojislav

    2015-07-01

    Product development is a creative task where is systematically created a new product, which makes possible to firms to offer attractive, innovative and market oriented products. In conditions of fierce competition and saturated markets, companies that do not innovate are stagnating and disappear from the market. Innovation is therefore every intervention which can reduce production costs, enables optimum utilization of available human, energy and material resources, improve product quality, improve the placement, which leads to an increase in competitiveness. A prerequisite for fulfillment of the above-mentioned tasks is that the companies have engineers with the appropriate competencies, which are able to, through creativity, innovation and fascinating technique of creating new or improving existing products and lunch it on the market. The paper discusses the role and importance of the competences that are necessary for a successful professional career of product development engineers.

  8. Professional Competency Areas for Student Affairs Practitioners

    Science.gov (United States)

    ACPA College Student Educators International, 2010

    2010-01-01

    This set of "Professional Competency Areas" is intended to define the broad professional knowledge, skills, and for some competencies, attitudes expected of student affairs professionals working in the U.S., regardless of their area of specialization or positional role within the field. All student affairs professionals should be able to…

  9. The evaluator’s profile in certifying professional competences: a new educational role

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    Arcadia Martín Pérez

    2009-04-01

    Full Text Available The Accreditation, Evaluation and Recognition Systems are intended at certifying professional competences associated to a specific professional profile acquired through any kind of learning (formal, non-formal and informal. The key element in this system is the process of evaluation which leads to verify such competences. In this paper we focus on the professional profile of the evaluator in the accreditation, evaluation and recognition systems, highlighting the development of a new line of professional development for teachers and trainers in formal and non-formal education.

  10. Developing professional competence

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2015-01-01

    The purpose of university programs for professionals is to qualify the students to act competently in a subsequent job situation. Practical experiences as well as comprehensive research studies have shown that only a limited part of what is learned during the coursework is applied in the subsequent...... professional practice. There is too little transfer from the training programs to application in the workplace. Based on Danish research the relation between school and professional work, between scholastic knowledge and practical knowledge, is analyzed. Guideline for a new and more efficient curricula...

  11. [Health and safety professional roles and competencies to promote company-level integration of preventive actions. A Delphy study].

    Science.gov (United States)

    Gual Llorens, Clara; Velarde Collado, José María; Portell Vidal, Mariona; Boix Ferrando, Pere

    2014-01-01

    To describe the view of faculty who train health and safety professionals on the roles and competencies needed to promote the integration of preventive actions at the company level. We used a Delphi method, in three rounds, on an intentional sample of experts, and asked them to rate the appropriateness, relevance and acceptability of 8 professional roles, on a scale of 1 to 9 points. We also asked them to formulate and rank order the corresponding competencies, in order of importance. Participant responses (n=76, 58% of the initially identified faculty) show a broad consensus when assessing professional roles (over 85% of participants rated two of these roles highly, with scores between 7 and 9) and general agreement on the three most important competencies in terms of knowledge, skills and attitudes to promote the integration of preventive actions. The experts participating in this study agreed that the main roles to be performed by health and safety professionals to promote prevention integration are as advisors and trainers. The competencies considered most important are knowledge about the company activity, its risks and the problems linked to the activity (to know), ability to work in multidisciplinary teams (to know how), and to perform professional duties ethically, with independence and impartiality (to know how to be). Copyright belongs to the Societat Catalana de Seguretat i Medicina del Treball.

  12. The Competency Model for Professional Rehabilitation Nursing.

    Science.gov (United States)

    Vaughn, Stephanie; Mauk, Kristen L; Jacelon, Cynthia S; Larsen, Pamala D; Rye, Jill; Wintersgill, Wendy; Cave, Christine E; Dufresne, David

    2016-01-01

    Rehabilitation nursing is practiced in various settings along the healthcare continuum. No framework is noted in the literature that defines the necessary competencies of the rehabilitation nurse. To develop a Competency Model for Professional Rehabilitation Nursing and its application to clinical and educational practice. A seven-member Association of Rehabilitation Nurses (ARN) task force was convened; conducted a literature review, reviewed current and historical ARN documents, including the Strategic Plan, and developed a Competency Model for Professional Rehabilitation Nursing practice. The Competency Model for Professional Rehabilitation Nursing delineates four domains of rehabilitation nursing practice and essential role competencies. The Competency Model for Professional Rehabilitation Nursing addresses this diverse specialty practice in the current healthcare arena. This framework can be used to guide nurses practicing at different levels of proficiency in various settings. The Competency Model can be used as a structure for staff orientation, evaluation tools, clinical ladder components, role descriptions and rehabilitation nursing courses. © 2015 Association of Rehabilitation Nurses.

  13. Professional competence of practising nurses.

    Science.gov (United States)

    Numminen, Olivia; Meretoja, Riitta; Isoaho, Hannu; Leino-Kilpi, Helena

    2013-05-01

    To compare nurse competence in terms of its quality and frequency of action in medical, surgical, paediatric/obstetric/gynaecological and psychiatric clinical fields. One challenge of current health care is to target practising nurses' competencies to optimal use. Therefore, a systematic assessment of nurse competence is justified. Studies using the Nurse Competence Scale have found that nurses' competence is on a good or very good level and it increases with age and work experience. A cross-sectional comparative survey using the Nurse Competence Scale. A purposive sample of 2083 nurses in a major University Hospital in Finland participated in this study in 2007-2008. Descriptive statistics and inferential statistics' anova with Bonferroni correction, and Pearson/Spearman correlation coefficients were used to analyse the data. The overall level of competence of nurses was good, and the quality of action correlated positively with the frequency of action. Nurses in the psychiatric field reached somewhat higher overall mean scores than nurses in other clinical fields. On item level, nurses seemed to be the most competent in actions related to immediate individualised patient care, the maintenance of their own professional competence and commitment to nursing ethics. Age and particularly work experience were positively correlated with the competence. Findings from this large data corroborate previous study results on the category level assessment of nurse competence using the Nurse Competence Scale indicating a good level of competence. On item level, findings revealed more detailed themes of nurse competence, which complements earlier knowledge retrieved from the category level analysis and could be used to target nurses' competencies to even more optimal use. Competence assessment and targeted interventions are recommended as tools for the management for planning nurses' career development and continuing education to ensure competent and motivated work force and

  14. Continued professional competence and portfolios.

    Science.gov (United States)

    Byrne, Michelle; Delarose, Teresa; King, Cecil A; Leske, Jane; Sapnas, Kathryn G; Schroeter, Kathryn

    2007-01-01

    It is traditionally assumed that licensure of healthcare professionals means that they are minimally competent. Many nursing specialty organizations offer examinations and other processes for certification, suggesting that certification is associated with continued competency. Can standardized examination for certification and continuing education for recertification ensure continued competency? Continuing education and testing provide a limited picture of an individual's knowledge and/or skill acquisition in a limited area at one point in time. However, portfolios promote critical thinking, self-assessment, and individual accountability. A portfolio is a portable mechanism for evaluating competencies that may otherwise be difficult to assess. This article summarizes some of the literature addressing portfolios, including aspects of portfolio development process, the value of portfolios versus continuing education for competency assessment, evidence associated with portfolio usage, and suggestions for organizing nursing portfolios.

  15. Information professionals: core competencies and professional development

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    Flávia Ferreira

    2007-01-01

    Full Text Available Introduction. We discuss the concept of core competencies applied to policies for teaching and training information professionals, particularly librarians. Method. Sixty graduates of the Institute were employed as information professionals. These sixty were asked to attribute degrees of importance to specific items associated with knowledge and skills that, within the scope of this research, were considered core competencies for meeting the demands of their jobs. Participants were also asked to cite knowledge they acquired in school and knowledge they use in exercising their profession, the skills that they consider necessary but that they did not gain in school, and the difficulties they encounter in exercising their profession and for which they were not sufficiently well prepared. Analysis. Both quantitative and qualitative data analyses were performed. The data were tabulated using Access and several reports and cross-tabulations were generated. Results. The results suggest a gulf between knowledge and skills acquired in library school and those that are required by the job market. In particular, participants lacked the skills they needed to work with information and communication technologies. Conclusion. The concept of core competencies is increasingly taken into account by the productive sector of the economy. The educational system ought to keep up with this change. The empirical research described shows that there is a need to establish advanced and modern policies for the education of librarians, participants in the market for information professionals.

  16. Professional Competencies of Future Pedagogues

    Science.gov (United States)

    Maksimovic, Jelena; Petrovic, Jelena; Osmanovic, Jelena

    2015-01-01

    The worldwide expansion of higher education introduced the problem of quality of knowledge that graduate students possess, as well as question whether they are competent to fulfill the requirements of their future profession. Education and training for professional work, in our educational system, is realized in various ways: through lectures,…

  17. Competency profile of PR professional in sport

    OpenAIRE

    Gazdíková, Lenka

    2013-01-01

    Title: Competency profile of PR professional in sport Objective: The objective is to identify competencies required to a position of PR professional in sport. The aim of a survey is to verify the level of competencies which follows compiling competency profile and comparison with existing profile of PR specialist. Methods: The objective is achieved using survey, interview and analysis of competency models database. Results: The result of this paper is competency profile of PR professional in ...

  18. The Role of Generic Competence and Professional Expertise in Legal Translation. The Case of English and Polish Probate Documents

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    Goźdź-Roszkowski Stanisław

    2016-06-01

    Full Text Available This paper seeks to demonstrate how the concept of generic competence (primarily intended for monolingual specialized communication could be extended to address important issues in translating legal texts. First, generic competence is discussed against the backdrop of the related concept of translation competence. Then, a case study is presented which examines a closely related set of documents employed by the professional community of lawyers (represented by an English solicitor and Polish advocate engaged in the specialist domain of probate law (legal process related to the estate of a deceased person. It is argued that both generic competence and professional expertise should be included in the range of competencies required for the translator of legal texts.

  19. Towards a competency profile for the role of instruction of agricultural extension professionals in Asfahan

    NARCIS (Netherlands)

    Karbasioun, M.

    2007-01-01

    This thesis is aimed at developing a competency profile for instructors in the agricultural extension service in theprovinceofEsfahanin

  20. An Examination of Social Entrepreneurial Competencies in the Roles of Live-in Housing Professionals

    Science.gov (United States)

    Vela, Alicia L.

    2012-01-01

    With budgets on the decline, university officials are seeking alternative methods to maintain and increase the type of services provided to students. By incorporating social entrepreneurial competencies in the daily actions of university staff members, staff members will be able to perform their work more effectively and help students acquire…

  1. How Transformational is Irish Healthcare Education?: Exploring the Role of Intercultural Competence Learning for Practising Health Professionals

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    Catherine Spencer

    2014-06-01

    Full Text Available Research shows that intercultural competence has become increasingly important in the education of health professionals. Policy discourses also construct health professionals in increasingly complex and changing work environments as reflective and culturally competent practitioners. Few studies in the Irish context, however, have examined either the nature of the transformative learning implied or the means by which the shifts towards more culturally competent practice might be pursued and achieved. This case study examines evidence from a course designed to challenge health professionals’ understanding of intercultural competence and to guide them in their own examination and implementation of changes and shifts in practice. The study also suggests a number of effective teaching strategies within a framework for transformative learning.

  2. Professional Competence in Psychosociology Research

    OpenAIRE

    Maria Constantinescu; Cornel Constantinescu

    2007-01-01

    Dealing with labour activity through perspective of factors that condition it's efficiency is a problem of great interest in psychosociology. The performances' evaluation is a manner to appreciate the degree of adequation of the human operator to professional exigences of the labour he does. "The proffesional competence" is the intrinsic potentiality of person and the performance - the achieved potentiality showen in material or spiritual products or servicies and which is, often, influenced ...

  3. Professional Competence in Psychosociology Research

    OpenAIRE

    Maria Constantinescu; Cornel Constantinescu

    2007-01-01

    Dealing with labour activity through perspective of factors that condition it’s efficiency is a problem of great interest in psychosociology. The performances’ evaluation is a manner to appreciate the degree of adequation of the human operator to professional exigences of the labour he does. "The proffesional competence" is the intrinsic potentiality of person and the performance - the achieved potentiality showen in material or spiritual products or servicies and which is, often, influenced ...

  4. Professional ethics: beyond the clinical competency.

    Science.gov (United States)

    Vanaki, Zohreh; Memarian, Robabeh

    2009-01-01

    Assessment of clinical competency in professional roles especially in crucial situations can improve the nursing profession. This qualitative research was conducted to determine the process of acquiring clinical competency by nurses in its cultural context and within the health care delivery system in Iran. This study, using grounded theory methodology, took place in universities and hospitals in Tehran. Nurses (36) included nurse managers, tutors, practitioners, and members of the Iranian Nursing Organization. Simultaneous data collection and analysis took place using participant semistructured interviews. Three categories emerged: (a) personal characteristics such as philanthropy, strong conscience, being attentive, accepting responsibility, being committed to and respecting self and others; (b) care environment including appropriate management systems, in-service training provision, employment laws, and control mechanisms, suitable and adequate equipment; and (c) provision of productive work practices including love of the profession, critical thinking, nursing knowledge, and professional expertise. Professional ethics has emerged as the core variable that embodies concepts such as commitment, responsibility, and accountability. Professional ethics guarantees clinical competency and leads to the application of specialized knowledge and skill by nurses. The results can be used to form the basis of guiding the process of acquiring clinical competency by nurses using a systematic process.

  5. Professional Competence in Psychosociology Research

    Directory of Open Access Journals (Sweden)

    Maria Constantinescu

    2007-02-01

    Full Text Available Dealing with labour activity through perspective of factors that condition it’s efficiency is a problem of great interest in psychosociology. The performances’ evaluation is a manner to appreciate the degree of adequation of the human operator to professional exigences of the labour he does. "The proffesional competence" is the intrinsic potentiality of person and the performance - the achieved potentiality showen in material or spiritual products or servicies and which is, often, influenced not only by factors depending on the person (the specific skills, the motivation, the degree of implication in decisional process, but olso by factors independent of person. Through the present study we have verified the interpretative-thoretical pattern suggessted for profesional competence (mental skills of cognitional kind and socio-emotional skills, the consciousness of profesional competence of a group of subjects that carried on in army. In this study the used method is secondary analysis, analysis and interpretation in a different manner of collected information with different reasons.

  6. Professional Competence in Psychosociology Research

    Directory of Open Access Journals (Sweden)

    Maria Constantinescu

    2007-02-01

    Full Text Available Dealing with labour activity through perspective of factors that condition it's efficiency is a problem of great interest in psychosociology. The performances' evaluation is a manner to appreciate the degree of adequation of the human operator to professional exigences of the labour he does. "The proffesional competence" is the intrinsic potentiality of person and the performance - the achieved potentiality showen in material or spiritual products or servicies and which is, often, influenced not only by factors depending on the person (the specific skills, the motivation, the degree of implication in decisional process, but olso by factors independent of person. Through the present study we have verified the interpretative-thoretical pattern suggessted for profesional competence (mental skills of cognitional kind and socio-emotional skills, the consciousness of profesional competence of a group of subjects that carried on in army. In this study the used method is secondary analysis, analysis and interpretation in a different manner of collected information with different reasons.

  7. Professional competence of social workers’: management methods

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    V. V. Dudaryov

    2015-02-01

    Full Text Available In the article the problem of social workers’ professional competence is actualized. It is proved that finding ways to optimize the specialists for social welfare system professional training is in line with common didactic problems of the high school pedagogies. The theoretical analysis of Ukrainian and foreign scientists’ works connected with the aspects of social workers’ professional competence is done. The definition of «competence» and «professional competence» is given. The main components of social workers’ professional competence are defined. These are: motivation (psychological readiness to professional activity; value and semantic (orientation, values, meanings; cognitive and professional (general culture, literacy, vocational education; action and professional (work with people at different social levels, work with information, achievement, etc.; auto­psychological (personal and professional reflection; regulatory (emotional and volitional self­regulation. The general structure and content criteria of social worker’s professional competence are under analysis. The characteristic of innovative forms and methods of social workers’ professional competence management (such as case­study, socio­psychological training is given. The causes for social workers’ successful training in high school are defined. The conclusions of the study are made and promising areas for future studies of the issues related to the subject under consideration are defined.

  8. Unnoticed Professional Competence in Day Care Work

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    Annegrethe Ahrenkiel

    2013-05-01

    Full Text Available This article presents a double perspective on social educators’ professional competence: It discusses how everyday life in day care centres (preschools is dependent on professional competences that can be conceived as “unnoticed.” These aspects of professional competence are embedded in routines, experiences and embodied forms of knowledge. However, it may be discussed whether these competences are under pressure from increased demands for documentation, standardization and evaluation of children’s learning outcomes. The article will briefly outline this development in the day care sector, followed by a discussion of unnoticed professional competence and the related notion of gestural knowledge. The double perspective on social educators’ professional competences will be illuminated by empirical examples from a research project involving social educators from two day care centres in Denmark.

  9. Unnoticed Professional Competence in Day Care Work

    DEFF Research Database (Denmark)

    Ahrenkiel, Annegrethe; Schmidt, Camilla; Nielsen, Birger Steen

    2013-01-01

    This article presents a double perspective on social educators’ professional competence: It discusses how everyday life in day care centres (preschools) is dependent on professional competences that can be conceived as “unnoticed.” These aspects of professional competence are embedded in routines......, experiences and embodied forms of knowledge. However, it may be discussed whether these competences are under pressure from increased demands for documentation, standardization and evaluation of children’s learning outcomes. The article will briefly outline this development in the day care sector, followed...... by a discussion of unnoticed professional competence and the related notion of gestural knowledge. The double perspective on social educators’ professional competences will be illuminated by empirical examples from a research project involving social educators from two day care centres in Denmark....

  10. Professional Competencies for Student Affairs Practice

    Science.gov (United States)

    Munsch, Patty; Cortez, Lori

    2014-01-01

    The purpose of this chapter is to explore the integration of the ACPA/NASPA Professional Competency Areas for Student Affairs Practitioners (ACPA/NASPA, 2010) on community college campuses. The competencies provide specific skill sets for a broad range of student affairs practice areas that should be met by professionals throughout their careers.…

  11. Older persons and compromised decisional capacity: the role of public policy in defining and developing core professional competencies.

    Science.gov (United States)

    Kapp, Marshall B

    2014-01-01

    Issues frequently arise concerning the cognitive and emotional ability of older individuals to make certain legally significant decisions. In confronting these issues, the professional involvement of both attorneys and physicians (and other health care professionals), acting both individually and collaboratively, is desirable. This article describes the possible contributions of public policy in developing, through fostering innovations in medical and legal education, core competencies for physicians and attorneys that are essential to improving interprofessional collaboration on behalf of older individuals suspected of being compromised in their ability to make certain significant decisions. Additionally, ideas are suggested to address certain aspects of the current policy environment that may inhibit attorneys and physicians from optimal interprofessional interaction in this sphere.

  12. Competency-based continuing professional development

    NARCIS (Netherlands)

    Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Ten Cate, Olle; Holmboe, Eric S.

    2010-01-01

    Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to "progress in competence'' toward the attainment of expertise. A competency-based continuing professional development

  13. Managing Relationship-driven Competence Dynamics in Professional Service Organisations

    DEFF Research Database (Denmark)

    Skaates, Maria Anne; Seppänen, Veikko

    2002-01-01

    Client relations play a major role in the competence development of professional service providers. However mutuality and particularity are also key concerns in providers' client relationships. Therefore four inter-linked frameworks for classifying relationship-related competence dynamics at the ...

  14. Authentic professional competence in clinical neuropsychology.

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    Denney, Robert L

    2010-08-01

    Authentic Professional Competence in Clinical Neuropsychology was Dr Denney's 2009 presidential address at the Annual Conference of the National Academy of Neuropsychology. In his address, he highlighted the need for clinical neuropsychologists to strive for authentic professional competence rather than a mere pretense of expertise. Undisputed credibility arises from authentic professional competence. Achieving authentic professional competence includes the completion of a thorough course of training within the defined specialty area and validation of expertise by one's peers through the board certification process. Included in the address were survey results regarding what the consumer believes about board certification as well as survey results regarding the experiences of recent neuropsychology diplomates. It is important for neuropsychologists to realize that the board certification process enhances public perception and credibility of the field as well as personal growth for the neuropsychologist. Lastly, he urged all neuropsychologists to support the unified training model and pursue board certification.

  15. TEACHING FUTURE MUSICIANS PROFESSIONALLY DIRECTED LEXICAL COMPETENCE

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    Nataliya Vyspinska

    2016-09-01

    Full Text Available The article is devoted to the theoretical basis of the professionally directed English language lexical competence formation methods in the process of listening of higher education students by the example of "Music education" specialty. The psycholinguistic peculiarities of teaching lexical and professionally directed lexical competence to the students with musical abilities have been analysed. It reveals the essence of the process of listening and refines the notion of lexical and professionally directed lexical competence. This study provides evidence that music and language have much in common and reveals neurophysiological explanations for musician’s higher learning abilities, particularly in vocabulary acquisition. Recommendations for the development of the new methods of lexical and professionally directed lexical competence training have been given.

  16. Extension contact and professional competencies needed by ...

    African Journals Online (AJOL)

    Extension contact and professional competencies needed by extension agents in the Central Region of Ghana for effective transfer of fish-processing technologies to small-scale women in fish processing - Provisional Communication.

  17. Competence essence of professional experience staff

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    I. V. Shpektorenko

    2014-09-01

    Full Text Available The advanced studies of researchers, studying components of work experience are considered in the article. Author vision of internal components of work experience is offered in the article, the factors of its forming are selected. Using comparative, comprehensive and systematic method, modeling author examines internal component structure of professional experience personnel, including personnel of public administration. The author determines that professional experience is formed in relation to personal, professional competency as an employee - the ability to learn and academic mobility, based on the importance of intelligence belongs. Professional experience as the degree of formation competency skills, and formed under the influence of value-orientation characteristics, such as professional qualifications and performance, professional orientation of a person, his professional intentions, calling, interests, expectations, satisfaction. Professional experience - a form of assimilation specialist own rational and collective achievements in the professional field, is a summary of the result of the professional man pointing to the implementation of the competency skills of the employee in the course of professional activities on its self-sufficiency

  18. Medical teachers' perception of professional roles in the framework of the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM)-A multicenter study.

    Science.gov (United States)

    Griewatz, Jan; Wiechers, Steffen; Ben-Karacobanim, Hadiye; Lammerding-Koeppel, Maria

    2016-11-01

    Based on CanMEDS and others, the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) were recently consented. International studies recommend integrating national and cultural context when transferring a professional roles framework in different countries. Teachers' misconceptions may establish barriers in role understanding and implementation. The aim is to analyze medical teachers' rating and perception of NKLM roles in order to reveal differences to official definitions. A two-step sequential mixed methods design was used including a survey and focus groups with N = 80 medical teachers from four German universities. Most of the teachers highly valued the importance of the role "Medical Expert" and understood comprehensively. The Communicator and the Collaborator were rated fairly and perceived to a large extent. Other intrinsic roles like Health Advocate and Scholar showed more deficits in perception and less importance by the participants. This was seen generally problematic and should be considered carefully. Manager and professional showed one-sided weaknesses either in importance or perception. Medical teachers considered NKLM roles relevant for medical practice, although their role perception differed considerably. The value and risk matrix visualizes the specific role profile and offers strategic implications for NKLM communication and handling, thus supporting change management.

  19. Construction of sports business professional competence cultivation ...

    African Journals Online (AJOL)

    The focus of this research was on the professional competence indicators of Asian sports business professionals. The aim of the research was to establish how scholars planned classes and programmes at the sports business related departments at colleges in Taiwan, Japan, Korea and China by making use of a ...

  20. Student Affairs Standards and Competencies: Examining the Professional Standards and Competencies of California Community College Student Government Advisors

    Science.gov (United States)

    Gutierrez, Anthony Christopher

    2012-01-01

    The purpose of this study is to examine the professional standards and competencies that California community college student government advisors perceive as important, their confidence level in those professional standards and competencies and the role that they believe professional organizations can play in developing those skills. This study…

  1. The Need for Professionalism and Competencies in the Construction Industry

    Directory of Open Access Journals (Sweden)

    Adebiyi John Oladotun

    2017-01-01

    Full Text Available The quantity surveyors, in the present day construction industry, analyze cost components of a construction project in a scientific way and applies the results of the analysis to a variety of financial and economic problems confronting the developer and the designer. However, competence, in any sphere of work, can be a difficult concept to pin down, especially, when it relates to professional occupations where such roles are complex and involved diverse professionals in the built environment sector. This paper aims to investigate the competencies of quantity surveyors in the discharge of its professional duties by evaluating the effects of professional competency on quantity surveying practices in Nigeria. The study population comprised professional quantity surveyors who are in the private construction/consulting firms in Lagos State, Nigeria. Data were obtained to investigate the professional views on the quantity surveying profession, the roles of quantity surveyors in the construction industry and the need for professionalism and competencies in the surveying industry. Questionnaires were administered to randomly select 200 practicing quantity surveyors in Lagos state. Findings revealed that the major role of quantity surveyors in the construction industry is the preparation of the bill of quantity as it ranked 1st with RII value of 1.00; it was also discovered that quantity surveyors were in agreement with client service delivery as the first ethical standard that construction professionals should consider when performing their professional obligations in order to avoid project failure and over-cost. It is therefore recommended that the professional bodies and the academia should organize proper and adequate service trainings, workshops and seminars which will enhance the possibility of acquiring more skills and experience so as to improve competence in the discharge of quantity surveyors professional duties.

  2. Building the Commercial Education Professional Competency Profile

    Directory of Open Access Journals (Sweden)

    Isabel Araya-Muñoz

    2012-12-01

    Full Text Available This paper provides a complete description of the Commercial Education Professional Competency Profile that resulted from the curricular diagnosis of the Licenciatura en Educación Comercial , at the Universidad Nacional, Costa Rica.  The methodological strategy used relies on the principles of research on education. Upon expert validation, written questionnaires were applied to first-year students, students of the licenciatura, practicing professionals and employers. The objective was to describe a particular education situation. Data was analyzed according to two categories: intentions/principles and scope/development. The findings resulted in the characteristics of the Commercial Education professionals, i.e. characteristics related to the discipline, characteristics related to the administrative management of teaching, specific and general characteristics of education and pedagogy, and characteristics associated to human development. Based on those criteria, on the curricular requirements of the information sources and on the curricular perspectives of the Academic Unit, ideas were put into practice to build the competency profile. The ideas proposed comprise the curricular fundamentals of the educational project on which the profile is set out, which include the subject of the study program, the global competency or training goal, the generic competencies as cross-cutting approaches, as well as the –pedagogical and disciplinary− specific competencies. The specific competencies of the discipline are focused on four competency areas: document production, organizational support, technological resources and information management. (1 Translator’s Note: One-year post-Bachelor study program in Commercial Education.

  3. Professional Excellence Beyond Technical Competence

    CERN Document Server

    Rossiter, Alan P

    2008-01-01

    The training path for engineers focuses intensely on scientific and technical knowledge. Yet, our professional and personal satisfaction and success also depend on other traits that make us more effective and productive. In this thought-provoking book, Alan Rossiter provides practical guidance in developing the skills to become more effective in your work, while also balancing your life. It is invaluable reading for graduating college students and young professionals as well as seasoned practitioners who find that work is becoming all-consuming.

  4. Professional competences in school health promotion

    DEFF Research Database (Denmark)

    Carlsson, Monica Susanne

    2015-01-01

    these formulations, and essential values and approaches in school health promotion. However, by underemphasizing the potential of education and learning, and reducing changes at individual and group level to behavioral change, the formulations of competencies and standards are not in concert with essential values...... and approaches in school health promotion, and the usefulness of the formulations impaired for professionals in this field. Issues related to the use of competency-based standards within the field of education, are addressed in a concluding discussion.......The purpose of the study is to critically explore the formulations of competencies and standards in the European project “Developing Competencies and Professional Standards for Health Promotion Capacity Building in Europe”, and to discuss them in relation to school health promotion. The analysis...

  5. [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.

  6. Epistemological and didactic valuation of professional competencies

    Directory of Open Access Journals (Sweden)

    Mario Jacinto Abambari Arévalo

    2015-01-01

    Full Text Available The introduction of competency-based approach is not only a new expression of learning outcomes, but also for its epistemological and pedagogical implications leading to a transformation of the educational process and its evaluation. Today, this is an extremely controversial topic due to divorce between university curricula recognized competency, its realization in the teaching-learning process and how evaluated is practiced. It is therefore of utmost importance to achieve a thematic approach about the topic, for the reason that, while theorizing from process competences development is not new, it is so from the perspective of the considerations about how to evaluate performances and evidences. The results of this study contributed to provide a strategy to fulfill this purpose. Keywords: competence development, competence assessment, professional problem solving

  7. Building the Commercial Education Professional Competency Profile

    OpenAIRE

    Araya Muñoz, Isabel

    2012-01-01

    This paper provides a complete description of the Commercial Education Professional Competency Profile that resulted from the curricular diagnosis of the Licenciatura en Educación Comercial , at the Universidad Nacional, Costa Rica.  The methodological strategy used relies on the principles of research on education. Upon expert validation, written questionnaires were applied to first-year students, students of the licenciatura, practicing professionals and employers. The objective was to desc...

  8. Museum profession: competences of modern museum professional

    OpenAIRE

    Kalvaitytė, Giedrė

    2009-01-01

    The object of master work – museum profession. The purpose of master work – to analyze museum profession, giving special attention to modern museum professional, his/her competences, skills. For the attainment of this purpose there are set the following goals: to analyze the conception, development and work model of public museum; to analyze the conception, development of museum profession and set the main factors, which condition the complexion of modern museum professional; to prove the imp...

  9. Assessing the ACEJMC Professional Values and Competencies

    Science.gov (United States)

    Christ, William G.; Henderson, Jennifer J.

    2014-01-01

    The accrediting body for media education, the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC), has established twelve professional values and competencies that all students must demonstrate before graduating from accredited journalism and mass communication programs. A close reading suggests that these twelve…

  10. Professional competencies for promoting recovery in mental illness.

    Science.gov (United States)

    Williams, Charmaine C; Tufford, Lea

    2012-01-01

    This study explored professional caregiving from the perspective of people diagnosed with schizophrenia to develop proposed professional competencies for promoting recovery. We conducted semi-structured qualitative interviews with 40 people diagnosed with schizophrenia to explore their experiences of caregiving. Interview segments related to professional caregiving were analyzed to derive categories and themes that described aspects of caregiving that clients believed contributed to their recovery. The proposed competencies derived from the interviews overlap with hypothesized competencies identified in the literature, but also suggest other areas of skill and attitude that relate to promoting recovery, including use of time, talk, and teamwork. The significance participants attach to time and talk suggests that services play an important role in recovery by creating the space for service users and service providers to engage in recovery-promoting practices.

  11. Professional training or competencies for the future?

    Directory of Open Access Journals (Sweden)

    Yluska Bambirra Assunção

    2016-04-01

    Full Text Available The changes in the labor market since the second half of the twentieth century have forced managers to define new ways of selecting and developing employees. In this context, they gained ground discussions on occupational training and competencies identification. This article is a theoretical study, which contributes to the academic conceptual understanding of the constructs professional qualification and competence and stimulates debate and research about which competencies will be most relevant to companies in the future. From the historical analysis and the evolution of these concepts, it becomes clearer the distinction between them, both in French and in American perspective. Interfaces are discussed with the contemporary setting and gives priority to American approach of competence, most widely used model in Brazil. The text aims to identify aspects of competence that address the contemporary setting of the working world and, given the characteristics of the future companies, mentioned in the literature, comments on the convergence of individual competencies (knowledge, skills and attitudes and meeting future demands labor market.

  12. LGBT-Competence in Social Work Education: The Relationship of School Factors to Professional Competence

    Science.gov (United States)

    McCarty-Caplan, David

    2015-01-01

    Background: In recent years, social work has become increasingly concerned with efforts to produce professionals capable of effectively supporting lesbian, gay, bisexual, and transgender (LGBT) clients. Research examining LGBT-competence in social work remains limited, however, because it often neglects to address the role social work education…

  13. The Development of Competent Marketing Professionals

    Science.gov (United States)

    Walker, Ian; Tsarenko, Yelena; Wagstaff, Peter; Powell, Irene; Steel, Marion; Brace-Govan, Jan

    2009-01-01

    The process of transition from university undergraduate to business professional is a crucial stage in the development of a business career. This study examines both graduate and employer perspectives on the essential skills and knowledge needed by marketing professionals to successfully perform their roles. From in-depth interviews with 14…

  14. Professional competence and palliative care: an ethical perspective.

    NARCIS (Netherlands)

    Olthuis, G.J.; Dekkers, W.J.M.

    2003-01-01

    The aim of this article is to explore an ethical view of professional competence by examining the professional competence of physicians in the context of palliative care. A discussion of the four dimensions of professional competence--knowledge, technical skills, relationships, and affective and

  15. Professionals vs. role-professionals

    DEFF Research Database (Denmark)

    Milana, Marcella; Skrypnyk, Oleksandra

    2010-01-01

    several occupations in the field of adult education that position themselves along a continuum. Consequently the authors suggest that professionalization among adult education practitioners should be assessed in light of the knowledge about adult learning theories practitioners possess, the ethical...

  16. Professional desire, competence and engagement in IS context

    OpenAIRE

    Bednar, Peter,; Welch, Christine

    2010-01-01

    This paper attempts to address the failings of a predominant paradigm in IS research and practice that emphasises technological determinism. This paradigm makes use of a false belief in the power of rationality in organizational decision-making, and a mythology in which organizational actors can be viewed as passive ‘users’ of technology. We wish to create a discussion of the nature and role of professionalism as an expression of more than technical competence. Both system analysts and organi...

  17. Cultural competence education for health professionals.

    Science.gov (United States)

    Horvat, Lidia; Horey, Dell; Romios, Panayiota; Kis-Rigo, John

    2014-05-05

    Cultural competence education for health professionals aims to ensure all people receive equitable, effective health care, particularly those from culturally and linguistically diverse (CALD) backgrounds. It has emerged as a strategy in high-income English-speaking countries in response to evidence of health disparities, structural inequalities, and poorer quality health care and outcomes among people from minority CALD backgrounds. However there is a paucity of evidence to link cultural competence education with patient, professional and organisational outcomes. To assess efficacy, for this review we developed a four-dimensional conceptual framework comprising educational content, pedagogical approach, structure of the intervention, and participant characteristics to provide consistency in describing and assessing interventions. We use the term 'CALD participants' when referring to minority CALD populations as a whole. When referring to participants in included studies we describe them in terms used by study authors. To assess the effects of cultural competence education interventions for health professionals on patient-related outcomes, health professional outcomes, and healthcare organisation outcomes. We searched: MEDLINE (OvidSP) (1946 to June 2012); Cochrane Central Register of Controlled Trials (CENTRAL, The Cochrane Library) (June 2012); EMBASE (OvidSP) (1988 to June 2012); CINAHL (EbscoHOST) (1981 to June 2012); PsycINFO (OvidSP) (1806 to June 2012); Proquest Dissertations and Theses database (1861 to October 2011); ERIC (CSA) (1966 to October 2011); LILACS (1982 to March 2012); and Current Contents (OvidSP) (1993 Week 27 to June 2012).Searches in MEDLINE, CENTRAL, PsycINFO, EMBASE, Proquest Dissertations and Theses, ERIC and Current Contents were updated in February 2014. Searches in CINAHL were updated in March 2014.There were no language restrictions. We included randomised controlled trials (RCTs), cluster RCTs, and controlled clinical trials of

  18. 12 CFR 722.6 - Professional association membership; competency.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 6 2010-01-01 2010-01-01 false Professional association membership; competency... CREDIT UNIONS APPRAISALS § 722.6 Professional association membership; competency. (a) Membership in... membership in any particular appraisal organization. (b) Competency. All staff and fee appraisers performing...

  19. 12 CFR 564.6 - Professional association membership; competency.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 5 2010-01-01 2010-01-01 false Professional association membership; competency... APPRAISALS § 564.6 Professional association membership; competency. (a) Membership in appraisal organizations... membership in any particular appraisal organization. (b) Competency. All staff and fee appraisers performing...

  20. 12 CFR 34.46 - Professional association membership; competency.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 1 2010-01-01 2010-01-01 false Professional association membership; competency... ESTATE LENDING AND APPRAISALS Appraisals § 34.46 Professional association membership; competency. (a... membership or lack of membership in any particular appraisal organization. (b) Competency. All staff and fee...

  1. 12 CFR 323.6 - Professional association membership; competency.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Professional association membership; competency... OF GENERAL POLICY APPRAISALS § 323.6 Professional association membership; competency. (a) Membership... membership or lack of membership in any particular appraisal organization. (b) Competency. All staff and fee...

  2. Health Care Professionals' Attitudes About Physician-Assisted Death: An Analysis of Their Justifications and the Roles of Terminology and Patient Competency.

    Science.gov (United States)

    Braverman, Derek W; Marcus, Brian S; Wakim, Paul G; Mercurio, Mark R; Kopf, Gary S

    2017-10-01

    Health care professionals (HCPs) are crucial to physician-assisted death (PAD) provision. To quantitatively assess the favorability of justifications for or against PAD legalization among HCPs, the effect of the terms "suicide" and "euthanasia" on their views and their support for three forms of PAD. Our questionnaire presented three cases: physician-assisted suicide, euthanasia for a competent patient, and euthanasia for an incompetent patient with an advance directive for euthanasia. Respondents judged whether each case was ethical and should be legal and selected their justifications from commonly cited reasons. The sample included physician clinicians, researchers, nonphysician clinicians, and other nonclinical staff at a major academic medical center. Of 221 HCPs, the majority thought that each case was ethical and should be legal. In order of declining favorability, justifications supporting PAD legalization were relief of suffering, right to die, mercy, acceptance of death, nonabandonment, and saving money for the health care system; opposing justifications were the slippery slope argument, unnecessary due to palliative care, killing patients is wrong, religious views, and suicide is wrong. The use of suicide and euthanasia terminology did not affect responses. Participants preferred physician-assisted suicide to euthanasia for a competent patient (P euthanasia for an incompetent patient to euthanasia for a competent patient (P euthanasia language did not bias HCPs against PAD, challenging claims that such value-laden terms hinder dialogue. More research is required to understand the significance of competency in shaping attitudes toward PAD. Published by Elsevier Inc.

  3. Iranian nurses' professional competence in spiritual care in 2014.

    Science.gov (United States)

    Adib-Hajbaghery, Mohsen; Zehtabchi, Samira; Fini, Ismail Azizi

    2017-06-01

    The holistic approach views the human as a bio-psycho-socio-spiritual being. Evidence suggests that among these dimensions, the spiritual one is largely ignored in healthcare settings. This study aimed to evaluate Iranian nurses' perceived professional competence in spiritual care, the relationship between perceived competence and nurses' personal characteristics, and barriers to provide spiritual care. A cross-sectional study was conducted in the year 2014. Participants and research context: The study population consisted of nurses working in teaching hospitals in Kashan city. Using a stratified, systematic random method, 250 samples were selected from a total of 1400 nurses. An indigenous instrument was used to assess the nurses' competencies in spiritual care. Ethical considerations: A research ethics committee approved the study. All the participants were briefed on the study aims, were assured of the confidentiality of their personal information, and signed a written informed consent. Among a total of 250 nurses, 239 answered the questionnaire completely, and in total, 23%, 51%, and 26% had poor, moderate, and favorable competence in spiritual care, respectively. No significant differences were found between the mean competence scores of spiritual care in terms of gender, marital status, employment status, and level of qualification. Significant difference was found between nurses' overall score of competence in spiritual care and receiving training on spiritual care, nurses' position, and the ward they worked in. Confirming the findings of the international literature, this study puts light on the situation of nurses' perceived competence and barriers to providing spiritual care in Iran as an eastern and Islamic context. Three-quarters of the nurses had moderate or unfavorable competence in spiritual care. Due to the crucial role of spiritual care in quality of care and patient satisfaction, nurses should be trained and supported to provide spiritual care.

  4. Professional Autonomy. Key Competence for Teachers in Commercial Education

    Directory of Open Access Journals (Sweden)

    María Isabel Araya-Muñoz

    2012-08-01

    Full Text Available The way in which the teaching autonomy is materialized, considered as part of the path traveled by the teaching community on their way to become owners of the disciplinary knowledge and the required pedagogical competencies to practice their role has motivated this paper.  For success, Commercial Education requires the urgent transformation of the teaching role and the development of key competences to promote interdisciplinary integration, academic and administrative leadership and the use of contemporary pedagogies.  The level of awareness reached by the teaching group about the impact of the learning that is promoted within the educational context will allow the empowerment of the knowledge that comes from the relationship between theory and practice-key element for professional autonomy.

  5. Problems of forming professional competencies of future marketing specialists

    OpenAIRE

    Putintsev, A.; Prischepa, N.

    2014-01-01

    The article investigates aspects of professional competence that determines conditions for forming pedagogic basis for developing professionally important qualities of economic specialists in the modern economic space; theoretical analysis of different views of the problem of forming professionalism of future marketing specialists is performed; ways of forming professionalism of future marketing specialists are defined.

  6. FORMATION OF COMMUNICATIVE COMPETENCE AS METHOD OF FORMING PROFESSIONALISM OF FUTURE TUTORS OF PRESCHOOL INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Karyna Savchenko

    2016-06-01

    Full Text Available In article problems of forming of communicative competence of future teachers are considered. The concept communicative competence is considered, communication of communicative competence with professional is shown. Implementation of subject role plays on forming of communicative competence of future specialists of the higher school is shown. In modern conditions the need for people who have gained professional knowledge which uses masterfully culture of speech communication and capable to address in a native and foreign language is rather sharply felt. Successful implementation of ideas of programs to a large extent depends on the teacher, the level of its professionalism. Cardinal reforming of life of society has created real prerequisites for considerable transformations in economy, culture, science, there are against global integration into world educational space, growth of a role of ethnic cultural factors and national consciousness, essential increase of requirements to professional competence of specialists, upgrades of an education system

  7. Psychological help in crisis: The limits of professional competence of education system professionals

    OpenAIRE

    L. V. Miller

    2013-01-01

    We present the results of research and practice of professionals providing psychological support to the subjects of education environment in crisis situations, as well as the author experience in providing emergency counseling. We emphasize that the effectiveness of psychological support is determined by interaction between experts of the same and others departments. We describe the limits of competence of educational institutions specialists. A special role in the provision of psychological ...

  8. 12 CFR 225.66 - Professional association membership; competency.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 3 2010-01-01 2010-01-01 false Professional association membership; competency... Appraisal Standards for Federally Related Transactions § 225.66 Professional association membership; competency. (a) Membership in appraisal organizations. A State certified appraiser or a State licensed...

  9. Professional Competency Differences among High School Teachers in Indonesia

    Science.gov (United States)

    Mustafa, M. Nur

    2013-01-01

    This study aims to evaluate the levels of professional competency among high school teachers as well as to identify the differnces based on gender and work experience, as the teachers' professional competency level is of paramount importance in quality of teaching and learning and students' achievements. The study sample involved 327 teachers from…

  10. 12 CFR 614.4267 - Professional association membership; competency.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 6 2010-01-01 2010-01-01 false Professional association membership; competency... POLICIES AND OPERATIONS Collateral Evaluation Requirements § 614.4267 Professional association membership; competency. (a) Membership in appraisal organizations. A State certified appraiser or a State licensed...

  11. Update on Validity of Required Competencies for Worksite Health Professionals

    Science.gov (United States)

    Becker, Craig; Rager, Robin C.; Wright, Fred Egbert

    2013-01-01

    Background: To improve global health, the workforce capacity of health promotion professionals must be strengthened through the provision of competencies necessary to deliver effective programs. Purpose: This study provides an updated analysis of the validity of the worksite health promotion (WHP) professional competencies developed in 2000 by the…

  12. Forming Professional Competency of Education Managers in Central European Countries

    Science.gov (United States)

    Tovkanets, Oksana

    2017-01-01

    The article deals with the problem of forming education managers' professional competency in the context of European integration educational processes. The peculiarities of education managers' competences as well as directions of their professional training in motivational, cognitive and metacognitive spheres have been theoretically justified. The…

  13. The Challenge of Assessing Professional Competence in Work Integrated Learning

    Science.gov (United States)

    McNamara, Judith

    2013-01-01

    A fundamental aspect of work integrated learning (WIL) is the development of professional competence, the ability of students to perform in the workplace. Alignment theory therefore suggests that the assessment of WIL should include an assessment of students' demonstration of professional competence in the workplace. The assessment of professional…

  14. Professional Quality of Life and Clinical Competencies among Korean Nurses

    Directory of Open Access Journals (Sweden)

    Kyunghee Kim, PhD

    2015-09-01

    Conclusions: This study demonstrated that it is possible to directly examine the relationship between professional quality of life level and clinical competence among nurses. Thus, interventions to increase nurses' compassion satisfaction and relieve compassion fatigue are needed, as professional quality of life may affect clinical competence.

  15. How do early career health sciences information professionals gain competencies?

    Science.gov (United States)

    Myers, Bethany A; Rodriguez, Bredny

    2016-07-01

    The purpose of this study was to describe early career health sciences information professionals' self-reported attainment of the Medical Library Association (MLA) Competencies for Lifelong Learning and Professional Success and to investigate the various methods by which participants developed these competencies. A SurveyMonkey survey was designed to ascertain participants' demographic information and their competency attainment. "Early career" health information professionals were defined as those with less than five years of professional experience. Participants were asked to rate each of the seven competencies on a five-point Likert scale regarding their level of agreement with the statement, "I have demonstrated this competency." Participants who responded positively were then asked to indicate how they acquired the competency on a multiple-choice, multiple-answer list. Free-text fields were provided for general comments and for participants to elaborate on their answers. The survey was distributed through the MLA email discussion list and other related email discussion lists. Participation was anonymous. One hundred eighty-seven responses were received. Out of those 187 respondents, 95 completed the entire survey. The majority of early career health sciences information professionals agreed that they had attained all 7 competencies. Of the various methods used to develop competencies, the most selected method was formal library and information studies education. Participants were least likely to report attaining competencies via mentoring, volunteering, or internships. Participants reported the highest level of confidence in having attained the "Health Sciences Information Services" competency, and the lowest level of confidence in having attained the "Research, Analysis, and Interpretation" competency. These results contribute to the ongoing discussions regarding proposed changes to the MLA competencies. The results may also inform the development of

  16. Comparative Analysis of Ukrainian and Foreign Scholars' Views on Interpretation of Such Terms as Competency, Professional Competency, Professional Competency of Technicians in Food Technology

    Science.gov (United States)

    Yakovchuk, Olha

    2017-01-01

    The article deals with a comparative analysis of the content of such terms as competency, competence and professional competency of technicians in food technology. Special attention has been given to domestic and foreign scholars' research findings on the matter in order to consider the genesis of the term "competency" and its spreading…

  17. Conceptualizations of professional competencies in school health promotion

    DEFF Research Database (Denmark)

    Carlsson, Monica Susanne

    2016-01-01

    Purpose: The purpose of the paper is to contribute to the conceptualization and discussion of professional competencies needed for supporting the development of the whole-school approach in school health promotion (SHP). Design: The paper is based a conceptual synthesis of literature, guided...... by a theoretical perspective on health promotion agency and professional competencies to identify core competency domains and elements. This is followed by a discussion of focus, gaps, and links in conceptualizations of competency domains and elements. Findings: The synthesis identifies five core competency...... domains: 1) policy-development, 2) organizational development, 3) professional development, 4) development of students’ learning, and 5) development of health promotion activities. Three critical gaps in the conceptualizations of competency domains and elements are identified and discussed: 1...

  18. Professional development on innovation competence of teaching staff in Ugandan universities

    NARCIS (Netherlands)

    Kasule, G.W.

    2015-01-01

    Professional Development on Innovation Competence of Teaching Staff in Ugandan Universities George Wilson Kasule Abstract Sufficient university teaching staff with innovation competence is key if universities want to play a significant role in fostering sustainable

  19. PEDAGOGICAL CONDITIONS OF FORMING THE FUTURE CLOTHES DESIGNERS’ PROFESSIONAL COMPETENCY

    Directory of Open Access Journals (Sweden)

    Зінаїда Бакум

    2014-04-01

    Full Text Available Based on the analysis and generalization of the scientific information the complex of pedagogical conditions, which allow to ensure higher level of the future clothes designers’ professional competency formation in the process of their professional subjects studying has been distinguished. It has been pointed out that forming the professional competency dependends to a great extent on the positive educational motivation of the future clothes designers through their attraction to designing activities, that ensure high level of independence and motivation to learning. It has been noted that the organization of autonomous and creative cognitive activity is realized through the process of the future clothes designers education within creative workshops. The article demonstrated that interconnection of the competency, system and activity-based approaches during professional subjects studying contributes to the effective formation of the professional competency.

  20. How do early career health sciences information professionals gain competencies?

    Directory of Open Access Journals (Sweden)

    Bethany A. Myers, MSLIS, AHIP

    2016-09-01

    Full Text Available Objective: The purpose of this study was to describe early career health sciences information professionals’ self-reported attainment of the Medical Library Association (MLA Competencies for Lifelong Learning and Professional Success and to investigate the various methods by which participants developed these competencies. Methods: A SurveyMonkey survey was designed to ascertain participants’demographic information and their competency attainment. ‘‘Early career’’ health information professionals were defined as those with less than five years of professional experience. Participants were asked to rate each of the seven competencies on a five-point Likert scale regarding their level of agreement with the statement, ‘‘I have demonstrated this competency.’’ Participants who responded positively were then asked to indicate how they acquired the competency on a multiple-choice, multiple-answer list. Free-text fields were provided for general comments and for participants to elaborate on their answers. The survey was distributed through the MLA email discussion list and other related email discussion lists. Participation was anonymous. Results: One hundred eighty-seven responses were received. Out of those 187 respondents, 95 completed the entire survey. The majority of early career health sciences information professionals agreed that they had attained all 7 competencies. Of the various methods used to develop competencies, the most selected method was formal library and information studies education. Participants were least likely to report attaining competencies via mentoring, volunteering, or internships. Participants reported the highest level of confidence in having attained the ‘‘Health Sciences Information Services’’ competency, and the lowest level of confidence in having attained the ‘‘Research, Analysis, and Interpretation’’ competency. Conclusions: These results contribute to the ongoing discussions

  1. COMPETENCIES OF HR PROFESSIONALS: A STUDY ON THE HR COMPETENCIES OF UNIVERSITY STUDENTS1

    OpenAIRE

    Özdemir, Serkan; AKATAY, Ayten; EROĞLU, Umut

    2015-01-01

    The changes in HR operations changed the expectations from an HR professionals in the lastdecades. Today businesses need HR managers and professionals who can contribute strategically tothe organization. As a result of these developments competencies are becoming more important in theselection process of new employees. The purpose of this research is to examine existing literatureconcerning HR competencies and to shed light on what competencies university students on the way tobecoming HR pro...

  2. Professional Quality of Life and Clinical Competencies among Korean Nurses.

    Science.gov (United States)

    Kim, Kyunghee; Han, Yonghee; Kwak, Yeunhee; Kim, Ji-su

    2015-09-01

    Clinical competence among nurses is an essential requirement for the provision of safe and effective patient care. This study aims to classify types of professional quality of life experienced by Korean nurses, and examine the relationship between demographic and professional characteristics and clinical competence among nurses experiencing each type. A total of 335 nurses completed questionnaires assessing professional quality of life, clinical competence, and demographic and professional characteristics. Following identification of the underlying factors of professional quality of life, we classified participants into three clusters. There were significant differences in age, marital status, religion, educational status, and position between clusters. Results also revealed that nurses with high compassion satisfaction and low compassion fatigue (burnout, secondary traumatic stress) tended to have higher clinical competence. This study demonstrated that it is possible to directly examine the relationship between professional quality of life level and clinical competence among nurses. Thus, interventions to increase nurses' compassion satisfaction and relieve compassion fatigue are needed, as professional quality of life may affect clinical competence. Copyright © 2015. Published by Elsevier B.V.

  3. Is Nurses' Professional Competence Related to Their Personality and Emotional Intelligence? A Cross-Sectional Study

    Directory of Open Access Journals (Sweden)

    Abbas Heydari

    2016-01-01

    Full Text Available Introduction: Nurses' professional competence is a crucial factor in clinical practice. Systematic evaluation of nurses’ competence and its related factors are essential for enhancing the quality of nursing care. This study aimed to assess the nurses’ competence level and its possible relationship with their personality and emotional intelligence. Methods: Using a cross-sectional survey design, three instruments including Nurse Competence Scale, short form of Schutte Self Report Emotional Intelligence Test, and the short 10-item version of Big Five Factor Inventory, were administered simultaneously to a randomized stratified sample of 220 nurses working in hospitals affiliated to Mashhad University of Medical Sciences. Data analysis was performed using SPSS 11.5. Results: Majority of nurses rated themselves as "good" and "very good", with the highest scores in "managing situations" and "work role" dimensions of nurse competence. A relatively similar pattern of scores was seen in competence dimensions, personality and emotional intelligence, among male and female nurses. Emotional intelligence and personality scores showed a significant relationship with nurses’ competence, explaining almost 20% of variations in nurse competence scores. Conclusion: Iranian nurses evaluated their overall professional competence at similar level of the nurses in other countries. Knowledge about the nurses’ competence level and its related factors, including personality and emotional intelligence, may help nurse managers in enhancing nurses' professional competence through appropriate task assignments and conducting in-service educational programs, thus improving the health status of patients.

