Grujich, Nikola N.; Razmy, Ajmal; Zaretsky, Ari; Styra, Rima G.; Sockalingam, Sanjeev
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…
Borhani, Fariba; Alhani, Fatemeh; Mohammadi, Easa; Abbaszadeh, Abbas
Teaching ethics to nurses leads to their involvement in providing high quality care, enable them to duly encounter ethical issues. One of the key elements of educational systems is nursing instructors. Even though lots of studies show the role of instructors in students' learning, their role in promotion of professional ethics has been attended to less. The objective of this study is surveying the experience of nursing students with respect to the role of instructors in promotion of professional ethics. This qualitative study enrolled 15 undergraduate nursing students from three nursing schools in Teheran whom depth interview was performed. The interview was semi-structured with open ended questions. The analysis was accomplished by use of qualitative content-analysis method. Data analysis demonstrated 2 main themes and 7 subcategories in regard to the role of instructors in promotion of professional ethics in nursing students including: 1) the effective professional role model 2) facilitating creative learning. The effective professional role model encompasses individual characteristics and beliefs, clinical skills and professional commitment of role model. Creative learning facilitates by encouraging critical thinking and decision-making, Providing supportive learning conditions, providing proper space for sharing knowledge followed by evaluation and creative feedback. The findings of this study provides a background for strengthening the role of instructors in promotion of professional ethics with more emphasis on research which increase capability of instructors at nursing education centers.
Evers, A.T.; Heijden, B.I.J.M. van der; Mulder, M.
Theoretical and empirical controversies exist about the understanding and potentials of the concepts of competence and professional expertise. In this chapter, both concepts will be thoroughly conceptualised and discussed. Competence and professional expertise are important as all professionals need
Evers, Arnoud; Van der Heijden, Beatrice
Theoretical and empirical controversies exist about the understanding and potentials of the concepts competence and professional expertise. In this chapter, both concepts will be thoroughly conceptualised and discussed. Competence and professional expertise are important as all professionals need to
Hassankhani, Hadi; Hasanzadeh, Firooz; Powers, Kelly A; Dadash Zadeh, Abbas; Rajaie, Rouzbeh
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 skills. This has implications for 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 Emergency Nurses Association. Published by Elsevier Inc. All rights reserved.
Zhumabaeva, Zaida; Zhumasheva, Anara; Kenzhebayeva, Tattygul; Sakenov, Janat; Tleulesova, Ardak; Kenenbaeva, Marzhan; Hamzina, Sholpan
The article examines essential characteristics and specific features, role of elective disciplines in the formation of professional competence of students as future teachers. Important and promising characteristics of the content of professional competence of students as future teachers have been studied and theoretically justified. We have…
Kondrateva S. B.
Full Text Available the article deals with ethno-cultural characteristics of educational space and the role of the teacher in creating a favorable climate intersubjective interaction of representatives of different cultures and religious faiths. The section focuses on the process of training teachers with a high level of ethno-cultural competence, which is impossible without the study of the future teacher of discipline «Professional ethics», which is a doctrine of the totality of moral imperatives, characteristic of the behavior of the teacher in his professional activity.
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.
This study investigated the roles of basic psychological needs-autonomy, competence, and relatedness-in physicians' professional well-being, specifically satisfaction with professional life, work-related engagement, and exhaustion. Using an online survey, quantitative data were collected from 57 practicing physicians. Overall, 65% of the participants were female; 49% were family medicine (FM) physicians, with the rest of the participants practicing in various non-FM specialties (e.g., internal medicine, pediatrics, surgery); and 47% were in the early-career stage (≤10 years in practice). Multivariate regression analyses indicated that of the three psychological needs, the need for relatedness had the largest unique contributions to physicians' satisfaction with professional life, work-related engagement, and exhaustion, respectively. The unique contributions of the needs for autonomy and competence were relatively small. These findings extend basic psychological needs theory to the work domain of practicing physicians in an attempt to examine underpinnings of physicians' professional well-being, a critical component of quality patient care.
Miltenović, Aleksandar; Banić, Milan; Miltenović, Vojislav
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.
Lee, Y; Seomun, G
The study aimed to explore measurable compassion competence among nurses and to examine the relationships between nurses' compassion competence and levels of compassion satisfaction, compassion fatigue and secondary traumatic stress. Compassion is a vital asset in the nursing profession. It is necessary to explore whether compassion competence is a factor influencing professional quality of life. This study utilized a multicenter descriptive cross-sectional survey. Data were collected from 680 nurses. Professional quality of life based on nurses' general characteristics showed a significant difference in the subjects' age, marital status, education, and total clinical experience. In addition, compassion competence had a significant positive correlation with compassion satisfaction and STS, whereas it had a significant negative correlation with burnout. Compassion competence was a factor influencing compassion satisfaction and burnout in professional quality of life. Our study included nurses with at least 1 year of clinical experience in a single cultural area, which limits its widespread applicability. To improve generalizability, future studies should include clinical nurses of various races, working in diverse cultural areas and with various levels of experience (including entry-level nurses and nursing students). Compassion competence of clinical nurses was a predictive factor for professional quality of life. Hospital administrators, nurse leaders and policy makers should develop and adopt nurse-retaining strategies that focus on improving nurses' compassion competence in order to reduce their burnout. We recommend the development of educational programmes to improve nurses' compassion competence and thereby enhance their professional quality of life. © 2016 International Council of Nurses.
Arcadia Martín Pérez
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.
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...
McGaghie, William C.
Examines the evaluation and certification processes in law, medicine, teaching, the military, and other professions and discusses the shortcomings common to all. Cites Everett Hughes's assertion that a professional is one who routinely deals with other people's emergencies; notes that this capacity is difficult to assess. (DM)
Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Cate, Olle Ten; Holmboe, Eric S
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 (CPD) model is premised on a set of learning competencies that include the ability to (a) use practice information to identify learning priorities and to develop and monitor CPD plans; (b) access information sources for innovations in development and new evidence that may potentially be integrated into practice; (c) establish a personal knowledge management system to store and retrieve evidence and to select and manage learning projects; (d) construct questions, search for evidence, and record and track conclusions for practice; and (e) use tools and processes to measure competence and performance and develop action plans to enhance practice. Competency-based CPD emphasizes self-directed learning processes and promotes the role of assessment as a professional expectation and obligation. Various approaches to defining general competencies for practice require the creation of specific performance metrics to be meaningful and relevant to the lifelong learning strategies of physicians. This paper describes the assumptions, advantages, and challenges of establishing a CPD system focused on competencies that improve physician performance and the quality and safety of patient care. Implications for competency-based CPD are discussed from an individual and organizational perspective, and a model to bridge the transition from residency to practice is explored.
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.
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 ...
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.
This thesis is aimed at developing a competency profile for instructors in the agricultural extension service in the
Blair, Earl H.; Logan, Joyce P.
In a 1997 study, 245 safety professionals and educators identified and prioritized management competencies that are important for safety professionals. Results show that the most important competencies are communication, listening, motivating others, creative thinking, and flexibility. (JOW)
This study explores the nature of competence required to fulfil the role of the midwife, learning to become competent, and professional learning beyond registration. The research was undertaken through a qualitative, case study approach, exploring competence as a phenomenon, as experienced by thirty-nine student midwives as they went through the final stages of pre-registration midwifery education programmes, were assessed to be competent, and took on the role of the midwife. The views of the...
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.
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.
V. V. Dudaryov
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.
Ahrenkiel, Annegrethe; Schmidt, Camilla; Nielsen, Birger Steen
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...... 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......., 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...
... and creativity, were recognised by academia as the important abilities for sports business professionals; Professional skills and professional knowledge were valued as less important than the general abilities; There was no difference in sports business professional competence indicators among the main Asian countries.
Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Ten Cate, Olle; Holmboe, Eric S.
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
Muslimov Narzulla Alixanovich; Kadyrov Khayot Scharipovich
This article outlines the elements of professional and personal, theoretical and practical components of pedagogical activities, serving the measure and method of creative self-realization of a professional education teacher in the resolution of various pedagogical situations aimed at professional competence development.
The laws and regulations governing the title topic are identified. The following terms are defined and their context highlighted: professional competence; special professional competence; selected personnel; requirements for selected personnel; requirements for selected personnel training; examination boards; and licensing procedure. (P.A.)
Adebiyi John Oladotun
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.
Adebiyi John Oladotun
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.
Skaates, Maria Anne; Seppänen, Veikko
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 levels of the organisation, relationship, and network of relationships are presented. The frameworks are illustrated in a case concerning fault diagnosis software projects undertaken by Finnish contractual R&D provider VTT Electronics. Finally, suggestions are made concerning the use of the frameworks...... by managers of professional service organisations to develop an increased understanding of their own client relationship-specific competence dynamics....
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.
Rossiter, Alan P
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.
Egener, Barry; McDonald, Walter; Rosof, Bernard; Gullen, David
The professionalism behaviors of physicians have been extensively discussed and defined; however, the professionalism behaviors of health care organizations have not been systemically categorized or described. Defining organizational professionalism is important because the behaviors of a health care organization may substantially impact the behaviors of physicians and others within the organization as well as other institutions and the larger community. In this article, the authors discuss the following competencies of organizational professionalism, derived from ethical values: service, respect, fairness, integrity, accountability, mindfulness, and self-motivation. How nonprofit health care organizations can translate these competencies into behaviors is described. For example, incorporating metrics of population health into assessments of corporate success may increase collaboration among regional health care organizations while also benefiting the community. The unique responsibilities of leadership to model these competencies, promote them in the community, and develop relevant organizational strategies are clarified. These obligations elevate the importance of the executive leadership's capacity for self-reflection and the governing boards' responsibility for mapping operational activities to organizational mission. Lastly, the authors consider how medical organizations are currently addressing professionalism challenges. In an environment made turbulent by regulatory change and financial constraints, achieving proficiency in professionalism competencies can assist nonprofit health care organizations to promote population health and the well-being of their workforces.
Mario Jacinto Abambari Arévalo
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
Christ, William G.; Henderson, Jennifer J.
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…
The role of medical anthropology in tackling the problems and challenges at the intersections of public health, medicine, and technology was addressed during the 2009 Society for Medical Anthropology Conference at Yale University in an interdisciplinary panel session entitled Training, Communication, and Competence: The Making of Health Care Professionals. PMID:20027287
Full Text Available In this article the author addresses the issue of the development of professional and ethical competence of public workers in the context of public administration reform. The concept of competence is complex, being approached them different perspectives. There are two main approaches in researching this phenomenon: sociological and psychological. Each of the theories analyzed in this paper contribute to the understanding of a range of aspects of competence. A main objective of the government of the Republic of Moldova at this stage is the management of human resource because professional and management training of public workers is a condition the lack which would render public administration incapable to face current challenges. A major role in the education and professional formation of public workers is played by the Academy of Public Administration.
Carlsson, Monica Susanne
shows that ‘a production logic’ and economic values are emphasized in the motivation of the project and in the knowledge base underpinning the competency-framework. The discussion of the responsiveness of the formulations in relation to school health promotion points out that there are matches between......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...... 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...
Newton, Christie; Kopansky-Giles, Deborah; Eyre, Alison; Balkou, Steve
Introduction: Collaborative practice competencies are essential for safe, effective practice in today’s health care system. Providing learners with formal teaching and assessment opportunities is a requirement for accreditation in medicine and other health professional programs. However, identifying and assessing a trainee’s ability to competently collaborate in practice across educational contexts remains challenging. Further, without common assessment tools for collaborative practice teach...
M. L. Gruzdeva
Full Text Available In the article discussed the question of formation of professional mobility specialist through the formation of professional competencies within the educational process in high school.
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...... professions), this has meant that well-established professional identities have been challenged. The traditional key role of educating, treating and providing services for citizens has come under pressure because many professionals feel they have neither the time nor autonomy to fulfil the needs...... of the citizens. The professional ethos of securing societal coherence and equality is challenged, and in a broader perspective it can be discussed whether the potential role of professionals as “democracy builders” is undermined. The paper will explore the professional competence of social educators (preschool...
Yluska Bambirra Assunção
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.
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…
Walker, Ian; Tsarenko, Yelena; Wagstaff, Peter; Powell, Irene; Steel, Marion; Brace-Govan, Jan
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…
Omarov, Yessen B.; Toktarbayev, Darkhan Gabdyl-Samatovich; Rybin, Igor Vyacheslavovich; Saliyevaa, Aigul Zhanayevna; Zhumabekova, Fatima Niyazbekovna; Hamzina, Sholpan; Baitlessova, Nursulu; Sakenov, Janat
The article presents an analysis of the problem of professional competence; a methodological basis of forming professional competence of college students as future teachers is established. The essence of professional competence is defined. The structure has been experimentally proved and developed; the contents, criteria and levels of professional…
Olthuis, G.J.; Dekkers, W.J.M.
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
Paganini, Maria Cristina; Yoshikawa Egry, Emiko
The purpose of this article is to initiate a philosophical discussion about the ethical component of professional competence in nursing from the perspective of Brazilian nurses. Specifically, this article discusses professional competence in nursing practice in the Brazilian health context, based on two different conceptual frameworks. The first framework is derived from the idealistic and traditional approach while the second views professional competence through the lens of historical and dialectical materialism theory. The philosophical analyses show that the idealistic view of professional competence differs greatly from practice. Combining nursing professional competence with philosophical perspectives becomes a challenge when ideals are opposed by the reality and implications of everyday nursing practice.
Carlsson, Monica Susanne
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...... delineates an overall professional competency model for SHP, discusses the specific demands on professional competencies within this field in relation to this model, and addresses three critical gaps in the conceptualizations of competency. Keywords: Professionals, competence, school health promotion Paper......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...
Carlsson, Monica Susanne
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...... delineates an overall professional competency model for SHP, discusses the specific demands on professional competencies within this field in relation to this model, and addresses three critical gaps in the conceptualizations of competency. Keywords: Professionals, competence, school health promotion Paper...... 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...
Akhmejanova, Gulnara; Olzhabayev, Bulat; Grigoryeva, Roza; Karibaeva, Zhanara; Avilkhan, Akmamyk; Sakenov, Janat
This article examines the scientific problem of the formation of professional competence of legal specialty students in the elective courses studying. The analysis has been conducted and the content of professional competence of legal specialty students has been substantiated. This work substantiates the role of elective courses in the formation…
Daud, Rabaayah; Ismail, Maimunah; Omar, Zoharah
Competencies of occupational safety and health (OSH) professionals have become a concern due to the significance of safety management in the field of safety engineering. The purpose of this article is to identify competencies needed by OSH professionals. These competencies are required by professionals in administrating and enforcing legislations related to OSH in Malaysia. This study used Delphi technique in three rounds of data collection. The benefits of this research approach are the use of experts in gaining opinions without time and geographical restraints. The results show 25 generic competencies with combinations of cognitive, interpersonal and intrapersonal competencies and 33 functional or specific competencies including knowledge and skills needed by OSH professionals. Both generic and functional competencies are also divided into threshold and differentiating competencies that would be used to differentiate average and excellent performance of OSH professionals.