  4. Is Nurses' Professional Competence Related to Their Personality and Emotional Intelligence? A Cross-Sectional Study.

    Science.gov (United States)

    Heydari, Abbas; Kareshki, Hossein; Armat, Mohammad Reza

    2016-01-01

    Nurses' professional competence is a crucial factor in clinical practice. Systematic evaluation of nurses' competence and its related factors are essential for enhancing the quality of nursing care. This study aimed to assess the nurses' competence level and its possible relationship with their personality and emotional intelligence. Using a cross-sectional survey design, three instruments including Nurse Competence Scale, short form of Schutte Self Report Emotional Intelligence Test, and the short 10-item version of Big Five Factor Inventory, were administered simultaneously to a randomized stratified sample of 220 nurses working in hospitals affiliated to Mashhad University of Medical Sciences. Data analysis was performed using SPSS 11.5. Majority of nurses rated themselves as "good" and "very good", with the highest scores in "managing situations" and "work role" dimensions of nurse competence. A relatively similar pattern of scores was seen in competence dimensions, personality and emotional intelligence, among male and female nurses. Emotional intelligence and personality scores showed a significant relationship with nurses' competence, explaining almost 20% of variations in nurse competence scores. Iranian nurses evaluated their overall professional competence at similar level of the nurses in other countries. Knowledge about the nurses' competence level and its related factors, including personality and emotional intelligence, may help nurse managers in enhancing nurses' professional competence through appropriate task assignments and conducting in-service educational programs, thus improving the health status of patients.

  5. CPA Perceptions of Human Skills for Professional Competency Development Needs

    Science.gov (United States)

    Day, Kari C.

    2017-01-01

    This study addressed CPA perceptions about the need for human skill competencies as professional development. The problem was identified as the undetermined assessment of state level CPA perceptions about human skill competencies as developmental needs. CPAs and education providers may be impacted by this problem. The purpose of this study was to…

  6. Promoting Multicultural Competence: Diversity Training for Transition Professionals

    Science.gov (United States)

    Lichtenstein, David; Lindstrom, Lauren; Povenmire-Kirk, Tiana

    2008-01-01

    As post-school outcomes for diverse students with disabilities continue to fall short of those of their majority-culture peers, there is an increasingly urgent need to increase multicultural competence among transition professionals. This study used a pre-/post-test measure to assess changes in multicultural competence for a statewide group of…

  7. The Relationship between Continuing Education and Perceived Competence, Professional Support, and Professional Value among Clinical Psychologists

    Science.gov (United States)

    Bradley, Stacy; Drapeau, Martin; DeStefano, Jack

    2012-01-01

    Introduction: Continuing education is one of the means by which professionals maintain and increase their level of competence. However, the relationship between continuing education and the professional's sense of personal competence and other practice-related variables remains unclear. This study examined practicing psychologists' continuing…

  8. Beyond NAVMEC: competency-based veterinary education and assessment of the professional competencies.

    Science.gov (United States)

    Hodgson, Jennifer L; Pelzer, Jacquelyn M; Inzana, Karen D

    2013-01-01

    The implementation of competency-based curricula within the health sciences has been an important paradigm shift over the past 30 years. As a result, one of the five strategic goals recommended by the North American Veterinary Medical Education Consortium (NAVMEC) report was to graduate career-ready veterinarians who are proficient in, and have the confidence to use, an agreed-upon set of core competencies. Of the nine competencies identified as essential for veterinary graduates, seven could be classified as professional or non-technical competencies: communication; collaboration; management (self, team, system); lifelong learning, scholarship, value of research; leadership; diversity and multicultural awareness; and adaptation to changing environments. Traditionally, the professional competencies have received less attention in veterinary curricula and their assessment is often sporadic or inconsistent. In contrast, the same or similar competencies are being increasingly recognized in other health professions as essential skills and abilities, and their assessment is being undertaken with enhanced scrutiny and critical appraisal. Several challenges have been associated with the assessment of professional competencies, including agreement as to their definition and therefore their evaluation, the fact that they are frequently complex and require multiple integrative assessments, and the ability and/or desire of faculty to teach and assess these competencies. To provide an improved context for assessment of the seven professional competencies identified in the NAVMEC report, this article describes a broad framework for their evaluation as well as specific examples of how these or similar competencies are currently being measured in medical and veterinary curricula.

  9. [Current and future competencies for public health professionals].

    Science.gov (United States)

    Rodríguez, Dolors; Berenguera, Anna; Pujol-Ribera, Enriqueta; Capella, Jordina; Peray, Josep Lluís de; Roma, Josep

    2013-01-01

    To identify current and future competencies (managers and technicians) for public health professionals in Catalonia (Spain). Qualitative research with a phenomenological approach. Between November 2009 and February 2010, 31 semistructured interviews were completed with public health professionals working in Catalonia. We purposely used a theoretical sample to include the maximum multiplicity of discourses. We conducted a thematic content analysis. We obtained a wide range of current professional competencies, as well as those required for the future, classified according to professional profile. The participants highlighted transversal competencies, such as the importance of sharing a general theoretical framework of the discipline and the institution. Among the most frequently reported competencies were knowledge management, communication skills, teamwork, multidisciplinary and intersectoral orientation, legal knowledge, computer skills and languages, particularly English. It was also important for individual professionals to have specific skills in their areas of activity. In terms of differences between managers and technicians, the study showed that technicians prioritize management skills concerning human and material resources, while managers emphasize organizational and professional public health expertise. There is a need for transversal and specific competencies in distinct areas. Public health is a multidisciplinary field, which collaborates with a wide range of professionals and organizations. Copyright © 2012 SESPAS. Published by Elsevier Espana. All rights reserved.

  10. Professional Competencies Development of Competitive Bachelors in Machine Engineering

    Science.gov (United States)

    Dorozhkin, Evgenij M.; Tarasyuk, Olga V.; Sinkina, Elena A.; Deryabina, Ekaterina ?.; Sisimbaeva, Valeria S.

    2016-01-01

    The significance of the problem being investigated is conditioned by the need of introduction of considerable amendments to academic discipline content with the objective of ensuring effective education process and professional competencies development level increase of bachelors in machine engineering necessary in their professional activities…

  11. Review of Professional Workers' Multicultural Competence: Implications in Korea

    Science.gov (United States)

    Lee, Romee; Heo, Gyeong Mi; Kim, Jinhee

    2016-01-01

    The importance of professional workers' multicultural competence (MC) is increasingly noted in Korea, which is shifting into a multicultural society. This study investigates the current location of the discussion regarding the MC of professional workers in Korea using reviews of existing studies in international and Korean contexts. This paper…

  12. Core areas of practice and associated competencies for nurses working as professional cancer navigators.

    Science.gov (United States)

    Cook, Sandra; Fillion, Lise; Fitch, Margaret; Veillette, Anne-Marie; Matheson, Tanya; Aubin, Michèle; de Serres, Marie; Doll, Richard; Rainville, François

    2013-01-01

    Fillion et al. (2012) recently designed a conceptual framework for professional cancer navigators describing key functions of professional cancer navigation. Building on this framework, this study defines the core areas of practice and associated competencies for professional cancer navigators. The methods used in this study included: literature review, mapping of navigation functions against practice standards and competencies, and validation of this mapping process with professional navigators, their managers and nursing experts and comparison of roles in similar navigation programs. Associated competencies were linked to the three identified core areas of practice, which are: 1) providing information and education, 2) providing emotional and supportive care, and 3) facilitating coordination and continuity of care. Cancer navigators are in a key position to improve patient and family empowerment and continuity of care. This is an important step for advancing the role of oncology nurses in navigator positions and identifying areas for further research.

  13. Forming Professional Competency of Education Managers in Central European Countries

    Directory of Open Access Journals (Sweden)

    Tovkanets Oksana

    2017-03-01

    Full Text Available The article deals with the problem of forming education managers’ professional competency in the context of European integration educational processes. The peculiarities of education managers’ competences as well as directions of their professional training in motivational, cognitive and metacognitive spheres have been theoretically justified. The performed analysis of curricula in higher education institutions of Central European countries has proved their use of the complex approach to forming professional competences of education managers. The author has revealed the peculiarities of education managers’ professional training while mastering accredited specialized courses in School Management in the Centre for Lifelong Education at Faculty of Education at Palacký University in Olomouc, the Czech Republic; a Bachelor’s degree in Education Specialization (School Management at Charles University in Prague, the Czech Republic; in the context of the project launched by the European Social Fund (EFS called “The Development of Education Managers’ Competences in Schools and Educational Institutions in the Hradec Králové Region – the Model of Professional Education”, the Czech Republic. It has been concluded that higher education institutions of Central European countries focus on the development of pedagogical and managerial competencies. It has been highlighted that the complication of training content and the modernization of disciplines will allow to form thinking and actions of education managers as comprehensively educated specialists able to successfully deal with professional tasks using their educational and intellectual potential.

  14. Education for Professional Chaplains: Should Certification Competencies Shape Curriculum?

    Science.gov (United States)

    Fitchett, George; Tartaglia, Alexander; Massey, Kevin; Jackson-Jordon, Beth; Derrickson, Paul E

    2015-01-01

    The growing importance of professional chaplains in patient-centered care has raised questions about education for professional chaplaincy. One recommendation is that the curricula of Clinical Pastoral Education (CPE) residency programs make use of the chaplaincy certification competencies. To determine the adoption of this recommendation, we surveyed CPE supervisors from 26 recently re-accredited, stipended CPE residency programs. We found the curricula of 38% of these programs had substantive engagement with the certification competencies, 38% only introduced students to the competences, and 23% of the programs made no mention of them. The majority of the supervisors (59%) felt engagement with the competencies should be required while 15% were opposed to such a requirement. Greater engagement with chaplaincy certification competencies is one of several approaches to improvements in chaplaincy education that should be considered to ensure that chaplains have the training needed to function effectively in a complex and changing healthcare environment.

  15. Unnoticed professional competence and knowledge in day care work

    DEFF Research Database (Denmark)

    Warring, Niels; Ahrenkiel, Annegrethe; Nielsen, Birger Steen

    ), communities of practice (Wenger) have been influencing the discussion on professional development. Across the different notions there is a shared view that important parts of professional competence is part of daily practices and embedded in routines, experiences, shared repertoire, etc. NPM and neoliberalism......In research on professions in the public care and health sector the issue of professional competence and knowledge is central. Discussions on tacit knowledge (Polanyi), modus 1 and 2 knowledge (Gibbons), intuitive expertise (Dreyfus), reflective practice (Schön), practical knowledge (Bourdieu...... has had an important impact on care and health work imposing demands for documentation, standardization and evaluation. These increasing demands seem to be in contrast with the tacit and embodied parts of professional competence that not easily can be documented, standardized and evaluated. It can...

  16. Professional preparation in physical education: changing labor market and competence

    Directory of Open Access Journals (Sweden)

    Go Tani

    2013-09-01

    Full Text Available Professional preparation is indeed a complex and dynamic process because it involves a number of interacting elements, which change in time. The objective of the present essay is to analyze the professional preparation in physical education, with the focus on the relation between the very dynamic labor market and the required competence of the professionals to deal with the associated demands. There is no doubt that the professional preparation must not aim to train professionals to merely repeat means for solving practical problems, but professionals with the capacity to repeat the process of solving problems. Consequently, professional preparation programs need to be formative instead of informative and prepare professionals capable of using scientific thinking and method to solve practical problems of intervention.

  17. Developing competencies for multidisciplinary hospice and palliative care professionals in Korea.

    Science.gov (United States)

    Kang, Jina; Kim, Yeol; Yoo, Yang Suk; Choi, Jin Young; Koh, Su Jin; Jho, Hyun Jung; Choi, Youn Seon; Park, Jeanno; Moon, Do Ho; Kim, Do Yeun; Jung, Yun; Kim, Won Chul; Lim, Seung Hee; Hwang, Seung Joo; Choe, Sang Ok; Jones, Desiree

    2013-10-01

    Competency-based assessment helps to improve performance and to standardize education programs for hospice and palliative care professionals. This paper aims to report the process and results of developing the hospice and palliative care competencies by multidisciplinary experts in Korea. The competency development task force team of Korean hospice and palliative care professionals was comprised of seven physicians, four nurses, two social workers, and two clergy. To build consensus regarding competencies, the team performed a two-round Delphi survey. The importance of competency domains was assessed by using a 5-point Likert scale. After the completion of the Delphi survey, final competency domains were decided in a consensus meeting. The competencies were composed of knowledge, skills, and attitudes. The competency domains were identified as the following: 11 domains and 16 subdomains for physicians, 11 domains for nurses, 5 domains and 15 subdomains for social workers, as well as 3 domains and 5 subdomains for spiritual care providers. The high importance domains were different by specialties. Physical care and treatment for physicians, symptom management for nurses, bereavement care for social workers, and communication for spiritual care providers were ranked as highly important. For nurses and spiritual care providers, attitude-related domains were ranked the highest in importance. The competencies developed by multidisciplinary professionals are useful to identify the appropriate roles of each hospice and palliative care specialist involved in a team approach to patient care.

  18. THE TECHNOLOGY OF FORMATION OF PROFESSIONAL STUDENT COMPETENCE

    Directory of Open Access Journals (Sweden)

    Yakovlev Boris Petrovich

    2013-01-01

    Full Text Available Purpose: The paper presents the stages and technology of professional student competence of students in higher vocational school. Method or the methodology of the work: Theoretical and methodological basis of the proposed technology of formation of professional student competence in higher education are: a synergetic approach, student-centered approach, social learning theory, the activity approach, the concept of humane education. Results: In the article the theoretical and methodological basis of the statement of technology, disclosed pedagogical conditions and principles of the technology of formation of professional student competence of higher educational institutions as a result of own personal readiness. Field of application of the results: the educational system of higher education institutions.

  19. THE TECHNOLOGY OF FORMATION OF PROFESSIONAL STUDENT COMPETENCE

    Directory of Open Access Journals (Sweden)

    Борис Петрович Яковлев

    2013-04-01

    Full Text Available Purpose: The paper presents the stages and technology of professional student competence of students in higher vocational school.Method or the methodology of the work: Theoretical and methodological basis of the proposed technology of formation of professional student competence in higher education are: a synergetic approach, student-centered approach, social learning theory, the activity approach, the concept of humane education.Results: In the article the theoretical and methodological basis of the statement of technology, disclosed pedagogical conditions and principles of the technology of formation of professional student competence of higher educational institutions as a result of own personal readiness.Field of application of the results: the educational system of higher education institutions.DOI: http://dx.doi.org/10.12731/2218-7405-2013-1-23

  20. Professional Supervisory Competencies: Competency Specifications for Instructional Leadership Personnel. Document 7 (Revised).

    Science.gov (United States)

    Harris, Ben M.; And Others

    Presented is a model and specified are competencies for the competency-guided program for preparation of special education instructional supervisors developed at the University of Texas at Austin. The supervisor's role as a change agent is examined, and 12 basic principles underlying the model of competency-guided instruction are set forth…

  1. Sociocultural Component of Teachers’ Professional Competence

    Directory of Open Access Journals (Sweden)

    Maria Stakhiv

    2017-06-01

    Full Text Available This article considers the theoretical and practical issues of sociocultural competence of Ukrainian students of higher educational institutions; the priorities of the sociocultural education paradigm were analyzed; in this context, the issue of training future teachers to work in terms of a personality oriented teaching approach was presented.On the basis of the analysis conducted on psycho-pedagogical and methodological literature that covers the raised problems, a number of methodological and pedagogical ideas which provide for the formation of social and cultural mobility of future teachers were determined in order to ensure pupils’ sociocultural development.

  2. The design of a study environment for acquiring academic and professional competence

    NARCIS (Netherlands)

    Kirschner, P.A.; Vilsteren, P. van

    Proposes a framework for the design of a learning environment which encourages the acquisition of academic and professional competence. Definition of knowledge, cognitive skill and competence; Acquisition of competence; Designing an environment for competence acquisition; Implementation of study

  3. Conceptualizations of Professional Competencies in School Health Promotion

    Science.gov (United States)

    Carlsson, Monica

    2016-01-01

    Purpose: The purpose of the paper is to contribute to the conceptualization and discussion of professional competencies needed for supporting the development of the whole-school approach in school health promotion (SHP). Design/methodology/approach: The paper is based on a conceptual synthesis of literature, guided by a theoretical perspective on…

  4. Forming of Students' Professional Legal Competency: Foreign Experience

    Science.gov (United States)

    Yashchuk, Sergiy

    2016-01-01

    The article deals with analysis of future social workers' training in the context of forming students' professional legal competency in higher education institutions of European Union (EU), the USA and Ukraine. Based on the study of scientific and reference sources the peculiarities of the educational process in the most popular higher education…

  5. [Strategic professional development for the development of competencies].

    Science.gov (United States)

    Argüello López, Ma Teresa

    2005-01-01

    At the present time, knowledge is one of the most important values in organizations, changing into intellectual capital through its members. The responsibility conceded to professional development obliges us to reflect on its function and its practices, seeking new forms and focuses which guarantee the development of competence in both individuals and organizations by means of concentrating on concrete results.

  6. Influence of professional skills and personal competencies on job ...

    African Journals Online (AJOL)

    This study investigated the influences of professional skills and personal competencies on job performances of registry staff in University of Ibadan, Nigeria. The study adopted the survey research deign while 102 registry staff participated. Finding from the study revealed that registry staff in University of Ibadan presses ...

  7. Revival of the Position Paper: Aligning Curricula and Professional Competencies

    Science.gov (United States)

    Powell, Vonda

    2012-01-01

    As public relations professions advance toward new media platforms, one traditional tool--the backgrounder/position paper (more technically termed white paper) remains a compelling vehicle to impart enduring professional competencies. Moreover, the skills requisite to produce a white paper can be deployed in a variety of new and traditional media…

  8. Professional Competencies and Jurisdictional Claims in Evaluative Bibliometrics: The Educational Mandate of Academic Librarians

    Science.gov (United States)

    Petersohn, Sabrina

    2016-01-01

    Quantitative metrics in research assessment are proliferating all over the world. The demand has led to an increase in bibliometric practitioners and service providers. Their professional roles and competencies have not yet been subject to systematic study. This paper focuses on one important service provider in evaluative bibliometrics--academic…

  9. Professional competence of teachers: Structure, development, and the significance for students’ performance

    OpenAIRE

    Mahler, Daniela

    2017-01-01

    Successful teachers are characterized by several aspects, which can be subsumed under the term professional competence. Three foci guided the research on teachers’ professional competence. The first research focus aimed to clarify the empirical structure of teachers’ professional competence. 134 biology teachers’ from German secondary schools completed paper and pencil test related to their professional competence. The results reveal that teachers’ content-related professional knowledge i...

  10. Viewpoint: physician, know thyself: the professional culture of medicine as a framework for teaching cultural competence.

    Science.gov (United States)

    Boutin-Foster, Carla; Foster, Jordan C; Konopasek, Lyuba

    2008-01-01

    The need for physicians who are well equipped to treat patients of diverse social and cultural backgrounds is evident. To this end, cultural competence education programs in medical schools have proliferated. Although these programs differ in duration, setting, and content, their intentions are the same: to bolster knowledge, promote positive attitudes, and teach appropriate skills in cultural competence. However, to advance the current state of cultural competence curricula, a number of challenges have to be addressed. One challenge is overcoming learner resistance, a problem that is encountered when attempting to convey the importance of cultural competence to students who view it as a "soft science." There is also the challenge of avoiding the perpetuation of stereotypes and labeling groups as "others" in the process of teaching cultural competence. An additional challenge is that few cultural competence curricula are specifically designed to foster an awareness of the student's own cultural background. The authors propose the professional culture of medicine as a framework to cultural competence education that may help mitigate these challenges. Rather than focusing on patients as the "other" group, this framework explores the customs, languages, and beliefs systems that are shared by physicians, thus defining medicine as a culture. Focusing on the physician's culture may help to broaden students' concept of culture and may sensitize them to the importance of cultural competence. The authors conclude with suggestions on how students can explore the professional culture of medicine through the exploration of films, role-playing, and the use of written narratives.

  11. Exploring the current application of professional competencies in human resource management in the South African context

    Directory of Open Access Journals (Sweden)

    Nico Schutte

    2015-03-01

    Full Text Available Orientation: Human research (HR practitioners have an important role to play in the sustainability and competitiveness of organisations. Yet their strategic contribution and the value they add remain unrecognised.Research purpose: The main objective of this research was to explore the extent to which HR practitioners are currently allowed to display HR competencies in the workplace, and whether any significant differences exist between perceived HR competencies, based on the respondents’ demographic characteristics.Motivation for the study: Limited empirical research exists on the extent to which HR practitioners are allowed to display key competencies in the South African workplace.Research approach, design, and method: A quantitative research approach was followed. A Human Resource Management Professional Competence Questionnaire was administered to HR practitioners and managers (N = 481.Main findings: The results showed that HR competencies are poorly applied in selected South African workplaces. The competencies that were indicated as having the poorest application were talent management, HR metrics, HR business knowledge, and innovation. The white ethic group experienced a poorer application of all human research management (HRM competencies compared to the black African ethnic group.Practical/managerial implications: The findings of the research highlighted the need for management to evaluate the current application of HR practices in the workplace and also the extent to which HR professionals are involved as strategic business partners.Contribution/value-add: This research highlights the need for the current application of HR competencies in South African workplaces to be improved.

  12. Reimagining professional competence in physical education

    Directory of Open Access Journals (Sweden)

    Catherine D. Ennis

    2013-12-01

    Full Text Available Physical educators have critical roles to play in assisting communities and schools to increase physical activity for all citizens. They can assist classroom teachers in increasing physical activity in the academic school day and can serve as school wellness directors to increase the amount of physical activity students and school staff members receive during the day. Additionally, physical educators can implement innovative approaches to physical education curricula to enhance students' opportunities to be active and to learn concepts to assist them to be physically active now and for a lifetime. When implementing evidence-based approaches to physical education, teachers need to teach the curriculum coherently and with fidelity. New programs such as Science, PE, & Me! and the Science of Healthful Living provide opportunities for students to examine the effects of exercise on their bodies in a physically active, learning-oriented approach to physical education.

  13. [Professionalism: Values and competences in specialized medical training].

    Science.gov (United States)

    Giménez, N; Alcaraz, J; Gavagnach, M; Kazan, R; Arévalo, A; Rodríguez-Carballeira, M

    To determine the perception of healthcare professionals (tutors, residents and teaching collaborators) involved in specialist medical training on the core values and skills to develop their tasks. A tailor-made questionnaire aimed at healthcare professionals in 9health care centres and a referral hospital. Questionnaire: 4 sections and 51 variables (scale 1-10). A total of 287 professionals participated, which included 97% tutors (n=59), 38% residents (n=61), and 56% others (97 teaching collaborators and 70 not associated with teaching). The alfa Cronbach coefficient was 0.945. Best rated values were work compliance (8.7 points), ethics in professional practice (8.6 points), and respect for their team (8.3 points). The best rated competence was communication with patients and families (8.1 points), followed by self-motivating leadership (7.9 points), and the practical application of medical and healthcare theoretical knowledge (7.8 points). The values received, on average, 0.7 points above competences (95% CI: 0.5-0.9). There were no differences between tutors and residents, although differences were found between doctors and nurses, and between males and females. Most of the professionals (tutors, residents, and teaching collaborators) share the same perception of the values and competencies that influence their professional development. This perception was influenced by the professional category and gender, but not age or working in a hospital or primary health care. Copyright © 2016 SECA. Publicado por Elsevier España, S.L.U. All rights reserved.

  14. The Role of Experiential Learning in Nurturing Management Competencies in Hospitality and Tourism Management Students: Perceptions from Students, Faculty, and Industry Professionals

    Science.gov (United States)

    Jack, Kristen

    2011-01-01

    Previous research has revealed that industry professionals and educators in the field of Hospitality and Tourism Management (HTM) agree that classroom theory and experience in the field are essential components of undergraduate HTM education. Yet there is some disagreement on internship hour requirements, and limited data on actual outcomes. This…

  15. Assessing competencies: an evaluation of ASTD's Certified Professional in Learning and Performance (CPLP) designation.

    Science.gov (United States)

    Kwon, Seolim; Wadholm, Robert R; Carmody, Laurie E

    2014-06-01

    The American Society of Training and Development's (ASTD) Certified Professional in Learning and Performance (CPLP) program is purported to be based on the ASTD's competency model, a model which outlines foundational competencies, roles, and areas of expertise in the field of training and performance improvement. This study seeks to uncover the relationship between the competency model and the CPLP knowledge exam questions and work product submissions (two of the major instruments used to test for competency of CPLP applicants). A mixed qualitative-quantitative approach is used to identify themes, quantify relationships, and assess questions and guidelines. Multiple raters independently analyzed the data and identified key themes, and Fleiss' Kappa coefficient was used in measuring inter-rater agreement. The study concludes that several discrepancies exist between the competency model and the knowledge exam and work product submission guidelines. Recommendations are given for possible improvement of the CPLP program. Copyright © 2014 Elsevier Ltd. All rights reserved.

  16. Professional competence of the person in the Smart-society

    Directory of Open Access Journals (Sweden)

    Nina V. Komleva

    2017-01-01

    Full Text Available Now, there are processes of formation of a knowledge society – the Smart-society – are all the new features, which are characterized by obtaining a new effect from the use of information and communication technologies. The development of computers and communications creates the preconditions for moving the place of work out of the office space in the digital home. In these circumstances, more and more importance is given to the individual skills of the person, its ability to absorb a huge amount of diverse information, generate and innovate. Therefore, empowerment process for every professional who wants to be popular, it becomes continuous, becomes a constant need to learn and lifelong learning. In addition, requirements for the employees are changing, and the person must evaluate its relevance to society. This raises the question: how to evaluate the relevance? What is necessary for the Smart-society?What to learn or re-learn? Focus shifts from classical training to personal development. Traditional methods and approaches to learning have stopped covering the needs of the knowledge. Instead of selecting a limited number of the templates, each person is faced with the necessity to configure your own unique personality, to increasingly use informal learning, providing the individual development.The professional competence of the person in the Smart-society is formed in an interactive learning environment, using content from around the world, which is in the public domain. The assessment level of competence, identifying the need for professional development, early learning with the use of technology, provided by the Smart-education, are essential components of the formation process of professional competence of the person in the Smart-society. It is important to provide the compliance of the business metrics of employees to the content of the assessment test at the stage of internal validation for the purpose of timely identification of those

  17. Improvement of Iranian nurses' competence through professional portfolio: a quasi-experimental study.

    Science.gov (United States)

    Bahreini, Masoud; Moattari, Marzieh; Shahamat, Shohreh; Dobaradaran, Sina; Ravanipour, Mariam

    2013-03-01

    The aim of the study was to determine the effect of a portfolio-based professional development program on nurses' competence in a university hospital in Iran. A pre-test/post-test, controlled, quasi-experimental design was used. From the university hospital's 18 general wards, four wards were randomly selected. Two wards were randomly allocated as the experimental group (35 subjects) and two wards as the control group (38 subjects). Nurses in the experimental group participated in a 12-month portfolio-based professional development program and nurses in the control group participated in the routine professional development programs of their wards. The data were collected by the Nurse Competence Scale and were analyzed using descriptive statistics and independent and paired t-tests. After intervention, the average nurses' competence in the experimental group increased significantly (P nurses' competence. The professional portfolios help nurses update their knowledge, skills, and competence towards their full role as nurses. © 2012 Wiley Publishing Asia Pty Ltd.

  18. Competency-Based Blended Learning: Flipping Professional Practice Classes to Enhance Competence Development

    Directory of Open Access Journals (Sweden)

    Mark Ragg

    2017-08-01

    Full Text Available In the past decade, health and human service educational programs have transitioned to competence-based outcomes to enhance the quality of graduating professionals. While such outcomes are a critical step in ensuring professional quality, they require curricular and pedagogical adjustments that do not fit easily within university environments. Technology has eased many problems of fit through the development of hybrid and flipped courses that allow on-campus time to be better focused on developing professional skills. This study explored the question: Can flipped delivery improve competence-based outcomes in social work practice classes? The study assessed pedagogical adjustments that integrated competence-based learning principles with flipped classroom delivery. Principles of organizing the class to maximize competence development are explored and illustrated. Improved competence development and student satisfaction were demonstrated in three flipped practice courses with a combined sample size of 269 Bachelor of Social Work (BSW and Masters of Social Work (MSW students. Researchers concluded that using flipped-classroom methods enhanced the students’ capacity to apply concepts and develop skills. In particular, the ability to receive and process feedback on applied skills was improved.

  19. ENHANCING INTERCULTURAL COMPETENCE THROUGH PROFESSIONAL COMMUNICATION IN FOREIGN LANGUAGES

    Directory of Open Access Journals (Sweden)

    Anna Horňáková

    2014-03-01

    Full Text Available Nowadays, contacts between people from diverse cultural backgrounds are becoming more frequent and much closer. Highly developed skills in intercultural communication have a significant bearing on the quality of relationships between people from different cultures and nationalities. A recent rapid development in multicultural relationships therefore puts new demands also on university graduates. They need to be adequately prepared for new social situations and future job opportunities in their home country and also abroad. Achievement of communication competence is the principal objective in foreign language teaching and therefore intercultural competence is incorporated into the university curriculum. The findings of our survey Implementation of Modern Technologies in Professional Language Teaching (a part of a research project funded by the Kultúrna a edukačná grantová agentúra (KEGA of the Slovak Ministry of Education, no. 049PU4/2012 highlighted the importance of professional communication teaching and emphasized intercultural competence as one of the key priorities in the university education. We used a specially designed questionnaire to find out if our respondents (students in the Faculty of Health Sciences, the University of Prešov, Slovakia are sufficiently prepared to provide a proper care to clients/patients from different cultures. Our study showed that the language most used in professional practice was English, and that most respondents did not have any difficulty in communication with clients from different cultures. Sixty percent of the respondents also used non-verbal communication if verbal communication failed, and respected the cultural differences and individuality of patients; a small number of the respondents did not respect these factors. However, our findings also showed that there are still some language barriers between future healthcare professionals and clients/patients from diverse cultures, and that more

  20. Triangulating Competencies, Concepts, and Professional Development in Curriculum Revisions.

    Science.gov (United States)

    Hendricks, Susan M; Taylor, Carol; Walker, Mila; Welch, Joyce A

    2016-01-01

    Curricular reform, as reported in the literature, has been described as a tortuous change process. This article demonstrates how a series of retreats using consensus building methodologies facilitated efficient change among a large faculty body. Nimble work groups completed discrete aspects of the project and promoted engagement. The curriculum is described, including assimilation of concepts, competencies, and professional development. Lessons learned for creating a positive and timely curricular change are presented.

  1. Professional competence between neoliberal effectiveness and democracy building

    DEFF Research Database (Denmark)

    Warring, Niels

    Developments in modern welfare states over the past twenty years have generally involved an increased focus on resource optimization, liberalization policies and diverse steering mechanisms inspired by New Public Management. For “welfare professions” (especially the health, social and educational...... learning. The first part of the paper will present the political and institutional framing of these developments in the day care sector. After that, results from the research project are presented, leading to a discussion of the democratic potentials for professional competence....

  2. Competencies for the 21st Century Information Professional: Translating the SLA Competencies into Business Competencies.

    Science.gov (United States)

    Henczel, Sue

    This paper examines how the Special Libraries Association competencies can be mapped to the broader business competencies of marketing (promoting), packaging (product development), persuading and performing (sales/customer service), and positioning (strategic maneuvering). It introduces a process whereby the skills, knowledge, understandings, and…

  3. Foreign Language Professional Communicative Competence as a Component of the Academic Science Teacher's Professional Competence

    Science.gov (United States)

    Valeeva, Roza A.; Baykova, Olga V.; Kusainov, Askarbek K.

    2016-01-01

    The urgency of the problem raised in the article is explained by the increasing demand for qualified specialists who have a good command of a foreign language. The communicative competence of an academic science teacher under the conditions of international cooperation development is of great importance. The article discusses the problem of…

  4. INFORMATION AND COMMUNICATION AND INFORMATIC COMPETENCES AS KOMPONENTS OF THE SYSTEM OF PROFESSIONAL-SPECIALIZED COMPETENCES OF INFORMATICS TEACHER

    Directory of Open Access Journals (Sweden)

    Oleg M. Spirin

    2010-08-01

    Full Text Available In the article on the basis of analysis of such concepts as information, informative and informatics processes, system and technology, and competences, the definitions of "information and communication competence" and "informatics competence " are specified. It is determined the structure and place of such competences in the system of professional- specialized competence of informatics teacher. New determination of concept "information and communication technologies" is offered.

  5. Nurses', midwives' and key stakeholders' experiences and perceptions on requirements to demonstrate the maintenance of professional competence.

    Science.gov (United States)

    Casey, Mary; Cooney, Adeline; O' Connell, Rhona; Hegarty, Josephine-Mary; Brady, Anne-Marie; O' Reilly, Pauline; Kennedy, Catriona; Heffernan, Elizabeth; Fealy, Gerard; McNamara, Martin; O' Connor, Laserina

    2017-03-01

    To present the qualitative findings from a study on the development of scheme(s) to give evidence of maintenance of professional competence for nurses and midwives. Key issues in maintenance of professional competence include notions of self- assessment, verification of engagement and practice hours, provision of an evidential record, the role of the employer and articulation of possible consequences for non-adherence with the requirements. Schemes to demonstrate the maintenance of professional competence have application to nurses, midwives and regulatory bodies and healthcare employers worldwide. A mixed methods approach was used. This included an online survey of nurses and midwives and focus groups with nurses and midwives and other key stakeholders. The qualitative data are reported in this study. Focus groups were conducted among a purposive sample of nurses, midwives and key stakeholders from January-May 2015. A total of 13 focus groups with 91 participants contributed to the study. Four major themes were identified: Definitions and Characteristics of Competence; Continuing Professional Development and Demonstrating Competence; Assessment of Competence; The Nursing and Midwifery Board of Ireland and employers as regulators and enablers of maintaining professional competence. Competence incorporates knowledge, skills, attitudes, professionalism, application of evidence and translating learning into practice. It is specific to the nurse's/midwife's role, organizational needs, patient's needs and the individual nurse's/midwife's learning needs. Competencies develop over time and change as nurses and midwives work in different practice areas. Thus, role-specific competence is linked to recent engagement in practice. © 2016 John Wiley & Sons Ltd.

  6. Self-perception of professional competencies in sports professionals - the effect of the occupational area and experience

    Directory of Open Access Journals (Sweden)

    Paula Batista

    2011-05-01

    Full Text Available Abstract According to Cheetham and Chivers (1998, the professional competence is a specific concept influenced by a variety of factors, including self and hetero perception of competence. In this line of understanding Nascimento (1999 says that professional success hinges not only on knowledge and procedures, but also of the domain demonstrated in relation with themselves. This study has, as main purpose, to examine the levels of competence self-perception in sport professionals. The sample consists of 1514 subjects who exercised their profession in three contexts of practice: Physical Education, Coaching and Fitness. We used three likert-type scales of self-perception of professional competence specific for the sport professional (adapted from Nascimento, 1999; Feitosa, 2002: one directed to PE teachers, the other to Coaches, and a third to teachers/instructors of Fitness. In the data processing we used the basic descriptive measures and the multivariate analysis for dependent variables (General Linear Model Multivariate to see if the factors professional area, professional experience and institution are different in the levels of self-perception of professional competence. For additional analysis we also used the T-test for independent measures and the T test for one sample. The significance's level was maintained at p ≤ 0.05. The results indicate an interaction of the factors in the professional area, professional experience and institution with self-perception of competence. Keywords:  Competence self-perception, Professional competence

  7. Legal English Through Movies: Development of Professional Communicative Competence

    Directory of Open Access Journals (Sweden)

    Vyushkina Elena

    2016-06-01

    Full Text Available Legal English (LE has evolved as a distinct, highly demanded part of ESP in the recent years of globalisation. Many specialised textbooks have been published lately, but the professional communication aspect lacks sufficient coverage. This article presents a project, which is a teaching manual entitled Legal English through Movies, that has grown from the author’s experience using video in the LE classroom. A general methodology of using authentic video in language teaching is briefly covered to explain why and how feature films were initially used by the author. The idea of using movies for developing law students’ professional communicative competence has shifted the emphasis from pure language training to forming professional communication skills. The applied method takes into consideration both linguistic and extra-linguistic factors of professional communication. Special attention is paid to language patterns typical of different communicative situations within various areas of legal practice along with peculiarities of cross-cultural communication. Not covering all spheres of LE teaching the results enhance education kits for such course topics as Criminal Law, Tort Law, and Civil Procedure as well as provide training materials for mastering professional skills in typical communicative situations (lawyer - client, lawyer - lawyer, etc.. The approach introduced here can be expanded to different ESP fields as well.

  8. Using Blogs to Improve Professional Competencies among Undergraduate Students

    Science.gov (United States)

    Rosselló, Maria; Pinya, Carme

    2017-01-01

    Advances in information and communication technologies, and the introduction of competency-based educational approaches promoted as a result of the participation of universities in the construction of the European Higher Education Area (EHEA) are demanding urgent changes in teaching methodologies and in the role of students. In this context the…

  9. Identification of competencies for professionals in open innovation teams

    NARCIS (Netherlands)

    Chatenier, du E.; Verstegen, J.A.A.M.; Biemans, H.J.A.; Mulder, M.; Omta, S.W.F.

    2010-01-01

    In the open innovation management literature, it is widely acknowledged that individuals play a crucial role in collaborative knowledge creation processes. However, the literature tends not to explore the human side of open innovation teams. The present article therefore examines the competencies

  10. Design of integrated practice for learning professional competences.

    Science.gov (United States)

    Janssen-Noordman, Ameike M B; Merriënboer, Jeroen J G; van der Vleuten, Cees P M; Scherpbier, Albert J J A

    2006-08-01

    To acquire professional competences that entail performance of complex skills, an authentic learning environment is required focused on the integration of all aspects of competences. However, most educational programmes offer separate building blocks, such as separate modules for knowledge and skills. Students accumulate what they have learned in these modules as they progress through the curriculum. In this paper the authors advocate the Four-Component Instructional Design model (4C/ID), which offers a whole-task approach to course design for programmes in which students learn complex skills. The four core components of this approach are: learning tasks, supportive information, just-in-time information and part-task practice. A concrete example from medical education will be presented to clarify both the general ideas behind this approach and the differences between the whole-task approach and conventional educational designs.

  11. Everyday practice and unnoticed professional competence in day care work

    DEFF Research Database (Denmark)

    Ahrenkiel, Annegrethe; Warring, Niels; Nielsen, Birger Steen

    In Denmark more than 9 out 10 children attend day care centers that are publicly funded and regulated. The main part of employees, the social educators, at day care centers have attended a 3½ years educational programme with both theoretical and practical elements. Nevertheless it has been hard...... different forms of knowledge function together in the social educators’ work practice....... for the social educators to get recognition for their professional competencies and the societal importance of their work. Neoliberal governance has imposed a lot of demands for documentation, evaluation etc., and a growing focus on children’s learning in day care centers has resulted in national goals...

  12. Emotional intelligence as a competence for the animal science professional

    Directory of Open Access Journals (Sweden)

    Paulo Henrique Padilha Alves

    2017-12-01

    Full Text Available ABSTRACT: Corporations started to invest in human capital to employ professionals that presented a holistic view of the commercial area and that were able to utilize the available resources in each demanded situation consciously. Moreover, professionals should also be emotionally centered regarding emotional intelligence (EI and should have personal and vocational skills. In addition, the labor market demands zootechnicians to be competent at having satisfactory work performance together with the EI abilities. The EI contributes to the presence of a precise particularity in the zootechnician, which will act in different contexts, including the organizational area to promote the training, management of human capital and the physical resources of the agroindustrial organizations.

  13. The Role of Entrepreneurial Competencies in Promoting ...

    African Journals Online (AJOL)

    This study examined the role of entrepreneurial competencies in promoting entrepreneurship in Nigeria using selected practicing entrepreneurs in Anambra State as case study. The study adopted descriptive survey design. Eight hundred and fifty-one (851) business owners and managers within the defined category were ...

  14. Formation of Future Specialists' Communicative Competence in Language Disciplines through Modeling in Game of Professional Situations

    Science.gov (United States)

    Sturikova, Marina V.; Albrekht, Nina V.; Kondyurina, Irina M.; Rozhneva, Svetlana S.; Sankova, Larisa V.; Morozova, Elena S.

    2016-01-01

    The relevance of the research problem driven by the necessity of formation of future specialists' communicative competence as a component of professional competence with the aim of further professional mobility of graduates. The purpose of the article is to justify the possibility and necessity of formation of the required competencies in language…

  15. A comparative study of professional competence of nurses who have completed different bridging programmes

    Directory of Open Access Journals (Sweden)

    ZZ Nkosi

    2005-09-01

    Full Text Available The aim of the study was to compare professional competence of nurses who completed different bridging programmes. Forty professional nurses from two different bridging programmes participated in the study. The newly qualified registered nurses were all from the province of Kwazulu- Natal working in various hospitals.The researcher utilized Slater Nursing Competencies Rating Scale. The instrument had the following categories (a psychosocial (individual, psychosocial (group, (c physical needs, (d general, (e communication and (0 professional implications. The results showed that newly qualified nurses from different bridging programmes were professionally competent. Age, experience and examination results had no relationship with the professional competency of the newly qualified nurse.

  16. Professional competencies learned through working on a medication education project.

    Science.gov (United States)

    Hämeen-Anttila, Katri; Saano, Susanna; Vainio, Kirsti

    2010-08-10

    To implement a medication education project and assess the competencies students learned and implemented in professional practice after graduation. Fourth-year pharmacy students planned, carried out, and reported on a real-life project during 1 study year. Outside experts and 2 faculty members facilitated the work. The aim of the medication education project was to create material that schoolteachers could use to teach children about rational use of medicines. All students who had participated in the medication education program during its 3 years were contacted (n = 31). A questionnaire was sent to the 21 students who had graduated (18 responded), and a focus group was conducted with the 10 students completing their final year of pharmacy school (9 participants). The competencies that the students reported learning most were teamwork and social interaction skills. They considered the project motivating but also found it challenging and the deadlines frustrating. Through participation in a medication education project, students learned interpersonal skills, time management, conflict resolution, and other skills that many of them already were finding valuable in their professional practice.

  17. The professional responsibility of lawyers: emotional competence, multiculturalism and ethics.

    Science.gov (United States)

    Silver, Marjorie A

    2006-05-01

    Traditional legal education and the Socratic method it utilises are by and large successful at training lawyers to think, reason and analyse. The cultivation of lawyers' intrapersonal and interpersonal skills, however, has been, at best, neglected by the profession. All lawyers, like all human beings, are emotional. Emotions affect who they are and how they practise law, whether or not they are conscious of them. As emotions cannot be removed from the practice of law, it is essential that lawyers learn to understand and manage their emotions, as well as learn to be attuned to their clients' emotional lives. Ignorance of concepts such as countertransference, denial and unconscious bias adversely impact the lawyer-client relationship. Lawyers who understand basic psychological principles and behaviours, who are aware of their own psychological makeup, understand their cultural perspective and recognise and credit their clients' differences, will enhance their effectiveness as counsellors. The client whose lawyer has these competencies will enjoy a therapeutically superior counselling or representational experience. The neglect of either the lawyer's or the client's emotional life threatens to sabotage the lawyer's ability, and thus professional responsibility, to render competent and impartial legal advice. Through drawing parallels to the training and practice in other counselling disciplines and relationships, this article argues that psychological-mindedness and multicultural competence are essential elements of ethically responsible legal representation.

  18. Identifying What Student Affairs Professionals Value: A Mixed Methods Analysis of Professional Competencies Listed in Job Descriptions

    Science.gov (United States)

    Hoffman, John L.; Bresciani, Marilee J.

    2012-01-01

    This mixed method study explored the professional competencies that administrators expect from entry-, mid-, and senior-level professionals as reflected in 1,759 job openings posted in 2008. Knowledge, skill, and dispositional competencies were identified during the qualitative phase of the study. Statistical analysis of the prevalence of…

  19. Is Nurses' Professional Competence Related to Their Personality and Emotional Intelligence? A Cross-Sectional Study

    OpenAIRE

    Abbas Heydari; Hossein Kareshki; Mohammad Reza Armat

    2016-01-01

    Introduction: Nurses' professional competence is a crucial factor in clinical practice. Systematic evaluation of nurses’ competence and its related factors are essential for enhancing the quality of nursing care. This study aimed to assess the nurses’ competence level and its possible relationship with their personality and emotional intelligence. Methods: Using a cross-sectional survey design, three instruments including Nurse Competence Scale, sh...

  20. Newly graduated nurses' occupational commitment and its associations with professional competence and work-related factors.

    Science.gov (United States)

    Numminen, Olivia; Leino-Kilpi, Helena; Isoaho, Hannu; Meretoja, Riitta

    2016-01-01

    To explore newly graduated nurses' occupational commitment and its associations with their self-assessed professional competence and other work-related factors. As a factor affecting nurse turnover, newly graduated nurses' occupational commitment and its associations with work-related factors needs exploring to retain adequate workforce. Nurses' commitment has mainly been studied as organisational commitment, but newly graduated nurses' occupational commitment and its association with work-related factors needs further studying. This study used descriptive, cross-sectional, correlation design. A convenience sample of 318 newly graduated nurses in Finland participated responding to an electronic questionnaire. Statistical software, NCSS version 9, was used in data analysis. Frequencies, percentages, ranges, means and standard deviations summarised the data. Multivariate Analyses of Variance estimated associations between occupational commitment and work-related variables. IBM SPSS Amos version 22 estimated the model fit of Occupational Commitment Scale and Nurse Competence Scale. Newly graduated nurses' occupational commitment was good, affective commitment reaching the highest mean score. There was a significant difference between the nurse groups in favour of nurses at higher competence levels in all subscales except in limited alternatives occupational commitment. Multivariate analyses revealed significant associations between subscales of commitment and competence, turnover intentions, job satisfaction, earlier professional education and work sector, competence counting only through affective dimension. The association between occupational commitment and low turnover intentions and satisfaction with nursing occupation was strong. Higher general competence indicated higher overall occupational commitment. Managers' recognition of the influence of all dimensions of occupational commitment in newly graduated nurses' professional development is important. Follow

  1. ICT Competency Level of Teacher Education Professionals in the Central Visayas Region, Philippines

    Directory of Open Access Journals (Sweden)

    Dave E. Marcial

    2015-12-01

    Full Text Available Information and communication technology (ICT plays a vital role in teaching and learning. This paper presents the landscape of ICT competency of faculty in the teacher education institutions in the central region of the Philippines. Specifically, the study investigates the ICT competency level in institutions of higher learning offering teacher education programs in the four provinces in Central Visayas, Philippines. A total of 383 survey responses was analyzed in the study. Respondents are all faculty handling any professional and/or specialization courses in the teacher education. The ICT competency level is measured empirically in terms of work aspects described in the UNESCO’s ICT Competency Standards for Teachers. The instrument used in data gathering was a survey questionnaire.This study reveals that the ICT competency level of the respondents is in the knowledge deepening level. The result implies that the teacher educators are integrative, student-centered and collaborative using the necessary tools. It is concluded that there is a slight technology infusion into the teaching instruction among teacher educators in Region 7. There is a need to improve the level of competency among the teacher educators, particularly skills in using complex and pervasive ICT tools to achieve innovative teaching and learning.

  2. The validation of a human resource management professional competence model for the South African context

    OpenAIRE

    Nico Schutte; Nicolene Barkhuizen; Lidewey van der Sluis

    2015-01-01

    Orientation: The last two decades have seen a great interest in the development of human resource management (HRM) professional competence models to advance the value-add of HR practitioners in organisations. However, empirical research on competency requirements for HR practitioners in the South African context has not been forthcoming.Research purpose: The main objective of the present research was to validate a HRM competence measure for the assessment of professional HRM competencies in t...

  3. Professional Competence and Continuing Professional Development in Accounting: Professional Practice vs. Non-Practice

    Science.gov (United States)

    Murphy, Brid

    2017-01-01

    In 2004, the International Federation of Accountants introduced International Education Standard 7 (IES 7), requiring all member professional accounting bodies to adopt mandatory continuing professional development (CPD) schemes. IES 7 places responsibility on individual accounting practitioners to maintain, develop and certify appropriate…

  4. 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.

  5. STRUCTURAL AND FUNCTIONAL CONTENT OF INFORMATION AND COMMUNICATION COMPETENCE AS A PART OF THE PROSPECTIVE MUSIC TEACHERS’ PROFESSIONAL COMPETENCE

    Directory of Open Access Journals (Sweden)

    Lyudmila Gavrilova

    2016-04-01

    Full Text Available The article is devoted to an actual problem of modern art, especially music, education – analysis of the structure and content of the professional competence of the future teachers of music. By studying the basic categories of competence approach, analyzing the research of domestic and foreign scholars, the author offers his own interpretation of the term “professional competence of the future teachers of music”. Systemic analysis of the phenomenon of competence as specific integral ability which provides efficiency of music pedagogy enabled to define professional competence of future music teachers in the context of informatization as a complex dynamic unity of three segments (pedagogy, musical proficiency, exploitation of information and communication technologies, each comprising cognitive, practical, emotive and evaluative spheres of personal development. Special accent is made on the structure and content of the information and communication competence, the importance of its formation confirmed by numerous scientists’ research. The author identifies the following components of the structure of future music teachers’ information and communication competence: - cognitive component (the necessary volume of theoretical knowledge in the area of information and communication technologies, including multimedia; - practical skills working in Information and Communication Pedagogical Environment, the ability to use multimedia educational tools for solving problems of professional activity (ready to use electronic manuals and independently develop their own computer books, skills of the online communication; - interest and positive attitude to the use of computer technology in professional musical and educational activities.

  6. Forming of Students’ Professional Legal Competency: Foreign Experience

    Directory of Open Access Journals (Sweden)

    Yashchuk Sergiy

    2016-09-01

    Full Text Available The article deals with analysis of future social workers’ training in the context of forming students’ professional legal competency in higher education institutions of European Union (EU, the USA and Ukraine. Based on the study of scientific and reference sources the peculiarities of the educational process in the most popular higher education institutions, particularly, in EU, offering Bachelor’s and Master’s degrees in Social Work have been defined: in France there is no distinct differentiation between social workers and social pedagogues; these professions successfully combine functions of education and assistance; future social workers are trained in centers and universities that follow instructions of French National Academy for Youth Protection and Juvenile Justice; at German universities social work curricula are based on threefold study load of future specialists: world societies and social development, social problems and human rights violation, international rights in social work; are interdisciplinary and can be realized in cooperation with other European universities; at British universities teachers have great practical experience in social work; student body is cosmopolitan, i.e. a mixture of mature and young students from different ethnic groups and nationalities; curricula also provide for a large volume of practical learning in working conditions corresponding to national requirements; in Spain future specialists are trained for three appropriate segments of labour market, namely, law, social work expert and Master in Social Work (such specializations as social mediation, leisure time activities, professional adaptation.

  7. Relative importance of professional practice and engineering management competencies

    Science.gov (United States)

    Pons, Dirk

    2016-09-01

    Problem: The professional practice of engineering always involves engineering management, but it is difficult to know what specifically to include in the undergraduate curriculum. Approach: The population of New Zealand practising engineers was surveyed to determine the importance they placed on specific professional practice and engineering management competencies. Findings: Results show that communication and project planning were the two most important topics, followed by others as identified. The context in which practitioners use communication skills was found to be primarily with project management, with secondary contexts identified. The necessity for engineers to develop the ability to use multiple soft skills in an integrative manner is strongly supported by the data. Originality: This paper is one of only a few large-scale surveys of practising engineers to have explored the soft skill attributes. It makes a didactic contribution of providing a ranked list of topics which can be used for designing the curriculum and prioritising teaching effort, which has not previously been achieved. It yields the new insight that combinations of topics are sometimes more important than individual topics.

  8. Studying Motivational-Axiological Component of Professional Competence of a College Teacher

    Science.gov (United States)

    Gutsu, E. G.; Demeneva, N. N.; Kochetova, E. V.; Mayasova, T. V.; Belinova, N. V.