Horvat, Lidia; Horey, Dell; Romios, Panayiota; Kis-Rigo, John
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
Li Tao; Wang Wensheng
This paper analyzes the connotation of core competence theory, Discusses the definition, composition and main aspects of the theory in professional information agency, And analyzes the core competence of an authoritative information agency-Energy Information Administration, discusses the main measures of improving core competencies in professional information agency. (authors)
Full Text Available The article is devoted to the definition and notion of professional competency and its role in competence formation of an aviation engineer. It refers to engineer’s competences that must be upgraded upon training to his performance.
Viskovic, Ivana; Višnjic Jevtic, Adrijana
Based on the belief that professional competences can partially be developed through professional training a cycle of ten educational workshops was designed. Combining theoretical knowledge, quality practice examples and discussions, the workshops strived to improve professional teacher competences. The assumed outcome was determined by difference…
Janet E. Fox
Full Text Available As society grows increasingly diverse, it is critical that youth development professionals are equipped with cultural core competencies. This descriptive study gauged the perceived level of cultural competence among 4-H Youth Development professionals from a Southern state in the United States. Based on the 4-H Professional Research, Knowledge, and Competency (PRKC Model (Stone & Rennekamp, 2004, youth development professionals rated their cultural competence (equity, access, and opportunity in eight core competency areas. Based on a five-point Likert scale ranging from 0 = No knowledge to 4 = Expert, youth development professionals evaluated their cultural competence ranging from 0.66 to 4.00. According to an interpretive scale, most youth development professionals rated their competence as intermediate. Participants reported the skills of active listening and an open attitude as areas in which they felt most competent. Areas of least competence were community outreach policies and procedures. No significant relationships existed between the demographic variables of gender, degree earned, and field of study when compared to perceived cultural competence. The findings will be used to detect deficiencies and create opportunities for professional training and development experiences in supporting the cultural competence and growth of youth professionals.
Braverman, Derek W; Marcus, Brian S; Wakim, Paul G; Mercurio, Mark R; Kopf, Gary S
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.
Adib-Hajbaghery, Mohsen; Zehtabchi, Samira; Fini, Ismail Azizi
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.
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
... 12 Banks and Banking 5 2010-01-01 2010-01-01 false Professional association membership; competency. 564.6 Section 564.6 Banks and Banking OFFICE OF THRIFT SUPERVISION, DEPARTMENT OF THE TREASURY APPRAISALS § 564.6 Professional association membership; competency. (a) Membership in appraisal organizations...
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…
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…
Kyunghee Kim, PhD
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.
Suvedi, Murari; Ghimire, Ramjee; Channa, Ty
This cross-sectional study examined perceived level of importance, perceived level of competency in extension core competencies, and whether and how perceptions of competency vary by respondents' demographics; ascertained gaps in competency, if any; and identified ways for agricultural development professionals in Cambodia to acquire core competencies. Data were collected using a group-administered survey among 39 agricultural development professionals participating in a national workshop in December 2015. The survey consisted of 48 competencies representing eight core competencies, and each competency had level of importance and level of competency parts. The findings show that extension workers in Cambodia deemed all competencies highly or very highly important to their extension work; however, their perceived level of competency in those competencies appeared not to meet the expectations. The level of competency in all but communication skills and diversity significantly differed by gender but not by age and experience. Respondents indicated all four methods-preservice, in-service, basic induction training, and participation in seminars, workshops, and webinars-equally appropriate to acquire core competencies. The findings imply that the agricultural development authority in Cambodia should review, update, or design extension education curricula incorporating the competencies highlighted in this study and train its extension cadres on those competencies. Copyright © 2017 Elsevier Ltd. All rights reserved.
Olthuis, Gert; Dekkers, Wim
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 moral attitude--leads us to the conclusion that "habits of mind" are important in every aspect of professional competence. This observation is then considered in the context of virtue ethics and ethics of care. Virtue ethics focuses on personal qualities and moral attitudes, while the ethics of care concentrates on the way these qualities are lived out in specific care relationships. Our conclusion points up the importance of education in ethics in the development of professional competence, and argues that because palliative care involves intense human interactions, integrating palliative care into the medical curriculum may improve the ethical culture of health care as a whole.
Kelley, Kristi W.; Hammer, Dana P.; Haines, Stuart T.; Marlowe, Karen F.
This paper reviews the literature, analyzes current and future practice, develops a list of competencies necessary for future pharmacists, and provides recommendations to pharmacy's academic enterprise regarding curricula of the future. Curricula of the future will center around 3 functional roles for pharmacists: patient-centered care, population-based care, and systems management; and must also foster the development of 5 cross-cutting abilities in student pharmacists: professionalism, self-directed learning, leadership and advocacy, interprofessional collaboration, and cultural competency. Future curricula must be developed in an evidence-based manner, focus less on information storage and retrieval, engage student pharmacists in a variety of highly interactive learning experiences, and expand experiential learning opportunities throughout all years. PMID:20221349
Johnson, W Brad; Barnett, Jeffrey E; Elman, Nancy S; Forrest, Linda; Kaslow, Nadine J
Psychologists are ethically obligated to ensure their own competence. When problems of professional competence occur, psychologists must take appropriate steps to regain competence while protecting those they serve. Yet conceptualizations of the competence obligation are thoroughly intertwined with Western ideals of individualism and a model of the person as self-contained, self-controlled, and perpetually rational. Research in health care, education, and multicultural and social psychology raise serious doubts about psychologists' capacity for consistently accurate self-assessments of competence. To address this problem, the authors advocate that education, training, professional ethics standards, and credentialing criteria be infused with a robust communitarian ethos and a culturally pervasive ethic of care. The authors propose a shift in discourse about competence to incorporate both competent individuals and competent communities.
The aim is to study Registered Nurses' opinions and reflections about their work tasks, competence and organization in acute hospital care. The definition of the role of nurses has changed over time and it is often discussed whether Registered Nurses have a professional status or not. A qualitative research design was used. Data were derived from written reflections on diaries and from focus group interviews. All respondents had difficulties in identifying the essence of their work. It can be argued that being 'a spider in the web' is an important aspect of the nursing profession. Registered Nurses tend to regard their professional role as vague. Managers must be considered key persons in defining the professional role of Registered Nurses. This study contributes to an understanding of the managers' and the importance of nursing education in Registered Nurses professional development.
Myers, Bethany A; Rodriguez, Bredny
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
This article examines the issue of developing the professional competence of students and managers with the use of acme logical technologies. The influence of acme logical technologies, which are used in professional-oriented creative projects, is regarded, considering its effect on the development of professional ...
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…
Carlsson, Monica Susanne
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...
Professional Development on Innovation Competence of Teaching Staff in Ugandan Universities
George Wilson Kasule
Sufficient university teaching staff with innovation competence is key if universities want to play a significant role
Bethany A. Myers, MSLIS, AHIP
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
Muller, Kristyn; Grabsch, Dustin; Moore, Lori
Limited research exists that examines factors influencing student affairs professionals' attainment of the professional competencies that are expected of them. The study described in this article analyzed student affairs professionals' survey responses to determine which demographics, pre-professional experiences, and educational experiences…
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.
Heydari, Abbas; Kareshki, Hossein; Armat, Mohammad Reza
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.
Sánchez Carracedo, Fermín; Soler, Antonia; Martín, Carme; López, David; Ageno, Alicia; Cabré, Jose; Garcia, Jordi; Aranda, Joan; Gibert, Karina
Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students' domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students' grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor's Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students' surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees' university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.
Lichtenstein, David; Lindstrom, Lauren; Povenmire-Kirk, Tiana
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…
Zakirova, Ranija A.