    2016-01-01

    Present article addresses the problem of changing requirements towards professional competencies of higher school teachers due to the introduction of new educational standards. Motivational-axiological component of college teacher's professional competence gets a central position. The article provides the authors' view upon the concept of…

  9. The Relationship between Instructors' Professional Competencies and University Students' School Engagement

    Science.gov (United States)

    Sahin, Mehmet

    2014-01-01

    This study was conducted to explore the relationship between university students' school engagement and instructors' professional competencies. The study group consisted of 314 students from the Faculty of Art at Çankiri Karatekin University. The participants filled in the Scale for Professional Competence of Instructor (SPCI) and the Scale for…

  10. Professional Competencies of (Prospective) Mathematics Teachers--Cognitive versus Situated Approaches

    Science.gov (United States)

    Kaiser, Gabriele; Blömeke, Sigrid; König, Johannes; Busse, Andreas; Döhrmann, Martina; Hoth, Jessica

    2017-01-01

    Recent research on the professional competencies of mathematics teachers, which has been carried out during the last decade, is characterized by different theoretical approaches on the conceptualization and evaluation of teachers' professional competencies, namely cognitive versus situated approaches. Building on the international IEA Teacher…

  11. On the Development of Professional Competence in Students of Creative Pedagogical Specialties

    Science.gov (United States)

    Makhashova, Patima; Meirmanov, Asylbek; Zhunusbekov, Zhaxybek; Makasheva, Orynkul; Mirzaliyeva, Elmira; Ermuratova, Almagul; Sakenov, Janat

    2016-01-01

    The relevance of the topic revealed is caused by necessity to update the organization of professional activity for pedagogical higher education institution on a competence-based basis, creating conditions for developing the corresponding professional competences in students of creative pedagogical specialties. The paper addresses the structure,…

  12. Active Learning Promoting Student Teachers' Professional Competences in Finland and Turkey

    Science.gov (United States)

    Niemi, Hannele; Nevgi, Anne; Aksit, Fisun

    2016-01-01

    This study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they…

  13. Professional Activities, Needed Competencies and Training Needs of Medical Librarians in Pakistan

    Science.gov (United States)

    Ullah, Midrar; Ameen, Kanwal; Bakhtar, Salman

    2011-01-01

    The study aims to explore the professional activities, needed competencies and education/training needs of medical librarians in Pakistan. The following questions guided the study: what are the current professional activities of medical librarians in Pakistan? What is their perception of the competencies needed of medical librarians? And what are…

  14. The Process of Professional School Counselor Multicultural Competency Development: A Grounded Theory

    Science.gov (United States)

    Berry, Jessica L.

    2013-01-01

    Professional School Counselors who work in schools with a range of student diversity are posed with a unique set of challenges which require them to develop their multicultural competencies. The following qualitative study examined the process of developing multicultural competence for four professional school counselors. The four professional…

  15. Literature Suggests Information Professionals Have Adopted New Roles

    Directory of Open Access Journals (Sweden)

    Robin E. Miller

    2017-03-01

    note, the majority of articles included in the review were about academic libraries. The authors searched a wide range of databases, following the guidance of Hemingway and Brereton (2009. The focus on peer-reviewed literature discovered through database searches may be the reason that the majority of included articles address academic libraries. This limitation was acknowledged by the authors. While trade and grey literature published by professional associations and consortia may be more difficult to locate in databases, such literature might expand the subject matter to information professionals working outside of higher education. The inclusion and exclusion criteria employed by the authors reveal ambiguities in LIS professional rhetoric that this research may be unable to overcome. The search terms “librarian/s roles” and “information professional/s roles” were employed to search several databases. However, the authors do not define “role,” nor do they identify other terms they considered and discarded. Research about the “skills” of librarians was also excluded, though the 114 articles ultimately included do discuss librarian “competencies,” “expertise,” “knowledge,” and “training.” “Papers referring to specific positions or specific occupational groups” (p. 39 were excluded, though the article does not explain the distinction between a librarian’s “role” and “professional responsibilities.” For example, the authors indicate that the role of “embedded librarian” dominated the scholarly conversation in the included literature, but the exclusion criteria indicate that “embedded librarianship” is a “type” of librarianship that was excluded from systematic review (2015. New positions and titles in information organizations may well represent emerging roles in areas like scholarly communication, assessment, outreach, emerging technology, and instructional design. Are these roles, professional responsibilities

  16. Perspective: Competencies, outcomes, and controversy--linking professional activities to competencies to improve resident education and practice.

    Science.gov (United States)

    Jones, M Douglas; Rosenberg, Adam A; Gilhooly, Joseph T; Carraccio, Carol L

    2011-02-01

    Regulatory organizations have recently emphasized the importance of structuring graduate medical education around mastery of core competencies. The difficulty is that core competencies attempt to distill a range of professional behaviors into arguable abstractions. As such, competencies can be difficult to grasp for trainees and faculty, who see them as unrelated to the intricacies of daily patient care. In this article, the authors describe how two initiatives are converging in a way that should make competencies tangible and relevant. One initiative is based on the idea that competencies will be more meaningful if trainees understand specifically how they relate to important professional activities in their own specialty. The authors suggest that there is a dyadic relationship between competencies and major professional activities in pediatric medicine. They also suggest that these relationships should be discussed as part of the process by which trainees are entrusted to perform clinical activities without direct supervision. The other initiative proposes to construct narrative milestones that provide a picture of what progression toward mastery of core competencies might look like. Together, the authors argue, these two initiatives should illuminate the core competencies by providing relevant clinical context and valuable educational substance.

  17. Identifying Professional Competencies of the Flip-Chip Packaging Engineer in Taiwan

    Science.gov (United States)

    Guu, Y. H.; Lin, Kuen-Yi; Lee, Lung-Sheng

    2014-01-01

    This study employed a literature review, expert interviews, and a questionnaire survey to construct a set of two-tier competencies for a flip-chip packaging engineer. The fuzzy Delphi questionnaire was sent to 12 flip-chip engineering experts to identify professional competencies that a flip-chip packaging engineer must have. Four competencies,…

  18. The relationship between cultural competence and ethnocentrism of health care professionals.

    Science.gov (United States)

    Capell, Jen; Dean, Elizabeth; Veenstra, Gerry

    2008-04-01

    The study examined the relationship between cultural competence and ethnocentrism among health care professionals. Physical therapists, occupational therapists, and nurses ( N = 71) from three hospitals in Vancouver, British Columbia, Canada, participated in the survey research project. The survey questionnaire incorporated the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Revised and the Generalized Ethnocentrism Scale. Cultural competence scores and ethnocentrism scores were inversely related (r = -.28, p = .017). Results suggest that cultural competence may not be entirely distinct from ethnocentrism. The construct of cultural competence warrants further study vis-à-vis its correlates and its impact on clinical outcomes.

  19. Competencies conference: future directions in education and credentialing in professional psychology.

    Science.gov (United States)

    Kaslow, Nadine J; Borden, Kathi A; Collins, Frank L; Forrest, Linda; Illfelder-Kaye, Joyce; Nelson, Paul D; Rallo, Joseph S; Vasquez, Melba J T; Willmuth, Mary E

    2004-07-01

    The Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology was organized around eight competency-focused work groups, as well as work groups on specialties and the assessment of competence. A diverse group of psychologists participated in this multisponsored conference. After describing the background and structure of the conference, this article reviews the common themes that surfaced across work groups, with attention paid to the identification, training, and assessment of competencies and competence. Recommendations to advance competency-based education, training, and credentialing in professional psychology are discussed. 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 will appear in Professional Psychology: Research and Practice and The Counseling Psychologist. Copyright 2004 Wiley Periodicals, Inc.

  20. STRUCTURAL COMPONENTS OF THE PROFESSIONAL FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF THE FUTURE SOFTWARE ENGINEERS

    Directory of Open Access Journals (Sweden)

    Alina Mykytyshyn

    2016-09-01

    Full Text Available The concepts of the professional foreign language communicative training and professional foreign language communicative competence of the future software engineers have been analyzed in the article. Different approaches to the interpretation of these concepts in the contemporary scientific literature have been described. The essence and the structural components of the professional foreign language communicative competence of software engineers in accordance with the objectives and tasks of the program of study. The expediency of the chosen approach to the structuring of the professional foreign language communicative competence has been provided. The recommendations, regarding their practical implementation in the educational process of students of the technical universities.

  1. Continuous professional competence (CPC) for emergency medical technicians in Ireland: educational needs assessment.

    Science.gov (United States)

    Knox, Shane; Cullen, Walter; Dunne, Colum

    2013-12-17

    As in other countries, the Irish Regulator for Pre-Hospital practitioners, the Pre-Hospital Emergency Care Council (PHECC), will introduce a Continuous Professional Competence (CPC) framework for all Emergency Medical Technicians (EMTs), Paramedics and Advanced Paramedics (APs). This framework involves EMTs participating in regular and structured training to maintain professional competence and enable continuous professional developments. To inform the development of this framework, this study aimed to identify what EMTs consider the optimum educational outcomes and activity and their attitude towards CPC. All EMTs registered in Ireland (n = 925) were invited via email to complete an anonymous online survey. Survey questions were designed based on Continuous Professional Development (CPD) questionnaires used by other healthcare professions. Quantitative and qualitative analyses were performed. Response rate was 43% (n = 399). 84% of participants had been registered in Ireland for less than 24 months, while 59% had been registered EMTs for more than one year. Outcomes were: evidence of CPC should be a condition for EMT registration in Ireland (95%), 78% believed that EMTs who do not maintain CPC should be denied the option to re-register. Although not required to do so at the time of survey, 69% maintained a professional portfolio and 24% had completed up to 20 hours of CPC activities in the prior 12 months. From a list of 22 proposed CPC activities, 97% stated that practical scenario-based exercises were most relevant to their role. E-learning curricula without practical components were considered irrelevant (32%), but the majority of participants (91%) welcomed access to e-learning when supplemented by related practical modules. EMTs are supportive of CPC as a key part of their professional development and registration. Blended learning, which involves clinical and practical skills and e-learning, is the optimum approach.

  2. NURSES' PROFESSIONAL COMPETENCE COMPONENTS SELF-ASSESSMENT IN BUILDING A POSITIVE HEALTH CARE ENVIRONMENT

    OpenAIRE

    Miķelsone, Madara; Renigere, Ruta; Dreimane, Sandra

    2016-01-01

    Nurses' professional competence consists of several interrelated components, which during interacting of critical thinking, reflection and experience, characterizes the essence of the profession of nurses. Critical thinking applies not only to the educational process, it is an expression the nurses’ responsible and professional action during the health care process. Critical thinking and reflection make up of various specific competence component interactions of nurses professional healthcare...

  3. The definition and deployment of differential core professional competencies and characteristics in multiprofessional health and social care teams.

    Science.gov (United States)

    Jones, Ray; Bhanbhro, Sadiq M; Grant, Robert; Hood, Rick

    2013-01-01

    There has been an increasing focus on delivering health and social care services through multiprofessional and inter-agency teams. This study, undertaken in 2011, explores how different professionals within multiprofessional teams define their own and other professions' core professional competencies, characteristics and contributions. It then compares these definitions with how different professionals deploy their time and what tasks they undertake. Sixty-four workers in four multiprofessional teams in England, within four different health and local authority areas, participated in the study. Using role repertory grids to generate constructs, which were then converted into Likert scales, and with diaries recording activities undertaken, the study compares the deployment of time and task with the views about the differential core competencies and characteristics of each profession. The study highlights important issues for consideration by multidisciplinary teams, the managers and commissioners of these teams, and by professional associations. © 2012 Blackwell Publishing Ltd.

  4. The Impact of Elaborated Feedback on Competency Assessment of IT Professionals

    Directory of Open Access Journals (Sweden)

    Elena Alexandra TOADER

    2015-01-01

    Full Text Available Feedback represents an important component in the process of assessing the competencies of the IT professionals as it allows to evaluate their performance and helps their managers to personalize the learning content according to employees’ needs and profiles. In the current paper we propose a computer-based formative feedback framework that provides personalized feedback for the technical employees. Extensive research has been carried out focusing on formative assessment aspects that includes the elaborate feedback. An online competency assessment tool was designed and it is going to be implemented in order to measure the professionals’ performance in software organizations. The subjects of the study are going to be software developers, working in departments of IT Romanian companies. Their performance is going to be evaluated through the competency-based assessment tool. At the end of the assessment process, an elaborate feedback is provided in order to improve their current level of competency acquired. The current paper reveals the role of the computer-based formative assessment within software organizations as well as the importance of an elaborate feedback that can improve the employees’ knowledge and skills.

  5. Mental health promotion competencies in the health sector in Finland: a qualitative study of the views of professionals.

    Science.gov (United States)

    Tamminen, Nina; Solin, Pia; Stengård, Eija; Kannas, Lasse; Kettunen, Tarja

    2017-07-01

    In this study, we aimed to investigate what competencies are needed for mental health promotion in health sector practice in Finland. A qualitative study was carried out to seek the views of mental health professionals regarding mental health promotion-related competencies. The data were collected via two focus groups and a questionnaire survey of professionals working in the health sector in Finland. The focus groups consisted of a total of 13 professionals. Further, 20 questionnaires were received from the questionnaire survey. The data were analysed using the qualitative data analysis software ATLAS.ti Scientific Software Development GmbH, Berlin. A content analysis was carried out. In total, 23 competencies were identified and clustered under the categories of theoretical knowledge, practical skills, and personal attitudes and values. In order to promote mental health, it is necessary to have a knowledge of the principles and concepts of mental health promotion, including methods and tools for effective practices. Furthermore, a variety of skills-based competencies such as communication and collaboration skills were described. Personal attitudes and values included a holistic approach and respect for human rights, among others. The study provides new information on what competencies are needed to plan, implement and evaluate mental health promotion in health sector practice, with the aim of contributing to a more effective workforce. The competencies provide aid in planning training programmes and qualifications, as well as job descriptions and roles in health sector workplaces related to mental health promotion.

  6. A Management Strategy for the Improvement of Private Universities Lecturers' Professional Competences

    Science.gov (United States)

    Suhaemi, Mimin Emi; Aedi, Nur

    2015-01-01

    Lecturers are professional educators and scientists whose main job is to transform, develop, and disseminate knowledge, technology, and art through education, research and community services. As professionals, in Indonesia, lecturers are expected to possess pedagogic, personal, social, and professional competences. However, in reality, the…

  7. Market orientation of business schools and development of professional competencies of students in the tourism business

    Directory of Open Access Journals (Sweden)

    Rosi Maja

    2016-01-01

    Full Text Available Recent trends of spreading of market globalization, technological progress, internationalization, privatization and other relevant changes are strategically changing the context in which all institutions of society operate and prosper. The higher education sector is also affected, and, in particular, the business education has to be better aligned with these external realities. In this dynamic and changing environment, students, businesses and other stakeholders require knowledge and skills that will provide them with competency in relation to the current economic situation and technological advances. Tourism sector and whole economy increasingly depend on contemporary knowledge that provides appropriate job competency to students and competitive advantage to the providers of services. Adjustment of public higher education institutions is important for enhancing their market position in increasingly competitive market for business education. There is an increasing number of private business schools that have emerged recently, also in the field of tourism that have seen their great potential for business success and earnings in the increasingly competitive business education market, framed by a very dynamic and competitive environment of business education. In addition, business schools have to deal with the trend of shrinking budgetary (public funding of their operation, which forces them to search for additional funding by providing new educational offerings and strengthening of their market orientation. In the debate about the future of tourism education, there lies a gap between the requirements of the curriculum and the expectations of the industry, which argues that higher education has to serve the tourism of the future - that is to prepare students for a more active role in tourism organizations and in their search for improvements and adaptation to different competitive circumstances. Does business schools' curriculum follow the

  8. Public health leadership competency level among health professionals in a South Eastern European country

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    Orjola Pampuri

    2015-12-01

    the overall scores and the subscale scores of the current and the required level of leadership competencies among health professionals. Results: Mean value of the overall summary score for the 52 items of the instrument was significantly lower for the current leadership competency level compared with the required leadership competency level (138.4±11.2 vs. 159.7±25.3, respectively; P<0.001. Most of the subscales’ scores were significantly higher for the required than for the current leadership competency level. Conclusion: Our study provides useful evidence about the current and the required level of leadership competencies among health professionals in transitional Albania. Findings of this study may help policymakers in Albania to identify the gap between the required and the current level of leadership competencies among health  professionals. Furthermore, findings of this study should be expanded in the neighbouring countries of the South Eastern European region and beyond.

  9. [The accreditation of professional competence: the analysis of nursinginterventions to control anxiety in surgical patients].

    Science.gov (United States)

    Brea-Rivero, Pilar; Herrera-Usagre, Manuel; Rojas-de-Mora-Figueroa, Ana; Esposito, Thomas

    2016-01-01

    . The accreditation of professional competence: the analysis of nursing interventions to control anxiety in surgical patients. The preoperative anxiety is a state of discomfort or unpleasant tension resulting from concerns about illness, hospitalization, anesthesia, surgery or the unknown. Nurses play a vital role reducing preoperative anxiety. An accreditation program was developed in Andalusia (Spain) to measure nurses' competences in this and others fields. To analyze the accredited nurses' interventions spectrum to reduce anxiety in surgical patients and to check if their range of interventions depends upon their professional skills accreditation level. Cross-sectional study. From 20016 to 2014, 1.282 interventions performed by 303 operating room nurses accredited through the Professional Skills Accreditation Program of the Andalusian Agency for Health Care Quality (ACSA) were analyzed with the latent class analysis (LCA) and multinomial logistic regression. Two-thirds of the sample was accredited in Advanced level, about 31% in Expert level and 2.6% in Excellent level. Mean age of patients was 58.5±19.8 years. Three professional profiles were obtained from the LCA. Those nurses classified in Class I (22.4% of the sample) were more likely to be women, to can for younger patients, and to be accredited in Expert or Excellent Level and to perform the larger range of interventions, becoming therefore the most complete professional profile. Those nurses who perform a wider range of interventions and specifically two evidence based interventions such Calming Technique and Coping Enhancement are those who have a higher level of accreditation level.

  10. The Middles: Observations on Professional Competence and Autonomy.

    Science.gov (United States)

    Komives, Susan R.

    1992-01-01

    Examines the overlay of maintaining a high degree of professional knowledge and autonomy with the additive and generative stages of professional development for midmanagement student affairs staff. Discusses rethinking professional autonomy and describes a focus group on professionalism in student affairs. (ABL)

  11. Role understanding and effective communication as core competencies for collaborative practice.

    Science.gov (United States)

    Suter, Esther; Arndt, Julia; Arthur, Nancy; Parboosingh, John; Taylor, Elizabeth; Deutschlander, Siegrid

    2009-01-01

    The ability to work with professionals from other disciplines to deliver collaborative, patient-centred care is considered a critical element of professional practice requiring a specific set of competencies. However, a generally accepted framework for collaborative competencies is missing, which makes consistent preparation of students and staff challenging. Some authors have argued that there is a lack of conceptual clarity of the "active ingredients" of collaboration relating to quality of care and patient outcomes, which may be at the root of the competencies issue. As part of a large Health Canada funded study focused on interprofessional education and collaborative practice, our goal was to understand the competencies for collaborative practice that are considered most relevant by health professionals working at the front line. Interview participants comprised 60 health care providers from various disciplines. Understanding and appreciating professional roles and responsibilities and communicating effectively emerged as the two perceived core competencies for patient-centred collaborative practice. For both competencies there is evidence of a link to positive patient and provider outcomes. We suggest that these two competencies should be the primary focus of student and staff education aimed at increasing collaborative practice skills.

  12. Development of Primary School Teacher’s Competences in the Process of Solving Professional Tasks

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    Sanina S.P.,

    2017-01-01

    Full Text Available This article deals with the problem of development of primary school teacher’s professional competences in the sphere of organization and formation elementary school pupils’ skills of educational cooperation. The article provides results of the research, which is directed at the study of teachers’ notions of productive methods of teacher and pupil collaboration and at development of elementary school teachers’ professional competences. The certain hypothesis is put to a test: a manner of cooperation, based on educational collaboration principles, contributes to development of primary school teacher’s competences. The principle of educational professional goals, considered constructive, development is shown. An instance of a task is exemplified: the task targets the study of effective cooperation methods between teacher and pupils and allows organization of a productive way of cooperation between students. The effectiveness of professional tasks usage in development of teachers’ competences within the confines of professional education is proven.

  13. Wanted: role models - medical students’ perceptions of professionalism

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    Byszewski Anna

    2012-11-01

    Full Text Available Abstract Background Transformation of medical students to become medical professionals is a core competency required for physicians in the 21st century. Role modeling was traditionally the key method of transmitting this skill. Medical schools are developing medical curricula which are explicit in ensuring students develop the professional competency and understand the values and attributes of this role. The purpose of this study was to determine student perception of professionalism at the University of Ottawa and gain insights for improvement in promotion of professionalism in undergraduate medical education. Methods Survey on student perception of professionalism in general, the curriculum and learning environment at the University of Ottawa, and the perception of student behaviors, was developed by faculty and students and sent electronically to all University of Ottawa medical students. The survey included both quantitative items including an adapted Pritzker list and qualitative responses to eight open ended questions on professionalism at the Faculty of Medicine, University of Ottawa. All analyses were performed using SAS version 9.1 (SAS Institute Inc. Cary, NC, USA. Chi-square and Fischer’s exact test (for cell count less than 5 were used to derive p-values for categorical variables by level of student learning. Results The response rate was 45.6% (255 of 559 students for all four years of the curriculum. 63% of the responses were from students in years 1 and 2 (preclerkship. Students identified role modeling as the single most important aspect of professionalism. The strongest curricular recommendations included faculty-led case scenario sessions, enhancing interprofessional interactions and the creation of special awards to staff and students to “celebrate” professionalism. Current evaluation systems were considered least effective. The importance of role modeling and information on how to report lapses and breaches was

  14. Wanted: role models--medical students' perceptions of professionalism.

    Science.gov (United States)

    Byszewski, Anna; Hendelman, Walter; McGuinty, Caroline; Moineau, Geneviève

    2012-11-15

    Transformation of medical students to become medical professionals is a core competency required for physicians in the 21st century. Role modeling was traditionally the key method of transmitting this skill. Medical schools are developing medical curricula which are explicit in ensuring students develop the professional competency and understand the values and attributes of this role. The purpose of this study was to determine student perception of professionalism at the University of Ottawa and gain insights for improvement in promotion of professionalism in undergraduate medical education. Survey on student perception of professionalism in general, the curriculum and learning environment at the University of Ottawa, and the perception of student behaviors, was developed by faculty and students and sent electronically to all University of Ottawa medical students. The survey included both quantitative items including an adapted Pritzker list and qualitative responses to eight open ended questions on professionalism at the Faculty of Medicine, University of Ottawa. All analyses were performed using SAS version 9.1 (SAS Institute Inc. Cary, NC, USA). Chi-square and Fischer's exact test (for cell count less than 5) were used to derive p-values for categorical variables by level of student learning. The response rate was 45.6% (255 of 559 students) for all four years of the curriculum. 63% of the responses were from students in years 1 and 2 (preclerkship). Students identified role modeling as the single most important aspect of professionalism. The strongest curricular recommendations included faculty-led case scenario sessions, enhancing interprofessional interactions and the creation of special awards to staff and students to "celebrate" professionalism. Current evaluation systems were considered least effective. The importance of role modeling and information on how to report lapses and breaches was highlighted in the answers to the open ended questions. Students

  15. The analysis of professional competencies of a lecturer in adult education.

    Science.gov (United States)

    Žeravíková, Iveta; Tirpáková, Anna; Markechová, Dagmar

    2015-01-01

    In this article, we present the andragogical research project and evaluation of its results using nonparametric statistical methods and the semantic differential method. The presented research was realized in the years 2012-2013 in the dissertation of I. Žeravíková: Analysis of professional competencies of lecturer and creating his competence profile (Žeravíková 2013), and its purpose was based on the analysis of work activities of a lecturer to identify his most important professional competencies and to create a suggestion of competence profile of a lecturer in adult education.

  16. Testing the Predictive Validity of the IELTS Test on Omani English Candidates’ Professional Competencies

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    Moza Abdullah Said Al-Malki

    2014-09-01

    Full Text Available This study has investigated the relationship between IELTS testing and Omani English teacher trainees’ professional competencies by adopting a quantitative method for data collection. A total number of 94 graduate freshmen Omani English teachers’ IELTS, CGPA and their teaching professional competencies are collected. The results reveal a moderate significant relationship between IELTS and CGPA but a weak relationship between IELTS and teaching competencies.  This study could contribute to the growing body of literature that aims to assess the construct validity of IELTS, and attempts to do so in the new terrain of teaching competencies. This study puts forwards recommendations for IELTS proficiency test in the Omani context.

  17. Does Early Childhood Teacher Education Foster Professional Competencies? Professional Competencies of Beginners and Graduates in Different Education Tracks in Germany

    Science.gov (United States)

    Strohmer, Janina; Mischo, Christoph

    2016-01-01

    In this study, the development of prospective early childhood teachers' competencies during teacher education is investigated. In detail, early childhood teachers' beliefs about the relevance of competencies, their competence-related self-concept and objective measures of knowledge regarding language and language development were assessed.…

  18. Roles, Functions and Competencies of Supervisors of School Psychologists.

    Science.gov (United States)

    Murphy, James P.

    1981-01-01

    This article traces the history of supervision in school psychology and discusses the current guidelines and standards of professional organizations concerning supervision. The duties of and demands placed upon field-based supervisors as they attempt to implement professional standards are discussed. In addition, minimal competencies of…

  19. Nurse Leadership and Informatics Competencies: Shaping Transformation of Professional Practice.

    Science.gov (United States)

    Kennedy, Margaret Ann; Moen, Anne

    2017-01-01

    Nurse leaders must demonstrate capacities and develop specific informatics competencies in order to provide meaningful leadership and support ongoing transformation of the healthcare system. Concurrently, staff informatics competencies must be planned and fostered to support critical principles of transformation and patient safety in practice, advance evidence-informed practice, and enable nursing to flourish in complex digital environments across the healthcare continuum. In addition to nurse leader competencies, two key aspects of leadership and informatics competencies will be addressed in this chapter - namely, the transformation of health care and preparation of the nursing workforce.

  20. International survey of veterinarians to assess the importance of competencies in professional practice and education.

    Science.gov (United States)

    Bok, Harold G J; Teunissen, Pim W; Boerboom, Tobias B B; Rhind, Susan M; Baillie, Sarah; Tegzes, John; Annandale, Henry; Matthew, Susan; Torgersen, Anne; Hecker, Kent G; Härdi-Landerer, Christina M; Gomez-Lucia, Esperanza; Ahmad, Bashir; Muijtjens, Arno M M; Jaarsma, Debbie A D C; van der Vleuten, Cees P M; van Beukelen, Peter

    2014-10-15

    To determine the perceived importance of specific competencies in professional veterinary practice and education among veterinarians in several countries. Survey-based prospective study. 1,137 veterinarians in 10 countries. Veterinarians were invited via email to participate in the study. A framework of 18 competencies grouped into 7 domains (veterinary expertise, communication, collaboration, entrepreneurship, health and welfare, scholarship, and personal development) was used. Respondents rated the importance of each competency for veterinary professional practice and for veterinary education by use of a 9-point Likert scale in an online questionnaire. Quantitative statistical analyses were performed to assess the data. All described competencies were perceived as having importance (with overall mean ratings [all countries] ≥ 6.45/9) for professional practice and education. Competencies related to veterinary expertise had the highest ratings (overall mean, 8.33/9 for both professional practice and education). For the veterinary expertise, entrepreneurship, and scholarship domains, substantial differences (determined on the basis of statistical significance and effect size) were found in importance ratings among veterinarians in different countries. Results indicated a general consensus regarding the importance of specific types of competencies in veterinary professional practice and education. Further research into the definition of competencies essential for veterinary professionals is needed to help inform an international dialogue on the subject.

  1. Development and validation of a new tool measuring nurses self-reported professional competence--the nurse professional competence (NPC) Scale.

    Science.gov (United States)

    Nilsson, Jan; Johansson, Eva; Egmar, Ann-Charlotte; Florin, Jan; Leksell, Janeth; Lepp, Margret; Lindholm, Christina; Nordström, Gun; Theander, Kersti; Wilde-Larsson, Bodil; Carlsson, Marianne; Gardulf, Ann

    2014-04-01

    To develop and validate a new tool intended for measuring self-reported professional competence among both nurse students prior to graduation and among practicing nurses. The new tool is based on formal competence requirements from the Swedish Board of Health and Welfare, which in turn are based on WHO guidelines. A methodological study including construction of a new scale and evaluation of its psychometric properties. 1086 newly graduated nurse students from 11 universities/university colleges. The analyses resulted in a scale named the NPC (Nurse Professional Competence) Scale, consisting of 88 items and covering eight factors: "Nursing care", "Value-based nursing care", "Medical/technical care", "Teaching/learning and support", "Documentation and information technology", "Legislation in nursing and safety planning", "Leadership in and development of nursing care" and "Education and supervision of staff/students". All factors achieved Cronbach's alpha values greater than 0.70. A second-order exploratory analysis resulted in two main themes: "Patient-related nursing" and "Nursing care organisation and development". In addition, evidence of known-group validity for the NPC Scale was obtained. The NPC Scale, which is based on national and international professional competence requirements for nurses, was comprehensively tested and showed satisfactory psychometrical properties. It can e.g. be used to evaluate the outcomes of nursing education programmes, to assess nurses' professional competences in relation to the needs in healthcare organisations, and to tailor introduction programmes for newly employed nurses. © 2013.

  2. Professional Competencies of Cuban Specialists in Intensive Care and Emergency Medicine.

    Science.gov (United States)

    Véliz-Martínez, Pedro L; Jorna-Calixto, Ana R; Oramas-González, René

    2016-10-01

    INTRODUCTION The quality of medical training and practice reflects the competency level of the professionals involved. The intensive care and emergency medicine specialty in Cuba has not defined its competencies. OBJECTIVE Identify the competencies required for specialty practice in intensive care and emergency medicine. METHODS The study was conducted from January 2014 to December 2015, using qualitative techniques; 48 professionals participated. We undertook functional occupational analysis, based on functions defined in a previous study. Three expert groups were utilized: the first used various group techniques; the second, the Delphi method; and the third, the Delphi method and a Likert questionnaire. RESULTS A total of 73 specific competencies were defined, grouped in 11 units: 44 in the patient care function, 16 in management, 7 in teaching and 6 in research. A competency map is provided. CONCLUSIONS The intensive care and emergency medicine specialty competencies identified will help improve professional standards, ensure health workforce quality, improve patient care and academic performance, and enable objective evaluation of specialists' competence and performance. KEYWORDS Clinical competency, competency-based education, professional education, intensive care, emergency medicine, urgent care, continuing medical education, curriculum, medical residency, Cuba.

  3. Analysis of professional competencies for the clinical research data management profession: implications for training and professional certification.

    Science.gov (United States)

    Zozus, Meredith N; Lazarov, Angel; Smith, Leigh R; Breen, Tim E; Krikorian, Susan L; Zbyszewski, Patrick S; Knoll, Shelly K; Jendrasek, Debra A; Perrin, Derek C; Zambas, Demetris N; Williams, Tremaine B; Pieper, Carl F

    2017-07-01

    To assess and refine competencies for the clinical research data management profession. Based on prior work developing and maintaining a practice standard and professional certification exam, a survey was administered to a captive group of clinical research data managers to assess professional competencies, types of data managed, types of studies supported, and necessary foundational knowledge. Respondents confirmed a set of 91 professional competencies. As expected, differences were seen in job tasks between early- to mid-career and mid- to late-career practitioners. Respondents indicated growing variability in types of studies for which they managed data and types of data managed. Respondents adapted favorably to the separate articulation of professional competencies vs foundational knowledge. The increases in the types of data managed and variety of research settings in which data are managed indicate a need for formal education in principles and methods that can be applied to different research contexts (ie, formal degree programs supporting the profession), and stronger links with the informatics scientific discipline, clinical research informatics in particular. The results document the scope of the profession and will serve as a foundation for the next revision of the Certified Clinical Data Manager TM exam. A clear articulation of professional competencies and necessary foundational knowledge could inform the content of graduate degree programs or tracks in areas such as clinical research informatics that will develop the current and future clinical research data management workforce.

  4. Intensive care nurses' perceptions of their professional competence in the organ donor process: a national survey.

    Science.gov (United States)

    Meyer, Käthe; Bjørk, Ida Torunn; Eide, Hilde

    2012-01-01

    This paper is a report of a study that explored Norwegian intensive care nurses' perceptions of their professional competence to identify educational needs in the organ donor process. Intensive care professionals are requested to consider organ donation each time they care for patients with severe cerebral lesion to ensure donor organs for transplantation. The donor process challenges intensive care nurses' professional competence. Nurses' knowledge and experience may influence their professional competence in caring for organ donors and their relatives. METHODS.: A cross-sectional survey was conducted in all 28 Norwegian donor hospitals between October 2008 and January 2009. Intensive care nurses (N = 801) were invited to participate and the response rate was 71·4%. Dimensions of professional competence, learning needs and contextual and demographic variables were explored. Data were analysed using descriptive and inferential statistics. Few intensive care nurses had extensive experience of or competence and training in organ donation. Nurses working at university hospitals had more experience, but lesser training than nurses in local hospitals. Experience of donor acquisition had an impact on intensive care nurses' perceptions of their professional competence in the donor process. Discussions on the ward and educational input were seen as important for the further development of professional competence. Training provided by experienced colleagues and a culture that encourages discussion about aspects of the donor process can develop nurses' professional competence and communally defined professional practice. Educational input that cultivates various types of knowledge can be beneficial in organ donation. © 2011 The Authors. Journal of Advanced Nursing © 2011 Blackwell Publishing Ltd.

  5. Professional Associations: Their Role in Promoting Sustainable Development in Australia

    Science.gov (United States)

    Thomas, Ian; Hegarty, Kathryn; Whitman, Stuart; MacGregor, Val

    2012-01-01

    Professional associations have a strong influence on what is covered in the curricula of universities, especially that of professional degrees. They also provide members with professional development throughout their careers. Professional associations have the potential to facilitate development of sustainability competency in the workforce in…

  6. The Role of Gender in Business Process Management Competence Supply

    DEFF Research Database (Denmark)

    Gorbacheva, Elena; Stein, Armin; Schmiedel, Theresa

    2016-01-01

    that also takes such factors as corporate governance, human capital, and organizational culture into account. Studies show that the BPM practice faces a shortage of competence supply that stems from a shortage of qualified BPM professionals. At the same time, there is a distinct underrepresentation of women...... in their presentation by male and female professionals, which indicate potential existence of gender stereotypes. Further, it is discussed how the apparent underrepresentation of women among BPM professionals can be addressed to close the competence gap in the field. The study contributes to both the call for research...

  7. Technologies for Raising Professional Competence in Teachers Working in Inclusive Educational Institutions

    Directory of Open Access Journals (Sweden)

    Zakharova A.V.,

    2016-12-01

    Full Text Available This paper focuses on the issues of raising professional competence in teachers working in inclusive educational organisations and outlines the main strategies of specialist training within master’s programmes. It is emphasized that one of the most essential components of graduate education is the development of professional (practice-oriented competencies during training at networking educational institutions, which would make future specialists able to solve professional tasks of any difficulty and to come up with new schemes for professional activity in the context of the transformation of the Russian education system.

  8. 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.

  9. Professional Competence of Teachers in the Age of Globalization

    Science.gov (United States)

    Orazbayeva, Kuldarkhan O.

    2016-01-01

    Current challenges of globalization in a democratic post-industrial information society make the competency-based approach a standard in the creation of the global educational environment. This study describes the special aspects of the integration of the competency-based approach into the educational theory and practice of post-Soviet countries,…

  10. Predictors of recovery-oriented competencies among mental health professionals in one community mental health system.

    Science.gov (United States)

    Stuber, Jennifer; Rocha, Anita; Christian, Ann; Johnson, David

    2014-11-01

    A survey of 813 mental health professionals serving adults with severe mental illness clustered in 25 community mental health centers assessed the extent to which mental health professionals possess clinical competencies that support recovery and the predictors of these competencies. The results suggest there is room for improvement in recovery-oriented competencies. In-depth professional training in recovery, greater job variety, more years practicing in mental health, participation on an intensive case management team, and perceptions of workplace recovery culture were predictors of recovery-oriented competencies. Prioritization of on-going professional, worker retention, and management strategies that incorporate a team approach to treatment and improvements in workplace recovery culture may potentially increase recovery-oriented clinical practice.

  11. Developing Secure Power Systems Professional Competence: Alignment and Gaps in Workforce Development Programs—Summary Report

    Energy Technology Data Exchange (ETDEWEB)

    O' Neil, Lori Ross; Assante, Michael; Tobey, D. H.; Conway, T. J.; Vanderhorst, Jr, T. J.; Januszewski, III, J.; Leo, R.; Perman, K.

    2013-07-01

    This document is a summarization of the report, Developing Secure Power Systems Professional Competence: Alignment and Gaps in Workforce Development Programs, the final report for phase 2 of the SPSP (DOE workforce study) project.

  12. International survey of veterinarians to assess the importance of competencies in professional practice and education

    NARCIS (Netherlands)

    Bok, H.G.; Teunissen, P.W.; Boerboom, T.B.; Rhind, S.M.; Baillie, S.; Tegzes, J.; Annandale, H.; Matthew, S.; Torgersen, A.; Hecker, K.G.; Hardi-Landerer, C.M.; Gomez-Lucia, E.; Ahmad, B.; Muijtjens, A.M.; Jaarsma, D.A.; Vleuten, C.P.M. van der; Beukelen, P. van

    2014-01-01

    OBJECTIVE: To determine the perceived importance of specific competencies in professional veterinary practice and education among veterinarians in several countries. DESIGN: Survey-based prospective study. SAMPLE: 1,137 veterinarians in 10 countries. PROCEDURES: Veterinarians were invited via email

  13. The validation of a human resource management professional competence model for the South African context

    Directory of Open Access Journals (Sweden)

    Nico Schutte

    2015-02-01

    Full Text Available Orientation: The last two decades have seen a great interest in the development of human resource management (HRM professional competence models to advance the value-add of HR practitioners in organisations. However, empirical research on competency requirements for HR practitioners in the South African context has not been forthcoming.Research purpose: The main objective of the present research was to validate a HRM competence measure for the assessment of professional HRM competencies in the workplace. Motivation for the study: Competency models can assist HR professionals in supporting their organisations to achieve success and sustainability.Research approach, design and method: A cross-sectional research approach was followed. The proposed HRM Professional Competence Model was administered to a diverse population of HR managers and practitioners (N = 483. Data were analysed using SPSS 22.0 for Windows. Main findings: Exploratory factor analysis resulted in three distinguishable competency dimensions for HR professionals: Professional behaviour and leadership (consisting of the factors Leadership and personal credibility, Solution creation, Interpersonal communication and Innovation, Service orientation and execution (consisting of the factors Talent management, HR risk, HR metrics and HR service delivery and Business intelligence (consisting of the factors Strategic contribution, HR business knowledge, HR business acumen and HR technology. All factors showed acceptable construct equivalence for the English and indigenous language groups. Practical/managerial implications: Managers can utilise the validated competence measure to measure the performance of HR practitioners in the organisation. Contribution/value-add: This research adds to the limited HR professional competence measures that currently exist.

  14. Newly graduated nurses' empowerment regarding professional competence and other work-related factors

    OpenAIRE

    Kuokkanen, Liisa; Leino-Kilpi, H.; Numminen, Olivia; Isoaho, H.; Flinkman, M.; Meretoja, R.

    2016-01-01

    Background Although both nurse empowerment and competence are fundamental concepts of describing newly graduated nurses? professional development and job satisfaction, only few studies exist on the relationship between these concepts. Therefore, the purpose of this study was to determine how newly graduated nurses assess their empowerment and to clarify professional competence compared to other work-related factors. Methods A descriptive, cross-sectional and correlational design was applied. ...

  15. Investigation Clinical Competence and Its Relationship with Professional Ethics and Spiritual Health in Nurses

    Directory of Open Access Journals (Sweden)

    Elahe Ramezanzade Tabriz

    2017-03-01

    Full Text Available Abstract Background and Objectives: Study of clinical competence in nursing helps determine the quality of health care delivered to patients. Given the priority of observance of principles over caretaking and necessity of spirituality existence at the core of health care provision, this study was conducted to investigate clinical competence and its relationship with professional ethics and spiritual health in nurses. Methods: In this cross-sectional, descriptive, and correlational study, 281 nurses were enrolled by consensus sampling. Sampling was conducted from February, 2016 till June, 2016. The data were gathered by a demographics questionnaire, a self-assessment scale of clinical competence, a nursing ethics questionnaire, and a spiritual health questionnaire, and analyzed by descriptive statistics and t-test, Pearson's correlation coefficient, ANOVA, and linear regression analysis in SPSS 21. Results: The total scores for self-assessment scale of nurses' clinical competence, professional ethics, and spiritual health were moderate. In the light of the results of Spearman's correlation coefficient, there was a significant and positive correlation between clinical competence and spiritual health. Moreover, a significant positive correlation was observed between professional ethics and spiritual health but there was no correlation between professional ethics and clinical competence. Conclusion: Managers' and personnel's Knowledge about the level of nurses clinical competence, professional ethics, and spiritual health in teaching health care centers provides valuable information to develop in-service and efficacious education programs and ultimately to improve the quality of nursing services.

  16. ASSESSMENT OF STUDENTS’ PROFESSIONAL COMPETENCIES – THE FUTURE TEACHERS OF MATHEMATICS

    Directory of Open Access Journals (Sweden)

    Mariya B. Shashkina

    2015-01-01

    Full Text Available The aim of the investigation is to describe the authors’ approach to the assessment of the professional competence of the future teacher of mathematics.Methods. The methods involve comparative analysis of the Professional Standard of the teacher and the Federal State Educational Standards in teacher education, as well as the method of predictive analysis of modern educational situation.Results. Qualimetric approach to the structuring of the professional competencies of students is described; it allows concretizing the assessment object, to select the criteria and levels of its formedness, to trace the dynamics of development in the medium of profile preparation of a bachelor. The methodology of assessment a professional-profile competence of the future mathematics teachers is proposed; examples of the competence-assessment tools are provided.Scientific novelty. The study gives a detailed analysis of developing the innovative approach to competencies assessment as metasubject learning outcomes.Practical significance. The proposed method of competencies assessment can be used in the mathematical preparation of the future mathematics teacher, and can serve as a basis for monitoring the professional competencies of students.

  17. Integrating information literacy into the education of public health professionals: roles for librarians and the library.

    Science.gov (United States)

    Cobus, Laura

    2008-01-01

    The paper reviews the core competencies for public health professionals presented in the Institute of Medicine's (IOM's) report, Who Will Keep the Public Healthy: Educating Public Health Professionals for the 21st Century; describes improving information literacy (IL) as a mechanism for integrating the core competencies in public health education; and showcases IL as an opportunity for solidifying partnerships between academic librarians and public health educators. The IOM competencies, along with explicit examples of library support from a literature review of current IL trends in the health sciences, are analyzed. Librarians can play a fundamental role in implementing the IOM's core competencies in shaping public health education for the twenty-first century. A partnership between public health educators and librarians through a transdisciplinary approach is recommended. IL skills and competencies integrated into public health curricula through a collaborative partnership between public health educators and librarians can help integrate the IOM's core competencies and improve public health education.

  18. Tensions between Teaching Sexuality Education and Neoliberal Policy Reform in Quebec's Professional Competencies for Beginning Teachers

    Science.gov (United States)

    Parker, Dan; McGray. Robert

    2015-01-01

    This research draws into question the effects that neoliberal policy reforms--with an emphasis on individual and measurable "competencies"--has on new teachers teaching sexuality education in Quebec. While we examine professional competencies that teachers can use to define their mandate for teaching sexuality education as a beginning…

  19. Addiction Counseling Competencies: The Knowledge, Skills, and Attitudes of Professional Practice. Technical Assistance Publication Series.

    Science.gov (United States)

    1999

    This document presents knowledge, skills, and attitudes that are needed for achieving and practicing the competencies listed in Addiction Counseling Competencies, as written by the National Curriculum Committee of the Addiction Technology Transfer Center Program. The document is intended to provide guidance for the professional treatment of…

  20. An Exploration of the Professional Competencies Required in Engineering Asset Management

    Science.gov (United States)

    Bish, Adelle J.; Newton, Cameron J.; Browning, Vicky; O'Connor, Peter; Anibaldi, Renata

    2014-01-01

    Engineering asset management (EAM) is a rapidly growing and developing field. However, efforts to select and develop engineers in this area are complicated by our lack of understanding of the full range of competencies required to perform. This exploratory study sought to clarify and categorise the professional competencies required of individuals…

  1. How to Assess Professional Competencies in Education for Sustainability?: An Approach from a Perspective of Complexity

    Science.gov (United States)

    Garcia, Maria Rosa; Junyent, Mercè; Fonolleda, Marta

    2017-01-01

    Purpose: This study aims to contribute to the professional competency approach in Education for Sustainability (ES) from the perspective of complexity and to the assessment of these competencies. Design/methodology/approach: A qualitative research process was used, which consisted of two main phases--a documentary analysis of the internationally…

  2. Professional Competencies in the Field of Educational Psychology Seen from the Perspective of the Students

    Science.gov (United States)

    Marín-Díaz, Verónica; González-López, Ignacio; Flores, Jorge Figueroa

    2014-01-01

    Determining the professional competencies of a degree is an arduous task that sometimes does not respond to the reality of what society expects for such studies. This article attempts to determine what competencies students in the field of Educational Psychology, which were determined by them. This study was conducted in three different…

  3. Functional Competency Development Model for Academic Personnel Based on International Professional Qualification Standards in Computing Field

    Science.gov (United States)

    Tumthong, Suwut; Piriyasurawong, Pullop; Jeerangsuwan, Namon

    2016-01-01

    This research proposes a functional competency development model for academic personnel based on international professional qualification standards in computing field and examines the appropriateness of the model. Specifically, the model consists of three key components which are: 1) functional competency development model, 2) blended training…

  4. Methodical approach to the assessment of professional competence for the innovation economy

    Directory of Open Access Journals (Sweden)

    I. M. Podmolodina

    2013-01-01

    Full Text Available In modern economic conditions effectively carry out innovative activity could only highly professional personnel. For an assessment of competences of the enterprise employees we offer the methodical approach, allowing defining readiness of the enterprise employee for innovative activity from the point of view of its competences and personal qualities.

  5. Professionalism and the role of medical colleges.

    Science.gov (United States)

    Hillis, David J; Grigg, Michael J

    2015-10-01

    There has been substantial interest and emphasis on medical professionalism over the past twenty years. This speaks to the history of the medical profession, but increasingly to a broader understanding of the importance of socialisation and professional identity formation. A literature review was undertaken of professionalism and the role of professions and medical professional organisations. A key outcome has been the recognition that medical professionalism must be actively taught and assessed. Substantial effort is required to improve the educational environment, so that it nurtures the development of professionalism within the work-place. Although medical colleges have been prominent in identifying and progressing the recent developments within professionalism there is still much to be done to deliver fully on the societal contract between the public and the profession. There are key gaps to address, particularly with regards to self-regulation, civil behaviour and effective leadership and advocacy. Medical colleges need to take direct responsibility for the professionalism of their members. The expectations of the community are increasingly clear in this regard. Copyright © 2015 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. Published by Elsevier Ltd. All rights reserved.

  6. Performance improvement and implementation science: infection prevention competencies for current and future role development.

    Science.gov (United States)

    Hanchett, Marilyn

    2012-05-01

    The Association for Professionals in Infection Control and Epidemiology, Inc, developed its first model of infection preventionist (IP) competency in 2011. The model is based on the principles of patient safety, professional and practice standards, and core competencies identified through research conducted by the Certification Board of Infection Control and Epidemiology, Inc. In addition, the model highlights 4 domains that are predicted to be key areas for future competency development. Performance improvement (PI) and implementation represent 1 of the 4 forward-focused domains. Concurrently, the inclusion of implementation science (IS) in the competency model is consistent with the research goals established by the Association for Professionals in Infection Control and Epidemiology, Inc, in its 2020 strategic plan. This article explains the importance of PI and IS and describes their relevance to the current and future IP role development. Significant challenges such as role delineation and compression are discussed. The need for the IP to acquire new competencies at integrating, as well as differentiating, PI and IS are explored in terms of emerging issues and trends. Copyright © 2012 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Mosby, Inc. All rights reserved.

  7. 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…

  8. [Applying the Modified Delphi Technique to Develop the Role of HIV Case Managers and Essential Nursing Competencies in HIV Care].

    Science.gov (United States)

    Ko, Nai-Ying; Hsieh, Chia-Yin; Chen, Yen-Chin; Tsai, Chen-Hsi; Liu, Hsiao-Ying; Liu, Li-Fang

    2015-08-01

    Since 2005, the Taiwan Centers for Disease Control (Taiwan CDC) initiated an HIV case management program in AIDS-designated hospitals to provide integrative services and risk-reduction counseling for HIV-infected individuals. In light of the increasingly complex and highly specialized nature of clinical care, expanding and improving competency-based professional education is important to enhance the quality of HIV/AIDS care. The aim of this study was to develop the essential competency framework for HIV care for HIV case managers in Taiwan. We reviewed essential competencies of HIV care from Canada, the United Kingdom, and several African countries and devised descriptions of the roles of case managers and of the associated core competencies for HIV care in Taiwan. The modified Delphi technique was used to evaluate the draft framework of these roles and core competencies. A total of 15 HIV care experts were invited to join the expert panel to review and rank the draft framework. The final framework consisted of 7 roles and 27 competencies for HIV case managers. In Round 1, only 3 items did not receive consensus approval from the experts. After modification based on opinions of the experts, 7 roles and 27 competencies received 97.06% consensus approval in Round 2 and were organized into the final framework for HIV case managers. These roles and associated core competencies were: HIV Care Expert (9 competencies), Communicator (1 competency), Collaborator (4 competencies), Navigator (2 competencies), Manager (4 competencies), Advocate (2 competencies), and Professional (5 competencies). The authors developed an essential competency framework for HIV care using the consensus of a multidisciplinary expert panel. Curriculum developers and advanced nurses and practitioners may use this framework to support developments and to ensure a high quality of HIV care.

  9. Professional Competence to Promote Resilience for Children Living in Poverty

    OpenAIRE

    JENNA M. VOSS; Lenihan, Susan

    2016-01-01

    Poverty has a tremendous impact on the educational results of all children, including those who are deaf or hard of hearing. With targeted, evidence-based interventions during the first three years of life, Early Hearing Detection and Intervention (EHDI) professionals can protect children from the numerous risk factors which impede development. While EHDI professionals often serve children and families living in poverty, it remains the case that the professional preparation programs offer lim...

  10. Roles and competences for educators of undergraduate dental students: a discussion paper.

    Science.gov (United States)

    Chuenjitwongsa, S; Bullock, A; Oliver, R G

    2016-11-19

    Dental educators are important people who contribute to the development of every aspect of dental education. In part due to the lack of understanding of their roles and competences, dental educator development has so far received little consideration. With the aim of enhancing the dental profession's contribution to the development of undergraduate dental education, this article explores common roles of educators of undergraduate dental students and the competences needed to be effective educators. This is a discussion paper based on a wide reading of the literature on the education of health professionals with a specific focus on roles and competences of educators. Roles of educators of undergraduate dental students typically encompass four areas: teaching, research, administration and providing healthcare. Educators may not be involved in every role; they normally perform the roles relevant to their work contexts. Competences for dental educators based on the four main roles comprise 12 domains: educational theories and principles; modes of education; learner issues; educational materials and instructional design; assessment and feedback; curriculum matters; evaluation; educational research; educational management; quality assurance; patient care and healthcare system and professionalism. Not all competences are required by all educators although educators need to be competent in the areas related to their roles and duties. Understanding the roles and competences for educators of undergraduate dental students can help individual educators to improve their personal effectiveness and institutions to tailor staff development programmes appropriate to the needs of their staff. Faculty development contributes to sustained enhancement of undergraduate dental education. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  11. Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience

    Directory of Open Access Journals (Sweden)

    Desyatov Tymofiy

    2015-12-01

    Full Text Available The article analyzes the development of competency-based professional training standards and their implementation into educational process in foreign countries. It determines that the main idea of competency-based approach is competency-and-active learning, which aims at complex acquirement of diverse skills and ways of practice activities via mastering respective competences. The article states that competency is the product of competence due to which a person successfully realizes themselves in different spheres of their professional engagement, gains social independence and becomes mobile and qualified. The article also dwells on the international experience of professional and training standards development, it analyses specific internal national, as well as external all-European and worldwide conceptions of professional and training standards development, conceptual foundations of competency-based approach in national higher education within the framework of global information society formation. It highlights specific aspects of standards development based on activity-oriented technologies and professional competence assessment. The article states that within the framework of competency-based teaching and training, quality-assuring actions have to ensure the correspondence of standards and learning outcomes. It informs that the labour market is represented by employers, trade unions and the government. The article explores the fact that in Russia, Ukraine and many other countries the employers and the trade unions do not collaborate to formulate their needs with regard to professional training standards, that is why the government and its administration bodies have to do the task of predicting labour market needs on their own.