At the present stage of higher education development related to the transition of a competent model of learning, the problem of professional training of future teachers is actualized. To determine the problems in the preparation of future experts in the field of primary education, it is not enough to list the competencies that a graduate must…
Ališauskienė, Stefanija; Kairienė, Daiva
The article is based on theoretical study as well as on written survey. The aim of theoretical analysis to present a theoretical model of the concept of the mutually shared team competence in an interprofessional team meeting early special needs of child and family and to find out presumptions of its development. The aim of survey is to reveal ECI professionals' reflections about competences necessary for teamwork. The mutually shared team competence is analysed on the basis of the teamwork p...
Hodgson, Jennifer L; Pelzer, Jacquelyn M; Inzana, Karen D
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.
Rodríguez, Dolors; Berenguera, Anna; Pujol-Ribera, Enriqueta; Capella, Jordina; Peray, Josep Lluís de; Roma, Josep
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.
Bradley, Stacy; Drapeau, Martin; Destefano, Jack
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 education activities and how these relate to feelings of perceived competence, professional value, and professional support. Psychologists (n = 418) licensed to practice in Quebec were surveyed by pencil-and-paper mail-in survey concerning their continuing education activities, as well as their perceptions of their competence in practice, and their feelings of being professionally valued and professionally supported. Results indicated that feelings of competence in practice were related to professional reading, taking courses/workshops, years being licensed, and attending psychology conferences/conventions. Feelings of professional value were related to age and participating in psychology networking groups, and feelings of professional support were related to participating in case discussion groups, supervision groups, and psychology networking groups. The results showcase the complexity of professional development. Although relationships were found between continuing education activities and the 3 factors of interest, these relationships were moderate. Findings are discussed in the context of their value to individual psychologists, as well as to psychology licensing and regulatory boards, such as promoting participation in those activities related to feelings of competence and support. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.
Johnsen, Susan K.
Educators need to know the professional standards in their field to maintain high levels of professional competence. This article focuses on four sets of teacher preparation standards in gifted education. They address initial and advanced preparation of educators who teach students with gifts and talents. Initial preparation standards include the…
Full Text Available The purpose of the present study was to examine coaches' perceptions of competence and acknowledgement of training needs related to professional competences according to the professional experience and academic education. The participants were 343 coaches from several sports, who answered to a questionnaire that includes a scale focused on perceptions of competence and another scale on acknowledgment of training needs. An exploratory factor analysis with Maximum Likelihood Factoring was used with Oblimin rotation for the identification of emergent factors. Comparison on coaches' perceptions in function of coaching experience and coaches' academic background were made applying One-way ANOVA and Tukey's post hoc multiple comparisons. Factor analysis on coaches' perceptions of competence and acknowledgement of training needs made apparent three main areas of competences, i.e. competences related to annual and multi-annual planning; competences related to orientation towards practice and competition; and personal and coaching education competences. Coaches' perceptions were influenced by their experience, as low experienced coaches rated themselves at lower levels of competence and with more training needs; also coaches with high education, in Physical Education or others, perceived themselves as more competent than coaches with no higher education. Finally, the majority of the coaches perceived themselves to be competent but, nevertheless, they indicated to have training needs, which brings an important feedback to coach education. This suggests that coaches are interested in increasing their knowledge and competence in a broad range of areas which should be considered in future coach education programs
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.
Cox, David R
Board certification in psychology provides an opportunity for increased assessment of and demonstration of competence in the profession. In addition to serving as a means of consumer protection, it can serve the professional psychologist by providing the opportunity for increased income, professional satisfaction, facilitated mobility, and professional development. Jurisdictional and organizational recognition of the importance of board certification is increasing. This article uses the model and experience of the American Board of Professional Psychology, with particular attention to the American Board of Clinical Neuropsychology and the American Academy of Clinical Neuropsychology, to illustrate these benefits. Recent developments regarding board certification are described, as well as how to become involved in the process.
Full Text Available Background: Infants are the most vulnerable people with special needs in natural disasters. Since midwives are responsible for providing reproductive health services to infants in disastrous situations, assessing their professional competence is of great importance. Materials and Methods: This cross-sectional study was conducted in Tehran, Iran. A total of 361 midwives were selected by cluster sampling method. After giving their informed consents, they participated in the study and completed the researcher-made questionnaire about providing health services to infants in natural disasters. Midwives’ professional competence was investigated through self-assessment in terms of their perceived importance, knowledge, and skill. Then, the data were analyzed using SPSS. Results: Mean(SD total score of professional competency of midwives in providing services to infants in disasters was 91.95(20.2 obtained from 3 subcategories: perceived importance, 39.83(9.55; knowledge, 22.5(5.06; and skill 30.16(6.86. There were significant relationships between the scores of professional competency of midwives with age (P=0.053, degree of education (P=0.028, the workplace (P=0.053, and experience in disaster (P=0.047. About 49.86% of midwives demonstrated middle level of professional competency. The lowest knowledge and skill score were reported in managing common neonatal problems such as asphyxia, sepsis, physical trauma, which requires referral and stability. Conclusion: The average scores of professional competency of midwives to deliver reproductive health service to infants in disasters shows the necessity of related and integrated education. It is recommended that by holding training exercises and simulations, midwives be educated with regard to disasters and how to respond in these situations.
Orellana Manrique, Oswaldo; García A., Lupe; Sarria J., César; Morocho S., José; Herrera H., Edgar; Salazar C., Marina; Yanac R., Elisa; Sotelo L., Lidia; Sotelo L., Noemi
Taking as reference the project Tuning, research inquires about the recognition of skills generic psychologist from his identification done by students for a fifth year of the period of intership or pre-professional practice and graduates, presenting the outcome of the five powers elected overwhelmingly, establishing their differentiation and relevance. Tomando como referencia el proyecto Tuning, la investigación indaga acerca del reconocimiento de las competencias genéricas del psicólogo ...
This paper aims to enhance the understanding of how physiotherapy students develop professional ethical insight. The empirical data is based on participant observations and indepth interviews with first-year students attending skills training classes in one of Norway's four physiotherapy bachelor programmes.
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
Courtenay, Molly; Castro-Sánchez, Enrique; Deslandes, Rhian; Hodson, Karen; Lim, Rosemary; Morris, Gary; Reeves, Scott; Weiss, Marjorie
Multi-drug resistant infections have been identified as one of the greatest threats to human health. Healthcare professionals are involved in an array of patient care activities for which an understanding of antimicrobial stewardship is important. Although antimicrobial prescribing and stewardship competencies have been developed for healthcare professionals who adopt the role of a prescriber, competencies do not exist for other medicine-related stewardship activities. Undergraduate education provides an ideal opportunity to prepare healthcare professionals for these roles and activities. This report presents a protocol for a study designed to provide national consensus on antimicrobial stewardship competencies appropriate for undergraduate healthcare professional education. A modified Delphi process will be used in which a panel of Experts, comprising members from across the United Kingdom, with expertise in prescribing and medicines management with regard to the education and practice of healthcare professionals, and antimicrobial prescribing and stewardship, will be invited to take part in two survey rounds. The competencies developed will be applicable to all undergraduate healthcare professional education programmes. They will help to standardise curricula content and enhance the impact of antimicrobial stewardship education.
Disability is a problem that affects more and more children and adolescents. But in the course of our graduate and postgraduate education, we have received practically no training in this regard. A pediatrician is the primary care physician of every child and adolescent, and the above-mentioned lack of training becomes a hurdle in the care provided to children with disabilities. Our idea of diversity is clearly determined by our culture and the social and family environment where we grew up, and is highly influenced by our human and extracurricular development rather than by our medical training. Every course involved in professional training should include a subject on disability. As pediatricians, we should reflect on how we see children with disabilities. Sociedad Argentina de Pediatría.
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 within Ukrainian and foreign pedagogy. Based on the comparison of European standards and the educational and qualification-based specification of technicians ...
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 ...
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…
Conclusion: The average scores of professional competency of midwives to deliver reproductive health service to infants in disasters shows the necessity of related and integrated education. It is recommended that by holding training exercises and simulations, midwives be educated with regard to disasters and how to respond in these situations.
Competence frameworks and standards are increasingly used by professions in the UK, driven by pressures for professional accountability, and particularly by the trend towards assessing practice before fully-qualified status is granted. A review of 40 UK frameworks indicated that most are concerned primarily with the ability to undertake work…
Bahreini, Masoud; Moattari, Marzieh; Shahamat, Shohreh; Dobaradaran, Sina; Ravanipour, Mariam
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 professional portfolio is an effective tool for improving 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.
Ryzhov, S.B.; Shcheglov, V.A.; Savenkov, A.M.; Puzanova, O.V.
The authors say that the personnel training system for the nuclear industry must represent a successive transition from one activity to another: from purely training activities to professional training activities to purely professional activities. Components of knowledge management include storage, transfer and efficiency of knowledge use. The competence of a specialist is determined by a combination of cognitive, functional and value and ethics components. In order to assure that the internship program is clearly structured, it must be comprised of a set of training modules. The examples of probation training modules for scientific and design organizations are given. Problems of assessing the quality of training of young specialists and building general professional competence are also discussed [ru
Cheng Kai-Yuan; Hsieh Bor-Tsung; Huang W.
Recently, so many medical institutions established and the increasing use of the high technological medical imaging equipment, it makes radiological technology become the main instrument for the medical diagnostic and radiation therapy. However, the medical radiological technologies play the important role to operate all the related radiological machines. If they do not use the machines adequately, it will increase the patients' radiation absorbed dose. Then, the whole society health may be influenced. Therefore, constructing the professional competence of the medical radiological technologists is an important course. The purpose of this research are: (1) to construct the index of professional competence with radiological technology students, (2) to discuss the professional competence for the graduates from the department of radiological technology to be the reference for the Ministry of Examination for the license test of radiological technologists, (3) to provide the direction of the radiological technology department development. (author)
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.
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…
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.
Bernard, Heather; Hackbarth, Diana; Olmsted, Russell N; Murphy, Denise
Infection Preventionists have varying levels of educational preparation. Many have no prior experience in IP. The diversity makes design of professional development programs challenging. Recent surveys suggest that only about half of practicing IPs are board certified. There is an urgent need to employ competent IP's to drive improvement in patient outcomes. This is a project that utilized the APIC Competency Model to create a professional development program characterizing three career stages. Methods included a review of literature on professional development; a survey of IP competence; an assessment of job descriptions and performance evaluations; and a crosswalk of IP competencies. The professional development program includes competency - based IP job descriptions and performance evaluations for each career stage; a professional portfolio; and a toolkit for supervisors. Participants agreed that application of the model resulted in tools which are more closely aligned with current roles for IPs; and increased satisfaction and motivation with the new program. Competent and knowledgeable IP's are crucial to optimizing efficacy of IPC programs. A professional development program has the potential to guide staff orientation, improve satisfaction and retention, improve patient outcomes and promote a positive trajectory in advancing practice. Copyright © 2018 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.
Miller, Patricia A; Tuekam, Rosine
Little is known about physical therapists' views on the use of portfolios to evaluate professional competence. The purpose of this study was to gather the opinions of physical therapists on the feasibility and acceptability of a portfolio prepared to demonstrate evidence of clinical specialization through reported activities and accomplishments related to professional development, leadership, and research. Twenty-nine Canadian physical therapists practising in the neurosciences area were given 8 weeks to prepare a professional portfolio. Participants submitted the portfolio along with a survey addressing the preparation of the portfolio and its role as an assessment tool. Qualitative content analysis was used to interpret the participants' comments. Participants reported that maintaining organized records facilitated the preparation of their portfolio. They experienced pride when reviewing their completed portfolios, which summarized their professional activities and highlighted their achievements. Concerns were noted about the veracity of self-reported records and the ability of the documentation to provide a comprehensive view of the full scope of the professional competencies required for clinical specialization (e.g., clinical skills). The study's findings support the feasibility and acceptability of a portfolio review to assess professional competence and clinical specialization in physical therapy and have implications for both physical therapists and professional agencies.
Nina V. Komleva
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
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.
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
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...... 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...... hand it can tend to underestimate the value of a large part of their work which is embedded in what in the paper will be explored as unnoticed professional competences. Building on empirical results from research in day care centers based on mixed methods (observations, interviews and action research...
Warring, Niels; Ahrenkiel, Annegrethe; Nielsen, Birger Steen
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...... educators in day care centers. The paper is based on material from two research projects (Ahrenkiel et al. 2009, 2011) involving social educators and union representatives in day care institutions. We have observed everyday work activities in day care centres and various meetings involving union...
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…
Casey, Mary; Cooney, Adeline; O'Connell, Rhona; Hegarty, Josephine; Brady, Anne-Marie; O'Reilly, Pauline; Kennedy, Catriona; Heffernan, Elizabeth; Fealy, Gerard; Mcnamara, Martin; O'Connor, Laserina
Aim: 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. Background: 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 maintena...
This paper discusses the historic role of the quality professionals in a Department of Energy Idaho Operations Office (DOE-ID) contractor's organization. The quality professional's changing role is presented
Davletkaliev, Denis Kuanyshevich; Zueva, Natalia Konstantinovna; Lebedeva, Natalya Vasilevna; Mkrtumova, Irina Vladimirovna; Timofeeva, Olga
The goal of this work is the study of psychological-pedagogical approaches to the understanding of the idea of professional competence of social work specialists as well as the role of study in the system of additional educations in professional-personal development of the listeners. In the process of study of this problem we define main…
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
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.
Shadymov, A B; Fominykh, S A; Dik, V P
This article reports the results of the analysis of the new tendencies and normatives of the working legislation in the field of additional professional education in the speciality of «forensic medical expertise» and the application of the competency-based approach to the training of specialists in the framework of professional requalification and advanced training programs. Special attention is given to the problems of organization of the educational process and the elaboration of additional training programs based on the competency approach to the training of specialists at the Department of Forensic Medicine and Law with the professor V.N. Kryukov Course of Advanced Professional Training and Professional Requalification of Specialists at the state budgetary educational Institution of higher professional education «Altai State Medical University», Russian Ministry of Health. The study revealed the problems pertaining to the development of professional competencies in the framework of educational programs for the professional requalification and advanced training in the speciality «forensic medical expertise». The authors propose the legally substantiated approaches to the solution of these problems.
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
Full Text Available In this article the authors demonstrate the results of using mark-rating system in estimation of professional competence of the fifth-year students of pediatric department during summer professional practice.
Dahl, Kari Kragh Blume
’s academic achievements, among other (OECD, 2004). This poses ethical questions about researching what ‘good teacher professionalism’ is, since focusing on personal rather than academical or professional skills means shift in focus from subjects, knowledge, pedagogy, motivation and ideologies, which has been......Research findings suggest that teachers’ relational competencies are critical for pupils’ academical engagement and progression, welfare, social behavior and participation in the school’s processes, among other (Nielsen, 2015). Relational competence can be defined as having an eye for children...... thus possibly develop academically and become persons in various ways) according to which teacher, whom s/he is relating with (Nielsen, 2015). Yet findings suggest that there is a link between a teacher’s psychological and social skills, that is, aspects related to the person, and school children...