  12. Nurses' professional competency and organizational commitment: Is it important for human resource management?

    Science.gov (United States)

    Karami, Abbas; Farokhzadian, Jamileh; Foroughameri, Golnaz

    2017-01-01

    Professional competency is a fundamental concept in nursing, which has a direct relationship with quality improvement of patient care and public health. Organizational commitment as a kind of affective attachment or sense of loyalty to the organization is an effective factor for professional competency. This study was conducted to evaluate the nurses´ professional competency and their organizational commitment as well as the relationship between these two concepts. This descriptive-analytic study was conducted at the hospitals affiliated with a University of Medical Sciences, in the southeast of Iran in 2016. The sample included 230 nurses who were selected using stratified random sampling. Data were gathered by three questionnaires including socio-demographic information, competency inventory for registered nurse (CIRN) and Allen Meyer's organizational commitment. Results showed that professional competency (Mean±SD: 2.82±0.53, range: 1.56-4.00) and organizational commitment (Mean±SD: 72.80±4.95, range: 58-81) of the nurses were at moderate levels. There was no statistically significant correlation between professional competency and organizational commitment (ρ = 0.02; p = 0.74). There were significant differences in professional competency based on marital status (p = 0.03) and work experience (phuman resource managers should pursue appropriate strategies to enhance the professional competency and organizational commitment of their nursing staff. It is necessary to conduct more comprehensive studies for exploring the status and gaps in the human resource management of healthcare in different cultures and contexts.

  13. Reliability and validity of the Nurse Practitioners' Roles and Competencies Scale.

    Science.gov (United States)

    Lin, Li-Chun; Lee, Sheuan; Ueng, Steve Wen-Neng; Tang, Woung-Ru

    2016-01-01

    The objective of this study was to test the reliability and construct validity of the Nurse Practitioners' Roles and Competencies Scale. The role of nurse practitioners has attracted international attention. The advanced nursing role played by nurse practitioners varies with national conditions and medical environments. To date, no suitable measurement tool has been available for assessing the roles and competencies of nurse practitioners in Asian countries. Secondary analysis of data from three studies related to nurse practitioners' role competencies. We analysed data from 563 valid questionnaires completed in three studies to identify the factor structure of the Nurse Practitioners' Roles and Competencies Scale. To this end, we performed exploratory factor analysis using principal component analysis extraction with varimax orthogonal rotation. The internal consistency reliabilities of the overall scale and its subscales were examined using Cronbach's alpha coefficient. The scale had six factors: professionalism, direct care, clinical research, practical guidance, medical assistance, as well as leadership and reform. These factors explained 67·5% of the total variance in nurse practitioners' role competencies. Cronbach's alpha coefficient for the overall scale was 0·98, and those of its subscales ranged from 0·83-0·97. The internal consistency reliability and construct validity of the Nurse Practitioners' Roles and Competencies Scale were good. The high internal consistency reliabilities suggest item redundancy, which should be minimised by using item response theory to enhance the applicability of this questionnaire for future academic and clinical studies. The Nurse Practitioners' Roles and Competencies Scale can be used as a tool for assessing the roles and competencies of nurse practitioners in Taiwan. Our findings can also serve as a reference for other Asian countries to develop the nurse practitioner role. © 2015 John Wiley & Sons Ltd.

  14. The Role of Entrepreneurial Competencies in Promoting ...

    African Journals Online (AJOL)

    Nneka Umera-Okeke

    financial resources. Thus, leading to sustained neglect of other important variables such as entrepreneurial competencies which could equally promote successful entrepreneurship in the country. Inyang and Enuoh (2010) wrote on entrepreneurial competencies as the missing links to successful entrepreneurship in Nigeria.

  15. Adjusting to future demands in healthcare: Curriculum changes and nursing students' self-reported professional competence.

    Science.gov (United States)

    Theander, Kersti; Wilde-Larsson, Bodil; Carlsson, Marianne; Florin, Jan; Gardulf, Ann; Johansson, Eva; Lindholm, Christina; Nordström, Gun; Nilsson, Jan

    2016-02-01

    Nursing competence is of significant importance for patient care. Newly graduated nursing students rate their competence as high. However, the impact of different designs of nursing curricula on nursing students' self-reported nursing competence areas is seldom reported. To compare newly graduated nursing students' self-reported professional competence before and after the implementation of a new nursing curriculum. The study had a descriptive comparative design. Nursing students, who graduated in 2011, having studied according to an older curriculum, were compared with those who graduated in 2014, after a new nursing curriculum with more focus on person-centered nursing had been implemented. A higher education nursing program at a Swedish university. In total, 119 (2011 n=69, 2014 n=50) nursing students responded. Nursing students' self-reported professional competencies were assessed with the Nurse Professional Competence (NPC) scale. There were no significant differences between the two groups of nursing students, who graduated in 2011 and 2014, respectively, with regard to age, sex, education, or work experience. Both groups rated their competencies as very high. Competence in value-based nursing was perceived to be significantly higher after the change in curriculum. The lowest competence, both in 2011 and 2014, was reported in education and supervision of staff and students. Our findings indicate that newly graduated nursing students - both those following the old curriculum and the first batch of students following the new one - perceive that their professional competence is high. Competence in value-based nursing, measured with the NPC scale, was reported higher after the implementation of a new curriculum, reflecting curriculum changes with more focus on person-centered nursing. Copyright © 2015 Elsevier Ltd. All rights reserved.

  16. Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability

    Science.gov (United States)

    Brundiers, Katja; Wiek, Arnim

    2017-01-01

    Successful careers in sustainability are determined by positive real-world change towards sustainability. This success depends heavily on professional skills in effective and compassionate communication, collaborative teamwork, or impactful stakeholder engagement, among others. These professional skills extend beyond content knowledge and…

  17. Relative Importance of Professional Practice and Engineering Management Competencies

    Science.gov (United States)

    Pons, Dirk

    2016-01-01

    Problem: The professional practice of engineering always involves engineering management, but it is difficult to know what specifically to include in the undergraduate curriculum. Approach: The population of New Zealand practising engineers was surveyed to determine the importance they placed on specific professional practice and engineering…

  18. Development of Analytical Competencies and Professional Identities through School-Based Learning in Denmark

    Science.gov (United States)

    Andresen, Bent B.

    2015-01-01

    This article presents the main results of a case study on teachers' professional development in terms of competence and identity. The teachers involved in the study are allocated time by their schools to participate in professional "affinity group" meetings. During these meetings, the teachers gather and analyse school-based data about…

  19. Formation of professional competence of the future teachers of physical training by methods of pedagogical situations.

    Directory of Open Access Journals (Sweden)

    Chernyakov V.V.

    2011-02-01

    Full Text Available The model of usage of pedagogical situations during professional training of the future teachers of physical training is shown. In creation of model is used practical experience of usage of pedagogical situations during teaching and educational process at faculty of physical training. Efficiency of application of pedagogical situations during formation of professional competence of the future teachers of physical training is proved. The main element of the technology of forming professional competence was research and problem-educational tasks that stimulate students' activity.

  20. Towards a typology of business process management professionals: identifying patterns of competences through latent semantic analysis

    Science.gov (United States)

    Müller, Oliver; Schmiedel, Theresa; Gorbacheva, Elena; vom Brocke, Jan

    2016-01-01

    While researchers have analysed the organisational competences that are required for successful Business Process Management (BPM) initiatives, individual BPM competences have not yet been studied in detail. In this study, latent semantic analysis is used to examine a collection of 1507 BPM-related job advertisements in order to develop a typology of BPM professionals. This empirical analysis reveals distinct ideal types and profiles of BPM professionals on several levels of abstraction. A closer look at these ideal types and profiles confirms that BPM is a boundary-spanning field that requires interdisciplinary sets of competence that range from technical competences to business and systems competences. Based on the study's findings, it is posited that individual and organisational alignment with the identified ideal types and profiles is likely to result in high employability and organisational BPM success.

  1. Criteria, indicators and levels of formed professional functional competences of future teachers of physical culture

    Directory of Open Access Journals (Sweden)

    Samsutina N.M.

    2012-09-01

    Full Text Available It is shown the structural components of the functional competence of professional teachers of physical education: motivational, cognitive and action-practical. We used the following methods of scientific knowledge, as the analysis of psychological, educational and methodological literature, synthesis, comparison, generalization, specification, classification, ordering Criteria and levels of occupational functional competence of future teachers of physical education. It is determined that the high level of professional formation of the functional competence of future teachers of physical culture is characterized by the motivation to perform professional functions of a teacher of physical culture, fundamental knowledge required to perform professional functions of a teacher of physical culture, a high level of general physical fitness, pronounced specific motor abilities and skills.

  2. THE PROFESSIONAL ROLE OF TEACHER OF EDUCATION FOR FAMILY LIFE

    Directory of Open Access Journals (Sweden)

    Anna Zellma

    2016-12-01

    Full Text Available Teachers of education for family life take all sorts of forms of professional activity in school. The activities are an important component of teachers’ professional role. They arise, among others, from applicable laws, professional obligations, curriculum assumptions in particular types of schools and social expectations. However, personal characteristics as well as professional qualifications and competence are of great importance. These factors determine the quality of professional activity of the teacher of education for family life. By analyzing the issue mentioned in the title of this thesis, attention was drawn to the rights and obligations of teachers of education for life in the family that relate to teaching, upbringing, prevention and care. Reference is made at the same time to the existing educational documents and curriculum assumptions. This made it possible to indicate what the proper fulfillment of teaching, educational-preventive and caring tasks of the teacher of education for life in the family depends on. It has been proved that regardless of the changes taking place in the socio-cultural realities, the needs and interests of students and the expectations of parents, teachers of education for life in the family is required to take fair and responsible participation in the issues relating to marriage and family. He also has to support his students in the integral development and shape social and moral attitudes based on universal moral and social values.

  3. Stress from Role Conflict: Consequences for Professional ...

    African Journals Online (AJOL)

    An ex-post facto data collected from 600 teachers and 2400 senior secondary two students from Cross River State were analyzed to determine the influence of stress arising from role conflict on professional effectiveness. One hypothesis was tested using One-Way Analysis of Variance. The result of the data analyses ...

  4. The Role of Entrepreneurial Competencies in Promoting ...

    African Journals Online (AJOL)

    Nneka Umera-Okeke

    recommendations. Key Words: entrepreneurial, competencies, entrepreneurship, development, Nigeria. Introduction ... Despite government's efforts towards the promotion of entrepreneurial development in. Nigeria, failure in the ..... entrepreneurship to achieve economic development in the country. The theory emphasizes ...

  5. Report of the AACRAO Professional Competencies and Proficiencies Working Group

    Science.gov (United States)

    American Association of Collegiate Registrars and Admissions Officers (AACRAO), 2015

    2015-01-01

    Interest on the part of the American Association of Collegiate Registrars and Admissions Officers (AACRAO) Board of Directors in the development of a set of descriptions of the core competencies for AACRAO professions goes back several years, with more active discussion beginning in 2011 under the leadership of AACRAO President Nora McLaughlin. At…

  6. Conceptualizations of professional competencies in school health promotion

    DEFF Research Database (Denmark)

    Carlsson, Monica Susanne

    2016-01-01

    ) the downplay of the development of learning domain and the narrow focus on cognitive elements within it, 2) the narrow focus on cognitive elements and technical-organizational elements in the development of HP activities domain, and 3) the downplay of affective competency elements across domains. Practical...

  7. Portfolio Evaluation for Professional Competence: Credentialing in Genetics for Nurses.

    Science.gov (United States)

    Cook, Sarah Sheets; Kase, Ron; Middelton, Lindsay; Monsen, Rita Black

    2003-01-01

    Describes the process used by the Credentialing Committee of the International Society of Nurses in Genetics to validate evaluation criteria for nursing portfolios using neural network programs. Illustrates how standards are translated into measurable competencies and provides a scoring guide. (SK)

  8. The role of experience in the development of social competencies

    OpenAIRE

    Lynette Louw; Noel J. Pearse; Jateen Dhaya

    2012-01-01

    Orientation: The role of experience in the development of managers’ social competencies has been analysed in this research.Research purpose: The primary purpose of this study was to develop an understanding of the process through which experience contributed towards the development of service-oriented managers’ social competencies.Motivation for the study: Understanding the contribution of experiences to the development of competencies may have important implications for the selection and...

  9. Midwives' Professional Competencies for Preventing Maternal Mortality in Disasters: A Cross-Sectional Study in Iran.

    Science.gov (United States)

    Taghizadeh, Ziba; Khoshnam Rad, Mahsa; Kazemnejad, Anoshirvan

    2017-08-31

    Maternal mortality may increase after a disaster. Because midwives are at the frontline of offering reproductive health care services in disasters, they should be competent. This was a cross-sectional, descriptive study carried out in 2015 in Tehran. The sample consisted of 361 midwives selected by use of a cluster random sampling method. Data were collected by using a questionnaire on professional competency for preventing maternal mortality in disasters. The midwives' mean professional competency score was 177.74±31, which was an average level of professional competency. The level of knowledge and skills of the midwives was reported as inadequate for most items, particularly for the items of "managing mothers affected by chronic diseases," "physical trauma," "recognizing patients who needed to be referred," and "stabilizing mothers when referring them." Statistically significant relationships were observed between the midwives' competencies and age (P=0.001), work experience (P=0.054), educational level (P= 0.043), previous experience in a disaster (P=0.014), and workplace (P=0.006). These data were drawn by using Spearman's correlation, t-test, and ANOVA, respectively. Given the average scores for midwives' professional competency in disasters and the inadequacy of prior training courses, extra educational programs for midwives are recommended. (Disaster Med Public Health Preparedness. 2017;page 1 of 7).

  10. What do general practitioners think of the new professional competence scheme?

    LENUS (Irish Health Repository)

    Daly, E

    2012-04-01

    The Irish Medical Practitioners Act 2007 places a statutory obligation on all registered Medical Practitioners to maintain their professional competence by participating in a recognised Professional Competence Scheme. A questionnaire survey was conducted among 48 GPs attending educational meetings to see if doctors had concerns about the Professional Competence Scheme and to ask if they felt they had the necessary time, skills and knowledge to carry out an audit. Twenty-eight GPs (58%) had concerns regarding their participation in the Professional Competence Scheme; 75% were concerned about the time required, and 67% felt they needed further education about the scheme. Although 73% of doctors reported that they understand how to undertake a clinical audit and 50% reported they have carried out an audit in practice, 60% have never had any teaching on audit and 85% would like teaching in this area. Only 48% of the group surveyed felt that audit was practical in their current practice. Doctors have some concerns about the new Professional Competence Scheme, including the audit component. In particular, they report a requirement for more teaching in this area, and are concerned about the time involved.

  11. Coaches’ perception of professional competence as a function of education and experience

    Directory of Open Access Journals (Sweden)

    Isabel Maria Ribeiro Mesquita

    2010-06-01

    Full Text Available The aim of this study was to analyze coaches’ perception of professional competenceas a function of experience and academic education. The sample consisted of 343 Portuguesecoaches from different sport disciplines. A validated questionnaire was used to collect demographicdata and data regarding the perception of professional competence. Exploratory factorial analysisand comparative inferential analysis by one-way ANOVA were used as statistical procedures. Theresults highlighted the wide range of competences necessary for an efficient coach. The answersprovided by the coaches revealed 5 factors: planning; leadership and coach education; competitionplanning and orientation; personal competence, and training orientation. Although all these factorswere at least classified as reasonably important, factors related to competition were consideredto be the most important. Comparative analysis showed that professional experience and academiceducation had a different impact on the perceived importance of competence. More experiencedcoaches perceived competences related to planning, training orientation, and leadership and coacheducation to be more important than less experienced coaches. Coaches with higher educationconsidered competences related to planning, leadership and coach education, training orientationand personal competence to be more important than undergraduate coaches.

  12. T-shaped competency profile for water professionals of the future

    Directory of Open Access Journals (Sweden)

    S. Uhlenbrook

    2012-10-01

    Full Text Available Global environmental changes introduce new challenges and expose future university graduates in hydrology and related fields to problems of unprecedented complexity and magnitude. The T-shape model is proposed as a generic competency profile guiding the design of university curricula. This model differentiates between cognitive competencies in a certain field (i.e. hydrology; vertical leg of the T, and other cognitive/knowledge competencies in neighboring fields (e.g. hydraulics, aquatic ecology, land use management etc. and functional, personal and values competencies and meta-competencies (all summarized in the horizontal bar of the T. It is based on the holistic model of professional competencies by Cheetham and Chivers (1996 and related studies (Oskam, 2009. The T-shape profile should apply to all levels of higher education (1st degree till doctorate level in hydrology and related fields. For the effectiveness of hydrologists as professionals, a variable mix of competencies is required and further discussed. Key aspects are an open attitude for learning, continuous professional development (lifelong learning, and integrative and team working skills. Furthermore, a stimulating learning environment that promotes active learning is essential. As examples that substantiate the proposed T-shape model, the post-graduate education programmes of UNESCO-IHE and the main outcomes from a university curriculum workshop to promote education for sustainable development are introduced.

  13. T-shaped competency profile for water professionals of the future

    Science.gov (United States)

    Uhlenbrook, S.; de Jong, E.

    2012-10-01

    Global environmental changes introduce new challenges and expose future university graduates in hydrology and related fields to problems of unprecedented complexity and magnitude. The T-shape model is proposed as a generic competency profile guiding the design of university curricula. This model differentiates between cognitive competencies in a certain field (i.e. hydrology; vertical leg of the T), and other cognitive/knowledge competencies in neighboring fields (e.g. hydraulics, aquatic ecology, land use management etc.) and functional, personal and values competencies and meta-competencies (all summarized in the horizontal bar of the T). It is based on the holistic model of professional competencies by Cheetham and Chivers (1996) and related studies (Oskam, 2009). The T-shape profile should apply to all levels of higher education (1st degree till doctorate level) in hydrology and related fields. For the effectiveness of hydrologists as professionals, a variable mix of competencies is required and further discussed. Key aspects are an open attitude for learning, continuous professional development (lifelong learning), and integrative and team working skills. Furthermore, a stimulating learning environment that promotes active learning is essential. As examples that substantiate the proposed T-shape model, the post-graduate education programmes of UNESCO-IHE and the main outcomes from a university curriculum workshop to promote education for sustainable development are introduced.

  14. Preceptors' understanding and use of role modeling to develop the CanMEDS competencies in residents.

    Science.gov (United States)

    Côté, Luc; Laughrea, Patricia-Ann

    2014-06-01

    Role modeling by preceptors is a key strategy for training residents in the competencies defined within the CanMEDS conceptual framework. However, little is known about the extent to which preceptors are aware of the importance of role modeling or how they perceive and enact it in their daily interactions with residents. The purpose of this study was to describe how preceptors understand and use role modeling to develop CanMEDS competencies in residents. In 2010, the authors conducted a descriptive qualitative study with preceptors in medical, surgical, and laboratory specialties who supervised residents on a regular basis at the Université Laval Faculty of Medicine (Québec, Canada). Respondents participated in semistructured, individual interviews. An inductive thematic analysis of interview transcripts was conducted using triangulation. Most participants highlighted the importance of role modeling to support residents' development of the CanMEDS competencies, particularly communication, collaboration, and professionalism, which preceptors perceived as "less scientific" and the most difficult to teach. Although most participants reported using an implicit, unstructured role modeling process, some described more explicit strategies. Eight types of educational challenges in role modeling the CanMEDS competencies were identified, including encouraging reflective practice, understanding the competencies and their importance in one's specialty, and being aware of one's strengths and weaknesses as a clinical teacher. Preceptors are aware of the importance of role modeling competencies for residents, but many do so only implicitly. This study's findings are important for improving strategies for role modeling and for the professional development of preceptors.

  15. Helping Competencies of Student Affairs Professionals: A Delphi Study

    Science.gov (United States)

    Reynolds, Amy L.

    2011-01-01

    The purpose of this study was to gather student affairs professionals' perceptions of the knowledge and skills needed to effectively help students. Using the Delphi method, 159 entry-level and mid-level student affairs administrators from institutions across the United States were surveyed regarding their perceptions of the helping skills they use…

  16. US Urban Teachers' Perspectives of Culturally Competent Professional Development

    Science.gov (United States)

    Flory, Sara B.; McCaughtry, Nate; Martin, Jeffrey J.; Murphy, Anne; Blum, Barbara; Wisdom, Kimberlydawn

    2014-01-01

    Health disparities related to food choices, nutrition behaviours and smoking habits in urban communities in the United States signal the importance of health education (HE) in schools, yet educators in urban communities face unique cultural challenges often unaddressed in professional development (PD). The purpose of this study was to use a…

  17. Professional Development of Sustainability Competences in Higher Education

    Science.gov (United States)

    Lambrechts, Wim; Verhulst, Elli; Rymenams, Sara

    2017-01-01

    Purpose: This paper aims to provide insights into the relation between professional development (PD) and organisational change processes towards sustainability, with a specific focus on empowerment. Design/methodology/approach: The paper builds upon a constructivist approach, combining a literature review, a desk research on key publications and…

  18. Professional competences of nursing specialists in Mexican companies classified as risk level III and IV

    Directory of Open Access Journals (Sweden)

    Arturo Juárez García

    2010-05-01

    Full Text Available The Occupational Health Nursing practice is an emergent area in Mexico, nevertheless, in other countries the nurses are the most frequent profession in this field. It is necessary increase the educative options in this practice under the best vanguard standards like the competencies system. There are evidences that show nurses as the professionals with the least competencies compared with others professionals, mainly in developing countries. In Mexico there are no standardized competencies in occupational health nursing, as well as studies about the competencies in nurses in this field and its relationship with demographic variables and occupational health indicators. In this way, it was designed a study with the following objectives: 1 To adapt and set up standardized competencies in this practice in Mexico, 2 To assess competences in nurses whose job is carried out in type III and IV companies, 3 To determine if there are differences in the competencies according to the demographic factors, and 4 To determine if there are a relationship among the competencies and key indicators of the occupational health services, such as the accident rates, “incapacities” (compensations ,and the number of medical attending at workplace.

  19. Building Professional Competencies Indices in the Solar Energy Industry for the Engineering Education Curriculum

    Directory of Open Access Journals (Sweden)

    Chin-Guo Kuo

    2014-01-01

    Full Text Available This study aims to develop professional competency indices and their subindices as needed by the solar energy industry, to establish a basis for development of the engineering education curriculum. The methodologies adopted by the study are literature analysis, expert advisories, and focus groups. The study focuses on the establishment of competency indices by experts at stock market-listed companies and then confirms these competencies with focus groups. The study found that the competencies required by the solar industry consist of knowledge, skills, and attitudes in the areas of materials development and applications, photovoltaic technology, cell manufacturing technology, biotechnology, chemical technology, power generation and electricity, process development and improvement, data collection and analysis, industry regulation, green energy beliefs, and working attitudes and values. The results of this study can be used as the basis for the cultivation, selection, and employment of industry professionals.

  20. [Profile, competencies and digital fluency of nurses in the Professional Improvement Program].

    Science.gov (United States)

    Tanabe, Lyvia Pini; Kobayashi, Rika Miyahara

    2013-08-01

    A descriptive exploratory study conducted in the city of São Paulo, which aimed to identify the profile, competencies and digital fluency of nurses in the Professional Improvement Program in handling technology at work. The population, composed by 60 nurses in the program, answered a questionnaire with data about profile, digital fluency and professional competencies. The participants were found to be: 95.0% female, 61.7% between 23 and 25 years old, 75.0% from public schools, 58.3% enrolled in cardiovascular nursing, 98.3% had contact with computing resources during graduation, 100.0% had a computer at home, 86.7% accessed the internet daily, 96.7% used Messenger and 58.3% had an intermediate level of knowledge and skill in computing. Professional competencies required for technology management referred to knowing how to be innovative, creative, and updated to identify and manage software and to use technological resources.

  1. FUTURE PHILOLOGISTS’ PROFESSIONAL COMPETENCES FORMATION BY MEANS OF COMPUTER ORIENTED TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    Valentyna I. Bobrytska

    2017-04-01

    Full Text Available The article analyzes the problems of formation of professional competence of future philologists by means of computer oriented technologies in terms of introduction of computer-based education in higher education institutions (HEI. Author determined a model of future philologists professional competence formation by means of computer-oriented information and communication technologies (ICT; singled structural components of the model of professional competence of future philologists formed by means of computer oriented ICT (target, content, technical, productive and revealed their relationship to the specific future linguists’ careers; proved the thesis that the studied problem is of particular importance because of the necessity of informatization of higher education and usage the computer-oriented ICT in the educational process of the university.

  2. Continuing professional development: researching non-technical competencies can support cognitive reappraisal and reduced stress in clinicians.

    Science.gov (United States)

    Kinnison, Tierney; May, Stephen

    2017-09-09

    Generic professional capabilities (non-technical competencies) are increasingly valued for their links to patient outcomes and clinician well-being. This study explores the emotional change, and practice-related outcomes, of participants of a veterinary professional key skills (PKS) continuing professional development (CPD) module. Reflective summaries produced by participants were analysed. A change in emotion, from 'negative' to 'positive', was the focus of analysis. Sections regarding these emotions were thematically analysed. Analysis was performed on 46 summaries. Three themes were identified: 'the PKS module' (centred on reluctance becoming surprise and stimulation), 'developing non-technical competencies' (unease to confidence) and 'stress and coping through a reflective focus' (anxiety to harmony). The changing emotions were connected to positive cognitive reappraisal and often behaviour changes, benefitting self, practice, clients and patients. The PKS module teaches participants to reflect; a new and challenging concept. The consequences of this enabled participants to understand the importance of professional topics, to be appreciative as well as critical, and to enjoy their job. Importantly, the module stimulated coping responses. Better understanding of roles led to participants having more reasonable expectations of themselves, more appreciation of their work and reduced stress. This research supports more attention to professional skills CPD for health professions. © British Veterinary Association (unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  3. The Nurse Professional Competence (NPC) Scale: Self-reported competence among nursing students on the point of graduation.

    Science.gov (United States)

    Gardulf, Ann; Nilsson, Jan; Florin, Jan; Leksell, Janeth; Lepp, Margret; Lindholm, Christina; Nordström, Gun; Theander, Kersti; Wilde-Larsson, Bodil; Carlsson, Marianne; Johansson, Eva

    2016-01-01

    International organisations, e.g. WHO, stress the importance of competent registered nurses (RN) for the safety and quality of healthcare systems. Low competence among RNs has been shown to increase the morbidity and mortality of inpatients. To investigate self-reported competence among nursing students on the point of graduation (NSPGs), using the Nurse Professional Competence (NPC) Scale, and to relate the findings to background factors. The NPC Scale consists of 88 items within eight competence areas (CAs) and two overarching themes. Questions about socio-economic background and perceived overall quality of the degree programme were added. In total, 1086 NSPGs (mean age, 28.1 [20-56]years, 87.3% women) from 11 universities/university colleges participated. NSPGs reported significantly higher scores for Theme I "Patient-Related Nursing" than for Theme II "Organisation and Development of Nursing Care". Younger NSPGs (20-27years) reported significantly higher scores for the CAs "Medical and Technical Care" and "Documentation and Information Technology". Female NSPGs scored significantly higher for "Value-Based Nursing". Those who had taken the nursing care programme at upper secondary school before the Bachelor of Science in Nursing (BSN) programme scored significantly higher on "Nursing Care", "Medical and Technical Care", "Teaching/Learning and Support", "Legislation in Nursing and Safety Planning" and on Theme I. Working extra paid hours in healthcare alongside the BSN programme contributed to significantly higher self-reported scores for four CAs and both themes. Clinical courses within the BSN programme contributed to perceived competence to a significantly higher degree than theoretical courses (93.2% vs 87.5% of NSPGs). Mean scores reported by NSPGs were highest for the four CAs connected with patient-related nursing and lowest for CAs relating to organisation and development of nursing care. We conclude that the NPC Scale can be used to identify and measure

  4. Advance directives in intensive care: Health professional competences.

    Science.gov (United States)

    Velasco-Sanz, T R; Rayón-Valpuesta, E

    2016-04-01

    To identify knowledge, skills and attitudes among physicians and nurses of adults' intensive care units (ICUs), referred to advance directives or living wills. A cross-sectional descriptive study was carried out. Nine hospitals in the Community of Madrid (Spain). Physicians and nurses of adults' intensive care. A qualitative Likert-type scale and multiple response survey were made. Knowledge, skills and attitudes about the advance directives. A descriptive statistical analysis based on percentages was made, with application of the chi-squared test for comparisons, accepting p < 0.05 as representing statistical significance. A total of 331 surveys were collected (51%). It was seen that 90.3% did not know all the measures envisaged by the advance directives. In turn, 50.2% claimed that the living wills are not respected, and 82.8% believed advance directives to be a useful tool for health professionals in the decision making process. A total of 85.3% the physicians stated that they would respect a living will, in cases of emergencies, compared to 66.2% of the nursing staff (p = 0.007). Lastly, only 19.1% of the physicians and 2.3% of the nursing staff knew whether their patients had advance directives (p < 0.001). Although health professionals displayed poor knowledge of advance directives, they had a favorable attitude toward their usefulness. However, most did not know whether their patients had a living will, and some professionals even failed to respect such instructions despite knowledge of the existence of advance directives. Improvements in health professional education in this field are needed. Copyright © 2015 Elsevier España, S.L.U. and SEMICYUC. All rights reserved.

  5. Workplace Learning Strategies and Professional Competencies in Innovation Contexts in Brazilian Hospitals

    Directory of Open Access Journals (Sweden)

    Antonio Isidro-Filho

    2013-04-01

    Full Text Available Competencies mobilized by service providers form an element of hospital services insofar as scientific and technological procedures that are part of the service become tangible. In view of the fact that hospitals have adopted Information and Communication Technologies (ICT, it would be logical to assume that learning contributes towards acquiring competencies related to changes in hospitals resulting from the adoption of new technologies. This paper aims to analyze relationships between workplace learning strategies and professional competencies after the adoption of innovations supported ICT in hospitals. Eleven interviews were carried out with professionals from three different hospitals and identifying the professional competencies resulting from innovations supported by ICT. This was followed by a cross-sectional survey involving 425 employees at the hospitals surveyed. The data analysis was undertaken by means of structural equation modeling (SEM. The results confirm the hypothesis and indicate that the performance of professional competences based on new ICT is determined by the way the respondents think, change and apply their knowledge, skills and attitudes in the workplace by use of new information and communication technologies.

  6. Professional competencies in health sciences education: from multiple intelligences to the clinic floor.

    Science.gov (United States)

    Lane, India F

    2010-03-01

    Nontechnical competencies identified as essential to the health professional's success include ethical behavior, interpersonal, self-management, leadership, business, and thinking competencies. The literature regarding such diverse topics, and the literature regarding "professional success" is extensive and wide-ranging, crossing educational, psychological, business, medical and vocational fields of study. This review is designed to introduce ways of viewing nontechnical competence from the psychology of human capacity to current perspectives, initiatives and needs in practice. After an introduction to the tensions inherent in educating individuals for both biomedical competency and "bedside" or "cageside" manner, the paper presents a brief overview of the major lines of inquiry into intelligence theory and how theories of multiple intelligences can build a foundation for conceptualizing professional and life skills. The discussion then moves from broad concepts of intelligence to more specific workplace skill sets, with an emphasis on professional medical education. This section introduces the research on noncognitive variables in various disciplines, the growing emphasis on competency based education, and the SKA movement in veterinary education. The next section presents the evidence that nontechnical, noncognitive or humanistic skills influence achievement in academic settings, medical education and clinical performance, as well as the challenges faced when educational priorities must be made.

  7. Professional competence in a health promotion program in the Netherlands.

    Science.gov (United States)

    Rijkers-de Boer, Caroline J M; Heijsman, Anke; van Nes, Fenna; Abma, Tineke A

    2017-07-12

    Health promotion for senior citizens ('seniors') is an increasingly important factor in health and welfare policy, having important implications for occupational therapy. The health promotion program 'Healthy and Active Aging' originated in the US, has been modified and adapted to the Dutch context and has been implemented in community contexts. This study aimed to generate an in-depth understanding of the Healthy and Active Aging program and to use this knowledge to inform professional practice. A naturalistic case study methodology was followed, using document analysis, observations, interviews and a group interview as data gathering methods. Data were analyzed and interpreted using narrative analyses. In this specific case, a small group of women joined the program. During 10 sessions, the participants explored the meaning of everyday activities for their self-perceived health and well-being. The key experience reported by the participants and professionals related to the positive ambience within the group, the emotional recognition among the participants and the responsive guidance of the professionals. This case showed how the framework of the program can be modified and tailored to the wishes and needs of the participating seniors. The group facilitators chose a subtle, responsive manner to support and motivate the participants. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  8. [Competencies and professional profile of the advanced practice nurse].

    Science.gov (United States)

    del Barrio-Linares, M

    2014-01-01

    The advanced practice nurse can foster the development of innovative approaches in the design of patient, families and community care. This study has aimed to explain the importance of the advanced practice nurse, especially that of the clinical nurse specialist (CNS), within the care setting and to go deeper into the knowledge of this nursing profile. A review of the literature. The following databases were used: CINAHL, PubMed and Medline. Search terms were 'clinical nurse specialist,' 'implementation,' and 'advanced practice nursing.' The sample included 24 publications. A synthesis of the findings generated a summary of the competencies of CNS and their definitions, with some examples in their daily practice and the outcome on its 3 spheres of influences: patients and families, staff and organization. CNS emerges in the health systems in order to improve the outcomes in the patients, staff and the organization per se because of its competence as an agent of change and transformational leader National policies and national strategies are needed to implement CNS on the Master's level in the Spanish National Health System given the evidence-based improvement in the care standards. Copyright © 2012 Elsevier España, S.L. y SEEIUC. All rights reserved.

  9. Towards a typology of business process management professionals: identifying patterns of competences through latent semantic analysis

    DEFF Research Database (Denmark)

    Müller, Oliver; Schmiedel, Theresa; Gorbacheva, Elena

    2014-01-01

    -related job advertisements in order to develop a typology of BPM professionals. This empirical analysis reveals distinct ideal types and profiles of BPM professionals on several levels of abstraction. A closer look at these ideal types and profiles confirms that BPM is a boundary-spanning field that requires......While researchers have analysed the organisational competences that are required for successful Business Process Management (BPM) initiatives, individual BPM competences have not yet been studied in detail. In this study, latent semantic analysis is used to examine a collection of 1507 BPM...

  10. Unnoticed professional competence in day care work and the challenge of neoliberalism

    DEFF Research Database (Denmark)

    Ahrenkiel, Annegrethe; Warring, Niels; Schmidt, Camilla

    New Public Management and neoliberalism has had a huge impact on care and health work imposing demands for documentation, standardization and evaluation. These demands seem to be in contrast with core aspects of the professional competence that are unnoticed. The paper explores how social educator......’s work in day care centers can be explored, developed and potentially democratized acknowledging the unnoticed aspects of daily work practices and professional competence. The paper draws on empirical examples from two research projects (Ahrenkiel et al. 2009, 2011) and discuss how noticing...

  11. SOME ASPECTS OF FOREIGN LANGUAGE COMPETENCE DEVELOPMENT IN THE SYSTEM OF CONTINUED PROFESSIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    A. G. Gorbunov

    2017-01-01

    Full Text Available Introduction. The system of continued professional education in modern Russia is aimed at raising the level of professional workers’ ability for competition at the global vocational market. Among the most required competences we put an emphasis on the ability for efficient communication in the native and foreign languages pursuing social, cultural and professional interaction. The practical experience proves that students of various courses of study within the system of continued professional education have difficulties while communicating in a foreign language because of a low level of their foreign language communication competence that is based on ability for decoding and producing a discourse. Aim. The article considers the factors to develop students’ ability for decoding and producing a discourse in the format of reflexive positional discussion. Methodology and research methods. Development of the advanced and high level of foreign language competence is possible via introduction of institutional discursive practices into the educational process. Development of foreign language competence in the system of continued professional education is being discussed from the point of synergy of pedagogical science and applied linguistics. System-synergetic, communicative-activity, discursive and technological approaches have been chosen as the methodological base to develop the system of criteria of students’ preparedness and ability to communicate in a foreign language. Methods of analysis and synthesis have been used during the work as well. Results and scientific novelty. The materials presented in the publication make a contribution to the theory and methodology of continued professional education regarding effective experts’ foreign language mastering, and skills acquisition for the most productive interpersonal and professional-oriented communication. Methodologically-based definition and description of the components of subject and

  12. Crosswalking public health and health education competencies: implications for professional preparation and practice.

    Science.gov (United States)

    Woodhouse, Lynn D; Auld, M Elaine; Miner, Kathleen; Alley, Kelly Bishop; Lysoby, Linda; Livingood, William C

    2010-01-01

    This article highlights similarities and differences between the public health competencies recently developed by the Association of Schools of Public Health (ASPH) and one public health specialty, health education (HE), which has used competencies in its quality assurance systems for more than 20 years. Based on a crosswalk methodology developed for this analysis, some 50 percent to 61 percent of the HE and ASPH competencies had similarities of varying degrees; 18 percent were deemed matches due to sameness in skill or content. Most similarities were found between the ASPH social and behavioral sciences competencies and the HE competencies. Significant domains of "no match" were found between the HE and ASPH competencies in the areas of Systems Thinking, Leadership, and Public Health Biology. The study results have implications for academic programs related to curricula review and revision, continuing education providers who are developing training agendas for the workforce, employers anticipating competencies in new job hires, and prospective students and practitioners who are considering a form of certification. Qualitative insights from the study related to professional culture, purpose, age, and consistency of the scope or depth of the two competency sets, as well as the crosswalk methodology itself, may be useful to those comparing other competency sets.

  13. A national study of Continuous Professional Competence (CPC) amongst pre-hospital practitioners

    OpenAIRE

    Knox, Shane; Cullen, Walter; Dunne, Colum

    2015-01-01

    Background Internationally, continuing professional competence (CPC) is an increasingly important issue for all health professionals. With the introduction of the first CPC framework for Emergency Medical Technicians (EMTs) and the imminent introduction of CPC for Paramedics and Advanced Paramedics (APs) in Ireland, this study aimed to identify attitudes towards CPC and factors that might influence such a framework. Methods All EMTs (n?=?925), Paramedics and APs (n?=?1816) registered in Irela...

  14. About a competence and professional trade of specialists in the field of physical culture

    Directory of Open Access Journals (Sweden)

    Sobyanin F.I.

    2013-01-01

    Full Text Available Correlation of concepts «competence» and «professional trade» is examined. More than 200 sources are studied. The necessity of account for training of athletic personnels of professional fitness and value of professional trade becomes firmly established as to the ultimate goal of forming of specialist in the field of physical culture. Negative tendencies are exposed in maintenance of preparation of specialists and higher professional athletic education in the higher institutes. Culturological and acmeological approach is offered for further strategy of perfection of professional pedagogical preparation of specialists. The stages of forming of specialist are presented on the basis of application of this approach. A necessity is marked at training of personnels oriented on the exposure of features of professional fitness of young people to the professions in the field of physical culture, its initial state and dynamics.

  15. The role of experience in the development of social competencies

    Directory of Open Access Journals (Sweden)

    Lynette Louw

    2012-10-01

    Full Text Available Orientation: The role of experience in the development of managers’ social competencies has been analysed in this research.Research purpose: The primary purpose of this study was to develop an understanding of the process through which experience contributed towards the development of service-oriented managers’ social competencies.Motivation for the study: Understanding the contribution of experiences to the development of competencies may have important implications for the selection and development of managers within service industries.Research design, approach and method: Following a multiple case study design, face-to-face interviews with service-oriented managers were held, based on the critical incident technique. Data were analysed using the open coding procedures of grounded theory.Main findings: Experience was found to contribute to the development of service-oriented managers’ social competencies, through a process that established an awareness of unfamiliar social competencies, or a reinforcement of the effects of familiar effective social competencies.Practical/managerial implications: The proposed process, the Social Competency Cache Development (SCCD Process, is the practical outcome of the research which offers a tool to facilitate the development of social competencies through conscious leveraging of an individual’s experiences.Contribution/value add: The SCCD Process is recommended as a new avenue to leverage and thereby develop social competencies.

  16. FORMATION OF PROFESSIONAL COMPETENCE IN THE COURSE OF PHYSICO-CHEMICAL LABORATORY WORKSHOP IN ECONOMIC UNIVERSITY

    Directory of Open Access Journals (Sweden)

    Natalia Yu. Stozhko

    2016-01-01

    Full Text Available Abstract. Aim. The work is devoted to the study of the conditions of formation in the educational process on the subject «Analytical Chemistry and Physical Methods of Analysis», the most important competences necessary to the modern specialist in the food sector (production and examination of food quality technology for food quality control and food safety of the population.Methods. The basis of the organization of educational process on the considered discipline laid professionally-oriented approach. Innovative instruments for use in laboratory practice are created based on the model of interdisciplinary design, providing for the development of electronic resources by students. Evaluation of formation of competences was carried out using a three-tier model based on the well-known in pedagogics measurement systems of achievements of pupils: B. Blum’s taxonomy, V. P. Bespalko’s classification, etc. Indirect quality standard of efficiency of educational process was based on the surveys of students, teachers of specialized (professional departments, and on comparison of student portfolios.Results and scientific novelty. The complex of competences which development is promoted by a laboratory workshop on analytical chemistry and physicalchemical methods of the analysis is emphasized. The connections of these competences with content of the laboratory practical work providing the application of electronic resources optimizing labor-consuming routine transactions of an experiment and facilitating handling of its results are determined. The approbation of laboratory works and assessment of their efficiency in forming of various all-professional and professional competences is carried out.Practical significance. Described experience of a laboratory practical work, developing innovative resources on the basis of student partnership formation and evaluation elements of the professional competencies can be used by various educational institutions in

  17. A national study of Continuous Professional Competence (CPC) amongst pre-hospital practitioners.

    Science.gov (United States)

    Knox, Shane; Cullen, Walter; Dunne, Colum P

    2015-12-02

    Internationally, continuing professional competence (CPC) is an increasingly important issue for all health professionals. With the introduction of the first CPC framework for Emergency Medical Technicians (EMTs) and the imminent introduction of CPC for Paramedics and Advanced Paramedics (APs) in Ireland, this study aimed to identify attitudes towards CPC and factors that might influence such a framework. All EMTs (n = 925), Paramedics and APs (n = 1816) registered in Ireland were invited by email to complete an anonymous on-line survey. The study instrument was designed based on continuous professional development (CPD) questionnaires used by other healthcare professions. Quantitative and qualitative analyses were performed. The overall response rates were: EMTs 43% (n = 399), Paramedics and APs 43% (n = 789), with 82% of APs and 38% of Paramedics participating. The majority of participants in all groups agreed that registration was of personal importance and that evidence of CPC should be maintained; 39% of Paramedics/APs and 78% of EMTs believed that persistent failure to meet CPC requirements should mandate denial of registration. From a pre-determined list of activities, in excess of 88% of all respondents indicated practical training scenarios, cardiac re-certification, e-learning supplemented by related practice, and training with simulation manikins were most relevant to these roles. However, least relevant to them were: e-learning alone (Paramedic/AP 36%; EMT 35%); project work (Paramedic/AP 27%; EMT 48%); and appraisal of journal articles (Paramedic/AP 24%; EMT 39%). Irish EMTs, Paramedics and Advanced Paramedics were supportive of CPC and favoured a 'mixed' model approach which includes: blended learning, practical skills, simulation, practical/team-based exercises, e-learning combined with practical skills, and evidence of patient contact. It is hoped that these insights will inform the CPC guidelines to be introduced.

  18. Developing Professional Identity in Undergraduate Pharmacy Students: A Role for Self-Determination Theory.

    Science.gov (United States)

    Mylrea, Martina F; Sen Gupta, Tarun; Glass, Beverley D

    2017-03-24

    Professional identity development, seen as essential in the transition from student to professional, needs to be owned by the universities in order to ensure a workforce appropriately prepared to provide global health care in the future. The development of professional identity involves a focus on who the student is becoming, as well as what they know or can do, and requires authentic learning experiences such as practice exposure and interaction with pharmacist role models. This article examines conceptual frameworks aligned with professional identity development and will explore the role for self-determination theory (SDT) in pharmacy professional education. SDT explains the concepts of competence, relatedness and autonomy and the part they play in producing highly motivated individuals, leading to the development of one's sense of self. Providing support for students in these three critical areas may, in accordance with the tenets of SDT, have the potential to increase motivation levels and their sense of professional identity.

  19. Investigating the Development of Graduate Students' Multicultural Competence in Student Affairs Professional Preparation

    Science.gov (United States)

    Iverson, Susan V.; Seher, Christin L.

    2017-01-01

    Graduate programs typically provide the diversity coursework needed for students to develop the multicultural competencies necessary to fulfill their roles, yet the overall effectiveness of these educational experiences and their influence on the development of multicultural competence is unclear. This article describes a study designed to measure…

  20. Nurses in the labor market: professional insertion, competencies and skills.

    Science.gov (United States)

    Püschel, Vilanice Alves de Araújo; Costa, Dafeni; Reis, Priscila Patrício; Oliveira, Larissa Bertacchini de; Carbogim, Fábio da Costa

    2017-01-01

    to characterize nurses graduated from the School of Nursing of the University of São Paulo, from 2006 to 2012; verify their entry, facilitating factors and difficulties of these graduates in the labor market and to consider their skills and competences in the world of work. an exploratory, descriptive study with a qualitative approach. out of 505 graduates, 172 (34.1%) participated in the research. Entry into the labor market was mainly via public hospital institutions, in the SE of Brazil, in the caregiving sectors. The greater part remained from one to two years in their first job. Most agreed that they were prepared to meet the health needs of the population.  Furthermore, they had been encouraged to seek systematic and continuous improvement in a critical, reflexive and creative way, while combining technical-scientific knowledge and personal skills. the results show that the University of São Paulo has been preparing nurses for work in the labor market, in accordance with the provisions of the National Curricular Guidelines.

  1. Professional competencies in health promotion and public health: what is common and what is specific? Review of the European debate and perspectives for professional development.

    Science.gov (United States)

    Mereu, Alessandra; Sotgiu, Alessandra; Buja, Alessandra; Casuccio, Alessandra; Cecconi, Rosaria; Fabiani, Leila; Guberti, Emilia; Lorini, Chiara; Minelli, Liliana; Pocetta, Giancarlo; Contu, Paolo

    2015-01-01

    According to the Nairobi Call to Action, the growth of practitioners' skills can be favoured by setting accreditation standards and by reorienting professional competencies of current and future health workers. This will make it possible to develop a critical mass of competent practitioners, foster training, and increase visibility of the professional field. Through a review of the literature, the authors offer an overview of competency-based strategies for professional development in health promotion. The main research questions discussed were as follows: Is there a shared definition of public health?; Is there a shared definition of health promotion?; Who are the main stakeholders for public health and health promotion in Europe?; What is the meaning of professional competencies in education and practice for public health and health promotion?; Is there a shared system of professional core competencies in public health and health promotion?;What is common and what is specific between the two systems of professional competencies?; Is it useful and feasible to create specific strategies of professional development for public health and health promotion? A transformative use of competencies makes it possible to inform students, professionals, employers, and political decision-makers about what is expected from a specific profession and its values.

  2. Information Competence of a Library Specialist as a Condition for Their Professional Development

    Science.gov (United States)

    Kaviev, Airat F.; Mamontova, Marina S.

    2016-01-01

    The relevance of the study is due to the intensive introduction of information technology to library activities. Active use of information technology has a significant impact on the professional development of a librarian. It requires a high level of information competence. The purpose of the paper is to present and describe an information…

  3. [Application of the cultural competence model in the experience of care in nursing professionals Primary Care].

    Science.gov (United States)

    Gil Estevan, María Dolores; Solano Ruíz, María Del Carmen

    2017-11-01

    To know the experiences and perceptions of nurses in providing care and health promotion, women belonging to groups at risk of social vulnerability, applying the model of cultural competence Purnell. Phenomenological qualitative study. Department of Health Elda. A total of 22 primary care professional volunteers. Semi-structured interviews and focus groups with recording and content analysis, according to the theory model of cultural competence. Socio-cultural factors influence the relationship between professionals and users of the system. The subtle racism and historical prejudices create uncomfortable situations and mistrust. The language barrier makes it difficult not only communication, but also the monitoring and control of the health-disease process. The physical appearance and stereotypes are determining factors for primary care professionals. Although perceived misuse of health services are also talking about changes. The spiritual aspects of religious beliefs alone are taken into account in the case of Muslim women, not being considered as important in the case of Gypsy women and Romanian women. To provide quality care, consistent and culturally competent, it is necessary to develop training programs for professionals in cultural competence, to know the culture of other, and work without preconceived ideas, and ethnocentric; since the greater the knowledge of the cultural group being served, the better the quality of care provided. Copyright © 2017 Elsevier España, S.L.U. All rights reserved.

  4. Forming information competency of future teachers in the frame of professional pedagogical activities

    Directory of Open Access Journals (Sweden)

    Динара Кадирханкызы Берди

    2015-12-01

    Full Text Available In article results of the scientific research devoted to studying of a problem of training of future teachers in the conditions of education informatization are stated. Using a method of the analysis of theoretical sources, the author focuses attention to relevance of informatization of education, vocational training of future teachers of chemistry, formation of their information competence of professional activity.

  5. Reflections about Outdoor Adventure Sports and Professional Competencies of Physical Education Students

    Science.gov (United States)

    Marinho, Alcyane; dos Santos, Priscila Mari; Manfroi, Miraíra Noal; de Paula Figueiredo, Juliana; Brasil, Vinicius Zeilmann

    2017-01-01

    Universities have been entrusted with the task of qualifying professionals for their future practice. In light of this, the present study analysed the competencies perceived by 80 physical education students of a public university in the state of Santa Catarina, Brazil, enrolled in the subject Outdoor Adventure Sports. An exploratory descriptive…

  6. The Development of Professional Competences Using the Interdisciplinary Project Approach with University Students

    Science.gov (United States)

    González-Carrasco, Mònica; Francés Ortega, Jesús; de Castro Vila, Rodolfo; Castañer Vivas, Margarida; San Molina, Joan; Marti Bonmati, Joan

    2016-01-01

    This work describes an experience conducted by a group of professors from different departments at the University of Girona (Catalonia, Spain) which arose from the need for interdisciplinary work in university classrooms in order to promote competences relevant to the professional sector. As part of this experience, students from different degree…

  7. Newly Qualified Teachers' Professional Digital Competence: Implications for Teacher Education

    Science.gov (United States)

    Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard

    2018-01-01

    The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers' everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher…

  8. Reflective Dialog Journals: A Tool for Developing Professional Competence in Novice Teachers

    Science.gov (United States)

    Gut, Dianne M.; Wan, Guofang; Beam, Pamela C.; Burgess, Lawrence

    2016-01-01

    This study focuses on the use of a mentoring protocol, the reflective dialogue journal, to develop professional competencies for pre-service teachers within a school-university partnership. To examine the effectiveness of the reflective dialogue journal protocol and the processes employed by mentor teachers to assist pre-service teachers with…

  9. Forming Students' Professional Legal Competency in the Context of European Universities' Experience

    Science.gov (United States)

    Yashchuk, Sergiy

    2016-01-01

    The article deals with theoretical analysis of the educational process in European higher education institutions in the context of forming future social workers' professional legal competency. Based on the study of scientific and reference sources the author has defined the peculiarities of the educational process in the most popular higher…

  10. Professional Development of Continuing Higher Education Unit Leaders: A Need for a Competency-Based Approach

    Science.gov (United States)

    Bacheler, Margaret

    2015-01-01

    The purpose of this study was to examine the effect of professional development experiences on the career competencies of continuing higher education unit leaders (CHEULs). In the American system of higher education, a CHEUL manages an administrative unit that offers educational programs to adult learners (Cranton, 1996). To face the challenges…

  11. Formation of Graduates' Professional Competence in Terms of Interaction between Educational Environment and Production

    Science.gov (United States)

    Masalimova, Alfiya R.; Ivanov, Valery G.