Olga Vladimirovna Gavrilova
Full Text Available Purpose. The article deals with the problem of teacher's professional activity in conditions of education modernization. The subject of analysis is professional mobility and competence correlation of rural schools teachers and the conditions of its formation. The authors’ aim to reveal the concepts of teacher’s "professional mobility", "professional competence" in rural schools and to determine its nature and structure in the changing paradigm of education. Results. The results of this work are that the authors give the definition of teacher’s "professional competence" and "professional mobility" in rural schools; concern teacher’s professional competence as a part of professional mobility in rural schools and suggest the conditions of studying to improve teacher’s professional competence and mobility. Practical implications. The results of the study can be applied in the field of teachers retraining and advanced training in primary and secondary school.
Paulo Henrique Padilha Alves
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.
Sturikova, Marina V.; Albrekht, Nina V.; Kondyurina, Irina M.; Rozhneva, Svetlana S.; Sankova, Larisa V.; Morozova, Elena S.
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…
Silver, Marjorie A
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.
Hoffman, John L.; Bresciani, Marilee J.
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…
Numminen, Olivia; Leino-Kilpi, Helena; Isoaho, Hannu; Meretoja, Riitta
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
Kalp, Ericka L; Marx, James F; Davis, James
The Association for Professionals in Infection Control and Epidemiology (APIC) MegaSurvey, administered in 2015, was completed by approximately 4,079 APIC members. The survey sought to gain a better understanding the current state of 4 components of infection prevention practice: demographic characteristics, compensation, organizational structure, and practice and competency. The data for this analysis come from the APIC MegaSurvey Practice and Competency domain. Descriptive statistics and χ 2 analyses were conducted to examine differences in infection preventionist (IP) competency, roles, and activity self-assessments. The majority of IPs self-assessed their competency as Proficient compared with Novice or Expert for each of the 8 IP core competency activities. Forty percent of IPs self-rated their competency as Expert in the Preventing/Controlling the Transmission of Infectious Agents/HAIs component. IPs reported Novice competency in Employee/Occupational Health (29%); Cleaning, Sterilization, Disinfection, and Asepsis (23%); and Education and Research categories (22%). Differences in self-rated competency among IPs by discipline type (public health, nurse, and laboratory) were identified. Differences in self-rated competency were identified for each of the 8 IP core competency activities. IPs report using various resource types to gain competency. Future research is needed to identify opportunities to increase competency levels in the weakest-rated competency activities. Copyright © 2017 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.
Dave E. Marcial
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.
Nico Schutte; Nicolene Barkhuizen; Lidewey van der Sluis
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 ...
Silicka, Inese; Ļubkina, Velta
The theoretical aspects of the concept of the professional competences of future hospitality industry specialists are examined and analysed in the paper. The study is carried out within the framework of development of the doctoral thesis “Interrelation of the professional competence theories and the practice in the hospitality industry”. The components and constituent elements of the professional competences of the hospitality industry specialists are defined in the research; the concepts “pr...
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…
Wihlborg, Jonas; Edgren, Gudrun; Johansson, Anders; Sivberg, Bengt
The Swedish ambulance health care services are changing and developing, with the ambulance nurse playing a central role in the development of practice. The competence required by ambulance nurses in the profession remains undefined and provides a challenge. The need for a clear and updated description of ambulance nurses' competence, including the perspective of professional experiences, seems to be essential. The aim of this study was to elucidate ambulance nurses' professional experiences and to describe aspects affecting their competence. For data collection, the study used the Critical Incident Technique, interviewing 32 ambulance nurses. A qualitative content analysis was applied. This study elucidates essential parts of the development, usage and perceptions of the competence of ambulance nurses and how, in various ways, this is affected by professional experiences. The development of competence is strongly affected by the ability and possibility to reflect on practice on a professional and personal level, particularly in cooperation with colleagues. Experiences and communication skills are regarded as decisive in challenging clinical situations. The way ambulance nurses perceive their own competence is closely linked to patient outcome. The results of this study can be used in professional and curriculum development. Copyright © 2016 Elsevier Ltd. All rights reserved.
van der Vleuten, C P M; Schuwirth, L W T; Scheele, F; Driessen, E W; Hodges, B
This article presents lessons learnt from experiences with assessment of professional competence. Based on Miller's pyramid, a distinction is made between established assessment technology for assessing 'knows', 'knowing how' and 'showing how' and more recent developments in the assessment of (clinical) performance at the 'does' level. Some general lessons are derived from research of and experiences with the established assessment technology. Here, many paradoxes are revealed and empirical outcomes are often counterintuitive. Instruments for assessing the 'does' level are classified and described, and additional general lessons for this area of performance assessment are derived. These lessons can also be read as general principles of assessment (programmes) and may provide theoretical building blocks to underpin appropriate and state-of-the-art assessment practices. Copyright © 2010 Elsevier Ltd. All rights reserved.
van den Hooff, Susanne; Buijsen, Martin
Patient's decision making competence (PDMC) is a widely discussed subject. Issues of competence, autonomy, well-being and protection of the patient come up every day. In this article we analyse what role PDMC plays in Dutch legislation and what dilemmas healthcare professionals may experience, notably in patients suffering from Korsakoff's syndrome. Dilemmas emerge if professionals want to meet the requirements mentioned in Dutch law and the desires of their patients. The autonomy of the patient and the healthcare professionals' duty to take care of their patient's best interests, create a tension and lead to uncomfortable situations. Healthcare professionals describe difficulty finding a balance between these issues and assessing the degree of mental competence still present. In long term care situations, quality of the relationship between healthcare professionals and their patients seems to be of much more importance in decision making on minor issues of competence than simply relying on legal or house rules. In being committed to their cases, professionals will be more sensitive to individuals habits, abilities, welfare and dignity, which will make it easier to decide on issues of competence, and to find creative solutions to their dilemmas.
Medina, Melissa S.
Competency-based Education (CBE) is an educational model that allows students to learn and demonstrate their abilities at their own pace. CBE is growing in popularity in undergraduate educational programs and its role in pharmacy education in the United States (US) is under review. In comparison, medical education is utilizing competency-based approaches (such as competencies and Entrustable Professional Activities) to ensure that students possess the required knowledge, skills, and attitudes prior to graduation or program completion. The concept of competency-based approaches is growing in use in pharmacy education in the US, but the future related to aspects of this concept (e.g., mandatory Entrustable Professional Activities) is not certain. A review of pharmacy education’s evolution in the US and a comparison of competency-related terms offers insight into the future use of competency-based approaches and CBE in pharmacy education in the US through the lens of benefits and challenges. PMID:28970425
Melissa S. Medina
Full Text Available Competency-based Education (CBE is an educational model that allows students to learn and demonstrate their abilities at their own pace. CBE is growing in popularity in undergraduate educational programs and its role in pharmacy education in the United States (US is under review. In comparison, medical education is utilizing competency-based approaches (such as competencies and Entrustable Professional Activities to ensure that students possess the required knowledge, skills, and attitudes prior to graduation or program completion. The concept of competency-based approaches is growing in use in pharmacy education in the US, but the future related to aspects of this concept (e.g., mandatory Entrustable Professional Activities is not certain. A review of pharmacy education’s evolution in the US and a comparison of competency-related terms offers insight into the future use of competency-based approaches and CBE in pharmacy education in the US through the lens of benefits and challenges.
Olga Vladimirovna Gavrilova; Elena Aleksandrovna Zakharova
Purpose. The article deals with the problem of teacher's professional activity in conditions of education modernization. The subject of analysis is professional mobility and competence correlation of rural schools teachers and the conditions of its formation. The authors’ aim to reveal the concepts of teacher’s "professional mobility", "professional competence" in rural schools and to determine its nature and structure in the changing paradigm of education. Results. The results of this wo...
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.
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.
Robin E. Miller
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
Makhashova, Patima; Meirmanov, Asylbek; Zhunusbekov, Zhaxybek; Makasheva, Orynkul; Mirzaliyeva, Elmira; Ermuratova, Almagul; Sakenov, Janat
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,…
Kaiser, Gabriele; Blömeke, Sigrid; König, Johannes; Busse, Andreas; Döhrmann, Martina; Hoth, Jessica
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…
Berry, Jessica L.
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…
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...... and developing the professional competences of pedagogues holds the potential to develop alternatives to neoliberal regulation....
Gutsu, E. G.; Demeneva, N. N.; Kochetova, E. V.; Mayasova, T. V.; Belinova, N. V.
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…
Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne
The study identifies the relationships between active learning, student teachers' self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey…
Niemi, Hannele; Nevgi, Anne; Aksit, Fisun
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…
Aslan, Mahire; Bakir, Asli Agiroglu
This study aims to determine the relationship between the self-efficacy perceptions of the prospective teachers and the levels of their professional competence. In the study, relational screening model is used and it is investigated whether prospective teachers' perceptions of academic self-efficacy and professional competence differed according…
Lane, India F.
Nontechnical competencies identified as essential to the health professionals 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,…
Guu, Y. H.; Lin, Kuen-Yi; Lee, Lung-Sheng
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,…
Pei Se Wong
Full Text Available Inter-professional education (IPE contributes to the development of an ‘inter-professional, collaborative and practice-ready’ healthcare workforce that is well prepared to respond to local healthcare needs. Little is known about the extent, to which health professional students who are nearing graduation understand the competencies of diverse health professions. The aim of this study was to investigate the perception of final-year undergraduate students’ towards interprofessional team working and their knowledge of the competencies of 6 health professions. This study evaluated the final-year health professional students’ from six (6 health professions programmes namely medical, dental, nursing, pharmacy, dietetics and biomedical sciences programmes. Attitudes towards Health Care Team Scale (ATHCTS was used to measure students’ attitudes towards teamwork while a checklist was used measure students’ knowledge of 6 health professionals competencies. Construct validity was ascertain and findings from ATHCTS showed mean scores ranges from 48.57 to 54.23 indicating positive attitudes toward working within interprofessional health care teams. While the ACTHS findings were positive, the competencies checklist showed mixed findings in that students correctly identified some competencies and had misconceptions for others. For example, the majority of students regarded physicians as competent in ‘assessment and evaluation’ and ‘medication management’ while less than 50% of participants recognised the importance of assessment of patient’s health-illness as a competency for dieticians. Gaps identified in final year students’ knowledge of the roles and competencies of health professions has an impact on future interprofessional collaborative practice suggesting a need to further improve curriculum design and delivery of IPE.
The importance of professionalism in the construction and operation of nuclear power plants is reviewed. Given the role that a professional plays in business decisions, the institutions supporting the professionals in their competency and independence are important components of the industry. The paper discusses areas where the institutions can provide additional support including: standards of professional conduct, professional certification, development of standards, and professional exchanges. Improvements in these areas will improve the quality and productivity of the professionals. The benefit from the improvements is the business goals of safety, production and cost control are more readily achievable. (author)
Knox, Shane; Cullen, Walter; Dunne, Colum
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.
Zapf, Patricia A; Boccaccini, Marcus T; Brodsky, Stanley L
The issue of whether mental health professionals should be involved in conducting evaluations of competency for execution is a topic that has elicited controversy and heated debate. This article picks up at a point beyond the controversy and addresses issues of professionalism and the objective assessment of competency for execution. Specifically, this article identifies professional standards for conducting competence for execution (CFE) evaluations, describes current practices in this area, and provides an interview checklist that can be used as an evaluation guide by involved professionals. Copyright 2002 John Wiley & Sons, Ltd.
Moza Abdullah Said Al-Malki
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...
Elena Alexandra TOADER
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.
Tamminen, Nina; Solin, Pia; Stengård, Eija; Kannas, Lasse; Kettunen, Tarja
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.
Bravenboer, Darryll; Lester, Stan
Purpose: The purpose of this paper is to discuss the benefits of reclaiming the idea of professional competence and challenges fragmented approaches to academic qualification and professional recognition. It is argued that academic programmes that are integrated with the requirements for professional recognition can resolve the potentially…
Suhaemi, Mimin Emi; Aedi, Nur
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…
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
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.
Brea-Rivero, Pilar; Herrera-Usagre, Manuel; Rojas-de-Mora-Figueroa, Ana; Esposito, Thomas
. 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.
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
Moza Abdullah Said Al-Malki
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.
Žeravíková, Iveta; Tirpáková, Anna; Markechová, Dagmar
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.
V. S. Biskup
In general, the article features acquired theoretical justification of career development of students in conjunction with practical mechanisms for achieving the appropriate level of career competence.
Kennedy, Margaret Ann; Moen, Anne
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.
Karami, Abbas; Farokhzadian, Jamileh; Foroughameri, Golnaz
Background 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. Objective This study was conducted to evaluate the nurses´ professional competency and their organizational commitment as well as the relationship between these two concepts. Methods and materials 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 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 (pcommitted to their organizations. Developing professional competency and organizational commitment is vital, but not easy. This study suggests that human 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. PMID:29117271
Karami, Abbas; Farokhzadian, Jamileh; Foroughameri, Golnaz
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 (pcommitted to their organizations. Developing professional competency and organizational commitment is vital, but not easy. This study suggests that human 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.
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.
Thomas, Ian; Hegarty, Kathryn; Whitman, Stuart; MacGregor, Val
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…
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
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.
Véliz-Martínez, Pedro L; Jorna-Calixto, Ana R; Oramas-González, René
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.
Meyer, Käthe; Bjørk, Ida Torunn; Eide, Hilde
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.
Schoonenboom, J.; Tattersall, C.; Miao, Y.; Stefanov, K.; Aleksieva-Petrova, A.; Adelsberger, H.H.; Kinshuk,; Pawlowski, J.M.; Sampson, D.
This chapter discusses the role of e-assessment in the process of competence development. Its basic claim is that competence development is a process with distinct stages, and that the assessment forms and the roles taken on by those involved in the process depend on the stage in which learning
Orazbayeva, Kuldarkhan O.
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,…
Osman, Helen; Jorm, Anthony F; Killackey, Eoin; Francey, Shona; Mulcahy, Dianne
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.
Jean, Ming-Der; Jiang, Ji-Bin; Chien, Jia-Yi
The purpose of this study was to construct the indicators of professional competencies of the nanotechnology-based sputtering system industry based on industry requirements and analyse the core competencies of the industry for promoting the human resource of physical vapour deposition technology. The document analysis, expert interview, and Delphi technique surveys were considered and the survey items with 32 items divided into 7 domains were selected according to consensus opinions of 10 experts by the Delphi survey technique. Through three questionnaire surveys' analysis, the professional competence scales for the K-S tests showed a good internal consistency. The findings of this study provide guidelines for professional competence for nanotechnology-based sputtering technology by applying surface heat-treatment industry. These guidelines can also reveal the practical competency requirements of nanotechnology-based sputtering technology to deal with any subsequent challenges, future developments, and invisible services for students in a technology institute programme.
Pampuri, O.; Czabanowska, K.; Hysa, B.; Roshi, E.; Burazeri, G.