    2016-01-01

    The relevance of the professional competence creation problem declared in the article that complies with current time requirements and specialists, first of all requires facilitation of interaction of the central education chain--the educational institution, with production (that is the personnel's consumer). Thus the problem of organic…

  12. Students' Evaluation of Professional Personality Competencies of Physical Education Teachers Working in High Schools

    Science.gov (United States)

    Demir, Erdal

    2015-01-01

    The purpose of the study is to examine the relationship between professional personality competencies of physical education teachers working in high schools and gender, school type, and class variables of students. The study was organised according to the screening model. The study was carried out in a total of 17 schools, 16 state and one…

  13. The relationship between professional communication competences and nursing performance of critical care nurses in South Korea.

    Science.gov (United States)

    Song, Hyo-Suk; Choi, JiYeon; Son, Youn-Jung

    2017-10-01

    Ineffective communication of critical care nurses can lead to higher levels of burnout and negatively affect quality of patient care and patient outcomes such as higher mortality. The purpose of this study is to describe the relationship between professional communication competences and nursing performance of critical care nurses in South Korea. This cross-sectional study collected data on 197 intensive care unit staff nurses in 3 tertiary academic medical centres in South Korea from July to November 2014. In the hierarchical regression analysis, the professional communication competences were the only significant predictors of nursing performance after adjusting for sociodemographic characteristics. In addition, the greater professional communication competences of nurses were associated with being older and having a higher education level, more years of overall clinical and intensive care unit experience, and a higher monthly salary. Our findings indicate that communication skills-related training should be included in the practical education to improve nursing performance for the quality of intensive care. Further research is needed to identify the comprehensive factors on professional communication competences of nurses in intensive care units. © 2017 John Wiley & Sons Australia, Ltd.

  14. Students-Designers' Professional Competencies Formation by Means of Folk Arts and Crafts

    Science.gov (United States)

    Budkeev, Sergey Mikhailovich; Kiryushina, Julia Vladimirovna; Shokorova, Larisa Vladimirovna

    2016-01-01

    This article reviewed the structure of design activities, special aspects of the specialists' training in multi-disciplinary design environment, the formation process of their cultural and professional competences, necessary for artistic, creative and research activities in the field of design. It identified the components of the national…

  15. Barriers and Effective Educational Strategies to Develop Extension Agents' Professional Competencies

    Science.gov (United States)

    Lakai, Dona; Jayaratne, K. S. U.; Moore, Gary E.; Kistler, Mark J.

    2012-01-01

    The study reported here determined the barriers and effective educational strategies to develop Extension agents' professional competencies. This was a descriptive survey research conducted with a random sample of Extension agents. Increased workload and lack of time and funding were identified as the most constraining barriers of Extension agents…

  16. Joint International Workshop on Professional Learning, Competence Development and Knowledge Management - LOKMOL and L3NCD

    NARCIS (Netherlands)

    Memmel, Martin; Ras, Eric; Weibelzahl, Stephan; Burgos, Daniel; Olmedilla, Daniel; Wolpers, Martin

    2006-01-01

    Memmel, M., Ras, E., Weibelzahl, S., Burgos, D., Olmedilla, D., & Wolpers, M. (2006). Joint International Workshop on Professional Learning, Competence Development and Knowledge Management - LOKMOL and L3NCD. Proceedings of ECTEL 2006. October 2nd-4th, Crete, Greece. Retrieved October 2nd, 2006,

  17. HOW PEER COACHING AFFECTS PROFESSIONAL COMPETENCE OF STUDENT TEACHERS IN TEYL PRACTICUUM

    Directory of Open Access Journals (Sweden)

    Dwi Winarsih

    2017-04-01

    Full Text Available The present study aims to advance English Department students‘ professional competence about Teaching English to Young Learners. The research questions addressed are (1 does peer coaching improve students teachers‘ professional competence and (2 how does peer coaching affect their professional competence. This qualitative research is carried out by studying pre-service teachers' pedagogicalreasoning in a peer coaching program.Each week during a three-month practicum, twenty student teachersreceive training in clarity skills. Dataare collected in the form of videos, weeklyjournals, questionnaires, observation, focus-group interviews. Follow-up interviews are analyzed qualitatively. Peer provides opportunities to discuss, analyze, and reflect on problems ofprofessional practice. It improve professional practice of student teachers andclarity competenciesare perceived as valuable for TEYL.They also enhance mastery and presentations of language elements and learning activities and classroom management.Italso shows more pedagogical reasoning that as a vehiclefor competencies acquisition and teacher reflection.The cooperating teacher is akey success of studentteachers' interaction with pupils, classroom management, and adaptation ofcontent to relevant aspects of pupils' learning needs. Lecturer‘s feedback assists studentteachers in setting goals for improvement. Thepeer coach functions of collegiality, technicalfeedback, adaptation to students, analysis of application, and support.

  18. Developing Multicultural Competence for Preparing Student Affairs Professionals through a Study Away Program

    Science.gov (United States)

    Mitchell, Donald, Jr.; Westbrook, Dmitri C.

    2016-01-01

    Higher education in the United States is becoming more racially, ethnically, and culturally diverse. Given this increasing diversity, developing multicultural competence for current and preparing student affairs professionals (PSAPs) must become more intentional and clearly articulated within graduate preparation programs and further supported by…

  19. Whiteness: A Narrative Analysis on Student Affairs Professionals, Race, Identity, and Multicultural Competency

    Science.gov (United States)

    Ashe, Susan Elizabeth

    2012-01-01

    This study explored the effect race has on the daily work of white student affairs professionals, how invested participants feel in being multiculturally competent, and their awareness of racial identity, racial attitudes, and racial privilege. Semi-structured interviews were used to gather responses from 12 white, student affairs, mid-level…

  20. Student Affairs Professionals' Self-Report of Multicultural Competence: Understanding Awareness, Knowledge, and Skills

    Science.gov (United States)

    Castellanos, Jeanett; Gloria, Alberta M.; Mayorga, Melissa M.; Salas, Christina

    2008-01-01

    Pope and Reynolds' (1997) theoretical model of multicultural competence for student affairs was empirically tested with 100 student affairs professionals. The domain subscales of awareness, knowledge, and skills revealed high internal consistency and intercorrelation. Males reported significantly higher multicultural awareness in their…

  1. Study and implementation of foreign experience of professional competence increase of governing bodies officials in Ukraine

    Directory of Open Access Journals (Sweden)

    O. I. Cherchatyi

    2014-06-01

    The authors accentuate, that the professional competence increase of governing bodies officials and officials of local self-government should be organized in the accordance with principles of system and practical directivity in the conditions of wide innovative technologies use, corresponding to up-to-datedness.

  2. Preparing Professional School Counselors as Collaborators in Culturally Competent School Administration

    Science.gov (United States)

    Nelson, Judith; Bustamante, Rebecca M.

    2009-01-01

    In collaboration with principals and other leadership team members, professional school counselors have ethical responsibilities in promoting culturally competent school environments. Pre-service training is the ideal time for school counselors and principals to develop the necessary background information, tools, and assessment skills to assist…

  3. The Correlation between Teacher Professional Competence and Natural Science Learning Achievement in Elementary School

    Directory of Open Access Journals (Sweden)

    I Ketut Ngurah Ardiawan

    2017-12-01

    Full Text Available This present study aims at investigating the correlation between teachers’ professional competence and natural science learning achievement in elementary schools in Buleleng regency. The population in this study are all sixth grade teachers, which it is further narrowed down to 30 teachers as the sample. In order to gather the data, the researcher employs questionnaire regarding teacher professional competence and document study toward students’ achievement on national examination in academic year 2016/2017. Further, ex post facto is chosen as the design of the study. Meanwhile, the data are analysed through correlation analysis with assistance of SPSS 16 software. Based on the analysis, it was obtained that the correlation between teacher professional competence and the learning achievement on natural science subject is in the interval of 0.40-0.59 with correlation coefficient at rho=0.506. This means there is a significant correlation between teacher professional competence and students’ learning achievement on natural science in national examination in academic year 2016/2017 (tcount = 3.103 > ttable =2.048 with significance level at α = 0,05 and coefficient of determination at 0.2560 (25.60%

  4. Fieldwork Using the Professional Development Schools Model: Developing a Social Justice Orientation and Multicultural Competency

    Science.gov (United States)

    Cook, Amy L.; Krell, Megan M.; Hayden, Laura A.; Gracia, Robert; Denitzio, Kari

    2016-01-01

    Practicum fieldwork was conducted in an urban high school setting using a Professional Development Schools (PDS) model, with a focus on multicultural and social justice counseling competencies (MSJCC). Interpretative phenomenological analysis was used to analyze the journal responses of 16 counseling students to ascertain MSJCC development during…

  5. Competencies for Rural Development Professionals in the Era of HIV/AIDS

    Science.gov (United States)

    Brinkman, Dine; Westendorp, Annemarie M. B.; Wals, Arjen E. J.; Mulder, Martin

    2007-01-01

    The impact of HIV/AIDS on food security and rural livelihoods is still insufficiently understood. It is evident, however, that rural development professionals need to respond to the changes that have taken place in rural areas due to the pandemic. This article explores competencies that they need in order to deal with the complex HIV/AIDS issues…

  6. Relationship between Motivation to Achieve and Professional Competence in the Performance of Elementary School Teachers

    Science.gov (United States)

    Sumantri, Mohamad Syarif; Whardani, Prayuningtyas Angger

    2017-01-01

    This study aims to determine the relationship between achievement motivation and professional competence with regard to the performance of teachers in public elementary schools in Central Java. The quantitative method is used in this study. The results of this study indicate that (1) there is a significant positive relationship between achievement…

  7. Multimedia Competencies for an Educational Technologist: A Survey of Professionals and Job Announcement Analysis

    Science.gov (United States)

    Ritzhaupt, Albert; Martin, Florence; Daniels, Katharine

    2010-01-01

    This paper examines the multimedia competencies of an educational technologist via a job announcements analysis and survey of professionals within the field. A conceptual framework is provided involving the new definition of the field of educational technology and associated knowledge, skill, and ability statements. Two hundred five unique job…

  8. Intuition and Professional Competence: Intuitive Versus Rational Forecasting of the Stock Market

    Science.gov (United States)

    Harteis, Christian; Gruber, Hans

    2008-01-01

    This article argues that intuition is a crucial component of professional competence, and provides empirical evidence to support this claim. It was found that in most cases intuitive predictions of stock market development are better than rationally justified ones and that experts predict more precisely than novices on a descriptive data level.…

  9. Innovation in transformative nursing leadership: nursing informatics competencies and roles.

    Science.gov (United States)

    Remus, Sally; Kennedy, Margaret Ann

    2012-12-01

    In a recent brief to the Canadian Nurses Association's National Expert Commission on the Health of Our Nation, the Academy of Canadian Executive Nurses (ACEN) discussed leadership needs in the Canadian healthcare system, and promoted the pivotal role of nursing executives in transforming Canada's healthcare system into an integrated patient-centric system. Included among several recommendations was the need to develop innovative leadership competencies that enable nurse leaders to lead and advance transformative health system change. This paper focuses on an emerging "avant-garde executive leadership competency" recommended for today's health leaders to guide health system transformation. Specifically, this competency is articulated as "state of the art communication and technology savvy," and it implies linkages between nursing informatics competencies and transformational leadership roles for nurse executive. The authors of this paper propose that distinct nursing informatics competencies are required to augment traditional executive skills to support transformational outcomes of safe, integrated, high-quality care delivery through knowledge-driven care. International trends involving nursing informatics competencies and the evolution of new corporate informatics roles, such as chief nursing informatics officers (CNIOs), are demonstrating value and advanced transformational leadership as nursing executive roles that are informed by clinical data. Copyright © 2013 Longwoods Publishing.

  10. ACTIVITY APPROACH AND FORMATION OF PROFESSIONAL COMPETENCIES IN SUBJECT TEACHERS IN THE COURSE OF PROFESSIONAL DEVELOPMENT TRAINING

    Directory of Open Access Journals (Sweden)

    S E Mansurova

    2016-12-01

    Full Text Available Activity approach, differently refracted at different levels of education, has put many new challenges for teachers. The competence approach acts as the methodological basis of the state educational standard of higher professional education, additional professional education; the system-activity approach acts as the methodological basis of the standards of General education. With regard to teachers of General education, the main task is to overcome the contradiction between the real level of their qualifications and new high requirements for them. These requirements are outlined in the leading normative documents of the educational standards, Professional standard “Teacher”. For the system of teacher professional development the authors of this article propose an integrated approach that combines competence-based and system-activity approaches. The integrated approach differs substantially for teachers who teach subjects of Humanities and science profiles. The paper presents the examples of tasks for various categories of teachers, the specifics of the project and research activities, as well as the characteristics of the process of problematization in the classroom and in extracurricular activities of the teachers. The universal educational actions are differenciated from the position of the variable component. At the same time the authors understand the necessity of taking into account the invariant component in the teaching of humanitarian and natural science disciplines. This thesis is a reflection of the general trend towards integration and interdisciplinarity.

  11. Professional communication competences of nurses -- a review of current practice and educational problems.

    Science.gov (United States)

    Włoszczak-Szubzda, Anna; Jarosz, Mirosław J

    2013-01-01

    A dissonance between high 'technical' professionalism of nurses and a relatively low level of patient satisfaction with received care is a phenomenon observed in many countries. Theoretical concept and review of current published studies. Most reviewed studies show that a low level of patient satisfaction occurs in the case of an inadequate interpersonal communication between nurses and patients. Most studies indicate poor effectiveness of shaping communication competences of nurses based on standard education in the area of general psychology and communication knowledge, because this knowledge does not convert itself 'spontaneously' into communication competences during occupational activity. It is necessary to supplement educational programmes for nurses with practical courses in professional interpersonal communication. International experience exchange concerning the shaping of nurses' communication competences may be limited due to cultural, organizational and systems factors.

  12. Roles, skills, and competencies of middle managers in occupational therapy.

    Science.gov (United States)

    Guo, Kristina L; Calderon, Ana

    2007-01-01

    This article describes the most essential roles, skills, and competencies needed by middle managers in occupational therapy organizations. Middle-level managers are responsible for a specific segment of the organization. They are uniquely positioned to foster changes in the department. Because of the challenges in the health care environment, it is important to discuss the roles that middle managers need to bring out the viability and growth of their departments and organization. These roles include planner, strategic planner, coordinator, leader, problem solver, and negotiator. To conduct these roles, skills and competencies that are closely linked to the effective performance of those roles are also described. Skills include human relations, marketing, and conceptual skills. Competencies include being able to manage attention, meaning, trust, and self, as well as being competent when conducting utilization reviews, program evaluations, documentation of services for quality and reimbursement purposes, and fiscal management. With these outlined roles, skills, and competencies, middle managers should be able to promote the mission of their organizations, support their employees, and navigate successfully in the competitive and ever-changing health care environment.

  13. The construction of the indicators of professional competence for exercise instructors of the elderly.

    Science.gov (United States)

    Lan, Hsiao-Ching; Li, Chih-Ping; Zheng, Hao-Wei

    2015-09-25

    The purpose of this study was to construct the quality indicators of professional competence for exercise instructors of the elderly, and then to rank the importance among those indicators. This study used the Delphi technique to integrate the opinions of 11 experts to construct the indicators, and then adopts the analytic hierarchy process (AHP) to calculate the relative rank among each individual indicator. Results revealed that the experts identified 3 first-degree indicators (professional attitude, professional skills, and professional knowledge), 10 second-degree indicators (teaching attitude, exercise knowledge, professional growth, exercise safety, personal characteristics, exercise instructor, gerontology knowledge, communicative competence, curriculum design, and motor skill), and 72 third-degree indicators. In the indicator weighting system, professional attitude was the most important among all other first-degree indicators, and the teaching attitude was the most important among all other second-degree indicators. The results provided will help in planning the curriculums of training, professional growth and evaluation. The results also provide a reference for future research.

  14. Developing professional competence by internet-based reflection

    Directory of Open Access Journals (Sweden)

    Marianne Aars

    2008-11-01

    Full Text Available This article aims at giving an example of how practical, clinical knowledge can be explored by the use of a tailor-made Information and Communication Technology (ICT-tool: Physio-Net. In constructing content to this particular internet- based resource used for bachelor students at Tromsø University College, a clinician expert physiotherapist contributed with a detailed analysis of her own practice and its underpinning rationale, displayed by film and text simultaneously. The clinician was interviewed about how the work had affected later practice and why, and her experiences are discussed in terms of reflective practice. Internalised ways of thinking and acting were changed; she became more aware of the importance of taking the patient’s perspective, of the interaction in the situation, and made more careful conclusions in the clinical reasoning process. Time, observation, writing and guidance were important clues to this learning process and outcome. It is concluded that looking into one’s own practice amongst “critical friends”, mediated in a transparent mode as the Internet tool provides, constitutes a valuable learning potential for the individual and might contribute towards making professional practice more open and easier to discuss and develop.

  15. Representações dos profissionais do desporto acerca do conceito de competência profissional Representations of the sport workers over the concept of professional competence

    Directory of Open Access Journals (Sweden)

    Paula Maria Fazendeiro Batista

    2011-06-01

    Full Text Available O campo de intervenção do profissional do desporto tem vindo a alargar-se e, concomitantemente, a complexificar-se. As ocupações tradicionais adstritas ao ensino e ao treino sofreram metamorfoses, aumentando as dificuldades de conceitualização de competência profissional. Neste estudo, procura-se identificar o conceito que os profissionais do desporto denotam de profissional competente, na persecução da identificação de um mapa conceitual transversal às quatro áreas ocupacionais consideradas: Educação Física, Treino, Atividade Física Adaptada e "Fitness". Foram entrevistados 120 profissionais (30 de cada área ocupacional sobre o conceito de competência e de profissional competente. Na análise dos dados, utilizaram-se procedimentos de análise de conteúdo. Os resultados são ilustrativos da frágil conceitualização que ainda caracteriza o campo do profissional do desporto. Identificam-se, contudo, traços comuns que apontam para a busca de uma unidade identitária centrada na competência de conhecimento e ética coadjuvada pela competência pessoal e social em estreita articulação com a competência funcional, sendo que as metacompetências e a motivação são fatores valorizados, os quais assumem a função de sustentação da competência profissional.The intervention field of the sports professional has become broader and more complex. Traditional occupations related to education and coaching have transformed and increased, bringing more difficulties to the already difficult conceptualization of professional competence. In this study we tried to understand the conception of professional competence that sports professionals have in the pursuit of identifying a conceptual map across the four occupational areas: Physical Education, Coaching, Fitness and Adapted Physical Activity. We interviewed 120 professionals (30 of each occupational area about the understanding of competence and competent professional. Data analysis

  16. A Model of Continuing Professional Competency Development by Using ICT (Study at Senior High School Teachers Padangsidimpuan, North Sumatera)

    Science.gov (United States)

    Hasibuan, Sarmadan

    2013-01-01

    In order to solve the weakness of current status of high school teachers' professional competency in Padangsidimpuan the researcher purposed this study to implement A Model of Continuing Professional Competency Development by using Information Communication Technology (ICT). This study was conducted by using a Research and Development (R&D).…

  17. A Comparison of Senior Student Affairs Officer and Student Affairs Preparatory Program Faculty Expectations of Entry-Level Professionals' Competencies

    Science.gov (United States)

    Dickerson, Amy M.; Hoffman, John L.; Anan, Baramee Peper; Brown, Kelsey F.; Vong, Linda K.; Bresciani, Marilee J.; Monzon, Reynaldo; Oyler, Jessica

    2011-01-01

    This survey research project compared and contrasted faculty and SSAO expectations for discrete new professional competencies. Findings revealed few significant differences. This study further examined differences between expected and perceived levels of new professional competency. Significant gaps emerged for fiscal management, planning,…

  18. Theoretical Model of Professional Competence Development in Dual-Specialty Students (On the Example of the "History, Religious Studies" Specialty)

    Science.gov (United States)

    Karimova, A. E.; Amanova, A. S.; Sadykova, A. M.; Kuzembaev, N. E.; Makisheva, A. T.; Kurmangazina, G. Zh.; Sakenov, Janat

    2016-01-01

    The article explores the significant problem of developing a theoretical model of professional competence development in dual-specialty students (on the example of the "History, Religious studies" specialty). In order to validate the specifics of the professional competence development in dual-specialty students (on the example of the…

  19. 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…

  20. Newly graduated nurses' empowerment regarding professional competence and other work-related factors.

    Science.gov (United States)

    Kuokkanen, Liisa; Leino-Kilpi, Helena; Numminen, Olivia; Isoaho, Hannu; Flinkman, Mervi; Meretoja, Riitta

    2016-01-01

    Although both nurse empowerment and competence are fundamental concepts of describing newly graduated nurses' professional development and job satisfaction, only few studies exist on the relationship between these concepts. Therefore, the purpose of this study was to determine how newly graduated nurses assess their empowerment and to clarify professional competence compared to other work-related factors. A descriptive, cross-sectional and correlational design was applied. The sample comprised newly graduated nurses (n = 318) in Finland. Empowerment was measured using the 19-item Qualities of an Empowered Nurse scale and the Nurse Competence Scale measured nurses' self-assessed generic competence. In addition to demographic data, the background data included employment sector (public/private), job satisfaction, intent to change/leave job, work schedule (shifts/business hours) and assessments of the quality of care in the workplace. The data were analysed statistically by using Spearman's correlation coefficient as well as the One-Way and Multivariate Analysis of Variance. Cronbach's alpha coefficient was used to estimate the internal consistency. Newly graduated nurses perceived their level of empowerment and competence fairly high. The association between nurse empowerment and professional competence was statistically significant. Other variables correlating positively to empowerment included employment sector, age, job satisfaction, intent to change job, work schedule, and satisfaction with the quality of care in the work unit. The study indicates competence had the strongest effect on newly graduated nurses' empowerment. New graduates need support and career opportunities. In the future, nurses' further education and nurse managers' resources for supporting and empowering nurses should respond to the newly graduated nurses' requisites for attractive and meaningful work.

  1. CORELATION BETWEEN TIME COMPETENCE OF THE CHILD CARE STAFF AND THEIR PROFESSIONAL BURNOUT

    Directory of Open Access Journals (Sweden)

    Olga Viktorovna Kuzmin

    2013-08-01

    Full Text Available The article presents the results of the empirical research into correlation between the time competence indices of child care staff and their professional burnout; the article also addresses the notion of time competence and gives its characteristics. We have also confirmed the hypothesis that the reduction of professional and personal achievements contribute to recognition of the fact that it is vital to organize your time, to prioritize and to schedule, it is also crucial to increase self-organization that manifests itself in the in the desire to set goals on the basis of situation analysis, to establish self-control and performance correction.    The research results will help psychologists prevent professional burnout by means of time consciousness awareness. DOI: http://dx.doi.org/10.12731/2218-7405-2013-7-4

  2. FORMING THE PROFESSIONAL COMPETENCE OF THE FUTURE ENGLISH LANGUAGE TEACHERS OF PRIMARY SCHOOL USING ICT

    Directory of Open Access Journals (Sweden)

    Liudmyla H. Havrilova

    2017-09-01

    Full Text Available The paper is devoted to the results of experimental implementing ICT into forming the professional competence of future English teachers of primary school. Among the ways of using the electronic educational means offered by the authors there are: developing and using the educational and methodological simulator «Introduction to Interactive Communication» as a local electronic resource on English; implementing the distance learning courses «Practical English Grammar», «Linguistic Country Study» in future specialists’ professional training; work in the electronic services, mastering the programs of infographics during studying the discipline «Methodology of Teaching English». The analysis of the study results showed developing of students’ acmeological linguomethodological aspirations, increasing the motivation for learning, in particular the use of ICT tools in English classes, and proved the effectiveness of the chosen ways of forming the professional competence of future English teachers of primary school.

  3. The Oncology Nursing Society Leadership Competency project: developing a road map to professional excellence.

    Science.gov (United States)

    Day, Donald D; Hand, Mikel W; Jones, Ann R; Harrington, Nancy Kay; Best, Robyn; LeFebvre, Kristine B

    2014-08-01

    Combining the recommendations of the Institute of Medicine's report on the future of nursing, an Oncology Nursing Society (ONS) leadership think tank, and current evidence, the ONS Leadership Competencies were developed to provide all nurses with a pathway to advance their leadership skills and abilities. Generated through a systematic approach of literature review, data synthesis, and peer and expert review, the ONS Leadership Competencies are divided into five domains: vision, knowledge, interpersonal effectiveness, systems thinking, and personal mastery. Each of the competencies can be measured at the individual, group, and governance levels. They serve as a means of self-assessment, growth, future planning, and professional development. This article describes the process used to develop the ONS Leadership Competencies and offers examples of how they may be used in practice.

  4. [Professional competencies in primary health care for attending to older adults].

    Science.gov (United States)

    Witt, Regina Rigatto; Roos, Maclaine de Oliveira; Carvalho, Nilson Maestri; Silva, Andria Machado da; Rodrigues, Carla Daiane Silva; Santos, Mariana Timmers Dos

    2014-12-01

    To identify and analyze the necessary competencies in primary health care for attending to older adults. An exploratory, descriptive, and quali-quantitative study was developed. Three rounds of the Delphi Technique were conducted with participants from primary health care services and a multidisciplinary committee. The first questionnaire asked participants to indicate the competencies needed for attending to older adults in primary health care. They were compiled into a list and added to a Likert Scale (from 1 to 5) for the second and third questionnaires. A consensus criterion of 70% was adopted. Twenty eight competencies were reached by consensus and were classified into twelve domains. The competencies reflect Brazilian health care policy and constitute a reference for professional health practice and education when caring for the older adult in primary health care.

  5. Milestones and entrustable professional activities: The key to practically translating competencies for interprofessional education?

    Science.gov (United States)

    Wagner, Susan J; Reeves, Scott

    2015-01-01

    Competency-based education and practice have become foundational for developing interprofessional education (IPE) and interprofessional collaboration. There has been a plethora of competencies developed in these areas recently, both at individual institutions and nationally; however, their effective integration and thus potential has not been fully realized educationally. Milestones and entrustable professional activities (EPAs) are new concepts and assessment approaches from medical education that provide a way to functionally use and maximize competencies to ensure that competency is attained. They are applicable to learning activities both within the classroom and the clinic, as well as to lifelong learning. This paper defines and describes milestones and EPAs, considers the importance of their application to IPE, and summarizes a future research project that will identify EPAs for an IPE curriculum.

  6. Competence as a Professional Imperative: Does the Army Promote Competence in its Officers?

    Science.gov (United States)

    2013-05-22

    requirements, he arrived a full day late to the second course. He was counseled in writing and given make-up work for what he missed. At this point, his...of professional armies starting with Sparta in the seventh century B.C. and ending with personal experiences in WWII. These lectures were published...than once, it was said that if the rater waited until the OER to discuss development with his subordinate it was too late for appropriate development

  7. Computer diagnostics of level of professional competence formation of future physical culture teachers in the biological disciplines study

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    Voitovska O.N.

    2013-03-01

    Full Text Available The analysis of the level of professional competence formation of future physical culture teachers in the biological disciplines study was provided. The study involved 79 students. It is applied methods of teaching observation and experiment. The computer program of monitoring of professional competence of future teachers of physical education was described in the study of the biological sciences. Analyzed the results of 448 students questionnaire of the first and second year, studying at specialty "teacher of physical culture." Found that the results of the formative stages of the experiments show significant positive changes in the levels of formation of professional competence of students of the experimental group. Found that the increase in the number of students with high and medium level of formation of professional competence and reduced the number of students with low level of formation of professional competence.

  8. Cross-disciplinary competency standards for work-related assessments: communicating the requirements for effective professional practice.

    Science.gov (United States)

    Travis, Jamie

    2002-01-01

    The purpose of this article is to introduce the cross-disciplinary competency standards for work-related assessments, why they are needed and how they have been developed in New South Wales (NSW). Cross-disciplinary competency standards communicate the benchmarks for effective performance of work-related assessments. They outline what is expected of rehabilitation professionals, including the ability to apply and transfer competence across different conditions and workplace contexts. Outcomes in occupational rehabilitation are affected by the efficacy of the work-related assessments performed, which is dependent upon competent, clinical decision-making by rehabilitation professionals. However, in Australia, work-related assessment practice is not governed by universally accepted competency standards or by any competency-based training/education and assessment system. To enhance professional practice, WorkCover NSW has developed cross-disciplinary competency standards for work-related a ssessments. The competencies provide (i) quality standards for professional workplace training and development, (ii) benchmarks for assessing the competence of rehabilitation professionals, (iii) a framework for evidence-based practice, (iv) benchmarks for measuring service quality and (v) "real world" learning outcomes and assessment criteria for professional education programs.

  9. Importance of the professional competencies of the Primary Teachers in Physical Education expressed by the students

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    Cipriano Romero Cerezo

    2011-01-01

    Full Text Available With this work we have tried to determine which have been the professional competencies Physical Education students valued more for their future professional development. This is a descriptive and transverse study with a population of 439 Physical Education students from three Andalusian universities, Granada, Jaen and Almería. We have used a questionnaire designed to the effect, Questionnaire of Professional Competencies for Physical Education Primary Teacher. The purpose was to obtain information about the importance the students grant to the different types of competencies: transversal, basic and specific. We have used a four-option Likert-scale. The descriptive analysis has allowed us to arrange the most valued competencies and the inferential analysis has made it possible to establish the differences depending on the genre and the course of the students (t student and ANOVA of a factor respectively. The factor most value is the ability to work in groups, to stimulate others, transmit values and set up necessary links between aspects such as physical education and hygiene, body postures and health

  10. Professional Competences of Young Psychologists: The Dimensions of Self-Rated Competence Domains and Their Variation in the Early Years of the Psychologist's Career

    Science.gov (United States)

    Kuittinen, Matti; Meriläinen, Matti; Räty, Hannu

    2014-01-01

    The study set out to explore an array of key competencies required by psychologists, along with a method for assessing them. The respondents (n?=?353) were a representative sample of young Finnish psychologists with professional experience of between 1 and 6 years. They were requested to rate 52 statements of competence. A set of explorative…

  11. Continuing Education Effects on Cultural Competence Knowledge and Skills Building among Health Professionals

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    Marla B. Hall

    2013-08-01

    Full Text Available Racial and ethnic minority health data from a national perspective indicates there is much to learn in the public health workforce about the ongoing health disparities crisis. This suggests a level of urgency to assist our public health professionals in obtaining specific skills sets that will assist them in working better with vulnerable populations. The purpose of this research is to assess cultural competence knowledge and programmatic skill sets, utilizing an explorational case study, of individuals employed within an urban public health department. In order to effectively evaluate these constructs, a quantitative research approach was employed to examine participants’ knowledge and competencies of the subject matter. This data was further analyzed to determine if continuing education participation and training was correlated to the levels of culturally competent practice engagement and self-reported confidence. In addition, researchers obtained data on the availability of employer sponsored training opportunities. The data suggested when health professionals engage in cultural competence education, their level of awareness of unique characteristics between ethnic and racial minorities increased. Those who exhibited the healthiest behaviors, as it relates to effectively working with diverse populations, had a heightened sense of knowledge related to culture and healthcare services. Continuing education in cultural competence is an essential strategy for improving public health employees’ effectiveness in working with diverse clients and reducing racial and ethnic health disparities. As the finding illustrated, training programs must incorporate educational components which foster skill building to enable subsequent culturally appropriate clinical interactions.

  12. Development of analytical competencies and professional identities through school-based learning in Denmark

    Science.gov (United States)

    Andresen, Bent B.

    2015-12-01

    This article presents the main results of a case study on teachers' professional development in terms of competence and identity. The teachers involved in the study are allocated time by their schools to participate in professional "affinity group" meetings. During these meetings, the teachers gather and analyse school-based data about factors which persistently create and sustain challenges in effective student education (grade K-10). This process improves their understanding and undertaking of job-related tasks. The affinity group meetings also influence the teachers' professional identity. The research findings thus illustrate the fact that the analytical approach of affinity groups, based on the analysis of the difficulties in their daily job, provides good results in terms of competencies and identity perception. In general, as a result of meeting in affinity groups, adult learners develop professional competencies and identities which are considered crucial in rapidly changing schools characterised by an increased focus on, among other things, lifelong learning, social inclusion, school digitalisation, and information literacy. The research findings are thus relevant for ministries and school owners, teacher-trainers and supervisors, schools and other educational institutions, as well as teachers and their organisations worldwide.

  13. Estimation of the parameters of quality control test of professional competence of staff

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    Oleksandra Bakanova

    2015-06-01

    Full Text Available Purpose: to develop a method for estimating the reliability of the control of functional competencies of staff with limited test sample. Material and Methods: statistical process control, sampling by attributes. Results: the dependence of the reliability of the sampling of the sample size and the population of test questions, the control plan, methodical error sampling with a given probability. Conclusions: the proposed method of selecting control plan that allows correct (with a given probability decision criterion to choose the implementation of process control professional competencies of staff with limited test sample.

  14. The Role of Public Health in the Prevention of War: Rationale and Competencies

    Science.gov (United States)

    Barker, Kathy; Arya, Neil; Rohde, Jon; Donohoe, Martin; White, Shelley; Lubens, Pauline; Gorman, Geraldine; Hagopian, Amy

    2014-01-01

    In 2009 the American Public Health Association approved the policy statement, “The Role of Public Health Practitioners, Academics, and Advocates in Relation to Armed Conflict and War.” Despite the known health effects of war, the development of competencies to prevent war has received little attention. Public health’s ethical principles of practice prioritize addressing the fundamental causes of disease and adverse health outcomes. A working group grew out of the American Public Health Association’s Peace Caucus to build upon the 2009 policy by proposing competencies to understand and prevent the political, economic, social, and cultural determinants of war, particularly militarism. The working group recommends that schools of public health and public health organizations incorporate these competencies into professional preparation programs, research, and advocacy. PMID:24825229

  15. Recovery-promoting professional competencies: perspectives of mental health consumers, consumer-providers and providers.

    Science.gov (United States)

    Russinova, Zlatka; Rogers, E Sally; Ellison, Marsha Langer; Lyass, Asya

    2011-01-01

    The purpose of this study was to empirically validate a set of conceptually derived recovery-promoting competencies from the perspectives of mental health consumers, consumer-providers and providers. A national sample of 603 consumers, 153 consumer-providers and 239 providers completed an anonymous survey via the Internet. The survey evaluated respondents' perceptions about a set of 37 competencies hypothesized to enhance clients' hope and empowerment and inquired about interactions with providers that enhanced clients' recovery process. We used descriptive statistics and ranking to establish the relevance of each competency and generalized linear models and post-hoc tests to examine differences in the consumers', consumer-providers' and providers' assessments of these competencies. Analyses confirmed the recovery relevance of several competencies and their relative importance within each group of study participants. They also revealed that while most competencies tended to have universal significance, others depended more strongly on the client's preferences. Finally, differences in the perceptions of consumers, consumer-providers and providers about the recovery relevance of these competencies were established. The study highlighted the crucial role practitioners play in enhancing recovery from serious mental illnesses through specific strategies and attitudes that acknowledge clients' personhood and foster their hopefulness, empowerment and illness management. It informed the development of a new instrument measuring providers' recovery-promoting competence and provides guidelines for sharpening the recovery focus of a wide range of mental health and rehabilitation services.

  16. [Cultural Competence in Intervention with Immigrants: A Comparative Analysis Between Health Professionals, Social Workers and Police Officers].

    Science.gov (United States)

    Gonçalves, Mariana; Matos, Marlene

    2016-10-01

    Cultural diversity places increased demands on services to multicultural populations, so the development of cultural competence by help professionals is currently a concern in institutional practices. This study evaluated the perception of cultural competence of help professional of three distinct areas: health services, social services and criminal police. Through an online questionnaire, we questioned the perception of cultural competence, at four dimensions: cultural awareness, cultural knowledge, technical skills, and organizational support. There were 610 participants, mostly female (58%), with a mean age of 39.74 years, developing activity in the social area (37%), health (33%) or the police (30%). The professionals showed, in general, a positive perception of their cultural competence. Those who had formative experiences on the subject and had more time service, perceived themselves, significantly, as more culturally competent. Significant differences were found between professionals from different areas: health professionals were more effective in terms of technical skills, the social workers at the level of cultural knowledge and polices at the level of cultural awareness. Health professionals were the ones that showed a lower perception at the level of organizational support. Despite the positive perception that technicians have about their awareness and knowledge of the values, norms and customs of immigrant communities, they realize technical aptitude as less positive, showing difficulty in practical application of their knowledge. Cultural competence has implications for good professional practice in serving multicultural populations, being urgent to invest in the development of culturally competent interventions to ensure more effective services, namely in hospitals and health centres.

  17. Development of language competencies through the «Academic and Professional Portfolio»

    Directory of Open Access Journals (Sweden)

    Joana PIERCE MCMAHON

    2012-12-01

    Full Text Available The implantation of the European Higher Education Area requires a change of methodology from an emphasis on teaching to an emphasis on learning in which the evaluation system acquires a determining relevance. In the area of second language acquisition, Common European Framework of Reference for Languages (CEFR has established levels of communicative competencies for all the Member States facilitating the student mobility. The Department of Linguistic Policy of the Council of Europe has also developed the European Portfolio of Languages (ELP to enhance self-evaluation and reflection on the part of the student. It serves two fundamental functions: pedagogical and the informative one. Nevertheless, the existing versions of portfolios do not consider the specific aspects of the use of languages in the university and professional context. For this reason, our research group has developed a specific portfolio for the of Academic and Professional context. This portfolio has been elaborated to determine the linguistic competencies at all the levels of the CEFR. In this article, after a brief description of competencies put forward by the Council of Europe and Bologna, the process of elaboration of the Academic and Professional English Portfolio as an instrument for the evaluation student learning in the context of architecture and engineering students is detailed. This paper also deals with the development of a bank of more than 350 descriptors, arranged by skills, which describe concrete degrees of skill in performing academic and professional language tasks. The competencies range in difficulty from A1 to C2 Common European Framework of Reference for Languages (CEFRL levels. They describe language learning outcomes in terms of ‘can do statements’, therefore becoming a useful instrument for language learning.

  18. The Role of Perceived Employee Emotional Competence in Healthcare Services

    NARCIS (Netherlands)

    Birgelen, M.J.H. van; Sen, H.; Riel, A.C.R. van; Semeijn, J.

    2014-01-01

    The purpose of this study is to examine how healthcare clients’ perceptions of employee emotional competence (EEC), influences satisfaction and loyalty, specifically the role of rapport and trust in this mechanism. This is a rather neglected topic in services research, which may contribute to better

  19. The Role of Intelligence and Feedback in Children's Strategy Competence

    Science.gov (United States)

    Luwel, Koen; Foustana, Ageliki; Papadatos, Yiannis.; Verschaffel, Lieven

    2011-01-01

    A test-intervention-test study was conducted investigating the role of intelligence on four parameters of strategy competence in the context of a numerosity judgment task. Moreover, the effectiveness of two feedback types on these four parameters was tested. In the two test sessions, the choice/no-choice method was used to assess the strategy…

  20. Teacher Competences for Telecollaboration: The Role of Coaching

    Science.gov (United States)

    Melchor-Couto, Sabela; Jauregi, Kristi

    2016-01-01

    This paper explores the role of coaching in enhancing teachers' key competences for integrating Telecollaboration (TC) in their language course. A total of 23 secondary school teachers participated in this case study as part of the EU-funded project TILA. Quantitative and qualitative data were gathered via two surveys, the first one measuring…

  1. Developing a palliative care competence framework for health and social care professionals: the experience in the Republic of Ireland.

    Science.gov (United States)

    Connolly, Michael; Ryan, Karen; Charnley, Karen

    2016-06-01

    Competence-based education in health and social care has been promoted through the Tuning Process in Europe. This papers reports on the process of developing a Palliative Care Competence Framework for health and social care professionals working in the Republic of Ireland. A Palliative Care Competence Framework Steering Group, comprising a range of health and social care professionals, was established to oversee and drive the development of the framework, through identification of core competences and related indicators and supporting the work of 10 working groups to develop discipline specific competences. The Palliative Care Competence Framework identifies six domains of competence with core indicators which all health and social care professionals should be able to demonstrate on completion of initial academic programme for professional registration or in the context of their current job. Discipline-specific competences supplement the core competences and describe additional skill-specific competences acquired during training in that discipline. Discipline-specific competences are organised in three ascending levels of expertise of palliative care practice. The framework describes universal core competences in palliative care while also detailing individual competences for each health and social care discipline. It is envisioned that the framework will inform academic curricula and professional development programmes, and so will enhance the care of people with life-limiting illness, fostering greater interprofessional and interorganisational collaboration in palliative care provision. 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/

  2. Competência profissional e assistência em anticoncepção Professional competence and contraceptive care

    Directory of Open Access Journals (Sweden)

    Escolástica Rejane Ferreira Moura

    2005-10-01

    Full Text Available OBJETIVO: Avaliar a competência técnica de profissionais que atuam no cuidado em anticoncepção. MÉTODOS: Realizou-se pesquisa do tipo avaliativa, na área da saúde, em oito municípios do Estado do Ceará, de julho a setembro de 2003. Os dados foram coletados mediante entrevistas com 29 enfermeiros e 50 usuários do Programa Saúde da Família e observações feitas nas unidades de saúde. RESULTADOS: A maioria dos enfermeiros havia participado de alguma capacitação sobre anticoncepção e normas técnicas. No entanto, foi relatada a existência de barreiras profissionais pelos enfermeiros e outras foram identificadas pelos usuários, os quais mostraram a necessidade de melhor capacitação dos profissionais que atuam nessa área. Os enfermeiros reconheceram dificuldades, tanto na comunicação e informação quanto técnicas, no manejo dos anticoncepcionais. CONCLUSÕES: Há lacunas na competência profissional em anticoncepção que associadas a falta de sistematização do trabalho em equipe, geram distorções na qualidade da atenção. O trabalho em equipe foi caracterizado pela indefinição de atribuições e tarefas dos seus membros.OBJECTIVE: To evaluate the technical competence of professionals carrying out activities related to contraceptive care. METHODS: Evaluative research in the field of health was conducted in eight districts of the State of Ceara from July to September 2003. Data was collected by means of interviews with 29 nurses working in the Family Health Care Program within these districts and 50 people being attended by this program. Observations of the Family Health Care Units were a complementary source of data within this study. RESULTS: The majority of nurses had received some form of training regarding contraception and the technical norms regulating their use. However, professional barriers were reported by the nurses and others were identified by lay persons being attended by the program, that indicate the

  3. The professional competence profile of Finnish nurses practising in a forensic setting.

    Science.gov (United States)

    Koskinen, L; Likitalo, H; Aho, J; Vuorio, O; Meretoja, R

    2014-05-01

    Forensic nurses in Finland work in the two state-maintained forensic hospitals. The main function of these hospitals is to perform forensic psychiatric evaluation and provide treatment for two groups of patients: violent offenders found not guilty by reason of insanity, and those too dangerous or difficult to be treated in regional hospitals. Although the forensic nurses work with the most challenging psychiatric patients, they do not have any preparatory special education for the work. This paper describes the development of nurses who participated in a 1-year further education programme that was tailored to them. The nurses experienced that the 1-year education had a significant impact on their overall competence level. They found that their skills for observing, helping, teaching and caring for their patients had increased during the education. Conversely, it was found that the nurses collaborated little with their patients' family members. They were also not familiar with utilizing research findings in improving their care of patients. Forensic nursing is a global and relatively young profession that combines nursing care and juridical processes. There are, however, significant differences in the qualifications of forensic nurses internationally. The aim of the study was to describe the professional competence profile of practising forensic nurses in Finland and to explore the effects of a 1-year further education programme on that competence profile. The data were collected in 2011-2012 using the Nurse Competence Scale comprising seven competence categories, and analysed using the software package SPSS version 19.0 (SPSS, Inc., Armonk, NY, USA). The participants were 19 forensic nurses and their 15 head nurses. The assessed overall scores from both informant groups indicated a high level of competence across the seven categories. The nurses felt that the overall competence level had increased during the education programme. The increase seen by the head nurses

  4. Emotional and social competencies and perceptions of the interpersonal environment of an organization as related to the engagement of IT professionals.

    Science.gov (United States)

    Pittenger, Linda M

    2015-01-01

    There is a dearth of research focused on the engagement of information technology (IT) professionals. This study analyzed the relationship between emotional and social competencies and the quality of the IT professional's perceptions of the interpersonal environment in an organization as they relate to employee engagement. Validated instruments were used and data was collected from 795 IT professionals in North America to quantitatively analyze the relationship between emotional and social competencies, role breadth self-efficacy (RBSE), with the quality of the IT professional's perceptions of the interpersonal environment, and those perceptions with employee engagement. The study results indicate that specific emotional and social competencies and RBSE relate differently to the quality of the perceptions of the interpersonal environment. The study also reveals how the quality of the IT professional's perceptions of the interpersonal environment relates to how much they engage in the organization. The findings indicate that the relationship between achievement orientation and the perceived interpersonal environment was positive and the relationship between influencing others and the perceived interpersonal environment was negative. Understanding such relationships offers much needed insight to practitioners and can benefit organizations that wish to increase the engagement of their IT professionals. The findings also can support practitioners to more effectively select and develop talent with the desired motives and traits. By doing so, organizations can experience increased employee satisfaction, engagement, and retention, resulting in higher productivity, quality, and profitability.

  5. Professional Values Competency Evaluation for Students Enrolled in a Concept-Based Curriculum.

    Science.gov (United States)

    Elliott, Annette M

    2017-01-01

    Although many nursing programs have transitioned toward the use of concept-based curricula, the evaluation of student learning associated with the curricular approach has been limited. An evaluation of student learning related to professional values for programs offering concept-based curricula was not evident in the literature. The purpose was to determine how a course competency related to professional values was addressed by nursing students studying in a concept-based nursing curriculum. The qualitative methodology of framework analysis was used to evaluate written assignments (N = 75). The core concept appreciation for professional values and the core concept disillusionment with unprofessional behaviors were identified in students' written reflections. The core concept of appreciation for professional values contributes to an evidence base of contemporary professional values identified in nursing. The core concept of disillusionment with unprofessional behaviors can inform curricular planning and research on how to advocate for professional behaviors. [J Nurs Educ. 2017;56(1):12-21.]. Copyright 2017, SLACK Incorporated.

  6. The H-PEPSS: an instrument to measure health professionals' perceptions of patient safety competence at entry into practice.

    Science.gov (United States)

    Ginsburg, Liane; Castel, Evan; Tregunno, Deborah; Norton, Peter G

    2012-08-01

    Enhancing competency in patient safety at entry to practice requires introduction and integration of patient safety into health professional education. As efforts to include patient safety in health professional education increase, it is important to capture new health professionals' perspectives of their own patient safety competence at entry to practice. Existing instruments to measure patient safety knowledge, skills and attitudes have been developed largely to examine the impact of specific patient safety curricular initiatives and the psychometric analyses of the instruments used thus far have been exploratory in nature. Confirmatory factor analytic approaches are used to extensively test the Health Professional Education in Patient Safety Survey (H-PEPSS), a newly designed survey rooted in a patient safety competency framework and designed to measure health professionals' self-reported patient safety competence around the time of entry to practice. The H-PEPSS focuses primarily on the socio-cultural aspects of patient safety including culture, teamwork, communication, managing risk and understanding human factors. Results support a parsimonious six-factor measurement model of health professionals' perceptions of patient safety competency. These results support the validity of a reduced version of the H-PEPSS and suggest it can be appropriately used at or near training completion with a variety of health professional groups. Given increased demands for patient safety competency among health professionals at entry to practice and slow, but emerging changes in health professional education, ongoing research to understand the extent of patient safety competency among health professionals around the time of entry to practice will be important.

  7. Exploring perceptions of healthcare professionals in the implementation of a new professional role of clinical telehealth coordinator within a university integrated healthcare network.

    Science.gov (United States)

    Payette, Carine; Desrochers, Johanne; Lavoie-Tremblay, Mélanie; Richer, Marie-Claire

    2010-06-01

    As telehealth networks develop across Canada, new professional roles start to emerge. A university healthcare center part of an integrated health network has identified the need to introduce a clinical coordinator for specialized telehealth programs. However, very little is found in the current literature about the description or core competencies that such a professional should possess as well as the ways to implement this role. The objective of this study was to explore how healthcare professionals (HCPs) involved in a specialized teleoncology program perceive a new clinical telehealth coordinator (CTC) role within a university integrated healthcare network (UIHN) in a metropolitan area in Québec, Canada. A descriptive qualitative design was used and a purposive sample of nine HCPs, including physicians, nurses, and pharmacists who were members of a UIHN teleoncology committee, was recruited. The HCPs identified that the CTC was a multifaceted role. The core competencies identified by the HCPs included knowledge, expertise, and experience. Participants identified three key factors in the implementation of this role, namely, the structural support, having a common language, and making the implementation of this role relevant. The results suggest that this CTC role may be more complex than originally expected and that the diverse competencies suggest an expanded nature to this role. This has important implications for administrative strategies when addressing the key factors in the implementation of this role.

  8. Nurses in post-operative heart surgery: professional competencies and organization strategies.

    Science.gov (United States)

    Santos, Ana Paula Azevedo; Camelo, Silvia Helena Henriques; Santos, Fabiana Cristina Dos; Leal, Laura Andrian; Silva, Beatriz Regina da

    2016-01-01

    To analyze nurses' competencies with regard to their work in post-operative heart surgery and the strategies implemented to mobilize these competencies. This was an exploratory study with a qualitative approach and a methodological design of collective case study. It was carried out in three post-operative heart surgery units, consisting of 18 nurses. Direct observation and semi-structured interviews were employed to collect data. Data were construed through thematic analysis. nine competencies were found, as follows: theoretical-practical knowledge; high-complexity nursing care; nursing supervision; leadership in nursing; decision making; conflict management; personnel management; material and financial resources management; and on-job continued education. Organizational and individual strategies were employed to develop and improve competencies such as regular offerings of courses and lectures, in addition to the individual pursuit for knowledge and improvement. the study is expected to lead future nurses and training centers to evaluate the need for furthur training required to work in cardiac units, and also the need for implementing programs aimed at developing the competencies of these professionals. Analisar as competências dos enfermeiros para atuarem no pós-operatório de cirurgia cardíaca e estratégias implementadas para a mobilização dessas competências. Estudo exploratório, com abordagem qualitativa e desenho metodológico estudo de caso coletivo. Foi realizado em três unidades pós-operatórias de cirurgias cardíacas, com 18 enfermeiros. Na coleta de dados utilizou-se observação direta e entrevista semiestruturada. Para interpretação dos dados optou-se pela análise temática. Foram identificadas nove competências, sendo: conhecimento teórico-prático, cuidados de enfermagem de alta complexidade, supervisão e liderança em enfermagem, tomada de decisão, gerenciamento de conflitos, de recursos humanos, materiais, financeiros e educa

  9. Continuing professional development needs of teachers in schools for competence-based vocational education: A case study from The Netherlands

    NARCIS (Netherlands)

    Prof. Dr. Rob F. Poell; Dr. Audrey Seezink

    2010-01-01

    Purpose - The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence-based education programs, so that these schools can develop better attuned HR policies. It investigates which

  10. Integrating information literacy into the education of public health professionals: roles for librarians and the library

    Science.gov (United States)

    Cobus, Laura

    2008-01-01

    Objective: The paper reviews the core competencies for public health professionals presented in the Institute of Medicine's (IOM's) report, Who Will Keep the Public Healthy: Educating Public Health Professionals for the 21st Century; describes improving information literacy (IL) as a mechanism for integrating the core competencies in public health education; and showcases IL as an opportunity for solidifying partnerships between academic librarians and public health educators. Methods: The IOM competencies, along with explicit examples of library support from a literature review of current IL trends in the health sciences, are analyzed. Results: Librarians can play a fundamental role in implementing the IOM's core competencies in shaping public health education for the twenty-first century. A partnership between public health educators and librarians through a transdisciplinary approach is recommended. Conclusions: IL skills and competencies integrated into public health curricula through a collaborative partnership between public health educators and librarians can help integrate the IOM's core competencies and improve public health education. PMID:18219378

  11. Public Relations: Roles, Entry Requirements and Professionalism

    Directory of Open Access Journals (Sweden)

    Kadek Dwi Cahaya Putra

    2013-12-01

    Full Text Available Abstract: This paper attempts to describe that there is a chance for non-Public Relations graduates to work as or at the Public Relations industry. Studies have shown that Public Relations practitioners are mostly from generalist background (not Public Relations and even come into the job by chance. A Public Relations is a very sociable person, possess a mix of functional, managerial and negotiating abilities as well as analytical and well-developed communication and understand people and human psychology. With working roles of Expert Prescriber, Communication Facilitator, Problem Solving Facilitator and Communication Technician, a Public Relations needs to be well prepared by learning foreign language, joining personality improvement course, developing networking and understanding computer and communication technology. Areas of where a Public relations works are in-house (organization/company, consultancy and freelance practitioner having various titles showing their main function in the organization such as public affairs, event manager, community relations manager, marketing communication executive, employee relations manager, corporate communications manager, media coordinator. As there is an increased challenge of Public Relations’s professionalism, a true practitioner is best prepared by educational institutions with lecturers having sound education and practice combined with extensive link-and -match research and industrial-practical placement for the graduates.

  12. Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence

    OpenAIRE

    Numminen, Olivia; Laine, Tuija; Isoaho, Hannu; Hupli, Maija; Leino-Kilpi, Helena; Meretoja, Riitta

    2014-01-01

    Objective This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice?theory gap. Design A cross-sectional, comparative design using the Nurse Competence Scale was applied. Subjects The sample comprised nurse educators (n?=?86) and...

  13. THE AUTOMATIZATION OF SPEAKING SKILLS IN THE PROCESS OF BUILDING AN ACADEMIC ENGLISH PROFESSIONAL COMPETENCE IN SPEAKING OF PROSPECTIVE MARKETERS

    Directory of Open Access Journals (Sweden)

    Аndriana Onufriv

    2016-12-01

    Full Text Available The issue of automatization of speaking skills in the process of building an academic English professional competence in speaking of prospective marketers is highlighted. The essence of an academic English professional competence in speaking of prospective marketers has been analyzed. The structure of an academic English professional competence in speaking of prospective marketers (abilities, skills, knowledge, communicative aptitudes has been studies. Building of speaking skills is based on the acquisition of declarative and procedural knowledge. The presentation is suggested as a leading tool of building an academic English professional competence in speaking of prospective marketers. The ways of automatization of speaking operations in the process of building an academic English professional competence in speaking of prospective marketers has been grounded. It has been established that automatization of speaking operations in the process of building an academic English professional competence  in speaking of prospective marketers occur by the means of developing phonetic, grammar and lexical speaking skills. The automatization   of speaking skills is reached by performing certain exercises and tasks. These assignments are receptive, reproductive ones (by a criterion of leading kind of speaking; warming, stereotype-situational and variant-situational ones (by a criterion of the stages of developing skills; simulative and communicative ones (by a criterion of communication. The most widespread exercise and tasks for developing speaking skills, defined by a criterion of communication, are   non-communicative, simulative and communicative ones.

  14. Professional nurses' perception of their clinical teaching role at a ...

    African Journals Online (AJOL)

    Four themes representing the perceptions of the professional nurses emerged in the analysis: (i) the clinical teaching role; (ii) the complexities of clinical teaching; (iii) learners have their issues; and (iv) making it work. Conclusion. Professional nurses understand and appreciate their educational role in the development of ...

  15. A Definition of Gender Role Conflict among Black Professional Fathers

    Science.gov (United States)

    Robinson, Ora

    2011-01-01

    There is very little literature that depicts the parental role of Black professional fathers positively or that samples Black participants from the upper economic strata. The purpose of this study is to gain insight into how Black professional fathers experience or perceive gender role conflict and identify clinical implications. Grounded in…

  16. VALUES ORIENTATION AS A COMPONENT OF FOREIGN LANGUAGE COMMUNICATIVE PROFESSIONAL COMPETENCE DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Nataliia Bilonozhko

    2016-12-01

    Full Text Available The article highlights the problem of students’ valuеs orientation in the development of foreign language communicative professional competence. Values orientation is defined as a complex social and psychological phenomenon of the student personality structure that embodies the relation to different spheres of the material and spiritual world, regulates the behaviour of everyday life activities as well as gives reference projection on the values of future career. There determined the approaches to creating valuеs orientation of students in the development of their professional foreign language communicative competence. The reflective approach deals with students reflective activity that promotes awareness of certain linguistic, cultural events, human and personal values. The professionally oriented approach helps determine the ethical aspects of future careers of students. The educational aspect of the cultural approach is characterized by identification of common moral values in the life of two nations and two cultures, as well as aesthetic activities implementation. The practical application of these approaches is exemplified by the use of art as well as texts of various genres as a platform for intellectual and cognitive activity, during which the philosophical basis of personality is revealed.

  17. The ethics of professionality in educational care: competence, knowledge and passion

    Directory of Open Access Journals (Sweden)

    Mariagrazia Contini

    2009-07-01

    Full Text Available The article presents a critical reflection on current cultural contexts paying particular attention to the “sad passions” they connote and the heavy price paid by young people and adolescents reducing their capacity for planning. In order to resist this tendency and open up to the possibility of “joyful passions” we refer to the commitment of educational professionality, to the ethical substratum of its deontology, and to the various competences and meta-competences which characterise it. In particular emphasises the importance of an “emotional knowledge”, which gives value to, and enriches the intersection between knowledge and feeling and favours empowerment on the subjective and social level, promoting passion and growth and to involve oneself in pacific, rich relationships with the Other.

  18. Las competencias profesionales del nutricionista deportivo The professional competences of the sports dietitian

    Directory of Open Access Journals (Sweden)

    Maria Luisa Bellotto

    2008-12-01

    Full Text Available OBJETIVO: El artículo presenta los resultados obtenidos en la investigación que dio origen a la tesis doctoral defendida por la autora en la Universitat de Lleida (España, cuyo objetivo fue identificar las Competencias Profesionales de los nutricionistas que trabajan en el ámbito de la Nutrición Deportiva. MÉTODOS: Fueron investigados 14 expertos provenientes de Australia (n=1, Brasil (n=7, España (n=3 y Estados Unidos (n=3. La herramienta metodológica utilizada fue la técnica Delphi, compuesta de tres rondas de cuestionarios. En la primera ronda los expertos proporcionaron, a través de sus discursos, la identificación de un listado de Competencias Profesionales, información que en la segunda y tercera ronda pudieron ser evaluadas y posteriormente analizadas a través de cálculos estadísticos descriptivos (media, moda, mediana y desviación Standard. RESULTADOS: De esta manera, se llegó al consenso entre los expertos sobre 147 competencias profesionales identificadas. Las competencias fueron clasificadas en cuatro macro categorías de Competencias Profesionales: Competencias Técnicas (38, Metodológicas (62, Participativas (24 y Personales (23. CONCLUSIÓN: Los resultados demostraron que el estudio sistematizado de las Competencias Profesionales del Nutricionista Deportivo contribuye para el establecimiento de los contenidos que deben componer la disciplina de Nutrición Deportiva a ser incorporada en los itinerarios curriculares de las carreras de Nutrición Humana y Dietética.OBJECTIVE: This article presents the results of the doctoral research developed by the author at the University of Lleida (Spain in June 2006. The main goal was to investigate the professional competences of dietitians who work in the field of Sports Nutrition. METHODS: Fourteen experts in Sports Nutrition from 4 countries were investigated, Australia (n=1, Brazil (n=7, Spain (n=3 and the United States (n=3. The methodological tool applied was the Delphi

  19. INTERNSHIP ROLES IN TRAINING AND PROFESSIONAL DEVELOPEMENT OF STUDENTS

    Directory of Open Access Journals (Sweden)

    Munteanu Anca-Ioana

    2012-07-01

    Full Text Available Romanian specialist`s studies show a harsh reality: Romanian universities programs have only theoretical value, creating specialists but not for real life, but for a more abstract environment. Our university graduates are doing very well in a stable economic and institutional environment that offers relatively easy material and financial resources, with a set of skills and professional skills which fail to meet harsh reality of the labor market. An effective solution for professional skills development is the accumulation of work experience during college in the environment and on the job we have in view by following an internship program. As a form of practical education through work, internship meets young people, particularly students keen to gain experience through practical work in a job within a company or institution chosen, giving them the opportunity to translate theoretical knowledge into practice and to develop skills and experience of labor market activities that waits for them. This paper is an original applied research conducted in the West University of Timisoara, Faculty of Economics and Business Administration. It aims to identify whether there is a need for specialization Management students to acquire work experience before graduating, to what extent they are able to assess their skills and work in a company and especially the role of internship programs in professional and personal development of students. The results show that participation in an internship program is beneficial not only for students but also for employers. Leading to increased competences and to training and professional skills and personal development, internship becomes a more attractive alternative for young people because it gives them the opportunity to be “a ringer" of an employee on the position you have in view. Without being employed, students can gain practical experience in a certain position they sought in a company or institution on the

  20. DEVELOPMENT OF PSYCHOLOGICAL SAFETY OF PEDAGOGICAL COLLEGE STUDENT IN THE PROCESS OF PROFESSIONAL COMPETENCE FORMATION

    Directory of Open Access Journals (Sweden)

    Marina Aleksandrovna Kechina

    2013-11-01

    Full Text Available This article is devoted to studying of the interrelation between psychological safety and professional competence of pedagogical institutions students. The author points out the didactic unit elements of psychological disciplines which mastering forms the notions of the factors and ways of preventing or overcoming their effects. The article enlarges upon the certain sectional branches of psychological science (social and educational ones by means of which the differentiation of “risk” factors of psychological safety deprivation of the students is achieved, it also illustrates the mechanism of mastering-in these factors in the study of the course of “Psychology”. This work is performed by means of active application of humanitarian, psychological and educational technologies, interactive educational methods (i.e., social-and-psychological training, brainstorming, project method, group discussion method, case method in HEIs (Higher Eduction Institutions. The author reveals the importance of determination the psychological “risk” factors of psychological safety deprivation regarding the formation of professional competence of a pedagogical college student.Objective: To determine the “risk” factors of psychological safety deprivation of a Pedagogical college student in the process of formation of professional competence.Methods of the work performance: analysis of psychological and educational literature on the subject of the present study, a comparative analysis of learning didactic unit elements and identifying the “risk” factors of psychological safety deprivation.The work methodology: scientific research works of I.A. Bayeva, N.M. Borytko, and Y.V. Vardanyan.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-42

  1. eHealth Technology Competencies for Health Professionals Working in Home Care to Support Older Adults to Age in Place: Outcomes of a Two-Day Collaborative Workshop

    Science.gov (United States)

    Barakat, Ansam; Woolrych, Ryan D; Sixsmith, Andrew; Kearns, William D

    2013-01-01

    competencies and requirements needed for the use of eHealth technologies to support elderly adults to age in place. In addition, this paper underscores the need for further discussion of the changing role of health care professionals working in home care within the context of emerging eHealth care technologies. The findings are of value to local and central government, health care professionals, service delivery organizations, and commissioners of care to use this paper as a framework to conduct and develop competencies for health care professionals working with eHealth technologies. PMID:25075233

  2. Identifying global health competencies to prepare 21st century global health professionals: report from the global health competency subcommittee of the consortium of universities for global health.

    Science.gov (United States)

    Wilson, Lynda; Callender, Brian; Hall, Thomas L; Jogerst, Kristen; Torres, Herica; Velji, Anvar

    2014-12-01

    As universities increase their focus on global health-related professional education, the need for specific competencies and outcomes to guide curriculum development is urgent. To address this need, the chair of the Education Committee of the Consortium of Universities for Global Health (CUGH) appointed a Subcommittee to determine if there is a need for broad global health core competencies applicable across disciplines, and if so, what those competencies should be. Based on that work, this paper (a) discusses the benefits of developing interprofessional and discipline-specific global health competencies; (b) highlights themes that emerged from a preliminary review of existing related literature; and (c) reviews the process used to identify two levels of interprofessional global health competencies. © 2014 American Society of Law, Medicine & Ethics, Inc.

  3. Development of Structural Components of Future Technicians' Professional Competencies during Their Studies of General Disciplines in College

    Science.gov (United States)

    Kopilov, Sergey N.; Dorozhkin, Evgenij M.; Tarasyuk, Olga V.; Osipova, Irina V.; Lazareva, Natalia V.

    2016-01-01

    The relevance of the problem stems from the necessity to develop and implement the formation model for structural components of future technicians' professional competencies during their studies of general professional disciplines. The purpose of the article is to carry out a theoretical study, to develop and approbate a model that forms the…

  4. The Development of Professional Foreign Language Competence for ESP Students: Case of Kazakh National Agrarian University Students

    Science.gov (United States)

    Kunanbayeva, Salima; Zhyltyrova, Zhanar

    2016-01-01

    The relevance of this paper is determined by the needs of modern society for qualified specialists who will fulfill professional tasks in a foreign language society at various intercultural levels. The purpose of the research is studying the development of professional foreign language competence for ESP students. The methodology of the research…

  5. Competence profile of an in-house educator of professionals providing elderly care (ComPro project).

    Science.gov (United States)

    Szczerbińska, Katarzyna E; Topór-Mądry, Roman; Niedźwiedzka, Barbara

    2012-07-01

    The main goal of the study, conducted within the multicenter ComPro project (Competence Profiles for Learning Supporters in Elderly Care) and funded by the Leonardo da Vinci Programme in 2006-2008, was to define the competences profile of a person responsible for the inhouse education of professionals caring for the elderly persons in social care institutions. The qualitative (3 focus group interviews) and quantitative (the KODE®X questionnaire) approach was used to study opinions of 106 care professionals and 39 managers in social care institutions, and 35 teachers in vocational schools for workers in social care about desired competences of an in-house educator. The factor analysis with Varimax rotation performed separately for each group of surveyed professionals showed 4 factors in each, which had different components with the highest correlation rates. In the managers group--factor 1 correlated most with communication and organisational competences; among care professionals--with professional knowledge and their job specific skills; among teachers--with social and didactical competences. The most expected competences were different in each position, what may reflect the need of creation of a job description and a post of an in-house educator in social care institutions. Copyright © 2011 Elsevier Ltd. All rights reserved.

  6. Higher Education and labour integration. Spanish graduates with disabilities and professional competence

    Directory of Open Access Journals (Sweden)

    Mariona Dalmau Montalà

    2013-12-01

    Full Text Available The aim of this study was to explore the strengths and weaknesses detected by Spanish university graduates with a disability in the process of university education and integration into the mainstream labour market, as well as the experience and opinion of companies concerning this issue. The method used was quantitative-qualitative and descriptive. The participating sample consisted of 687 Spanish university graduates with a disability, 77 university students with a disability 19 University Support Services, and 16 companies. Results and conclusions allow us to confirm that: (1 university graduates with a disability, in general, are not provided with appropriate support at university to develop their professional competence sufficiently; (2 professionalizing practices are an opportunity for the employment of graduates with a disability; (3 disability prevails over the quality of the person’s curriculum vitae when entering the mainstream labour market.

  7. 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

    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...... health professionals and patient groups. Sets of competences for practitioners working in primary, secondary and tertiary care have been agreed and were approved by the European Society of Human Genetics. The competences provide an appropriate framework for genetics education of health professionals...... and professions has resulted in an adaptable framework for both pre-registration and continuing professional education. This competence framework has the potential to improve the quality of genetic health care for patients globally....

  8. Technology competences, agency and collaborative challenges: from teacher expertise to continuing professional development

    Directory of Open Access Journals (Sweden)

    Chiara Urbani

    2016-07-01

    Full Text Available The teacher Continuing Professional Development (CPD requires today the re-thinking of teachersʼ expertise, in connection to a new definition of professional competence. For example, in the case of technology competences, the continuing training shouldn’t be limited to promoting their learning and practice, however to encourage the re-thinking of the sense and the value of personal agency, that allows to express the competences acquired and link them into an authentic and self-determined dimension. This project research examines the correlation between the pre-school teachers continuing professional development and the agency’s capability processes, trying to define how technologies can affect the professional agency’s qualification. First evidences about the increased value acquired by the extracurricular aspects of networking and governance suggest how teachers’ agency appears focused on interaction with enlarged learning contexts, suggesting the opportunity to invest in socio-relational aspects and integrate them into traditional professional education and training processes.Competenze tecnologiche, agency e sfide collaborative: dall’expertise allo sviluppo professionale docenteLo sviluppo professionale degli insegnanti richiede oggi il ripensamento dellʼexpertise docente nel dialogo con una nuova definizione della competenza professionale. Ad esempio, nel caso delle competenze tecnologiche, la formazione continua non deve limitarsi a promuovere il loro apprendimento ed esercizio, bensì a stimolare il ripensamento del senso e del valore dell’azione, che permette di esprimere pienamente le competenze e ricondurle ad un orizzonte di significazione personale. Il progetto di ricerca sulla correlazione esistente tra lo sviluppo professionale continuo degli insegnanti prescolastici e i processi di capacitazione dellʼazione (agency permette di formulare alcune ipotesi sulla capacità delle tecnologie di influire sulla qualificazione

  9. Inter-professional Perinatal Simulation training: A valuable educational model to improve competencies amongst student midwives in Brussels, Belgium.

    Science.gov (United States)

    Vermeulen, Joeri; Beeckman, Katrien; De Clercq, Gerlinde; Vandelannoote, Isabelle; Gucciardo, Léonardo; Laubach, Monika; Swinnen, Eva

    2016-02-01

    Simulation training is a powerful and evidence-based teaching method for students and healthcare professionals. The described educational model of Inter-professional Perinatal Simulation training is the result of a collaborative project with the Erasmus University College Brussels, the Medical School of the Vrije Universiteit Brussel (VUB) and the University Hospital Brussels. This model enhances student midwives to acquire competencies in all fields of midwifery according to national and European legislation and to the International Confederation of Midwives Global Standards for Midwifery Education. In our educational program, simulation training enhanced the achievement of decision-making and inter-professional communication competences. Copyright © 2015 Elsevier Ltd. All rights reserved.

  10. The Engineering Graphics Olimpiad as a Means for Students’ Creative Professional Competence Formation in the Technical Higher School

    Directory of Open Access Journals (Sweden)

    N. S. Bushmakina

    2013-01-01

    Full Text Available The paper is devoted to the creative professional competence development by the technical high school students – the prospective building engineers – by means of the Engineering Graphics Olympiad. The authors in- vestigate the concepts of the creative competences, creative abilities, creative professional competences, and denote the structure of the engineering- graphic competence. Its main components, singled out by the group expert assessment, form the basis for the Olympiad content regarding its selection and major rounds. For the more argumentative selection it is recommended to provide the pedagogic expertise corresponding with the requirements of the Federal State Educational Standards and considering the students’ level. The formation levels of the competence in question are discussed along with the corresponding knowledge and skills. The authors present the brief analysis of the research outcomes and make a conclusion about the necessity of stu- dents’ additional preparatory work regarding the specificity of the engineering graphics training in the technical higher school. 

  11. The FORMATION of PERSONal and PROFESSIONAL competencies of STUDENTS – specialists-to-be IN PUBLIC AND MUNICIPAL ADMINISTRATION SPHERE

    OpenAIRE

    Bushueva Irina Petrovna

    2013-01-01

    The article considers the necessity and possibility of formation of personal and professional competencies of specialists in the sphere of Public and Municipal Administration (PMA) at the pre-service professional stage of development. Purpose: to justify the necessity and possibility of personal and professional skills formation of specialists-to-be in PMA sphere, as well as to determine the conditions of such activity. Methods and methodology of the research: analysis of educational standard...

  12. The discourse of professional competence-based training based: a critical analysis of professionals’ initial training at higher education

    Directory of Open Access Journals (Sweden)

    Eduardo Fernández Rodríguez

    2009-04-01

    Full Text Available This article aims at carrying out a political analysis of the discourse of training based on competences offering elements of reflection that distort the readiness with which this model of teaching training has been assumed in Spain. The article is divided into two sections. In the first one, competence-based training is framed within the new ways of work organisation in a postfordian economy and the main elements of a curricular design based on a professional-competence approach are described. In the second section some mythologies associated to training for employability and to competence-based learning are explored.

  13. Forming Students’ Professional Legal Competency in the Context of European Universities’ Experience

    Directory of Open Access Journals (Sweden)

    Yashchuk Sergiy

    2016-12-01

    Full Text Available The article deals with theoretical analysis of the educational process in European higher education institutions in the context of forming future social workers’ professional legal competency. Based on the study of scientific and reference sources the author has defined the peculiarities of the educational process in the most popular higher education institutions of European Union, offering Bachelor’s and Master’s degrees in Social Work, namely, social and technical division of labour based on the interdisciplinary relations (theoretical and practical learning, pre-professional research constituent during placements; stipulating for a less ethnocentric understanding of social problems; training of a social worker able to skillfully provide individuals, families, organizations and communities with social support to achieve optimal social functioning in a society; analysis of aims and objectives of modern social work in the local and global context of promoting human rights and social justice; application of social work methods with a focus on client participation in the process of changing; reflection of learning and professional experience and independent learning to develop professional skills of a social worker; obtaining specialization in social programmes and projects management aimed at optimizing social integration of social risk groups, such as the disabled, and supporting individuals, groups and communities (to help realize one’s potential, achieve social and economic justice, prevent one’s dysfunctions; accordance of doctrinal and operative education standards that reflect a modern approach to social work - an applied social science with various principles, values, theory and practice methodology.

  14. 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

    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...... 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...

  15. Professional values and competencies as explanatory factors for the use of evidence-based practice in nursing.

    Science.gov (United States)

    Skela-Savič, Brigita; Hvalič-Touzery, Simona; Pesjak, Katja

    2017-08-01

    To establish the connection between values, competencies, selected job characteristics and evidence-based practice use. Nurses rarely apply evidence-based practice in everyday work. A recent body of research has looked at various variables explaining the use of evidence-based practice, but not values and competencies. A cross-sectional, non-experimental quantitative explorative research design. Standardized instruments were used (Nurse Professional Values Scale-R, Nurse Competence Scale, Evidence-Based Practice Beliefs and Implementation Scale). The sample included 780 nurses from 20 Slovenian hospitals. The data were collected in 2015. The study identifies two new variables contributing to a better understanding of beliefs on and implementation of evidence-based practice, thus broadening the existing research evidence. These are the values of activism and professionalism and competencies aimed at the development and professionalization of nursing. Values of caring, trust and justice and competencies expected in everyday practice do not influence the beliefs and implementation of evidence-based practice. Respondents ascribed less importance to values connected with activism and professionalism and competencies connected with the development of professionalism. Nurses agree that evidence-based practice is useful in their clinical work, but they lack the knowledge to implement it in practice. Evidence-based practice implementation in nursing practice is low. Study results stress the importance of increasing the knowledge and skills on professional values of activism and professionalism and competencies connected to nursing development. The study expands the current understanding of evidence-based practice use and provides invaluable insight for nursing managers, higher education managers and the national nursing association. © 2017 John Wiley & Sons Ltd.

  16. The psychological boundary of nurses separating professional and maternal roles

    OpenAIRE

    Laušmanová, Alexandra

    2007-01-01

    Author: Alexandra Laušmanová Institute: Institute of social medicine FM CU in Hradec Králové Nursing department Title: The Psychological Boundary of Nurses separating Professional and Maternal Roles Supervisor: Bc. Eva Prchalová Number of pages: 131 Number of attachments: 4 Year of defense: 2007 Keywords: psychological boundary, social role, family, child needs, psychological strain on nurses, work conditions of nurses, realistic options in compatibility of professional and parent role This b...

  17. Professional Competence of Prospective Teachers in Business and Economics Education: Evaluation of a Competence Model Using Structural Equation Modeling

    Science.gov (United States)

    Bouley, Franziska; Wuttke, Eveline; Schnick-Vollmer, Kathleen; Schmitz, Bernhard; Berger, Stefanie; Fritsch, Sabine; Seifried, Jürgen

    2015-01-01

    Teacher competence is crucial for quality of teaching and learner achievement. Competency models and competence measurement are prevalent in domains such as the natural sciences and lacking in others. We conducted our research in the field of business and economics education by focusing on the accounting domain because it is key to a deep…

  18. Actions for Professional Development to Enhance Competence in Communicating Scientific Results

    Directory of Open Access Journals (Sweden)

    Alexeis Ruíz-Díaz

    2017-04-01

    Full Text Available The main goal of this research is to propose an action plan for professional development to enhance competence in communicating scientific results in teachers of municipal secondary schools. The research is part of a complementary methodological approach that combines different quantitative and qualitative methods based on specific objectives. The diagnosis was made at the Municipal University Center of Sagua La Grande, with a sample of 25 teachers who are members of the Industrial Engineering career staff at the institution, attached to the Central University “Marta Abreu” of Las Villas, Cuba. Regularities were found from the stage of the initial diagnosis of professional development needs and the level in which the “competence in communicating scientific results” variable was. With this information justifying the purposes of this research, a process was designed following a systemic approach, and the practical result was the proposal of the organization and design of an action plan for development through postgraduate education forms during the implementation phase.

  19. Effects of Blended Learning Environment on Professional Competence and Motivation Levels of Coach Candidates

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    Turker Turan Yildiz

    2016-01-01

    Full Text Available Impeding factors which restrain educational activities such as physical impracticability exist in coach training courses, which are mainly caused by organizations, ineffective and insufficient duration of courses to resolve these problems, it is possible to use blended learning methods in coach training courses. Thus, we developed a traditional face-to-face environment for a special education course and an online environment for a fundamental education course using blending approach. The study aimed to investigate the effects of blended learning model proposed for coaching education courses on the motivation levels and professional competence of coach candidates. Participants were the trainees who wanted to participate in the first stage of the coach training course at volleyball branch. The coach candidates in the blended learning environment showed significantly higher motivation levels compared to the others in the control group. In addition, a significant difference between the control and the experiment groups of coach candidates in regard to their professional competence was detected. This study is compelling in terms of strengthening the significance of the blended learning environment, even in coach training.

  20. Mentoring by design: integrating medical professional competencies into bioengineering and medical physics graduate training.

    Science.gov (United States)

    Woods, Kendra V; Peek, Kathryn E; Richards-Kortum, Rebecca

    2014-12-01

    Many students in bioengineering and medical physics doctoral programs plan careers in translational research. However, while such students generally have strong quantitative abilities, they often lack experience with the culture, communication norms, and practice of bedside medicine. This may limit students' ability to function as members of multidisciplinary translational research teams. To improve students' preparation for careers in cancer translational research, we developed and implemented a mentoring program that is integrated with students' doctoral studies and aims to promote competencies in communication, biomedical ethics, teamwork, altruism, multiculturalism, and accountability. Throughout the program, patient-centered approaches and professional competencies are presented as foundational to optimal clinical care and integral to translational research. Mentoring is conducted by senior biomedical faculty and administrators and includes didactic teaching, online learning, laboratory mini-courses, clinical practicums, and multidisciplinary patient planning conferences (year 1); student development and facilitation of problem-based patient cases (year 2); and individualized mentoring based on research problems and progress toward degree completion (years 3-5). Each phase includes formative and summative evaluations. Nineteen students entered the program from 2009 through 2011. On periodic anonymous surveys, the most recent in September 2013, students indicated that the program substantially improved their knowledge of cancer biology, cancer medicine, and academic medicine; that the mentors were knowledgeable, good teachers, and dedicated to students; and that the program motivated them to become well-rounded scientists and scholars. We believe this program can be modified and disseminated to other graduate research and professional health care programs.

  1. The Role of Health Literacy in Professional Education and Training.

    Science.gov (United States)

    Aldoory, Linda

    2017-01-01

    This chapter marks the territory and leadership potential found in research, practice and policy related to the role of health literacy in higher education and professional training. There is limited published work that has summarized the role and scope of health literacy in higher education and professional training. This chapter will provide a review of the research in the area, a description of some of the educational practices in health literacy, and a case example of how policy might influence the role of health literacy in professional higher education.

  2. Using outcomes-based methodology for the education, training and assessment of competence of healthcare professionals.

    Science.gov (United States)

    Harrison, Rosalind; Mitchell, Lindsay

    2006-03-01

    This paper outlines the job competence/functional analysis methodology that is used widely within the UK workforce and throughout the world. This outcomes-based approach to competence focuses on the description of the outcomes of work performance and is not concerned with job or professional titles. The four stages of functional analysis are outlined and illustrated with a functional map developed for the ophthalmic sector. The nature, purpose and format of occupational standards are described and illustrated, along with common errors in developing occupational standards. The knowledge and understanding of requirements that are described with the occupational standards can be used for curriculum development, but the de-linking of standards, learning and assessment means that qualifications can be awarded that are independent of any one learning process, and formal learning programmes are no longer the only access route to the qualification. This approach to competence can support meaningful discussions about how work may be shared between healthcare professions without compromising standards.

  3. The Changing Roles Professional Development Program

    Science.gov (United States)

    A. Hermansen-Baez; N. Wulff

    2010-01-01

    As populations and urbanization expand in the Southern United States, human influences on forests and other natural areas are increasing. As a result, natural resource professionals are faced with complex challenges, such as managing smaller forest parcels for multiple benefits, and wildfire prevention and management in the wildland-urban interface (areas where urban...

  4. Validation of holistic nursing competencies: role-delineation study, 2012.

    Science.gov (United States)

    Erickson, Helen Lorraine; Erickson, Margaret Elizabeth; Campbell, Joan A; Brekke, Mary E; Sandor, M Kay

    2013-12-01

    The American Holistic Nurses Credentialing Corporation (AHNCC), certifying body for nurses practicing within the precepts of holistic nursing, uses a systematic process to guide program development. A previous publication described their early work that distinguished basic and advanced holistic nursing and development of related examinations. A more recent publication described the work of AHNCC from 2004 to 2012, including a role-delineation study (RDS) that was undertaken to identify and validate competencies currently used by holistic nurses. A final report describes the RDS design, methods, and raw data information. This article discusses AHNCC's goals for undertaking the 2012 Holistic Nursing RDS and the implications for the certification programs.

  5. Gender Role Conflict, Professional Role Confidence, and Intentional Persistence in Engineering Students in China

    Science.gov (United States)

    Yang, Xueyan; Wang, Xinhong; Zhang, Lin; Weidman, John C.

    2017-01-01

    In the current study, the relationship between gender role conflict, professional role confidence, and intentional persistence was examined using data from a survey of male and female Chinese engineering students. Intentional persistence was significantly associated with gender role conflict and professional role confidence; however, the pattern…

  6. Roles and Competencies for Distance Education Programs in Higher Education Institutions.

    Science.gov (United States)

    Williams, Peter E.

    2003-01-01

    Describes a study that identified the roles and competencies needed in distance education in higher education, rated the importance of those competencies, and compared results to those of a competency study conducted five years previously. Highlights include the roles of leader, change agent, and trainer; and interpersonal and communication…

  7. Professional practice leadership roles: the role of organizational power and personal influence in creating a professional practice environment for nurses.

    Science.gov (United States)

    Lankshear, Sara; Kerr, Michael S; Spence Laschinger, Heather K; Wong, Carol A

    2013-01-01

    Professional practice leadership (PPL) roles are those roles responsible for expert practice, providing professional leadership, facilitating ongoing professional development, and research. Despite the extensive implementation of this role, most of the available literature focuses on the implementation of the role, with few empirical studies examining the factors that contribute to PPL role effectiveness. This article will share the results of a research study regarding the role of organizational power and personal influence in creating a high-quality professional practice environment for nurses. Survey results from nurses and PPLs from 45 hospitals will be presented. Path analysis was used to test the hypothesized model and relationships between the key variables of interest. Results indicate that there is a direct and positive relationship between PPL organizational power and achievement of PPL role functions, as well as an indirect, partially mediated effect of PPL influence tactics on PPL role function. There is also a direct and positive relationship between PPL role functions and nurses' perceptions of their practice environment. The evidence generated from this study highlights the importance of organizational power and personal influence as significantly contributing to the ability of those in PPL roles to achieve desired outcomes. This information can be used by administrators, researchers, and clinicians regarding the factors that can optimize the organizational and systematic strategies for enhancing the practice environment for nursing and other health care professionals.

  8. Programme evaluation training for health professionals in francophone Africa: process, competence acquisition and use

    Directory of Open Access Journals (Sweden)

    Banza Baya

    2009-01-01

    Full Text Available Abstract Background While evaluation is, in theory, a component of training programmes in health planning, training needs in this area remain significant. Improving health systems necessarily calls for having more professionals who are skilled in evaluation. Thus, the Université de Ouagadougou (Burkina Faso and the Université de Montréal (Canada have partnered to establish, in Burkina Faso, a master's-degree programme in population and health with a course in programme evaluation. This article describes the four-week (150-hour course taken by two cohorts (2005–2006/2006–2007 of health professionals from 11 francophone African countries. We discuss how the course came to be, its content, its teaching processes and the master's programme results for students. Methods The conceptual framework was adapted from Kirkpatrick's (1996 four-level evaluation model: reaction, learning, behaviour, results. Reaction was evaluated based on a standardized questionnaire for all the master's courses and lessons. Learning and behaviour competences were assessed by means of a questionnaire (pretest/post-test, one year after adapted from the work of Stevahn L, King JA, Ghere G, Minnema J: Establishing Essential Competencies for Program Evaluators. Am J Eval 2005, 26(1:43–59. Master's programme effects were tested by comparing the difference in mean scores between times (before, after, one year after using pretest/post-test designs. Paired sample tests were used to compare mean scores. Results The teaching is skills-based, interactive and participative. Students of the first cohort gave the evaluation course the highest score (4.4/5 for overall satisfaction among the 16 courses (3.4–4.4 in the master's programme. What they most appreciated was that the forms of evaluation were well adapted to the content and format of the learning activities. By the end of the master's programme, both cohorts of students considered that they had greatly improved their

  9. Professionals' Experiences of the Relations between Personal History and Professional Role

    Science.gov (United States)

    Binder, Per-Einar

    2013-01-01

    The purpose of this paper is to explore whether and how workers in a crisis resolution home treatment (CRHT) team experience the relationship between their personal history and professional role. This paper is based on 13 in-depth interviews with health professionals working in CRHT. The interviews were analysed using a hermeneutic-phenomenological approach. Participants expressed that there is a relationship between their personal history and professional role, and three themes are highlighted as particularly important in, namely experiences related to the participants as individuals, work-related experiences and family-related experiences. The participants write meaning into the relationship between their personal history and professional role. By relating and exploring their own life stories in the interviews, they work on forming meaning and identity. PMID:23589772

  10. THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

    OpenAIRE

    Galiya H. Vakhitova

    2015-01-01

    RETRACTED ARTICLEThe aim of the article is to consider the issues of professional competence formation of the teacher of preschool education in the system of additional education; the necessity of educational space extension of preschool children is proved. Methods. The author relies on the technique of the competency approach to teacher preparation pre-school education, while using both theoretical and empirical research methods. The methods involve the retrospective analysis of research wor...

  11. Medical ward round competence in internal medicine - an interview study towards an interprofessional development of an Entrustable Professional Activity (EPA)

    OpenAIRE

    Wölfel, Teresa; Beltermann, Esther; Lottspeich, Christian; Vietz, Elisa; Fischer, Martin R.; Schmidmaier, Ralf

    2016-01-01

    Background The medical ward round is a central but complex activity that is of relevance from the first day of work. However, difficulties for young doctors have been reported. Instruction of ward round competence in medical curricula is hampered by the lack of a standardized description of the procedure. This paper aims to identify and describe physicians? tasks and relevant competences for conducting a medical ward round on the first day of professional work. Methods A review of recent lite...

  12. 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.

  13. Preparing for New and Changing Roles in Research Libraries – the Need for Continuing Professional Development

    Directory of Open Access Journals (Sweden)

    Gitte Larsen

    2006-10-01

    Full Text Available It is expected that library staff are qualified to offer high quality services to users visiting the physical library. Likewise, it is expected that they have substantial knowledge and skills needed for developing and maintaining electronic services and for dissemination of relevant services and facilities requested by the web-user. Serving remote library users calls for additional competencies, such as marketing, branding and communications skills in the electronic environment as well as knowledge of measuring and evaluation of the use of electronic services. It is a challenge to the staff to match particular needs and demands from different user groups, but also to library management staff to ensure that the competencies and skills are available in the organisation to match the needs of the user – wherever s/he might be located. Competencies are, in this context, defined as the combination of knowledge and experience that make the individual able to take the right actions in the daily working environment. What education and training needs emerge from the changing roles and new tasks? How might we identify the needs for continuing professional development? And how can we maintain and update skills and competencies acquired maybe 25 years ago? These are key questions – not only to be addressed to library managers, but also to be considered carefully by those institutions responsible for continuing education and professional development of library staff.

  14. Expected ethical competencies of public health professionals and graduate curricula in accredited schools of public health in North America.

    Science.gov (United States)

    Lee, Lisa M; Wright, Brandy; Semaan, Salaam

    2013-05-01

    We assessed expected ethics competencies of public health professionals in codes and competencies, reviewed ethics instruction at schools of public health, and recommended ways to bridge the gap between them. We reviewed the code of ethics and 3 sets of competencies, separating ethics-related competencies into 3 domains: professional, research, and public health. We reviewed ethics course requirements in 2010-2011 on the Internet sites of 46 graduate schools of public health and categorized courses as required, not required, or undetermined. Half of schools (n = 23) required an ethics course for graduation (master's or doctoral level), 21 did not, and 2 had no information. Sixteen of 23 required courses were 3-credit courses. Course content varied from 1 ethics topic to many topics addressing multiple ethics domains. Consistent ethics education and competency evaluation can be accomplished through a combination of a required course addressing the 3 domains, integration of ethics topics in other courses, and "booster" trainings. Enhancing ethics competence of public health professionals is important to address the ethical questions that arise in public health research, surveillance, practice, and policy.

  15. INVESTIGATING TEACHERS’ PROFESSIONAL COMPETENCE: A SYSTEMIC FUNCTIONAL LINGUISTIC ANALYSIS OF TEACHERS’ REPORT TEXTS

    Directory of Open Access Journals (Sweden)

    Sudarsono M. I. Sudarsono

    2017-05-01

    Full Text Available This research aims at observing the teachers’ professional competence by investigating the report texts written by three English teachers in a junior high school in terms of their schematic structures and linguistic features. To achieve this aim, a qualitative case study design involving analysis of English teachers’ report texts and interviews with these English teachers was employed in this research. The results of this research showed that generally the three English teachers have demonstrated sufficient ability in applying appropriate schematic structures and linguistic features relevant to the criteria of a report text. However, the results of this research also indicate that some improvements in understanding and writing a report text, especially in terms of schematic structure, linguistic features, and theme progressions, are needed to enhance the teachers’ subject matter content knowledge about report text.

  16. How can blogging during internship strengthen student reflections within their own professional competencies?

    DEFF Research Database (Denmark)

    Dahl, Charlotte

    2015-01-01

    -on skills, develop employability skills, explore career opportunities, communicate own professional area, networking, and build reflections to how internship prepares for global employments. Requirements of internship all over the world Blogging is a key requirement of the Internship portfolio. A blog adds...... to growing Portfolio of skills in a global society. To blog during internships has been recommended in other University College settings as a tool for learning due to its associated usefulness in collaborative learning, reflection, communication, and social support (Kwan et al., 2009, Chu et al., 2012...... and employability • to understand the profession Global Nutrition & Health • to support and strengthen competencies within social media and health communication • to inspire other students to intern...

  17. Childhood re-edits: challenging norms and forming lay professional competence on YouTube

    Directory of Open Access Journals (Sweden)

    Konstantin Economou

    2015-12-01

    Full Text Available This article presents the initial findings of research into how YouTube culture can become an arena for young YouTube videographers to remodel mainstream, sub-cultural, and media content (YouTube clips, music, film content, and viral memes. We juxtapose analyses from both media and child studies to look at the ways in which preferred images and notions of the “good” and idyllic childhood are re-edited into a possible critique of the prescribed Swedish childhood. Also, we look at ways in which these media-literate actors use YouTube to display their skills in both media editing and social media “savvy.” We discuss how “lay” professional competence in digital culture can be inherent in a friction between popular (children's culture and social media production, where simultaneous prowess in both is important for how a mediatised social and cultural critique can emerge.

  18. Is older adult care mediated by caregivers' cultural stereotypes? The role of competence and warmth attribution

    Directory of Open Access Journals (Sweden)

    Fernández-Ballesteros R

    2016-05-01

    Full Text Available Rocío Fernández-Ballesteros,1 Antonio Bustillos,2 Marta Santacreu,1,3 Rocio Schettini,1 Pura Díaz-Veiga,4 Carmen Huici2 1Clinical and Health Psychology, Universidad Autónoma de Madrid (UAM, 2Social Psychology, Universidad Nacional de Educación a Distancia (UNED, 3Psychology Department, Universidad Europea de Madrid (UEM, 4Matia Instituto Gerontológico, Madrid, Spain Purpose: The purpose of this study is to examine, from the stereotype content model (SCM perspective, the role of the competence and warmth stereotypes of older adults held by professional caregivers.Methods: A quasi-experimental design, ex post facto with observational analyses, was used in this study. The cultural view on competence and warmth was assessed in 100 caregivers working in a set of six residential geriatric care units (three of them organized following a person-centered care approach and the other three providing standard geriatric care. In order to assess caregivers’ cultural stereotypical views, the SCM questionnaire was administered. To evaluate the role of caregivers’ cultural stereotypes in their professional performance as well as in older adult functioning, two observational scales from the Sistema de Evaluación de Residencias de Ancianos (assessment system for older adults residences-RS (staff functioning and residents’ functioning were applied.Results: Caregivers’ cultural views of older adults (compared to young people are characterized by low competence and high warmth, replicating the data obtained elsewhere from the SCM. Most importantly, the person-centered units predict better staff performance and better resident functioning than standard units. Moreover, cultural stereotyping of older adult competence moderates the effects of staff performance on resident functioning, in line with the findings of previous research.Conclusion: Our results underline the influence of caregivers’ cultural stereotypes on the type of care, as well as on their

  19. Employees' Perceptions of the Opportunities to Utilize Their Competences: Exploring the Role of Perceived Competence Mobilization

    Science.gov (United States)

    Lai, Linda

    2011-01-01

    Perceived competence mobilization is the degree to which employees perceive that they have adequate opportunities to utilize their competences in their current jobs. The findings of the research reported here suggest that employees' perceived competence mobilization is associated with a number of favourable employee attitudes, including intrinsic…

  20. [Role of biological training in the formation of professional capacities in parasitologists].

    Science.gov (United States)

    Astanina, S Iu; Dovgalev, A S; Abdiukhina, T I; Imamkuliev, K D; Pautova, E A

    2013-01-01

    A competence approach is the methodological basis for a new educational system. Fundamental training in the formation of physicians' professional capacities plays a crucial and more increasing role in the structure of medical education. Biology as a fundamental natural science discloses the regularities of emergence and development, as well as essential conditions for life maintenance. The investigation has determined the didactic bases (goals and content) of a system for biological training of parasitologists in continuing medical education, which ensure the formation of their professional capacities. A set of methodical conditions for implementing the system of the physicians' biological training in postgraduate and advanced medical education as a tool to upgrade the quality of parasitologists' professional training has been determined.

  1. Development and use of the professional orientation component of electronic educational resources in the context of a competence-based approach

    OpenAIRE

    Belnitskaya Elena Aleksandrovna

    2015-01-01

    The article deals with the issue of professional orientation of pupils through academic subjects in the information society. The development and use of electronic educational resources for training and professional orientation of pupils are considered in the competence approach context.

  2. Ethics of caring and professional roles.

    Science.gov (United States)

    Paulsen, Jens Erik

    2011-03-01

    Normative discussions about modern health care often revolve around principles stating what must not be done or how to ration scarce resources in the name of justice. These are important discussions. However, in order to have an impact on clinical roles, ethical reflection must be able to describe and address the complexities and challenges of modern nursing and doctoring, and maybe even the patient role. A multi-principled approach, such as the one suggested by Beauchamp and Childress, can obviously address almost any such issue, but a great deal of translation is often required in order to address role-related issues. I shall here argue that an ethics of caring is better suited to grasping the big picture when the question is how to create value-informed clinical roles in an era of rapid development.

  3. Analysing written production competence descriptors for academic and professional purposes and their calibration to the CEFR

    Directory of Open Access Journals (Sweden)

    Joana Pierce McMahon

    2012-04-01

    Full Text Available The Common European Framework of Reference for Languages (CEFR “describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively” (Council of Europe, 2001: 1. This paper reports on the findings of two studies whose purpose was to assess written production competence descriptors meant for their inclusion into the Academic and Professional English Language Portfolio (ELP for students of engineering and architecture. The main objective of these studies was to establish whether the language competence descriptors were a satisfactory valid tool in their language programmes from the point of view of clarity, relevance and reliability, as perceived by the students and fellow English for Academic Purposes (EAP / English for Science and Technology (EST instructors. The studies shed light on how to improve unsatisfactory descriptors. Results show that the final descriptor lists were on the whole well calibrated and fairly well written: the great majority was considered valid for both teachers and students involved.

  4. Establishing a method to support academic and professional competence throughout an undergraduate radiography programme

    Energy Technology Data Exchange (ETDEWEB)

    Ng, Curtise K.C. [Department of Health Technology and Informatics, Hong Kong Polytechnic University, Hung Hom, Kowloon (Hong Kong)], E-mail: or.curtis@polyu.edu.hk; White, Peter [Department of Health Technology and Informatics, Hong Kong Polytechnic University, Hung Hom, Kowloon (Hong Kong)], E-mail: htpwhite@polyu.edu.hk; McKay, Janice C. [Department of Health Technology and Informatics, Hong Kong Polytechnic University, Hung Hom, Kowloon (Hong Kong)], E-mail: htjanmck@polyu.edu.hk

    2008-08-15

    Purpose: Radiography degree programmes are coming under increasing pressure from the community to ensure that graduates have not only the necessary academic development but also the practice-based skills. This study aims to establish a method of monitoring students' progress towards, and ability to meet, academic and professional competences throughout a radiography programme. Methods: Questionnaires were designed for students and academic staff to determine the stages and standards of progress of competence development, and to inform the review process of the current assessment tools throughout the programme. A literature search identified the appropriate pedagogy as a basis for devising the method. Another questionnaire was distributed to overseas radiography institutions to gain insights into other assessment practices to validate the framework. Results and discussion: It was established that years of study rather than semester periods were appropriate to allow students to meet the standards. Discrepancies were noted in the expectations between academic staff (higher expectations) and students (more realistic) in terms of the pace of development expected. As students progress at different rates, and do not experience the same clinical exposure, their ability to meet expectations may differ and so both sets of expectations were combined as a range of criteria. A multi-dimensional assessment approach should be adequate to gauge students' progress but time and resource effectiveness has not yet been addressed. The portfolio was identified as the pedagogy capable of integrating all the competence assessment tools, linked by reflective writing, to gather individual outcomes into a whole, and form a holistic framework. Outcome: The portfolio framework will initially run as a voluntary activity and standards of progress corresponding to the students' stages will be delivered to participants in advance. Participants will be required to select materials

  5. Correlation of pre-veterinary admissions criteria, intra-professional curriculum measures, AVMA-COE professional competency scores, and the NAVLE.

    Science.gov (United States)

    Roush, James K; Rush, Bonnie R; White, Brad J; Wilkerson, Melinda J

    2014-01-01

    Data consisting of preadmission criteria scores, annual and final cumulative grade point averages (GPAs), grades from individual professional courses, American Veterinary Medical Association Council on Education (AVMA-COE) Competency scores, annual class rank, and North American Veterinary Licensing Exam (NAVLE) scores were collected on all graduating DVM students at Kansas State University in 2009 and 2010. Associations among the collected data were compared by Pearson correlation. Pre-veterinary admissions criteria infrequently correlated with annual GPAs of Years 1-3, rarely correlated with the AVMA-COE Competencies, and never correlated with the annual GPA of Year 4. Low positive correlations occurred between the NAVLE and the Verbal Graduate Record Examination (GRE) (r=.214), Total GRE (r=.171), and the mean GPA of pre-professional science courses (SGPA) (r=.236). Annual GPAs strongly correlated with didactic course scores. Annual GPAs and final class rank strongly correlated (mean r=-.849), and both strongly correlated with the NAVLE score (NAVLE: GPAs mean r=.628, NAVLE: final class rank r=-.714). Annual GPAs at the end of Years 1-4 weakly correlated or did not correlate with the AVMA-COE Competencies. The AVMA-COE Competencies weakly correlated with scores earned in didactic courses of Years 1-3. AVMA-COE Competencies were internally consistent (mean r=.796) but only moderately correlated with performance on the NAVLE (mean r=.319). Low correlations between admissions criteria and outcomes indicate a need to reevaluate admission criteria as predictors of school success. If the NAVLE remains the primary discriminator for veterinary licensure (and the gateway to professional activity), then the AVMA-COE Competencies should be refined to better improve and reflect the NAVLE, or the NAVLE examination should change to reflect AVMA-COE Competencies.

  6. Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence.

    Science.gov (United States)

    Numminen, Olivia; Laine, Tuija; Isoaho, Hannu; Hupli, Maija; Leino-Kilpi, Helena; Meretoja, Riitta

    2014-12-01

    This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice-theory gap. A cross-sectional, comparative design using the Nurse Competence Scale was applied. The sample comprised nurse educators (n = 86) and nurse managers (n = 141). Descriptive and inferential statistics were used in the data analysis. Educators assessed novice nurses' competence to a significantly higher level than managers in all competence areas (p competencies related to immediate patient care, commitment to ethical values, maintaining professional skills and nurses' care of the self. The biggest differences were in competencies related to developmental and evaluation tasks, coaching activities, use of evidence-based knowledge and in activities which required mastering a comprehensive view of care situations. However, differences between educators' and managers' assessments were strongly associated with their age and work experience. Active and improved collaboration should be focused on areas in which the differences between educators' and managers' assessments greatly differ in ensuring novice nurses' fitness for practice. © 2014 The Authors. Scandinavian Journal of Caring Sciences published by John Wiley & Sons Ltd on behalf of Nordic College of Caring Science.

  7. Congruence between position descriptions for public health nursing directors and supervisors with national professional standards and competencies.

    Science.gov (United States)

    Polivka, Barbara J; Chaudry, Rosemary Valedes; Jones, Alexandria

    2014-01-01

    This study described the extent to which position descriptions (PDs) for public health directors of nursing (DONs) and non-DON public health nursing (PHN) supervisors in Ohio local health departments incorporate national standards of PHN practice and competencies for public health managers. Ninety-four PDs were obtained from 66 local health departments. Statements in each PD were analyzed for congruence with the 2007 American Nurses Association Public Health Nursing Scope and Standards of Practice (ANA Standards) and the Council on Linkages Core Competencies for Public Health Professionals (COL Competencies). Health department and PD characteristics were also obtained. COL Competencies within each COL skill domain were pooled for analysis. Position descriptions addressed an average of 7.6 of the 20 ANA Standards/Substandards (range, 1-15). The most commonly addressed ANA Standards were Leadership, Regulatory Activities, Collegiality and Professional Relationships, and Planning; the least often addressed were Population Diagnosis and Priorities, Professional Practice Evaluation, Outcomes Identification, Advocacy, and Evaluation. Position descriptions addressed an average of 3.6 of the 8 COL skill domains (range, 0-6). Financial Planning and Management, Policy Development/Program Planning, Community Dimensions of Practice, and Analytic/Assessment were the most commonly addressed COL skill domains, whereas Cultural Competence and Basic Public Health Sciences were the least commonly addressed. About 75% of the PDs included task statements that did not correspond to any of the ANA Standards or COL Competencies. Results indicate that PDs do not reflect compliance with professional mandates for the practice of PHN. This lack of fit between PDs and nationally recognized standards of practice and competencies suggest that PHN may be undifferentiated as a public health discipline and as a nursing specialty.

  8. Professional Competences of Preschool Teachers for Working with Gifted Young Children in Slovenia

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    Sonja ČOTAR KONRAD

    2016-12-01

    Full Text Available Recognizing giftedness in young preschool children presents an important challenge to all educators. Because giftedness needs nurturing, the aim of the research was to emphasize the importance of gifted children’s right to adequate educational opportunities, which will stimulate the optimal development of their potentials. In order to achieve the latter, appropriately qualified preschool teachers are needed, in both diagnostic (the identification of the preschool gifted children and educational field. The main purpose of the study (N=180 was to analyse professional qualifications and attitudes of preschool teachers in the area of identifying and working with gifted children from age 2 to age 6. The non–experimental causal method was used. The results of the research in Slovenia show the following problems: preschool teachers are inadequately informed about the issues concerning working with gifted children; they tend to have low self-competence in identifying personal characteristics of gifted children and in the appropriate use of teaching strategies when working with them; they stress the necessity for further education and professional training in the field of gifted children education.

  9. Apuntes sobre competencia comunicativa, calidad del servicio y competencia profesional Questões sobre competência comunicativa, qualidade de serviço e competência profissional Notes on communicative competence, service quality and professional competence

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    Barbón Pérez Olga Gloria

    2011-07-01

    Full Text Available La práctica profesional enfermera que caracteriza el actual contexto histórico manifiesta, como rasgo distintivo, la posibilidad real de su ejecución fuera de las fronteras del país, lo cual se ve sustentado por la política del Ministerio de Salud Pública de la colaboración en salud y los principios internacionalistas y humanistas que rigen la sociedad cubana actual. Objetivos: facilitar la reflexión sobre la relación existente entre la competencia comunicativa en situaciones o tareas propias de la actividad correspondiente al enfermero profesional en países anglófonos, su competencia profesional y la calidad de los servicios de salud que el mismo ofrece. Consideraciones finales: sería deseable propiciar la inclusión de la competencia comunicativa en lengua inglesa como lengua extranjera, un componente esencial de las competencias profesionales del enfermero.Aprática profissional da enfermagem que caracteriza o atual ontexto histórico demonstra, como rango distintivo, a possibilidade real de ser aplicada fora das fronteiras do país, o qual foi suportado pela política do Ministério da Saúde Pública sobre colaboração em saúde e pelos os princípios internacionalistas e humanistas que regem a sociedade cubana atual. Objetivos: facilitar a reflexão sobre a relação que existe entre a competência comunicativa em situações ou tarefas próprias da atividade correspondente ao enfermeiro profissional em países anglófonos, sua competência profissional e a qualidade dos serviços de saúde que eles oferecem. Considerações finais: seria desejável propiciar a inclusão da competência comunicativa em língua inglesa com língua estrangeira, um componente essencial das competências profissionais do enfermeiro.The nursing professional practice characterizing the current historic context shows, as a distinctive feature, a real possibility for execution beyond the country borders, supported by the policies of the Ministry of

  10. Continuous Professional Competence (CPC) for Irish paramedics and advanced paramedics: a national study.

    Science.gov (United States)

    Knox, Shane; Cullen, Walter; Dunne, Colum

    2014-03-02

    Internationally, continuing professional competence (CPC) is an increasingly important issue for all health professionals. With the imminent introduction of a CPC framework for paramedics and advanced paramedics (APs) in Ireland, this paper aims to identify factors that will inform the implementation of this CPC framework by seeking stakeholder input into the development of a CPC model for use by the regulatory body. Our secondary objective is to determine the attitudes of registrants towards CPC and what they consider as optimal educational outcomes and activities, for the purposes of CPC. All paramedics and APs registered in Ireland (n = 1816) were invited by email to complete an anonymous on-line survey. The study instrument was designed based on CPD questionnaires used by other healthcare professions. Quantitative and qualitative analyses were performed. The overall response rate was 43% (n = 789), with 82% of APs and 38% of paramedics participating. Eighty-nine per cent agreed that registration was of personal importance; 74% agreed that evidence of CPC should be maintained and 39% believed that persistent failure to meet CPC requirements should mandate denial of registration. From a pre-determined list of activities, respondents indicated practical training scenarios (94%), cardiac re-certification (92%), e-learning supplemented by related practice (90%) and training with simulation manikins (88%) were most relevant, while e-learning alone (36%), project work (27%) and reading journal articles (24%) were least relevant. Irish Paramedics and APs are supportive of CPC linked with their professional development and registration. Blended learning, involving evidence of patient contact, team-based learning and practical skills are preferred CPC activities.

  11. 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.

  12. Supporting band 5 practitioners in professional and leadership roles.

    Science.gov (United States)

    Duffy, Kathleen; Morrow, Karen

    2015-10-07

    Interest in professionalism and leadership has increased within the nursing and midwifery community. The NHS Lanarkshire Practice Development Centre established a study day on these concepts for band 5 practitioners. This formed part of NHS Lanarkshire's implementation of Scotland's nursing and midwifery leadership development strategy, Leading Better Care. The aims of the study day were to reinforce individual professional responsibility, promote the principles of professionalism and explore the concept of leadership in the band 5 role. This article reports on the development, implementation and evaluation of the study day.

  13. Fostering professionalism among doctors: the role of workplace discussion groups.

    Science.gov (United States)

    Gill, Deborah; Griffin, Ann; Launer, John

    2014-10-01

    The professionalism of doctors has come in for increasing scrutiny and discussion, within the profession and in society. Professionalism has also become of central interest in undergraduate and postgraduate medical education. There is a great deal of debate about the nature of medical professionalism, how to promote it and what approaches to learning are most effective. This study aims to identify the role of workplace-based discussion groups in encouraging and supporting the development of professionalism among doctors. Workplace-based discussion groups including doctors from all non-consultant grades and specialties were established in five hospitals over a 6 month period in 2010-2011. A mixed-methods approach was used to identify the perceived impact of these groups on participants, which included interviewing the group facilitators and education leaders at participating hospitals. Understanding of professionalism at an individual level was improved along with an increased awareness of the collective nature of professionalism in everyday clinical practice. Key to the success of the groups was the creation of a legitimate space to explore professionalism and professional challenges and the use of experienced facilitators who could build trust in the groups. A purely individualistic approach to professionalism does not resonate with contemporary, team-based healthcare. Work-based groups can provide a focus for an approach to professionalism that is mindful of self, the team, the culture and the organisation. This evaluation provides guidance to a range of stakeholders on how to develop educational interventions that foster professionalism, personal and collective, and offers some pointers towards the range of factors that may impact on the outcomes of such activities. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  14. Emotional and Social Competencies and Perceptions of the Interpersonal Environment of an Organization as Related to the Engagement of IT Professionals.

    Directory of Open Access Journals (Sweden)

    Linda M Pittenger

    2015-06-01

    Full Text Available Diminishing levels of worker productivity and increased employee turnover have become a costly proposition for today’s organizations. Much of the blame for this is a decrease in employee engagement and actual complete disengagement of workers, resulting in tremendous impacts to the achievement of organization goals. In particular, research has focused on IT professionals, which have been found to be the least engaged group of workers in organizations. With such conclusions repeatedly discovered, it is surprising that IT employee engagement has been largely ignored as a focus of scholarly research. This study examines the relationship between specific behavioral competencies and characteristics of the organization environment and the relationship between the organizational environment characteristics and components of employee engagement. We used validated instruments to perform a quantitative study and collected data from 795 IT professionals in North America to test the effects of behavioral competencies and role breadth self-efficacy (RBSE on the organization environment and in turn, the organization environment on employee engagement. The findings revealed two behavioral competencies − achievement orientation and influencing others − powerfully impact the three sub-constructs of the organization environment: vision, compassion and overall positive mood, which in turn, influence the engagement (dedication, vigor, and absorption of IT professionals at work. We contribute to literature by revealing specific behavioral and organizational factors found to positively impact engagement. Our findings contribute to practitioners by enabling them to more effectively select, develop and promote IT professionals. By better understanding what factors differentiate the performance of IT professionals, practitioners can implement tools and programs to increase employee satisfaction, engagement, and retention, resulting in higher productivity, quality

  15. Competency-based education: the essential basis of pre-service education for the professional midwifery workforce.

    Science.gov (United States)

    Fullerton, Judith T; Thompson, Joyce B; Johnson, Peter

    2013-10-01

    many articles published in the decade since promulgation of the Millennium Development Goals have acknowledged the distinct advantages to maternal and newborn health outcomes that can be achieved as a result of expanding access to skilled birth attendant (including midwifery) services. However, these advantages are often predicated on the assumption that the midwifery workforce shares a common definition and identity. Regrettably, a clear delineation of midwifery competencies is rarely addressed. A core set of midwifery competencies is essential to providing the high quality services that lead to the desirable health outcomes described in that body of research. Attribution of improved outcomes to access to midwifery cannot be made without a common understanding of a defined set of services provided to standard by the midwifery workforce across the inter-conceptional and childbearing time frame. The International Confederation of Midwives (ICM) has developed a clear list of competencies that delineate the domains of practice for the fully qualified, professional midwife. These domains frame the educational outcomes that must be conveyed within competency-based education programmes. this article explores the concept of competency-based education for midwives; first exploring the concept of competency itself, then providing examples of what is already known about competency-based approaches to curriculum design, teacher preparation, teacher support and assessment of student learning. These concepts are linked to the ICM competencies as the unifying construct for education of individuals who share a common definition and identity as midwives. © 2013 Elsevier Ltd. All rights reserved.

  16. Formation of Research Competence of the Future Elementary School Teachers--In the Process of Professional Training

    Science.gov (United States)

    Syzdykbayeva, Aigul Dzhumanazarovna; Bainazarova, Tursynay Beysembekovna; Aitzhanova, Elmira Nyrmahankyzy

    2015-01-01

    The present article presents the structural-functional model of formation of research competence of future elementary school teachers in the process of professional training. This model includes a set of interrelated and interdependent structural components: target; informative; procedural; estimate-effective structural components. The article…

  17. The Opinions of the Teacher Candidates Who Attended the Pedagogical Formation Certificate Programme for the Professional Competency of Instructors

    Science.gov (United States)

    Sahin, Mehmet

    2013-01-01

    The main purpose of this study was to determine the opinions of the teacher candidates who attend the pedagogical formation certificate programme for the professional competency of instructors. The method of the research is a descriptive survey based on scanning. The study group included the teacher candidates who attend the pedagogical formation…

  18. Examining the Professional, Technical, and General Knowledge Competencies Needed by Beginning School-Based Agricultural Education Teachers

    Science.gov (United States)

    Stripling, Christopher T.; Barrick, R. Kirby

    2013-01-01

    The philosophy behind the kind of teacher education one receives affects the preparedness of beginning agricultural education teachers. The purpose of this philosophical study was to examine and summarize the professional knowledge, technical knowledge, and general knowledge competencies needed in a comprehensive teacher education program to…

  19. Experience of Forming Professional and Communicative Competency of Future Social Workers in Education Systems of Western European Countries

    Science.gov (United States)

    Baranyuk, Vita

    2015-01-01

    The article analyzes the experience of forming professional and communicative competency of future social workers in the education systems of Western European countries, in particular, France, Germany and Switzerland. On the basis of generalization of the studied data it has been found out that each country has its own techniques of forming…

  20. An Enquiry into the Professional Competence of Inclusive Education Teachers in Beijing: Attitudes, Knowledge, Skills, and Agency

    Science.gov (United States)

    Mu, Guanglun Michael; Wang, Yan; Wang, Zhiqiang; Feng, Yajing; Deng, Meng; Liang, Songmei

    2015-01-01

    Attitudes, knowledge, and skills are widely recognised as the three pillars of professional competence of inclusive education teachers. Studies emerging from the Chinese context consider these three pillars important for the practice of Learning in Regular Classrooms--an idiosyncratic Chinese form of inclusive education. Our mixed methods study…

  1. Continuing Professional Development Needs of Teachers in Schools for Competence-Based Vocational Education: A Case Study from The Netherlands

    Science.gov (United States)

    Seezink, Audrey; Poell, Rob F.

    2010-01-01

    Purpose: The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence-based education programs, so that these schools can develop better attuned HR policies. It investigates which elements from the cognitive apprenticeship model and…

  2. 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.

  3. Promoting Intercultural Competence of Thai University Students through Role-Play

    Science.gov (United States)

    Worawong, Kanoknate; Charttrakul, Kanjana; Damnet, Anamai

    2017-01-01

    The current situation of international communication in globalization context requires intercultural competence (IC) to achieve successful communication (Crystal, 2003). Concerning this intercultural competence, non-verbal communication (NVC) plays a key role to indicate the success of having intercultural competence. On the other hand, Thai…

  4. Perception of nursing students about couples' violence: knowledge, beliefs and professional role 1

    Science.gov (United States)

    Rigol-Cuadra, Assumpció; Galbany-Estragué, Paola; Fuentes-Pumarola, Concepció; Burjales-Martí, Maria Dolors; Rodríguez-Martín, Dolors; Ballester-Ferrando, David

    2015-01-01

    OBJECTIVES: to analyse the knowledge, beliefs and perception of the professional role that nursing students have, about exerted violence against women in relationships. METHOD: a descriptive qualitative study following the ecological model through 16 focus groups realized with 112 students from four nursing courses of four Spanish universities. RESULTS: the analytical categories were: knowledge, professional role, and beliefs about ones behaviour before the victim and the abuser. Students are unfamiliar with the characteristics of abuse, guidelines, protocols and screening questions and demand patterns for specific intervention. They do not identify their own professional role, be it delegated or specialized. Beliefs regarding their behaviour with the victim, not guided by professional criteria, perceive violence as a specific situation and disassociate the prevention of health care. They perceive the abuser as mentally ill, justifying the tolerance or delegation of performances. CONCLUSIONS: students define preconceived ideas about couples' violence. Speeches reproduce and reinforce stereotypical myths, values indicative of inadequate training for nursing studies which raises the need to fortify the competencies in relation to intimate couples' violence in the curriculum. PMID:26312637

  5. Perception of nursing students about couples' violence: knowledge, beliefs and professional role

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    Assumpció Rigol-Cuadra

    2015-06-01

    Full Text Available OBJECTIVES: to analyse the knowledge, beliefs and perception of the professional role that nursing students have, about exerted violence against women in relationships.METHOD: a descriptive qualitative study following the ecological model through 16 focus groups realized with 112 students from four nursing courses of four Spanish universities.RESULTS: the analytical categories were: knowledge, professional role, and beliefs about ones behaviour before the victim and the abuser. Students are unfamiliar with the characteristics of abuse, guidelines, protocols and screening questions and demand patterns for specific intervention. They do not identify their own professional role, be it delegated or specialized. Beliefs regarding their behaviour with the victim, not guided by professional criteria, perceive violence as a specific situation and disassociate the prevention of health care. They perceive the abuser as mentally ill, justifying the tolerance or delegation of performances.CONCLUSIONS: students define preconceived ideas about couples' violence. Speeches reproduce and reinforce stereotypical myths, values indicative of inadequate training for nursing studies which raises the need to fortify the competencies in relation to intimate couples' violence in the curriculum.

  6. Professional qualification in Social Education: the role of the Practicum

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    Carmen Pereira Dominguez

    2013-01-01

    Full Text Available This article addresses the role to be performed by the Practicum in the training of social workers. For this purpose we have done a brief tour around the different criteria that have supported the professional development of social education and academic training. It offers thus an epistemological revision has its initial motivation in the need identified in several research projects in which we have participated in over the selection of studies in the early stages of post-compulsory education and compulsory secondary. The analysis of the different actors involved in the process of professionalization of social education and the importance of certain skills, lead us to propose a Practicum able to provide a framework for reflection on professional practices in a learning coordinated context, interdisciplinary and professionalism.

  7. Emerging roles and competencies of district and sub-district pharmacists: a case study from Cape Town.

    Science.gov (United States)

    Bradley, Hazel; Lehmann, Uta; Butler, Nadine

    2015-11-24

    District and sub-district pharmacist positions were created during health sector reform in South Africa. High prevalence of HIV/AIDS, tuberculosis and increasing chronic non-communicable diseases have drawn attention to their pivotal roles in improving accessibility and appropriate use of medicines at the primary level. This research describes new roles and related competencies of district and sub-district pharmacists in Cape Town. Between 2008 and 2011, the author (HB) conducted participatory action research in Cape Town Metro District, an urban district in the Western Cape Province of South Africa, partnering with pharmacists and managers of the two government primary health care (PHC) providers. The two providers function independently delivering complementary PHC services across the entire geographic area, with one provider employing district pharmacists and the other sub-district pharmacists. After an initiation phase, the research evolved into a series of iterative cycles of action and reflection, each providing increasing understanding of district and sub-district pharmacists' roles and competencies. Data was generated through workshops, semi-structured interviews and focus groups with pharmacists and managers which were recorded and transcribed. Thematic analysis was carried out iteratively during the 4-year engagement and triangulated with document reviews and published literature. Five main roles for district and sub-district pharmacists were identified: district/sub-district management; planning, co-ordination and monitoring of pharmaceuticals; information and advice; quality assurance and clinical governance; and research (district pharmacists)/dispensing at clinics (sub-district pharmacists). Although the roles looked similar, there were important differences, reflecting the differing governance and leadership models and services of each provider. Five competency clusters were identified: professional pharmacy practice; health system and public health

  8. International Society for Medical Publication Professionals (ISMPP) position statement: the role of the professional medical writer.

    Science.gov (United States)

    Norris, Robert; Bowman, Aly; Fagan, Jean M; Gallagher, Eileen R; Geraci, Anna B; Gertel, Art; Hirsch, Laurence; Ross, Philip D; Stossel, Thomas P; Veitch, Keith; Woods, David

    2007-08-01

    The International Society for Medical Publication Professionals (ISMPP) is an independent, nonprofit professional association with members from the pharmaceutical, medical device, and biotechnology industries; publication planning and medical communications companies; academia; and medical journal staffs, including editors and publishers. ISMPP's mission is to support the educational needs of medical publication professionals by providing a forum to facilitate awareness and development of best practices in publication planning and implementation, and fostering consensus policies related to medical publishing. This position statement reflects our concern about the current climate of mistrust regarding the use of professional medical writers in the preparation of manuscripts. We acknowledge the skills and training of medical writing professionals and support their role in working with research teams to develop clear and concise manuscripts in a timely fashion. Further, we support complete and transparent disclosure of the role of the medical writer and the source of funding for the writing initiative in order to build awareness of, and trust in, the appropriate use of medical writing professionals. ISMPP endorses use of the contributorship model, which offers detailed information on the roles of all who participated in planning, conducting, developing, and publishing medical research. Further, we propose that this model be integrated into the standard operating procedures of the diverse organizations that comprise our membership because the responsibility for authorship disclosure is shared by sponsors, authors, study investigators, and medical writers. Finally, we commend the many organizations that have worked to increase recognition and understanding of the legitimate role of the medical writer, and are eager to work in concert with them to ensure the rigorous maintenance of all ethical standards for reporting the results of medical research.

  9. An exploration of role model influence on adult nursing students' professional development: A phenomenological research study.

    Science.gov (United States)

    Felstead, Ian S; Springett, Kate

    2016-02-01

    Patients' expectations of being cared for by a nurse who is caring, competent, and professional are particularly pertinent in current health and social care practice. The current drive for NHS values-based recruitment serves to strengthen this. How nursing students' development of professionalism is shaped is not fully known, though it is acknowledged that their practice experience strongly shapes behaviour. This study (in 2013-14) explored twelve adult nursing students' lived experiences of role modelling through an interpretive phenomenological analysis approach, aiming to understand the impact on their development as professional practitioners. Clinical nurses influenced student development consistently. Some students reported that their experiences allowed them to learn how not to behave in practice; a productive learning experience despite content. Students also felt senior staff influence on their development to be strong, citing 'leading by example.' The impact of patients on student professional development was also a key finding. Through analysing information gained, identifying and educating practice-based mentors who are ready, willing, and able to role model professional attributes appear crucial to developing professionalism in nursing students. Those involved in nurse education, whether service providers or universities, may wish to acknowledge the influence of clinical nurse behaviour observed by students both independent of and in direct relation to care delivery and the impact on student nurse professional development. A corollary relates to how students should be guided and briefed/debriefed to work with a staff to ensure their exposure to a variety of practice behaviours. Copyright © 2015 Elsevier Ltd. All rights reserved.

  10. The Role of Empathy in Developing Professional Identity of would-be Economists in the home Reading Classroom

    Directory of Open Access Journals (Sweden)

    Maria V. Grineva

    2014-01-01

    Full Text Available Nowadays the growing professional orientation of all the aspects of foreign language teaching is widely recognized as one of the major trends in the process of enhancing foreign languages curriculum at higher education institutions which specialize in training non-linguistic students majoring in various fields of international relations. Professionally oriented foreign language teaching implies using the foreign language classroom as a source of forming a wide range of professionally meaningful competences (both linguistic and non-linguistic of would-be specialists along with developing their sense of professional identity. Despite the fact that professional identity - usually interpreted as individuals' perception of themselves as members of a certain profession - is the culmination of a long process of professional development, its cultivation with future specialists should be seen as a priority as early as at a higher education level - a college or university. Referring to psychological research, the author states that emotional factors play a decisive role in shaping professional identity at early stages of a person's professional development. It reveals the importance of analyzing the potential of literary texts in a foreign language in terms of their ability to contribute to developing prospective specialists' professional identity, as such texts represent a valuable text material which provokes readers' powerful emotional response and thus triggers empathy. The novel "The Firm" byJ. Grisham and "The Headhunter" byj. Mead were selected by the author for the home reading classroom with would-be economists, as coupled with a competence-based learning aid they allow teachers to create a unique discourse, which facilitates the process of developing students' professional competences and their professional identity. Along with their clear professional content, they appeal to students, as the problems raised in them are relevant to those of

  11. Correlation of cost, time, need, access, and competence with the public interest in installing dentures at non-professional dentist

    Directory of Open Access Journals (Sweden)

    Yayah Sopianah

    2017-03-01

    Full Text Available Background: Tooth loss can be caused by trauma, caries, and periodontal disease. It then can trigger an emotional impact on each individual, such as having a lack of confidence, feeling ashamed of the appearance, and trying to hide the missing teeth. As a result, people experiencing tooth loss want to put or replace their missing teeth with artificial ones. Unfortunately, many of them prefer to visit non-professional dentists rather than professional ones providing the same services because of both internal and external factors. Purpose: This research aimed to analyze factors affecting the public interest in Losari District of Brebes Regency in 2016 to install dentures in non-professional dentists. Method: This research focused on a correlation of cost, time, need, access, and competence with denture-making care interest using survey method. Sampling was conducted with purposive sampling technique. The number of samples was thirty-six people. Result: There was a significant correlation between public interest in installing dentures at non-professional dentists and cost factor (a p value of 0.010, a 0.05. Conclusion: It can be concluded that there is a correlation between cost, time, need, and access with the public interest in installing dentures at non-professional dentists. Community competence has no correlation with public interest in installing dentures at non-professional dentists.

  12. SCIENTIFIC APPROACHES TO PROFESSIONAL COMPETENCES DEVELOPMENT OF FUTURE SOFTWARE ENGINEERS DESCRIBED IN THE LOCAL AND FOREIGN LITERATURE

    Directory of Open Access Journals (Sweden)

    Kontsedailo V.

    2017-12-01

    Full Text Available This article deals with scientific approaches to professional competencies development of future software engineers, described in the local and foreign literature. It was found, that software development process usually occurs in the context of software project management. According to various papers, the major challenge in the area of software project management is the high failure rate of software development projects. One of the main factors contributing to the failure of software development projects is that people, involved in the process, including software engineers, do not possess certain soft competencies, essential to the project success. Conducted a literature review of studies, published on the topic of professional competencies development of future software engineers. Found that for now there are plenty of papers on and scientific approaches to professional soft competencies development of future software engineers. As per the analysis in the article, present scientific approaches can be divided into three groups: ones, based on the correspondent extracurricular activities; ones, based on project-oriented learning, and ones, based on the use of Information and Communication Technologies, for example, game simulators in combination with lectures and educational projects. The above-mentioned groups of approaches are described in more details, broken down by papers of particular authors.

  13. Assessor or mentor? Role confusion in professional education.

    Science.gov (United States)

    Bray, Lucy; Nettleton, Peggy

    2007-11-01

    This paper reports on research conducted as part of a multi-professional study involving nursing, medicine and midwifery, which aimed to investigate both mentee and mentor perceptions of the mentorship role and the context within which it is conducted. It is well recognised that mentorship plays a vital part in the support and training of healthcare professionals. Documentation published by regulatory bodies regarding the mentorship role and changes in it's implementation in practice has resulted in confusion among practitioners. This study consisted of questionnaires and semi-structured telephone interviews with both mentors and mentees, within three healthcare professions and focuses on the responses from the nursing profession. The mentors participating in the study struggled with their dual role as assessor and mentor and found conflict within this responsibility. The role of assessor was poorly recognised and the complexity of being both an assessor and a supporter/friend is discussed.

  14. E-learning on the road: online learning and social media for continuing professional competency.

    Directory of Open Access Journals (Sweden)

    Alan M Batt

    2016-06-01

    Full Text Available Background The impact of social media and online learning in health professions education has previously shown generally positive results in medical, nursing and pharmacy students. To date there has not been any extensive research into social media and online learning use by prehospital health care professionals such as paramedics. Aim & Methods We sought to identify the extent to which Irish pre-hospital practitioners make use of online learning and social media for continuous professional competency (CPC, and the means by which they do so. A cross-sectional online survey of practitioners was conducted to obtain both quantitative and qualitative data. The release of the survey was in a controlled manner to PHECC registrants via various channels. Participation was voluntary and anonymous. Results A total of 248 respondents completed the survey in full by closing date of 31 March 2015, representing 5.4% of all registrants (n=4,555. 77% of respondents were male, and the majority were registered as Emergency Medical Technicians (49%, followed by Advanced Paramedics (26%. Over 78% of respondents used a mobile device in the course of their clinical duties; the majority used an iOS device. Social media and online learning were considered learning tools by over 75% of respondents, and over 74% agreed they should be further incorporated into prehospital education. The most popular platforms for CPC activities were YouTube and Facebook. The majority of respondents (88% viewed self-directed activities to constitute continuous professional development activity, but 64% felt that an activity that resulted in the awarding of a certificate was better value. Over 90% of respondents had previous experience with online learning, but only 42% indicated they had previously purchased or paid for online learning. Conclusion Prehospital practitioners in Ireland in the population studied consider online learning and social media acceptable for CPC purposes. The main

  15. Fitting to the job: the role of generic and vocational competencies in adjustment and performance.

    OpenAIRE

    Heijke, J.A.M.; Meng, C.M.; Ris, C.J.

    2003-01-01

    This paper provides new insight into the role of generic and vocational competencies during the transition from education to the labor market. Using data on the labor market situation of Dutch higher education graduates, we analyze the allocation over different educational domains, the incidence of on-the-job training and its impact on wages. The results reveal the different roles of competencies. Vocational competencies influence positively the chance of being matched to an occupation inside...

  16. The Role of the District Administration within Professional Learning Communities

    Science.gov (United States)

    Horton, James; Martin, Barbara N.

    2013-01-01

    The purpose of this qualitative inquiry was to examine the role of the superintendent in assessing the readiness for change in the implementation and support for Professional Learning Communities. The study findings revealed four major themes. They were: (1) the changing dynamics of leadership; (2) a sense of collective efficacy and responsibility…

  17. Multiple Roles of Specialized Literacy Professionals: The ILA 2017 Standards

    Science.gov (United States)

    Bean, Rita M.; Kern, Diane; Griffith, Robin; Lacina, Jan

    2018-01-01

    This article compares the ILA 2017 Standards for preparing specialized literacy professionals with the 2010 Standards. The authors also describe levels of emphases for each specialized literacy role and implications of the new Standards for those serving in the field and for those who prepare them.

  18. The Role of Open and Distance Learning in Promoting Professional ...

    African Journals Online (AJOL)

    The Role of Open and Distance Learning in Promoting Professional Training and Development in Tanzania. A Case Study of The Open University Tanzania. ... Hence, they opt for ODL institution as a medium of knowledge transmission, since they can benefit from the flexibility that it offers. In the course of this study, the ...

  19. THE ISSUE OF FORMING FUTURE MUSIC TEACHERS’ PROFESSIONAL COMPETENCE BY COMPUTER TECHNOLOGY TOOLS IN THE THEORY OF NATIONAL ART

    Directory of Open Access Journals (Sweden)

    Lyudmila Gavrilova

    2017-04-01

    Full Text Available The article deals with theoretical aspects of forming future music teachers’ professional competence by computer technology tools. The concept of professional competence has become a major criterion of preparing students for professional activities. The issue of the article is relevant as the competence approach has become a basis of implementing computer technologies into future music teachers’ training. The authors give a detailed analysis of implementing computer technologies into musical education. The special attention is paid to using a computer in musical education and making electronic pedagogical resources. The aim of the article is to outline the directions of national art research in the process of implementing computer tools that is one of the most efficient ways of updating process of future music teachers’ training. The article reveals theoretical aspects of forming future music teachers’ professional competence by computer technology tools. The authors point out that implementing musical and computer technologies into music art practice is realized in some directions: using a computer as a new musical instrument in composers, sound engineers, and arrangers’ activities; using a computer for studying the quality of music sound, analysing sounds and music compositions, spectral analysis of acoustic characteristics of singers’ voice; studying ancient music manuscripts due to digital technology; developing hardware and software for music education. A distinct direction of research is the pedagogical aspect of using a computer in music education (music and the use of special software for recording and editing music, the use of multimedia to enhance visibility in education, development of e-learning resources, etc.. The authors conclude that implementing computer technologies into future music teachers’ training makes this process more efficient. In the authors’ opinion the widespread introduction of distance learning

  20. INTERDISCIPLINARY TUTORING FOR THE DEVELOPMENT OF PROFESSIONAL-SIMULATION ROLE-PLAYS/TUTORIZACIÓN INTERDISCIPLINAR PARA EL DESARROLLO DE JUEGOS DE SIMULACIÓN PROFESIONAL

    National Research Council Canada - National Science Library

    Cristina Castillo Rodríguez; Deborah García Magna; Sonia Ríos Moyano; Carmen Cristófol Rodríguez; Rosa Rodríguez Mérida; María-Jesús Carrasco Santos

    2012-01-01

    ... premise, we have performed an interdisciplinary role-play so as to allow our students to acquire those professional competences. However, to carry out this performance a well-organised tutorial plan, divided into several tutoring sessions, was required to succeed in the use of this active methodology. KEY WORDS Interdisciplinarity - Active methodology - Role-play - Professional-simulation - tutoring RESUMEN La sociedad actual se caracteriza por la creciente tendencia de los profesionales de distinto...

  1. What Pauline Doesn't Know: Using Guided Fiction Writing to Educate Health Professionals about Cultural Competence.

    Science.gov (United States)

    Saffran, Lise

    2017-01-07

    Research linking reading literary fiction to empathy supports health humanities programs in which reflective writing accompanies close readings of texts, both to explore principles of storytelling (narrative arc and concrete language) and to promote an examination of biases in care. Little attention has been paid to the possible contribution of guided fiction-writing in health humanities curricula toward enhancing cultural competence among health professionals, both clinical and community-based. Through an analysis of the short story "Pie Dance" by Molly Giles, juxtaposed with descriptions of specific writing exercises, this paper explains how the demands of writing fiction promote cultural competency.

  2. Prioritization of Online Instructor Roles: Implications for Competency-Based Teacher Education Programs

    Science.gov (United States)

    Bawane, Jyoti; Spector, J. Michael

    2009-01-01

    Online instructors need to take on a multi-dimensional role and to be an effective online educator they are required to possess a varied and wider range of competencies. Preparing teachers for online education involves preparing them for a wide variety of roles and developing related competencies. However, the extent of emphasis required to be…

  3. Examining the Role of Multicultural Competence in Leadership Program Design

    Science.gov (United States)

    Wilson, Amy B.

    2015-01-01

    Research examining the multicultural competence of leadership educators across a variety of institutions demonstrated variance based on leadership program structure, program elements, and the ways in which diversity was addressed in the program. The Multicultural Competence in Student Affairs-Preliminary 2 (MCSA-P2) scale was used to measure…

  4. Academy of Nutrition and Dietetics: revised 2015 standards of practice and standards of professional performance for registered dietitian nutritionists (competent, proficient, and expert) in pediatric nutrition.

    Science.gov (United States)

    Nevin-Folino, Nancy; Ogata, Beth N; Charney, Pamela J; Holt, Katrina; Brewer, Holly L; Sharrett, Mary K; Carney, Liesje N

    2015-03-01

    All of the health care professions recognize that care of infants and children is best managed as a specialty area of practice. Nutrition plays a key role in normal growth and development. Appropriate nutrition care is vital adjuvant therapy for infants and children with acute or chronic illness. Provision of nutrition services in pediatric practice requires that registered dietitian nutritionists (RDNs) have advanced knowledge in the focus area of pediatric nutrition. Therefore, the Pediatric Nutrition Dietetic Practice Group, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, has developed this revision of the Standards of Practice and Standards of Professional Performance for RDNs in Pediatric Nutrition as a resource for RDNs working in pediatric nutrition to assess skill level and to identify needs for professional development to advance practice in pediatric nutrition. This revision reflects recent advances in pediatric nutrition and replaces the previous Standards published in 2009. The Standards of Practice represent the four steps of the Nutrition Care Process as applied to the care of patients/clients. The Standards of Professional Performance represent six domains of professionalism: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources. The Standards of Practice and Standards of Professional Performance are complementary resources for RDNs working in pediatric nutrition and dietetics practice. Copyright © 2015 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  5. Effects of German Language Teacher Professional Development on Pupils' Learning Outcomes in Intercultural Competence

    Science.gov (United States)

    Golub, Ana Šenjug

    2014-01-01

    The development of intercultural competence is increasingly being perceived as a key goal in today's education. As a result of a strong emphasis on that competence in curricular documents, teachers are faced with demanding tasks. Confirming this, recent research in the field of intercultural competence in Croatian schools indicates the numerous…

  6. The Role of Natural Resource Professionals in Addressing Climate Change

    Directory of Open Access Journals (Sweden)

    Shorna B. Allred

    2016-08-01

    Full Text Available Natural resource professionals, ranging from forest managers and educators to floodplain managers, play a critical role in implementing and conducting outreach with regards to climate mitigation and adaptation appropriate to local and regional scales. Natural resource professionals can also pave the way by adopting actions that serve as demonstrations of efforts to mitigate greenhouse gas emissions or adapt natural systems for the future. A web survey of 1488 natural resource professionals across New York State (NYS was conducted to assess their attitudes toward climate change, views toward climate change mitigation and adaptation priorities, actions taken to address climate change, and barriers faced as they relate to their professional responsibilities. The majority of natural resource professionals believe that climate change is happening, but there was slightly less agreement about human causes of climate change. Most natural resource professionals (69% see evidence of how climate change is impacting natural resources in NYS, but few (17% believed that there was sufficient information about how to address climate impacts at the local level. Nearly 60% of natural resources professionals undertook climate mitigation or adaptation actions in their work. Prominent influencing factors for action were proactive leadership and local impacts. Barriers to taking action on climate change were a lack of human and financial resources, the nature of costs relative to benefits, and lack of perceived threat. As managers and educators responsible for local water, land, and wildlife resources, natural resource professionals witness changes resulting from climate change first-hand. This paper will be useful to decision-makers at state and federal government levels regarding policies, incentives, and guidance that can be created with the goal of promoting a sound natural resource strategy in support of climate change readiness.

  7. The Roles and Performance of Professional Driving Instructors in Novice Driver Education

    Directory of Open Access Journals (Sweden)

    Zulhaidi M. Jawi

    2017-10-01

    Full Text Available This review article aimed to analyse existing literature regarding the roles and performance of professional driving instructors (PDIs in novice driver education (DE. A systematic classification scheme was adopted to analyse identified articles to determine the study context of PDIs in novice DE, the competency level of PDIs in relation to experienced and learner drivers and the contributions of PDIs to the novice driver learning process. A total of 14 original research articles were identified, with no systematic reviews or meta-analyses available. Overall, all of the articles were found to be inadequate in providing an in-depth understanding of the roles and performance of PDIs in novice DE. There is an urgent need to improve current understanding of the roles of PDIs in novice DE and to work towards an internationally recognised PDI management approach.

  8. Academy of nutrition and dietetics: revised 2014 standards of practice and standards of professional performance for registered dietitian nutritionists (competent, proficient, and expert) in sports nutrition and dietetics.

    Science.gov (United States)

    Steinmuller, Patricia L; Kruskall, Laura J; Karpinski, Christine A; Manore, Melinda M; Macedonio, Michele A; Meyer, Nanna L

    2014-04-01

    Sports nutrition and dietetics addresses relationships of nutrition with physical activity, including weight management, exercise, and physical performance. Nutrition plays a key role in the prevention and treatment of obesity and chronic disease and for maintenance of health, and the ability to engage in physical activity, sports, and other aspects of physical performance. Thus, the Sports, Cardiovascular, and Wellness Nutrition Dietetic Practice Group, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, has developed the Revised 2014 Standards of Practice and Standards of Professional Performance as a resource for Registered Dietitian Nutritionists working in sports nutrition and dietetics to assess their current skill levels and to identify areas for further professional development in this emerging practice area. The revised document reflects advances in sports nutrition and dietetics practice since the original standards were published in 2009 and replaces those standards. The Standards of Practice represents the four steps in the Nutrition Care Process as applied to the care of patients/clients. The Standards of Professional Performance covers six standards of professional performance: quality in practice, competence and accountability, provision of services, application of research, communication and application of knowledge, and utilization and management of resources. Within each standard, specific indicators provide measurable action statements that illustrate how the standards can be applied to practice. The indicators describe three skill levels (competent, proficient, and expert) for Registered Dietitian Nutritionists working in sports nutrition and dietetics. The Standards of Practice and Standards of Professional Performance are complementary resources for Registered Dietitian Nutritionists in sports nutrition and dietetics practice. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc

  9. Development and Psychometric Evaluation of an Instrument to Assess Cross-Cultural Competence of Healthcare Professionals (CCCHP.

    Directory of Open Access Journals (Sweden)

    Gerda Bernhard

    Full Text Available Cultural competence of healthcare professionals (HCPs is recognized as a strategy to reduce cultural disparities in healthcare. However, standardised, valid and reliable instruments to assess HCPs' cultural competence are notably lacking. The present study aims to 1 identify the core components of cultural competence from a healthcare perspective, 2 to develop a self-report instrument to assess cultural competence of HCPs and 3 to evaluate the psychometric properties of the new instrument.The conceptual model and initial item pool, which were applied to the cross-cultural competence instrument for the healthcare profession (CCCHP, were derived from an expert survey (n = 23, interviews with HCPs (n = 12, and a broad narrative review on assessment instruments and conceptual models of cultural competence. The item pool was reduced systematically, which resulted in a 59-item instrument. A sample of 336 psychologists, in advanced psychotherapeutic training, and 409 medical students participated, in order to evaluate the construct validity and reliability of the CCCHP.Construct validity was supported by principal component analysis, which led to a 32-item six-component solution with 50% of the total variance explained. The different dimensions of HCPs' cultural competence are: Cross-Cultural Motivation/Curiosity, Cross-Cultural Attitudes, Cross-Cultural Skills, Cross-Cultural Knowledge/Awareness and Cross-Cultural Emotions/Empathy. For the total instrument, the internal consistency reliability was .87 and the dimension's Cronbach's α ranged from .54 to .84. The discriminating power of the CCCHP was indicated by statistically significant mean differences in CCCHP subscale scores between predefined groups.The 32-item CCCHP exhibits acceptable psychometric properties, particularly content and construct validity to examine HCPs' cultural competence. The CCCHP with its five dimensions offers a comprehensive assessment of HCPs' cultural competence, and has

  10. THE MEANS OF FORMATION OF MUSIC TEACHER PROFESSIONAL COMPETENCE IN THE PROCESS OF LEARNING OF CONDUCTING AND CHORAL DISCIPLINES

    Directory of Open Access Journals (Sweden)

    Taras Pukhalskyi

    2016-09-01

    Full Text Available The article deals with the means of conducting and choral disciplines, which help the efficiency of training of future music teachers. Taking into consideration training and educational components of formation process of professional competence, the means of conducting and choral disciplines are classified as knowledge and skills integration, the organizational and pedagogical skills development, the communicative skills development, the realization of individual approach, the performing skills development, the educational influence and creative self- efficacy. It was established that the effective implementation of these means in the formation of music teachers’ professional competence is possible in close cooperation of choral disciplines (choir disciplines, choral conducting, choral arrangements, choral class and practical work with the choir is organized.

  11. Language Assessment Literacy as Professional Competence: The Case of Canadian Admissions Decision Makers

    Directory of Open Access Journals (Sweden)

    Beverly Baker

    2016-06-01

    Full Text Available Abstract This language assessment literacy project involves the collaboration of assessment professionals and admissions officers at higher education institutions across Canada. Following a survey with 20 institutions (Baker, Tsushima, & Wang, 2014, workshops were held at eight institutions across the country dealing with the use of language test scores in university admissions decision making. Recordings of these workshops were analyzed within the typology of workplace knowledge developed by Eraut and his colleagues (Eraut 1994, 2000, 2004a, 2004b; McKee & Eraut, 2012. In addition, participants commented on the usefulness of the workshop materials for their work responsibilities. Results provided insights into a the language assessment literacy (LAL base needed for these specific users, including both propositional and procedural components, and b the possibilities of conceptualizing LAL for these score users as a type of professional workplace competence. Résumé Ce projet de sensibilisation en évaluation linguistique a été effectué avec la collaboration de professionnels de l’évaluation et de responsables des admissions dans les établissements d’enseignement supérieur à travers le Canada. Suite à un sondage effectué auprès de 20 institutions (Baker, Tsushima et Wang, 2014, des ateliers ont été organisés dans huit établissements à travers le pays traitant de l’utilisation des résultats des tests de langue dans la prise des décisions d’admission. Les enregistrements de ces ateliers ont été analysés dans la typologie des connaissances en milieu de travail développé par Eraut et ses collègues (Eraut, 1994, 2000, 2004a, 2004b ; McKee et Eraut, 2012. Les participants ont formulé des observations sur l’utilité du matériel d’atelier pour leurs responsabilités professionnelles. Les résultats nous aident à mieux comprendre a les notions en évaluation de langues les plus pertinentes pour ces utilisateurs sp

  12. Educating competent professionals for the horticultural job market: analysis of the new model for higher education in The Netherlands

    NARCIS (Netherlands)

    Trip, G.; Maijers, W.; Lossonczy, T.

    2004-01-01

    Describing end terms by means of competences, in stead of knowledge levels, has played a crucial role in modernizing the current higher education system in The Netherlands. Other related changes are the role of the teacher/tutor, the international focus and the close connection to the job market. A

  13. The Influence of Teachers “Professional Competence and Work's Discipline on Teachers” Performance Moderated by Organizational Climate

    OpenAIRE

    Subandi,

    2015-01-01

    This study aimed to analyze and test the Influence of Professional Competence and Discipline Work on the Performance of elementary school teachers throughout the District Tirto Pekalongan with Organizational Climate moderated.This type of research is a field research (field research), using a quantitative approach. The population in this study is a civil servant teachers in the district elementary Tirto Pekalongan regency totaling 213 teachers. Samples were taken using purposive technique of ...

  14. The professional psychiatric/mental health nurse: skills, competencies and supports required to adopt recovery-orientated policy in practice.

    Science.gov (United States)

    Cusack, E; Killoury, F; Nugent, L E

    2017-03-01

    WHAT IS KNOWN ON THE SUBJECT?: Nationally and internationally there has been a movement away from the traditional medical model towards a more holistic recovery-oriented approach to mental health care delivery. At every level of service provision the emphasis is firmly on recovery and on facilitating active partnership working and involvement of service users, their carers and family members. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: This is the first study to identify on a national level specific areas of care that are addressed most or least by psychiatric and mental health nurses in care planning for mental health service users in Ireland. In addition, this is the first study to identify nationally how the recovery approach is being implemented by psychiatric and mental health nurses in relation to current recovery-orientated policy. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Mental healthcare staff require more education on the recovery concept and this needs to be multidisciplinary team wide. Further research is required to establish how best to develop a shared approach to working with service users and their families within the mental healthcare environment. Further investigation is required to help determine how funding could be allocated appropriately for education and training and service development nationally. Introduction The restructuring of national mental health policy to an integrated recovery ethos demands a clarification in the psychiatric/mental health nurse's role, skills and competencies. Aim/Question To explore the psychiatric/mental health nurse's role and identify skills, competencies and supports required to adopt recovery-orientated policy in practice. Method An exploratory mixed methods study in multiple health services in Ireland with N = 1249 psychiatric/mental health nurses. Data collection used a survey, focus groups and written submissions. Data analysis used descriptive statistics and thematic analysis. Results The medical

  15. Assessment of Knowledge, Attitudes and Competencies of Health Professionals Attended an International Training Programme in Public Health

    Directory of Open Access Journals (Sweden)

    Despena Andrioti

    2013-01-01

    Full Text Available Background: Continuing education is a fundamental aspect of health personnel professional life. These enable health professionals improve patient-centred care, stay current and provide quality services.Objectives: To assess knowledge, attitudes and competencies from the interprofessional training programme in public health held in cooperation with WHO/EURO.Methods: A structured questioner for self-ratings on perceived seminar usefulness and implementation was placed on the internet followed by email notification to the 300 participants. We have received 128 completed questionnaires (42.5%.Programme effects were tested by categorical analysis using Pearson chi-Square or Fisher's exact test. Logistic regression was used to reveal correlation between implementation of competencies according to discipline and type of employer. All tests were considered to be significant at a 5% level. Analysis was carried out using SPSS 20.0. Findings: 85.9% (p = 0.021 <0.05 of the participants applied the knowledge they acquired in the seminar. The application of the competencies in public health services differed according to position (p<0.05. Supervisors achieved higher scores (81.4% in the administration and management than the officers (48.5%. Health professionals felt that their performance has been improved and consequently the quality of the services (75%. Conclusion: The international programme gave them confidence that the acquired knowledge and skills were equal to those of their European colleagues and that they are able to deal with public health issues and to provide the respective services.

  16. WORK OF A HIGHER EDUCATIONAL INSTITUTION MULTIDISCIPLINARY DEPARTMENT ON THE FORMATION OF PROFESSIONAL COMPETENCES OF FUTURE ELEMENTARY SCHOOL TEACHERS

    Directory of Open Access Journals (Sweden)

    E. G. Gutsu

    2017-01-01

    Full Text Available The aim of the study is to test new approaches to the management of professional and personal development of students of pedagogical university. Methodology and research methods. The theoretical analysis of the following information sources was carried out: psychological, pedagogical and methodological literature on the researched topic; teaching-program documentation and teaching materials (work programs of studying disciplines, textbooks, manuals, collections of tasks, guidelines, etc.; normative documents (Federal State Educational Standards (FSES, General Educational Programs (GEP, curricula, instructional acts, etc.. The methods of modeling and expert evaluation were used. Results and scientific novelty. The features of integrative activities of the multidisciplinary department of pedagogical university for formation of professional competences of future elementary school teachers are revealed. The diagnostics of the competences mastered by pupils at the level of a bachelor degree was carried out during deployment period, carrying out mini-researches and performing of the combined analytic-constructive and diagnostic tasks at lessons. Practical significance. The diagnostic approach to formation of professional competences of future teachers of primary school (undergraduate level under conditions of multidisciplinary department work may be of interest to teachers of other pedagogical universities and colleges.

  17. Competing Values in the Culinary Arts and Hospitality Industry: Leadership Roles and Managerial Competencies

    Science.gov (United States)

    Riggs, Michael W.; Hughey, Aaron W.

    2011-01-01

    It is important that education and training programmes align with the needs of the professions they are designed to support. The culinary arts and hospitality industry is a vocational area that needs to be examined more closely to ensure that the skills and competencies taught are those that will actually be needed when students matriculate from…

  18. Competences for climate education in a virtual mobility setting

    NARCIS (Netherlands)

    Pérez Salgado, Francisca; De Kraker, Joop; Boon, Jo; Van der Klink, Marcel

    2012-01-01

    Students, citizens and professional practitioners have significant roles in addressing climate change issues. This requires additional competences over and above disciplinary scientific knowledge and related technical skills. This paper introduces two innovative, complementary competences in

  19. Ethnic identity and mentoring among Latinas in professional roles.

    Science.gov (United States)

    Gonzáles-Figueroa, Evelyn; Young, Angela M

    2005-08-01

    This study examined ethnic identity and mentoring (a known strategy to promote career success and advancement) in a sample of 103 Latina women with professional roles in the areas of business, academia, policy, and politics. Other variables examined included traditional gender roles and perceptions of professional success. Findings indicated that the women's ethnic identity was consistent with a bicultural profile; some received mentoring and, if given a choice, would prefer to be mentored by someone of similar ethnicity. This finding is critical and can allow researchers, service providers, and policy developers to apply culturally responsive strategies in communities and in organizations. Other hypotheses were not supported. A discussion of the findings, implications, and suggestions for future research are presented. (c) 2005 APA

  20. Organizational climate: Comparing private and public hospitals within professional roles

    Directory of Open Access Journals (Sweden)

    Diana Rojas

    2014-11-01

    Full Text Available This study compares the organizational climate differences within professional roles in private and public hospitals. We focused on how physicians, administrative, healthcare and non-healthcare staff either in the public or in the private perceived their work environment and each organizational climate dimension. Data came from organizational-climate questionnaires administered in 2010 and 2012 to 19616 and 1276 health employees in public and private hospitals in the Tuscany Region respectively. We applied exploratory factoranalysis to verify the validity and internal consistency between items in the questionnaire and t-test, one-way analysis of variance to compare mean perceptions regarding to the dimensions across different groups of respondents. We measured four dimensions: “training opportunities”, “managerial tools”, “organization” and “management & leadership style” and overall job satisfaction. Hospital status in the professional roles was found significant in the staff's perceptions (p≤0.05.

  1. Library and informatics skills competencies statements from major health professional associations.

    Science.gov (United States)

    Eldredge, Jonathan D; Morley, Sarah K; Hendrix, Ingrid C; Carr, Richard D; Bengtson, Jason

    2012-01-01

    Every major health profession now provides competency statements for preparing new members for their respective professions. These competency statements normally include expectations for training health professions students in library/informatics skills. For purposes of this article, searches were conducted using various sources to produce a comprehensive 32-page Compendium that inventories library/informatics-related competency statements. This compendium should aid readers in integrating their library/informatics skills training into various health professions education curricula. Copyright © Taylor & Francis Group, LLC

  2. Reconfiguring health workforce: a case-based comparative study explaining the increasingly diverse professional roles in Europe

    Directory of Open Access Journals (Sweden)

    Antoinette de Bont

    2016-11-01

    Full Text Available Abstract Background Over the past decade the healthcare workforce has diversified in several directions with formalised roles for health care assistants, specialised roles for nurses and technicians, advanced roles for physician associates and nurse practitioners and new professions for new services, such as case managers. Hence the composition of health care teams has become increasingly diverse. The exact extent of this diversity is unknown across the different countries of Europe, as are the drivers of this change. The research questions guiding this study were: What extended professional roles are emerging on health care teams? How are extended professional roles created? What main drivers explain the observed differences, if any, in extended roles in and between countries? Methods We performed a case-based comparison of the extended roles in care pathways for breast cancer, heart disease and type 2 diabetes. We conducted 16 case studies in eight European countries, including in total 160 interviews with physicians, nurses and other health care professionals in new roles and 600+ hours of observation in health care clinics. Results The results show a relatively diverse composition of roles in the three care pathways. We identified specialised roles for physicians, extended roles for nurses and technicians, and independent roles for advanced nurse practitioners and physician associates. The development of extended roles depends upon the willingness of physicians to delegate tasks, developments in medical technology and service (redesign. Academic training and setting a formal scope of practice for new roles have less impact upon the development of new roles. While specialised roles focus particularly on a well-specified technical or clinical domain, the generic roles concentrate on organising and integrating care and cure. Conclusion There are considerable differences in the number and kind of extended roles between both countries and care

  3. Modified international e-Delphi survey to define healthcare professional competencies for working with teenagers and young adults with cancer.

    Science.gov (United States)

    Taylor, Rachel M; Feltbower, Richard G; Aslam, Natasha; Raine, Rosalind; Whelan, Jeremy S; Gibson, Faith

    2016-05-03

    To provide international consensus on the competencies required by healthcare professionals in order to provide specialist care for teenagers and young adults (TYA) with cancer. Modified e-Delphi survey. International, multicentre study. Experts were defined as professionals having worked in TYA cancer care for more than 12 months. They were identified through publications and professional organisations. Round 1, developed from a previous qualitative study, included 87 closed-ended questions with responses on a nine-point Likert scale and further open-ended responses to identify other skills, knowledge and attitudes. Round 2 contained only items with no consensus in round 1 and suggestions of additional items of competency. Consensus was defined as a median score ranging from 7 to 9 and strength of agreement using mean absolute deviation of the median. A total of 179 registered to be members of the expert panel; valid responses were available from 158 (88%) in round 1 and 136/158 (86%) in round 2. The majority of participants were nurses (35%) or doctors (39%) from Europe (55%) or North America (35%). All 87 items in round 1 reached consensus with an additional 15 items identified for round 2, which also reached consensus. The strength of agreement was mostly high for statements. The areas of competence rated most important were agreed to be: 'Identify the impact of disease on young people's life' (skill), 'Know about side effects of treatment and how this might be different to those experienced by children or older adults' (knowledge), 'Honesty' (attitude) and 'Listen to young people's concerns' (aspect of communication). Given the high degree of consensus, this list of competencies should influence education curriculum, professional development and inform workforce planning. Variation in strength of agreement for some competencies between professional groups should be explored further in pursuit of effective multidisciplinary team working. Published by the BMJ

  4. Building a Framework of Entrustable Professional Activities, Supported by Competencies and Milestones, to Bridge the Educational Continuum.

    Science.gov (United States)

    Carraccio, Carol; Englander, Robert; Gilhooly, Joseph; Mink, Richard; Hofkosh, Dena; Barone, Michael A; Holmboe, Eric S

    2017-03-01

    The transition to competency-based medical education (CBME) and adoption of the foundational domains of competence by the Accreditation Council for Graduate Medical Education, Association of American Medical Colleges (AAMC), and American Board of Medical Specialties' certification and maintenance of certification (MOC) programs provided an unprecedented opportunity for the pediatrics community to create a model of learning and assessment across the continuum. Two frameworks for assessment in CBME have been promoted: (1) entrustable professional activities (EPAs) and (2) milestones that define a developmental trajectory for individual competencies. EPAs are observable and measureable units of work that can be mapped to competencies and milestones critical to performing them safely and effectively.The pediatrics community integrated the two frameworks to create a potential pathway of learning and assessment across the continuum from undergraduate medical education (UME) to graduate medical education (GME) and from GME to practice. The authors briefly describe the evolution of the Pediatrics Milestone Project and the process for identifying EPAs for the specialty and subspecialties of pediatrics. The method of integrating EPAs with competencies and milestones through a mapping process is discussed, and an example is provided. The authors illustrate the alignment of the AAMC's Core EPAs for Entering Residency with the general pediatrics EPAs and, in turn, the alignment of the latter with the subspecialty EPAs, thus helping build the bridge between UME and GME. The authors propose how assessment in GME, based on EPAs and milestones, can guide MOC to complete the bridge across the education continuum.

  5. Introduction of evidence-based medicine in undergraduate medical curriculum for development of professional competencies in medical students.

    Science.gov (United States)

    Kotur, Premanath F

    2012-12-01

    Current undergraduate medical curricula in most institutions around the globe do not nurture the skills, needed for self-directed lifelong learning in medical graduates, and it needs to be reformed in such a way that the medical graduate who is trained through this reformed curriculum, possesses all the competencies of a self-directed learner. Evidence-based medicine (EBM), a new vision of physician learning which is based on continuous development and assessment of competencies needed for creating self-directed learners is to be strongly advocated for inclusion in the undergraduate medical curriculum. Clinical teaching opportunities which are available while treating patients, in outpatient clinic, operating room, and by the bedside need to be utilized to teach EBM. Medical curricula, both undergraduate and postgraduate, should incorporate both EBM and quality improvement training, and these should be taught in a holistic fashion. Evidence-based practice competency was shown to increase, regardless of whether evidence-based practice is delivered to medical students at an undergraduate or postgraduate level.Early introduction of EBM in the undergraduate medical curriculum, in the form of a short course, using various modes of instruction, enhances the competence of critical thinking and also influences change in attitude towards EBM positively in medical students. Introduction of EBM in undergraduate medical curriculum helps in the development of professional competencies of self-directed learners in medical students.

  6. Measuring interprofessional competencies and attitudes among health professional students creating family planning virtual patient cases.

    Science.gov (United States)

    Wong, Eric; Leslie, Jasmine J; Soon, Judith A; Norman, Wendy V

    2016-10-19

    The Virtual Interprofessional Patients-Computer-Assisted Reproductive Health Education for Students (VIP-CARES) Project took place during the summers of 2010-2012 for eight weeks each year at the University of British Columbia (UBC). Undergraduate health care students worked collaboratively to develop virtual patient case-based learning modules on the topic of family planning. The purpose of this study was to evaluate the changes in perception towards interprofessional collaboration (IPC) among the participants, before and after the project. This study utilized a mixed methods evaluation using self-assessment survey instruments, semi-structured interviews, and reflective essays. Pre- and post- project surveys were adapted from the Canadian Medical Education Determinants (CanMEDS) and Canadian Interprofessional Health Collaborative (CIHC) frameworks, as well as the Memorial University Interprofessional Attitudes (IPA) questionnaire. The survey results were analyzed as mean (M) and standard deviation (SD) on Likert scales. The non-parametric Wilcoxon signed-rank test was used to determine if any significant changes were measured between each participant's differences in score (p ≤ 0.05). Post-project interview transcripts and essays were analyzed using recursive abstraction to elicit any themes. Altogether, 26 students in medicine, pharmacy, nursing, midwifery, dentistry, counselling psychology, and computer science participated in VIP-CARES, during the three years. Student attitudes toward IPC were positive before and after the project. At the project's conclusion, there was a statistically significant increase in the participants' self-assessment competency scores in the CanMEDS roles of health advocate (p = 0.05), manager (p = 0.02), and medical expert (p = 0.03), as well as the CIHC domains of interprofessional communication (p = 0.04), role clarification (p = 0.01), team functioning (p = 0.05), and collaborative leadership (p

  7. Medical ward round competence in internal medicine - an interview study towards an interprofessional development of an Entrustable Professional Activity (EPA).

    Science.gov (United States)

    Wölfel, Teresa; Beltermann, Esther; Lottspeich, Christian; Vietz, Elisa; Fischer, Martin R; Schmidmaier, Ralf

    2016-07-11

    The medical ward round is a central but complex activity that is of relevance from the first day of work. However, difficulties for young doctors have been reported. Instruction of ward round competence in medical curricula is hampered by the lack of a standardized description of the procedure. This paper aims to identify and describe physicians' tasks and relevant competences for conducting a medical ward round on the first day of professional work. A review of recent literature revealed known important aspects of medical ward rounds. These were used for the development of a semi-structured interview schedule. Medical ward round experts working at different hospitals were interviewed. The sample consisted of 14 ward physicians (M = 8.82 years of work experience) and 12 nurses (M = 14.55 years of work experience) working in different specializations of internal medicine. All interviews were audiotaped, fully transcribed, and analyzed using an inductive-deductive coding scheme. Nine fields of competences with 18 related sub-competences and 62 observable tasks were identified as relevant for conducting a medical ward round. Over 70 % of the experts named communication, collaborative clinical reasoning and organization as essential competences. Deeper analysis further unveiled the importance of self-management, management of difficult situations, error management and teamwork. The study is the first to picture ward round competences and related tasks in detail and to define an EPA "Conducting an internal medicine ward round" based on systematic interprofessional expert interviews. It thus provides a basis for integration of ward round competences in the medical curricula in an evidence based manner and gives a framework for the development of instructional intervention studies and comparative studies in other medical fields.

  8. The Role of the Professional Accountants in Business Administration

    OpenAIRE

    Luminita Ionescu

    2016-01-01

    In the last decades the role of the accountant became very important not only for corporate or public entities, but also for small business. The consequences of the financial crisis of 2008 reveal the role of professional accountants in businss administration and the importance of accounting for the modern society. In my oppinion, accounting profession contribute to transparency in financial reporting system and may improve the business comunication.This research is based on the analysis of t...

  9. La nueva formación de profesionales: sobre la competencia profesional y la competencia del estudiante de enfermería New professional training: professional competence and the nursing student competence

    Directory of Open Access Journals (Sweden)

    Anna Falcó Pegueroles

    2004-03-01

    Full Text Available La idea de competencia profesional está, desde hace unos años, presente en varias profesiones, entre ellas la enfermería y la medicina. La reciente publicación de trabajos y artículos sobre el tema en la literatura científica en lengua castellana demuestra la creciente implicación de los profesionales en la necesidad de aplicar, tanto desde la perspectiva asistencial como la educativa, fórmulas para crear profesionales competentes. La transformación impulsada por las directrices europeas de enseñanza superior que está experimentando el mundo universitario, ha supuesto, entre otras, la organización de las enseñanzas en función del aprendizaje y la introducción de la educación basada en las competencias del alumno. La definición de las competencias del estudiante es una tarea fundamental, que permite coordinar la formación y determinar la priorización de los objetivos de aprendizaje, tanto en pregrado como en postgrado. Es importante constatar el esfuerzo de diversas escuelas para introducir cambios en los planes de estudio y nuevas estrategias metodológicas encaminadas al objetivo de una educación basada en las competencias finales del alumno. Algunos ejemplos son los nuevos planteamientos en el diseño de programas y la introducción de estrategias como el aprendizaje basado en problemas, los practicum o los sistemas de evaluación basado en las competencias.The idea of professional competence has recently emerged in several fields, among them nursing and medicine. The publication of studies and articles on the subject in the scientific literature in Spanish shows the increasing involvement of professionals in the implementation of formulae in the areas of both care and education in order to train competent professionals. With the transformations in the university world, and the introduction of the higher education guidelines in Europe there has been a shift in emphasis in the organisation of teaching towards the learning

  10. Intercultural Conflicts: Causes and the Role of Competences

    Directory of Open Access Journals (Sweden)

    Valdas Pruskus

    2013-10-01

    Full Text Available The article discusses the origins of intercultural conflicts and their causes. It discloses the working mechanism of intercultural conflicts. The author demonstrates that in real life conflicts are caused by the socializing individuals themselves, who are different by their character traits as well as the cultural and intellectual level. Additionally, possibilities of conflict solution are discussed and the conception of competence is presented as explained in works of foreign and Lithuanian authors. The article also reveals the relationship between the constituent elements of the intercultural competence. It shows that proper attention to the acquisition of intercultural competences (linguistic, cultural and communication can be an effective assumption for depreciation of cross-cultural conflicts and thus promote communication and collaboration between the full range of cultures.

  11. The role of career competencies in the Job Demands: Resources model

    NARCIS (Netherlands)

    Akkermans, J.; Schaufeli, W.B.; Brenninkmeijer, V.; Blonk, R.W.B.

    2013-01-01

    This study investigated the role of career competencies as a mediator in the Job Demands — Resources model. Structural equation modeling with data from 305 young employed persons aged 16–30 years showed that career competencies are positively related to job resources and work engagement, but not to

  12. The Role of Career Competencies in the Job Demands-Resources Model

    NARCIS (Netherlands)

    Akkermans, J.; Schaufeli, W.B.; Brenninkmeijer, V.; Blonk, R.W.B.

    2013-01-01

    This study investigated the role of career competencies as a mediator in the Job Demands - Resources model. Structural equation modeling with data from 305 young employed persons aged 16-30 years showed that career competencies are positively related to job resources and work engagement, but not to

  13. Reflecting on Competences to Increase Role Clarity during Service Delivery in a Third World Setting

    Science.gov (United States)

    Nansubuga, Florence; Munene, John C.

    2013-01-01

    Purpose: The purpose of this study is essentially to examine the contribution of reflection in providing a stronger association between explicit competences and role clarity when reflection is used as a means of articulating competences (knowledge, skills and attitudes). Design/methodology/approach: The study employed a correlational survey design…

  14. “Historical” component in common and professional competences of students of political science program

    Directory of Open Access Journals (Sweden)

    Shestov Nikolay Igorevich

    2013-02-01

    Full Text Available In this article the author analyzes structure and pithy contradictions in common and special competences of students of political science programs in the sphere of historical knowledge, which are provided with national third-generation standards. Also in this article the abilities of improvement of these competences are proved.

  15. The Foreign Language and Intercultural Competence Teacher: The Acquisition of a New Professional Identity

    Science.gov (United States)

    Sercu, Lies

    2006-01-01

    It has now become commonplace to state that foreign language learning should be viewed in an intercultural perspective. The main objective of foreign language education is no longer defined strictly in terms of the acquisition of communicative competence. Teachers are now required to teach intercultural communicative competence. The aim of the…

  16. Development of Nurses' Professional Competence Early in Their Career: A Longitudinal Study.

    Science.gov (United States)

    Numminen, Olivia; Leino-Kilpi, Helena; Isoaho, Hannu; Meretoja, Riitta

    2017-01-01

    Research on newly graduated nurses' competence development and associated factors is relatively scarce. Data for this longitudinal, descriptive, correlation study were collected during 2012-2014 from 318 Finnish nurses to explore their competence development during the first 3 years after graduation and to estimate the extent to which given work-related factors predicted change in competence. Data were analyzed using NCSS 10 statistical software. Nurses' initially fairly high level of competence showed an increase in the third year, as measured by the Nurse Competence Scale. Empowerment increased minimally, whereas perceptions of practice environment, ethical climate, and occupational commitment decreased. Willingness to leave the profession and dissatisfaction with current job and nursing profession increased. Empowerment, satisfaction with current job and quality of care, time from graduation, and work experience explained 25.6% of the change in competence. Competence development was modest but increasing. Willingness to leave the profession was concerning. Factors enhancing or preventing competence development need further studying and developing proactive interventions. J Contin Educ Nurs. 2017;48(1):29-39. Copyright 2017, SLACK Incorporated.

  17. FUTURE TEACHER PROFESSIONAL PREPARATION IN COMPETENCE-VALUED DIMENSION: PHILOSOPHY-CULTURE ASPECT

    Directory of Open Access Journals (Sweden)

    Yurii V. Pelekh

    2010-08-01

    Full Text Available The article deals with some aspects of actualization of “competence” and “competent approach” notions in modern pedagogical science. The attempt of the definition of conceptual axiological statements in the competence theory structure on the basis of philosophical culturelogical analysis has been made.

  18. Toward core inter-professional health promotion competencies to address the non-communicable diseases and their risk factors through knowledge translation: curriculum content assessment

    National Research Council Canada - National Science Library

    Dean, Elizabeth; Moffat, Marilyn; Skinner, Margot; Dornelas de Andrade, Armele; Myezwa, Hellen; Söderlund, Anne

    2014-01-01

    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...

  19. Addressing Professionalism, Social, and Communication Competencies in Surgical Residency Via Integrated Humanities Workshops: A Pilot Curriculum.

    Science.gov (United States)

    Colvin, Jennifer; French, Judith; Siperstein, Allan; Capizzani, Tony R; Krishnamurthy, Vikram D

    2017-10-19

    We aimed to conduct professionalism and social competencies (PSC) training by integrating humanities into structured workshops, and to assess reception of this curriculum by first-year surgical residents. An IRB-approved, pilot curriculum consisting of 4 interactive workshops for surgical interns was developed. The workshops were scheduled quarterly, often in small group format, and supplemental readings were assigned. Humanities media utilized to illustrate PSC included survival scenarios, reflective writing, television portrayals, and social media. Emphasis was placed on recognizing personal values and experiences that influence judgment and decision-making, using social media responsibly, identifying and overcoming communication barriers related to generational changes in training (especially technology and work-life balance), and tackling stereotypes of surgeons. Anonymous and voluntary pre- and postcurriculum surveys were administered. Univariate analysis of responses was performed with JMP Pro v12 using Fisher's exact, χ2, and Students' t-tests for categorical and continuous variables. The study took place at the Cleveland Clinic in Cleveland, OH, within the general surgery program. Surgical interns at the Cleveland Clinic were included in the study. A total of 16 surgical interns completed the curriculum. Sixteen surgical interns participated in the curriculum: 69% were domestic medical school graduates (DG) and 31% were international medical school graduates (IMG). Overall, the majority (81%) of residents had received PSC courses during medical school: 100% of DG compared to 40% of IMG (p = 0.02). Before beginning the curriculum, 86% responded that additional PSC training would be useful during residency, which increased to 94% upon completion (p = 0.58). Mean number of responses supporting the usefulness of PSC training increased from 1.5 ± 0.2 before the curriculum to 1.75 ± 0.2 upon completion (p = 0.4). When describing public and medical student

  20. Perceptions of Unprofessional Attitudes and Behaviors: Implications for Faculty Role Modeling and Teaching Professionalism During Pathology Residency.

    Science.gov (United States)

    Brissette, Mark D; Johnson, Kristen A; Raciti, Patricia M; McCloskey, Cindy B; Gratzinger, Dita A; Conran, Richard Michael; Domen, Ronald E; Hoffman, Robert D; Post, Miriam D; Roberts, Cory Anthony; Rojiani, Amyn M; Powell, Suzanne Zein-Eldin

    2017-10-01

    - Changes occurring in medicine have raised issues about medical professionalism. Professionalism is included in the Core Competencies and Milestones for all pathology residents. Previous studies have looked at resident professionalism attitudes and behaviors in primary care but none have looked specifically at pathology. - To examine behavior and attitudes toward professionalism within pathology and to determine how professionalism is taught in residency programs. - Surveys were sent to all College of American Pathologists junior members and all pathology residency program directors, and responses were compared. - Although no single behavior received the same professionalism rating among residents and program directors, both groups identified the same behaviors as being the most unprofessional: posting identifiable patient information or case images to social media, making a disparaging comment about a physician colleague or member of the support staff on social media or in a public hospital space, and missing work without reporting the time off. Faculty were observed displaying most of these behaviors as often or more often than residents by both groups. The most common means to teach professionalism in pathology residencies is providing feedback as situations arise and teaching by example. Age differences were found within each group and between groups for observed behaviors and attitudes. - As teaching by example was identified as a common educational method, faculty must be aware of the role their behavior and attitudes have in shaping resident behavior and attitudes. These results suggest a need for additional resources to teach professionalism during pathology residency.

  1. Roles for Information professionals in patient education: Librarians' perspective

    Directory of Open Access Journals (Sweden)

    Susan L. MacDonald

    2010-07-01

    Full Text Available Through an examination of librarians’ contributions to the PEPTalk research project, this article highlights roles for information professionals at various stages in the design and clinical implementation of an information system that delivers patient education. The Personal Education Plan (PEPTalk was a collaborative, multi-disciplinary research project (2005-2006 based at the University Health Network’s Princess Margaret Hospital that designed an information system to provide web-based health information resources to both patients and clinicians under a shared umbrella of patient education. This article provides an overview of the PEPTalk project methods and outcomes, and documents the contributions of librarians throughout the design and clinical implementation stages of the project. Librarians brought expertise about information seeking behaviours of both patients and clinicians to the project; liaised across institutional and professional boundaries; developed a classification system for online learning objects, and educated project team about information and health literacies. The contributions of librarians on the PEPTalk project illustrate the need for boundary spanners, information brokers, knowledge translators, and change champions in the design and implementation of patient education delivery systems. There are new roles emergent at the intersections of clinical practice and health information provision. There is a need for the traditional skills and expertise of librarians and other information professionals in tailoring health information. Yet the design and implementation of patient education systems also require the development of new skills and the application of advanced information literacy as it pertains to both clinicians and patients.

  2. Bullying in preschool: The associations between participant roles, social competence, and social preference.

    Science.gov (United States)

    Camodeca, Marina; Caravita, Simona C S; Coppola, Gabrielle

    2015-01-01

    The different roles of bullying participation (bully, follower, victim, defender of the victim, and outsider) have not been investigated in preschool children. The aims of this study were to use a peer-report measure to assess these roles and to investigate their associations with social competence among pre-schoolers. We also explored whether status among peers, indicated by being socially preferred, mediates the relationship between social competence and bullying roles. Three hundred twenty 3- to 6-year-old children participated in the study. Bullying roles and social preference were assessed by means of peer reports, whereas social competence was investigated with a Q-Sort methodology, based on observations in classrooms. Bullying was also assessed by means of teacher reports. The results showed quite a clear distinction among roles and a correspondence between peer and teacher assessments, except for the role of outsider. The role of defender was positively associated with social competence, whereas the other roles were negatively associated. In a subsample, social preference statistically predicted the role of bully and mediated between social competence and bullying. The findings are discussed in terms of the importance of assessing bullying and its correlates at a very young age, although roles may further develop when children grow up. © 2014 Wiley Periodicals, Inc.

  3. Altruism in clinical research: coordinators' orientation to their professional roles.

    Science.gov (United States)

    Fisher, Jill A; Kalbaugh, Corey A

    2012-01-01

    Research coordinators have significant responsibilities in clinical trials that often require them to find unique ways to manage their jobs, thus reshaping their professional identities. The purpose of this study was to identify how research coordinators manage role and ethical conflicts within clinical research trials. A qualitative study combining observation and 63 semistructured interviews at 25 research organizations was used. Altruism is a recurring theme in how research coordinators define and view their work. Altruism is adopted by research coordinators to: (1) Teach patient-subjects the appropriate reasons to participate in clinical research, (2) minimize the conflict between research and care, and (3) contest the undervaluation of coordinating. Altruism is a strategy used to handle the various conflicts they experience in a difficult job, and it has become part of the professional identity of clinical research coordinators. Copyright © 2012 Elsevier Inc. All rights reserved.

  4. Altruism in Clinical Research: Coordinators’ Orientation to their Professional Roles

    Science.gov (United States)

    Fisher, Jill A.; Kalbaugh, Corey A.

    2011-01-01

    Background Research coordinators have significant responsibilities in clinical trials that often require them to find unique ways to manage their jobs, thus re-shaping their professional identities. Purpose The purpose of this study is to identify how research coordinators manage role and ethical conflicts within clinical research trials. Method A qualitative study combining observation and 63 semi-structured interviews at 25 research organizations was used. Discussion Altruism is a recurring theme in how research coordinators define and view their work. Conclusion Altruism is adopted by research coordinators: 1) to teach patient-subjects the appropriate reasons to participate in clinical research, 2) to minimize the conflict between research and care, and 3) to contest the undervaluation of coordinating. Altruism is a strategy employed to handle the various conflicts they experience in a difficult job, and it has become part of the professional identity of clinical research coordinators. PMID:22083045

  5. The Perceived Importance of Role-Specific Competencies for Health Care Leaders Establishes the Need to Expand Role Theory.

    Science.gov (United States)

    Babinski, Paul J

    2016-01-01

    This cross-sectional quantitative study was undertaken to determine the extent to which individuals who have differing health care leadership roles perceived the importance of selected leadership competencies in their specific roles based on their experience. A total of 313 participants responded to the health care questionnaire. Principal component analysis identified factor structure and Cronbach α at .96 supported the reliability of the factor analysis. Multivariate analysis of variance tested the 4 health care leadership roles to determine if an effect was present among the competencies. A subsequent analysis of variance test was conducted on the competencies to confirm an effect was present, and a Games-Howell post hoc test followed. These tests indicated that there was a significant difference in rating the perceived importance of specific leadership competencies by the health care leaders in each competency domain. The participants included in this study consisted of the chief executive officer (CEO), director of nursing (DON), operating room director (ORD), and director of radiology (DOR). Based on the Games-Howell post hoc test, a commonality existed between the leaders. The CEOs and DONs often indicated no significant difference in competency perception to one another in relation to the dependent variables, yet indicated a significant difference in competency perception when compared with the ORDs and DORs. Similarly, the ORD and DOR variables often indicated no significant difference in competency perception to one another in relation to the dependent variables, yet indicated a significant difference in competency perception compared with the CEO and DON variables. This study positively indicated that health care leadership's perception of competencies does differ between the various leadership roles.

  6. Perceived Maternal Role Competence among the Mothers Attending Immunization Clinics of Dharan, Nepal

    Science.gov (United States)

    Shrooti, Shah; Mangala, Shrestha; Nirmala, Pokharel; Devkumari, Shrestha; Dharanidhar, Baral

    2016-01-01

    Background: Being a mother is considered by many women as their most important role in life. Women’s perceptions of their abilities to manage the demands of parenting and the parenting skills they posses are reflected by perceived maternal role competence. The present study was carried out to assess the perceived maternal role competence and its associated factors among mothers. Methods: A descriptive cross-sectional research study was carried out on 290 mothers of infant in four immunization clinics of Dharan, Nepal. Data were collected using a standardized predesigned, pretested questionnaire (Parent sense of competence scale, Rosenberg’s self esteem scale, Maternity social support scale). The data were analyzed using descriptive and inferential statistics and multiple regression analysis at 0.05 level of significance. Results: The mean score of the perceived maternal role competence obtained by mothers was 64.34±7.90 and those of knowledge/skill and valuing/comfort subscale were 31±6.01 and 33±3.75, respectively. There was a significant association between perceived maternal role competence and factors as the age of the mother (Pmaternal role competence and age at marriage (r=0.132, P=0.024), per capita income (r=0.118, P=0.045), self esteem (r=0.379, Psupport (r=0.272, Psupport persons (r=0.119, P=0.043). The results of the step wise multiple regression analysis revealed that the major predictor of perceived maternal role competence was self esteem. Conclusion: The factors associated with perceived maternal role competence were age, education, occupation, per capita income, self esteem, social support, and the number of support persons. PMID:27218107

  7. Perceived Maternal Role Competence among the Mothers Attending Immunization Clinics of Dharan, Nepal

    Directory of Open Access Journals (Sweden)

    Shah Shrooti

    2016-04-01

    Full Text Available Background: Being a mother is considered by many women as their most important role in life. Women’s perceptions of their abilities to manage the demands of parenting and the parenting skills they posses are reflected by perceived maternal role competence. The present study was carried out to assess the perceived maternal role competence and its associated factors among mothers. Methods: A descriptive cross-sectional research study was carried out on 290 mothers of infant in four immunization clinics of Dharan, Nepal. Data were collected using a standardized predesigned, pretested questionnaire (Parent sense of competence scale, Rosenberg’s self esteem scale, Maternity social support scale. The data were analyzed using descriptive and inferential statistics and multiple regression analysis at 0.05 level of significance. Results: The mean score of the perceived maternal role competence obtained by mothers was 64.34±7.90 and those of knowledge/skill and valuing/comfort subscale were 31±6.01 and 33±3.75, respectively. There was a significant association between perceived maternal role competence and factors as the age of the mother (P<0.001, educational status (P=0.015, occupation (P=0.001 and readiness for pregnancy (P=0.022. The study findings revealed a positive correlation between perceived maternal role competence and age at marriage (r=0.132, P=0.024, per capita income (r=0.118, P=0.045, self esteem (r=0.379, P<0.001, social support (r=0.272, P<0.001, and number of support persons (r=0.119, P=0.043. The results of the step wise multiple regression analysis revealed that the major predictor of perceived maternal role competence was self esteem. Conclusion: The factors associated with perceived maternal role competence were age, education, occupation, per capita income, self esteem, social support, and the number of support persons.

  8. Driving Care Quality: Aligning Trainee Assessment and Supervision Through Practical Application of Entrustable Professional Activities, Competencies, and Milestones.

    Science.gov (United States)

    Carraccio, Carol; Englander, Robert; Holmboe, Eric S; Kogan, Jennifer R

    2016-02-01

    To address the long-standing challenge of meaningful trainee assessment, the authors reviewed and expanded on the Accountable Assessment for Quality Care and Supervision (AAQCS) equation. The equation proposes that care quality is the product of the interaction between trainee performance (measured by workplace assessment) and supervision (required level of intervention to ensure care quality) in the context of the environment where the care occurs: Trainee performance × Appropriate supervision = Safe, effective patient-centered care. Assessing trainee performance and matching that performance to "appropriate" supervision, however, is fraught with challenges. The authors suggest a unifying framework that integrates entrustable professional activities (EPAs), competencies, and milestones to inform trainee assessment and supervision, thereby enabling the practical application of the AAQCS equation in the workplace. Because the unit of measure for an EPA is the outcome of whether the trainee can safely and effectively perform the professional activity without supervision, the proposed unifying framework directly aligns with the dependent variable in the AAQCS equation: care quality.The value of applying a unifying framework that integrates EPAs, competencies, and milestones to the AAQCS equation in the clinical learning environment lies in its ability to provide supervisors with a shared mental model of performance expectations for trainees, reducing unwanted variability and improving assessment accuracy; guidance for aligning performance milestones of trainees with the needed level of supervisor intervention to ensure care quality; and substrate for specific feedback to improve the trainee's professional development as a way to ensure future care quality.

  9. Competencies within a professional clinical ladder: differences in understanding between nurse managers and staff nurses.

    Science.gov (United States)

    Knoche, Erin L; Meucci, Joanne H

    2015-01-01

    Clinical ladders provide a framework for professional nursing development and have shown increased personal and professional satisfaction. This article describes a standardized approach for clinical ladder implementation. Managers' and staff nurses' knowledge of the model must align for important stakeholders to perceive the clinical ladder as valuable. Understanding differences and perspectives can be useful as the basis for education and further clinical ladder refinement augmenting the potential for increased nursing satisfaction and professional development.

  10. Is Nurses' Professional Competence Related to Their Personality and Emotional Intelligence? A Cross-Sectional Study

    National Research Council Canada - National Science Library

    Heydari, Abbas; Kareshki, Hossein; Armat, Mohammad Reza

    2016-01-01

    .... Using a cross-sectional survey design, three instruments including Nurse Competence Scale, short form of Schutte Self Report Emotional Intelligence Test, and the short 10-item version of Big Five...

  11. Self-assessment of Certified EFL Teachers in Central Sulawesi on Their Professional Competence

    Directory of Open Access Journals (Sweden)

    Anshari Syafar

    2014-06-01

    Full Text Available The study intends to describe the level of certified EFL teachers’ self-assessment of their competence to teach English. A cross-sectional survey design and systematic random sampling strategy were applied to take 227 research respondents. Questionnaire and interview were used for collecting data whereas frequency, percentage and descriptive statistics were employed to analyze the data. Most respondents self-rated their abilities to teach English at ‘competent’ and ‘strongly competent’ levels. Yet, their self-rating of English teaching competence did not match up with the re-sults of teacher competence test done by the government. Accordingly, the self-assessment should be endorsed with teaching performance assessment to have more reliable data for validating EFL teachers’ self-grading abilities in English teaching practices.  Key Words: self-assessment, teacher certification program, teacher standard of competence, certified EFL teachers, english teaching practices

  12. La profesión de salud pública y el debate de las competencias profesionales Public health professionals and professional competences debate

    Directory of Open Access Journals (Sweden)

    F.G. Benavides

    2003-01-01

    Full Text Available A pesar de sus contribuciones en el pasado, la salud pública ocupa en la actualidad una posición marginal en el sistema sanitario. Este insuficiente protagonismo se asocia con el escaso reconocimiento de la profesión y de sus profesionales. Para fortalecer la salud pública se debe profundizar en la coherencia de sus objetivos y de su base científica y metodológica, así como garantizar la competencia de sus profesionales. La falta de institucionalización de est os elementos limita la articulación de los objetivos de salud pública en una serie de prácticas eficaces. Así pues, no se han desarrollado lo que se denomina «competencias profesionales» específicas de la salud pública: el conjunto de habilidades que deben ser capaces de llevar a cabo los profesionales. El contenido profesional se debe definir a partir del análisis de las funciones y de las actividades específicas necesarias para desarrollarlas. En este trabajo se pretende estimular una reflexión, a la luz de la experiencia de otros países, que permita iniciar una nueva reconstrucción de la salud pública, mediante la cual se pueda abandonar la situación marginal actual y mejorar el desempeño de su función social.Despite its historical contribution to the improvement of health, public health occupies a marginal position in health systems. This lack of correspondence between impact and power is related in part to its scarce recognition as a profession, and in consequence to the lack of recognition of the professionals in the field. The strengthening of the public health profession requires recognising the coherence of their objectives and scientific basis, but it also requires the establishment of mechanisms to guarantee professional competence. Generally, the institutionalisation of these necessary mechanisms to articulate public health objectives into effective professional practice has been lacking. In other words, the so-called professional competencies lacked

  13. The Role of Oocyte Organelles in Determining Developmental Competence.

    Science.gov (United States)

    Reader, Karen L; Stanton, Jo-Ann L; Juengel, Jennifer L

    2017-09-18

    The ability of an oocyte to undergo successful cytoplasmic and nuclear maturation, fertilization and embryo development is referred to as the oocyte's quality or developmental competence. Quality is dependent on the accumulation of organelles, metabolites and maternal RNAs during the growth and maturation of the oocyte. Various models of good and poor oocyte quality have been used to understand the essential contributors to developmental success. This review covers the current knowledge of how oocyte organelle quantity, distribution and morphology differ between good and poor quality oocytes. The models of oocyte quality are also described and their usefulness for studying the intrinsic quality of an oocyte discussed. Understanding the key critical features of cytoplasmic organelles and metabolites driving oocyte quality will lead to methods for identifying high quality oocytes and improving oocyte competence, both in vitro and in vivo.

  14. Building Collaboration: A Scoping Review of Cultural Competency and Safety Education and Training for Healthcare Students and Professionals in Canada.

    Science.gov (United States)

    Guerra, Olivia; Kurtz, Donna

    2017-01-01

    Phenomenon: This scoping literature review summarizes current Canadian health science education and training aimed to lessen health gaps between Aboriginal and non-Aboriginal peoples. Keyword searches of peer-reviewed and gray literature databases, websites, and resources recommended by local Aboriginal community members identified 1,754 resources. Using specific inclusion and exclusion criteria, 26 resources relevant to education and training of healthcare professionals and students in Canada were selected. Information included self-assessment for cultural competency/safety skills, advocacy within Canadian healthcare, and descriptions of current programs and training approaches. In spite of increasing awareness and use of cultural competency and safety concepts, few programs have been successfully implemented. Insights: A concerted effort among health science education and training bodies to develop integrated and effective programs could result in comprehensive processes that hasten the Canadian culturally safe healthcare provision, thus reducing the gaps among populations.

  15. Roles and Skills Comparison among Principals in Greek Schools: Application of Competing Values Framework

    Science.gov (United States)

    Geraki, Akrivoula

    2014-01-01

    This paper examines the relationship between leadership roles and skills in secondary schools in Greece. Drawing upon a sample of 124 secondary public school principals, a structured questionnaire was developed to measure leadership roles and skills. The Competing Values Framework (CVF) was adopted to operationalize the eight leadership roles. The…

  16. Professional practice leader: a transformational role that addresses human diversity.

    Science.gov (United States)

    Bournes, D A; DasGupta, T L

    1997-01-01

    The role of the professional practice leader is to provide leadership in the transformation of nursing practice from a provider focused model to a patient focused model. Nursing standards for patient focused care were developed to define the quality of the nurse-person relationship in a manner consistent with Parse's theory of human becoming. Multiple strategies have been developed to challenge nurses to redefine the purpose, vision, and core values by which they practice. It is only through uncovering the values and beliefs of every person that nurses will be able to care for individuals whom they recognize as unique human beings.

  17. Clinical supervision and nursing students' professional competence: support-seeking behaviour and the attachment styles of students and mentors.

    Science.gov (United States)

    Moked, Zahava; Drach-Zahavy, Anat

    2016-02-01

    To examine whether the interdependent attachment style of students is positively related to their support-seeking behaviour during supervision and whether their over-dependent and counter-dependent attachment styles are negatively related to it. Second, to determine whether the mentors' attachment styles moderate the relationship between the students' support-seeking behaviours and their professional competence, such that this relationship is stronger when supervisors are characterized by higher independent attachment style. The mentor-student encounter during nursing clinical supervision is expected to create a supportive environment aimed at promoting support-seeking behaviours and subsequent positive supervision outcomes. Bowlby's attachment theory suggests that the three attachment styles - independent, counter-dependent and over-dependent - may have implications for clinical supervision. A correlative-prospective study. One hundred and seventy-eight students and 66 clinical mentors completed questionnaires at the beginning and end of a clinical supervision session during 2012-2013. Results demonstrated that high compared with low independent nursing students tended to seek less support. Second, students who seek less support evaluated their professional competence as higher than students who seek more support. Third, mentor's counter-dependent attachment style moderated the relationship between students' support-seeking behaviour and their professional competencies. The results allude to the detrimental meaning of support-seeking in the eyes of nursing students. Results can guide administrators in promoting supervision processes that are compatible with the students' independent learning style, while also preventing the negative implications of autonomic learning. Furthermore, as mentors' counter-dependent attachment style can hinder students' support-seeking, attachment styles should be considered in the selection of mentors. © 2015 John Wiley & Sons Ltd.

  18. The efforts of direct support professionals to facilitate inclusion: the role of psychological determinants and work setting.

    Science.gov (United States)

    Venema, E; Otten, S; Vlaskamp, C

    2015-10-01

    Various studies have found that direct support professionals (DSPs) play an important role in determining the degree to which people with intellectual disabilities (ID) are included in society. However, less research has been conducted on the psychological processes that may influence the behavioural intentions of DSPs to actually engage with and invest effort in supporting their clients' inclusion. Five possible psychological variables are identified in the literature: attitudes, social norms, experienced competencies, identity and meta-evaluation. In our research, we tested whether these processes influence the (intended) efforts DSPs make to facilitate their clients' inclusion. A structured questionnaire was sent to 927 DSPs working in one of three different locations (an ordinary non-segregated setting, a reversed non-segregated setting and a residential facility). Of these, 336 DSPs completed the questionnaire. Several variables revealed differences between the three locations, specifically in efforts to facilitate inclusion, attitudes, social norms, experienced competencies and professional identity. Looking at the overall means, we found (relatively) high scores for the experienced competencies, role identity and meta-evaluation. In contrast, the means were relatively negative regarding the DSPs' attitudes to inclusion and their assumed social norms. Direct support professionals' efforts to facilitate inclusion depend on their attitude towards inclusion, the experienced competencies, their role identity, the DSPs' meta-evaluation and, indirectly through attitudes, also on the assumed social norms of the relevant stakeholders. Organizations responsible for supporting people with ID and which may want their DSPs to make greater efforts to facilitate inclusion should pay attention to these psychological variables. © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

  19. Teachers' Professional Competences: What Has Drama in Education to Offer? An Empirical Study in Greece

    Science.gov (United States)

    Papavassiliou-Alexiou, Ioanna; Zourna, Christina

    2016-01-01

    This article examines how the training in and use of Drama in Education (DiE) affects the development of teachers' professional skills. The article draws on data from broader empirical qualitative research about the impact of DiE on personal, social and professional development of Greek secondary school teachers. The research was carried out using…

  20. Just Add Hours? An Assessment of Pre-Service Teachers' Perception of the Value of Professional Experience in Attaining Teacher Competencies

    Science.gov (United States)

    Reynolds, Ruth; Howley, Peter; Southgate, Erica; Brown, Joanna

    2016-01-01

    This study compared pre-service teachers' perceptions of their professional competencies at two campuses of a large regional teacher education university, where one campus provided students 22% more hours of professional placement in schools and related educational settings. Students who had experienced more hours in schools and such settings were…

  1. Effectiveness of an experiential workshop for enhancing helping professionals' self-competence in death work in Hong Kong: a randomised controlled trial.

    Science.gov (United States)

    Chan, Wallace Chi Ho; Tin, Agnes Fong; Wong, Karen Lok Yi

    2017-05-01

    Helping professionals require self-competence in coping with the existential and emotional challenges of death work. Previous training often focused on knowledge and skills rather than on this competence. This study aimed to examine the effectiveness of a 3-day workshop in Hong Kong to enhance helping professionals' self-competence in death work. A randomised controlled trial was conducted to examine the effects of the training between January and May 2014. Targeted participants were helping professionals who had been doing death work for at least 6 months. The 112 participants were openly recruited from hospitals and NGOs and were assigned to an intervention group or a waitlist control group. Data were collected at pre-intervention and post-intervention. Primary outcome was self-competence in death work. All participants were grouped for analysing the changes in outcomes at pre-intervention, post-intervention and 3-month follow-up. Participants in the intervention group experienced a significant increase in the total score of the Self-competence in Death Work Scale (SC-DWS) and in scores of the Existential and Emotional subscales of SC-DWS. The positive effects of training on self-competence in death work were maintained at the 3-month follow-up. This study provides evidence of the effectiveness of training in enhancing helping professionals' self-competence in death work. Further research is required to examine the long-term effects of training. © 2016 John Wiley & Sons Ltd.

  2. Use of internet technologies for students' communicative competence development in the process of professional foreign language study in technical universities

    Science.gov (United States)

    Khasanova, A. N.

    2017-01-01

    Problems of mature thinking formation and development of foreign-language professional communicative competence of competitive graduates of technical universities are considered in the article. The most important factors influencing the achievement of high standard of knowledge, students' abilities and skills and increase of their abilities to establish deep meta-subject connections due to Internet technologies in the course of professional foreign language training are analyzed. The article is written on the basis of project material "Network School of National Research Nuclear University MEPhI" aimed at optimization of technological aspect of training. The given academic on-line program assigns to the teacher a part of an organizer who only coordinates creative, academic students' activity.

  3. Perceptions of managerial competencies, style, and characteristics among professionals in nursing.

    Science.gov (United States)

    Lorber, Mateja; Skela Savic, Brigita

    2011-04-15

    To compare nursing leaders' and employees' perception of leaders' leadership style, personality characteristics, and managerial competencies and to determine the associations between these factors. The study included 4 out of 5 Slovenian major hospitals selected from the hospital list; 1 hospital refused to participate. The employees of these hospitals represent 30% of all employees in nursing in Slovenian hospitals and the 509 employees included in the study represent 6%. One structured survey questionnaires was administered the leaders and the other to employees, both consisting of 134 statements evaluated on a 5-point Likert-type scale. The relationship between demographic data, leadership style, leaders' personality characteristics, and leaders' training and managerial competencies was analyzed by correlation and multivariate regression analysis. The study took place in April 2009. Leaders and employees significantly differently evaluated 13 out of 14 managerial competencies of the leaders, where leaders rated themselves higher for vision and goals, communication, conflict resolution--agreement, compromise, adjustment, motivation, interpersonal relationships, problem solving, delegation, teamwork, decision making, emotional intelligence, and human resources development. Employees rated the leaders higher for managing changes and conflict resolution--dominance and avoidance. Multivariate regression analysis showed that managerial competencies were explained by leadership style, leaders' training, leaders' characteristics, and type of employment in 86.1% of cases. Leaders in nursing too frequently used inappropriate leadership style. Forming a unique model for all health care institutions in the country would facilitate the evaluation of competencies and constant monitoring of leaders' work results.

  4. Perceptions of managerial competencies, style, and characteristics among professionals in nursing

    Science.gov (United States)

    Lorber, Mateja; Savič, Brigita Skela

    2011-01-01

    Aim To compare nursing leaders’ and employees’ perception of leaders’ leadership style, personality characteristics, and managerial competencies and to determine the associations between these factors. Methods The study included 4 out of 5 Slovenian major hospitals selected from the hospital list; 1 hospital refused to participate. The employees of these hospitals represent 30% of all employees in nursing in Slovenian hospitals and the 509 employees included in the study represent 6%. One structured survey questionnaire was administered to the leaders and the other to employees, both consisting of 134 statements evaluated on a 5-point Likert-type scale. The relationship between demographic data, leadership style, leaders’ personality characteristics, and leaders’ training and managerial competencies was analyzed by correlation and multivariate regression analysis. The study took place in April 2009. Results Leaders and employees significantly differently evaluated 13 out of 14 managerial competencies of the leaders, where leaders rated themselves higher for vision and goals, communication, conflict resolution-agreement, compromise, adjustment, motivation, interpersonal relationships, problem solving, delegation, teamwork, decision making, emotional intelligence, and human resources development. Employees rated the leaders higher for managing changes and conflict resolution-dominance and avoidance. Multivariate regression analysis showed that managerial competencies were explained by leadership style, leaders’ training, leaders’ characteristics, and type of employment in 86.1% of cases. Conclusion Leaders in nursing too frequently used inappropriate leadership style. Forming a unique model for all health care institutions in the country would facilitate the evaluation of competencies and constant monitoring of leaders’ work results. PMID:21495203

  5. Company competencies as a network: The role of product development

    DEFF Research Database (Denmark)

    Harmsen, Hanne; Grunert, Klaus G.; Bove, Karsten

    2000-01-01

    investigate these matters in a survey with top managers in 513 Danish production companies. Ten areas important for achieving company objectives are identified. These are product development, market intelligence, production management, strategy and vision, sales, market responsiveness, promotion, internal co......-operation, image, and finally supply management. Product development is rated a fairly important competence as it ranks four with sales, market responsiveness, and production management as numbers one to three. Yet a distressing negative impact on overall company success is found for product development...

  6. Athletes' perceptions of role ambiguity and coaching competency in sport teams: a multilevel analysis.

    Science.gov (United States)

    Bosselut, Grégoire; Heuzé, Jean-Philippe; Eys, Mark A; Fontayne, Paul; Sarrazin, Philippe

    2012-06-01

    The purpose of this study was to examine the relationship between athletes' perceptions of role ambiguity and two theoretically derived dimensions of coaching competency (i.e., game strategy and technique competencies). A total of 243 players from 26 teams representing various interdependent sports completed French versions of the Role Ambiguity Scale and the Coaching Competency Scale. Multilevel analyses supported the existence of relationships between the four dimensions of role ambiguity and the two dimensions of coaching competency at both individual and team levels. When the levels were considered jointly, athletes perceiving greater ambiguity in their role in both offensive and defensive contexts were more critical of their coach's capacities to lead their team during competitions and to diagnose or formulate instructions during training sessions. The results also indicated that the dimension of scope of responsibilities was the main contributor to the relationship with coaching competency at an individual level, whereas role evaluation was the main contributor to this relationship at a group level. Findings are discussed in relation to the role episode model, the role ambiguity dimensions involved in the relationships according to the level of analysis considered, and the salience of ambiguity perceptions in the offensive context.

  7. 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...

  8. Model professional competent graduate higher schools of the physical education of Poland

    Directory of Open Access Journals (Sweden)

    Pasihnyk V.R.

    2010-05-01

    Full Text Available Basic professional jurisdictions of future teachers of physical culture are exposed. Praxeological, communicative, creative, informative and moral jurisdictions of graduating students of higher educational establishments are considered. The model of basic professional jurisdictions of graduating students is developed. A model contains requirement to future pedagogical work of graduating student in the different types of schools. It exposes his basic professional jurisdictions. The pedagogical functions of graduating student are directed on realization of health, educational and educate tasks in educational and extracurricular work on physical education and sport.

  9. Can Source Triangulation Be Used to Overcome Limitations of Self-Assessments? Assessing Educational Needs and Professional Competence of Pharmacists Practicing in Qatar.

    Science.gov (United States)

    Kheir, Nadir; Al-Ismail, Muna Said; Al-Nakeeb, Reem

    2017-05-22

    Continuing professional development activities should be designed to meet the identified personal goals of the learner. This article aims to explore the self-perceived competency levels and the professional educational needs of pharmacists in Qatar and to compare these with observations of pharmacy students undergoing experiential training in pharmacies (students) and pharmacy academics, directors, and managers (managers). Three questionnaires were developed and administered to practicing pharmacists, undergraduate pharmacy students who have performed structured experiential training rotations in multiple pharmacy outlets in Qatar and pharmacy managers. The questionnaires used items extracted from the National Association of Pharmacy Regulatory Authorities (NAPRA) Professional competencies for Canadian pharmacists at entry to practice and measured self- and observed pharmacists' competency and satisfaction with competency level. Training and educational needs were similar between the pharmacists and observers, although there was trend for pharmacists to choose more fact-intensive topics compared with observers whose preferences were toward practice areas. There was no association between the competency level of pharmacists as perceived by observers and as self-assessed by pharmacists (P ≤ .05). Pharmacists' self-assessed competency level was consistently higher than that reported by students (P ≤ .05). The results suggest that the use of traditional triangulation might not be sufficient to articulate the professional needs and competencies of practicing pharmacists as part of a strategy to build continuing professional development programs. Pharmacists might have a limited ability to accurately self-assess, and observer assessments might be significantly different from self-assessments which present a dilemma on which assessment to consider closer to reality. The processes currently used to evaluate competence may need to be enhanced through the use of well

  10. Mediating Role of Social Competence: Family Communication and Body Satisfaction among Male College Students.

    Science.gov (United States)

    Taniguchi, Emiko

    2017-08-08

    This study examined whether social competence mediates the association between family communication and undergraduate males' body satisfaction. Male undergraduate students (N = 442) completed an online survey assessing their perceptions of mothers' as well as fathers' family communication patterns (FCPs), social competence, and body satisfaction. Results generally supported the hypothesized model. Conversation orientation, regardless of whether mothers' or fathers', was positively associated with social competence, which, in turn, was positively related to body satisfaction. On the other hand, the role of conformity orientation in predicting males' body satisfaction varied by parental sex (mothers or fathers): Mothers' conformity orientation was associated with body satisfaction through social competence in an expected manner, whereas fathers' conformity orientation was related to none of the endogenous variables. However, once mothers' FCPs were eliminated from the model, fathers' conformity orientation became a direct as well as indirect predictor of sons' body satisfaction through social competence. Interpretations of the findings, practical implications, and a future direction are discussed.

  11. Reviewing residents' competence: a qualitative study of the role of clinical competency committees in performance assessment.

    Science.gov (United States)

    Hauer, Karen E; Chesluk, Benjamin; Iobst, William; Holmboe, Eric; Baron, Robert B; Boscardin, Christy K; Cate, Olle Ten; O'Sullivan, Patricia S

    2015-08-01

    Clinical competency committees (CCCs) are now required in graduate medical education. This study examined how residency programs understand and operationalize this mandate for resident performance review. In 2013, the investigators conducted semistructured interviews with 34 residency program directors at five public institutions in California, asking about each institution's CCCs and resident performance review processes. They used conventional content analysis to identify major themes from the verbatim interview transcripts. The purpose of resident performance review at all institutions was oriented toward one of two paradigms: a problem identification model, which predominated; or a developmental model. The problem identification model, which focused on identifying and addressing performance concerns, used performance data such as red-flag alerts and informal information shared with program directors to identify struggling residents.In the developmental model, the timely acquisition and synthesis of data to inform each resident's developmental trajectory was challenging. Participants highly valued CCC members' expertise as educators to corroborate the identification of struggling residents and to enhance credibility of the committee's outcomes. Training in applying the milestones to the CCC's work was minimal.Participants were highly committed to performance review and perceived the current process as adequate for struggling residents but potentially not for others. Institutions orient resident performance review toward problem identification; a developmental approach is uncommon. Clarifying the purpose of resident performance review and employing efficient information systems that synthesize performance data and engage residents and faculty in purposeful feedback discussions could enable the meaningful implementation of milestones-based assessment.

  12. 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.

  13. Maltese Primary Teachers' Digital Competence: Implications for Continuing Professional Development

    Science.gov (United States)

    Spiteri, Marthese; Chang Rundgren, Shu-Nu

    2017-01-01

    Learning with technology during primary school years will equip students with dispositions to continue learning with evolving technology throughout their lifetime and it is the responsibility of the teacher to develop this digital competence (DC) in the classroom. The aim of this research was to investigate Maltese primary class teachers' DC and…

  14. Cultural Competence Training for Healthcare Professionals Working with LGBT Older Adults

    Science.gov (United States)

    Gendron, Tracey; Maddux, Stu; Krinsky, Lisa; White, Jay; Lockeman, Kelly; Metcalfe, Yohvane; Aggarwal, Sadashiv

    2013-01-01

    The population of the aging lesbian, gay, bisexual and transgender (LGBT) community is significant and growing rapidly. As LGBT individuals age and begin to move into healthcare communities, they are fearful of apathy, discrimination, and abuse by healthcare providers and other residents. Person-centered cultural competence and sensitivity among…

  15. Professional Listening Competence Promoting Well-Being at Work in the Legal Context

    Science.gov (United States)

    Ala-Kortesmaa, Sanna; Isotalus, Pekka

    2015-01-01

    This qualitative cross-cultural study sought to contribute to the understanding of listening competence, dialogic listening, and the use of human agency in promoting well-being at work. The participant groups ("N" = 103) consisted of "n" = 76 U.S.-American and "n" = 27 Finnish attorneys. Results suggest that in order…

  16. "Crack in the Pavement": Pedagogy as Political and Moral Practice for Educating Culturally Competent Professionals

    Science.gov (United States)

    McLaughlin, Juliana

    2013-01-01

    This paper explores the reception of Indigenous perspectives and knowledges in university curricula and educators' social responsibility to demonstrate cultural competency through their teaching and learning practices. Drawing on tenets of critical race theory, Indigenous standpoint theory and critical pedagogies, this paper argues that the…

  17. T-shaped competency profile for water professionals of the future

    NARCIS (Netherlands)

    Uhlenbrook, S.; De Jong, E.

    2012-01-01

    Global environmental changes introduce new challenges and expose future university graduates in hydrology and related fields to problems of unprecedented complexity and magnitude. The T-shape model is proposed as a generic competency profile guiding the design of university curricula. This model

  18. Requirements to the Professional Competence of English Language Teachers in Belgium

    Science.gov (United States)

    Protsko, Yevheniya

    2014-01-01

    The concept of a teacher competence in the works of national and foreign scholars has been investigated in the article. The author describes the standards for English teachers in Belgium that is considered to be an inalienable element of the European education. The qualified training of the teachers is denoted as pedagogical, didactic and…

  19. Navigating Difference: Development and Implementation of a Successful Cultural Competency Training for Extension and Outreach Professionals

    Science.gov (United States)

    Deen, Mary Y.; Parker, Louise A.; Hill, Laura Griner; Huskey, Melynda; Whitehall, Anna P.

    2014-01-01

    As our world becomes more interconnected on international, domestic, and personal levels, our need to be more culturally competent increases (Samovar, Porter, & McDaniel, 2007; Ting-Toomey, 1999). Recognizing this need, Washington State University Extension sought to increase skills of its personnel by developing a set of cultural competencies…

  20. Professional Competence as a Benchmark for a European Space of Vocational Education and Training

    Science.gov (United States)

    Grollmann, Philipp

    2008-01-01

    Purpose: The paper's aim is to present a critical review of the current European process of co-operation in VET with a special view to the European Qualification Framework and its competence orientation. Design/methodology/approach: The approach reviews the official documentation and the consultation process and a contrastive analysis of the state…