Pampuri O, Czabanowska K, Hysa B, Roshi E, Burazeri G. Public health leadership competency level among health professionals in a South Eastern European country (Original research). SEEJPH 2015, posted: 10 February 2015. DOI 10.12908/SEEJPH-2014-40
Lansu, Angelique; Boon, Jo; Sloep, Peter; van Dam-Mieras, Rietje
Lansu, A., Boon, J., Sloep, P. B., & Van Dam-Mieras, R. (Accepted). Changing Professional Demands in Sustainable Regional Development: A Curriculum Design Process to meet Transboundary Competence. Journal of Cleaner Production. [Special Issue: Learning for Sustainable Development in Regional
O' Neil, Lori Ross; Assante, Michael; Tobey, D. H.; Conway, T. J.; Vanderhorst, Jr, T. J.; Januszewski, III, J.; Leo, R.; Perman, K.
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.
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
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
Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne
The study identifies the relationships between active learning, student teachers’ self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey were analysed using statistical methods. It was found that the use of active learning methods, such as goal-oriented and intentional learning as well a...
Ko, Nai-Ying; Hsieh, Chia-Yin; Chen, Yen-Chin; Tsai, Chen-Hsi; Liu, Hsiao-Ying; Liu, Li-Fang
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.
Mariya B. Shashkina
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.
Elahe Ramezanzade Tabriz
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.
Hill, Renee Franklin; Kumasi, Kafi
School library and youth services professionals must develop and display a strong sense of cultural competence to effectively serve their patrons. Cultural competence is defined here as one's ability to understand the needs of populations different from their own. This paper reports on the perceptions of school library and youth services students…
Jean, Ming-Der; Jiang, Ji-Bin; Chien, Jia-Yi
The purpose of this study was to construct the indicators of professional competencies of the nanotechnology-based sputtering system industry based on industry requirements and analyse the core competencies of the industry for promoting the human resource of physical vapour deposition technology. The document analysis, expert interview, and Delphi…
Parker, Dan; McGray. Robert
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…
Bish, Adelle J.; Newton, Cameron J.; Browning, Vicky; O'Connor, Peter; Anibaldi, Renata
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…
Garcia, Maria Rosa; Junyent, Mercè; Fonolleda, Marta
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…
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…
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…
Lin, Li-Chun; Lee, Sheuan; Ueng, Steve Wen-Neng; Tang, Woung-Ru
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.
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…
Theander, Kersti; Wilde-Larsson, Bodil; Carlsson, Marianne; Florin, Jan; Gardulf, Ann; Johansson, Eva; Lindholm, Christina; Nordström, Gun; Nilsson, Jan
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.
Kunter, Mareike; Klusmann, Uta; Baumert, Jürgen; Richter, Dirk; Voss, Thamar; Hachfeld, Axinja
This study investigates teachers' pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school…
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 ...
Craps, S.; Pinxten, M; Saunders, G.N.; Leandro Cruz, M.; Gaughan, K.; Langie, G.
Although there is high degree of agreement on the importance of transversal skills for engineers, employers observe a significant gap between expectations and reality. This paper discusses the need for the development of a framework of professional roles for future engineers and the implementation
Natalia G. Miloslavskaya
Full Text Available The rapid progress in the filed of information security (IS puts one in a need of periodic revision of professional competencies (formulated in the federal state educational standards –FSESs and working functions (formulated in the professional standards – PSs. Under these conditions, a timely reaction to everything new that emerges or will appear in modern regulatory documents (primarily in standards is extremely important. We make a forecast for the content of the ISO/IEC 27021 and ISO/IEC 19896 standards drafted by the International Organization for Standardization (ISO, which should contain the requirements for the competencies of IS management system professionals and the competence of IS testers and evaluators. Our forecast takes into account the requirements of the ISO/IEC 27000 standard group and the recommendations of the European e-Competence Framework e-CF 3.0.
competencies in the areas of time management, communication, marketing, decision .... it is irreplaceable and irreversible and as such, it has got to be spent wisely. .... were made to ensure that the instrument had both face and content validity.
Cornett, Patricia A; O'Rourke, Maria W
The professional practice of registered nurses (RNs) and their professional role competence are key variables that have an impact on quality and patient safety. Organizations in which RNs practice must have the capacity to fully support the professional role of those RNs in exercising their legitimate power derived through nurse licensing laws and professional standards and ethics. The interplay of individual RN practice and organizational practice, and measurement thereof, are the essence of organizational capacity. Two models are discussed that tie together the attributes of healthy workplace environments and provide the structure to guide and sustain organizational capacity.
Kateryna P. Osadcha
Full Text Available Teacher of Informatics has been in business in an environment that constantly change and modify, so his training requires the diversity of forms, methods, approaches and teaching technologies as well as learning tools that foster professional competence of students - future teachers of informatics. This article describes the use of author the Internet information resources, electronic textbook, multimedia training programs to ensure the process of studying professional disciplines in the context of the formation of professional competence of future teachers of informatics.
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.
Kujala, Sari; Rajalahti, Elina; Heponiemi, Tarja; Hilama, Pirjo
An increasing number of new eHealth services that support patients' self-management has changed health professionals' work and has created a need for a new eHealth competence. In this study, we evaluated the health professionals' eHealth competences and training needs in a public health organization in Finland. The target organization's goal was to increase the number of eHealth services provided to patients, and health professionals and their competences were seen as critical for the adoption of services. Data was collected through an online survey of 701 health professionals working in the target organization. Professionals perceived their basic computer skills as good and they were mostly willing to use eHealth services in patient work. However, health professionals need guidance, especially in their patient work in the new eHealth-enabled environment. They were less confident about their competence to motivate and advise patients to use eHealth services and how to communicate with patients using eHealth solutions. The results also imply that eHealth competence is not merely about an individual's skills but that organizations need to develop new working processes, work practices and distribution of work. We suggest that the training and support needs identified be considered in curricula and lifelong learning.
Müller, Oliver; Schmiedel, Theresa; Gorbacheva, Elena; vom Brocke, Jan
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.
Treiger, Teresa M; Fink-Samnick, Ellen
The purpose of this first of a three-article series is to provide context and justification for a new paradigm of case management built upon a value-driven foundation that Applicable to all health care sectors where case management is practiced. In moving forward, the one fact that rings true is there will be constant change in our industry. As the health care terrain shifts and new influences continually surface, there will be consequences for case management practice. These impacts require nimble clinical professionals in possession of recognized and firmly established competencies. They must be agile to frame (and reframe) their professional practice to facilitate the best possible outcomes for their patients. Case managers can choose to be Gumby or Pokey. This is exactly why the definition of a competency-based case management model's time has come, one sufficiently fluid to fit into any setting of care. The practice of case management transcends the vast array of representative professional disciplines and educational levels. A majority of current models are driven by business priorities rather than by the competencies critical to successful practice and quality patient outcomes. This results in a fragmented professional case management identity. While there is inherent value in what each discipline brings to the table, this advanced model unifies behind case management's unique, strengths-based identity instead of continuing to align within traditional divisions (e.g., discipline, work setting, population served). This model fosters case management's expanding career advancement opportunities, including a reflective clinical ladder.
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.
Christie, Carole; Bowen, Denise; Paarmann, Carlene
This study evaluated the short- and long-term effectiveness of faculty training to enhance clinical evaluation of ethical reasoning and professionalism in a baccalaureate dental hygiene program. Ethics, values, and professionalism are best measured in contexts comparable to practice; therefore, authentic evaluation is desirable for assessing these areas of competence. Methods were the following: 1) a faculty development workshop implementing a core values-based clinical evaluation system for assessing students' professional judgment; 2) subsequent evaluation of the clinical faculty's use of core values for grading and providing written comments related to students' professional judgment during patient care for three academic years; and 3) evaluation of program outcomes assessments regarding clinical learning experiences related to ethics and professionalism domains. Results revealed the clinical faculty's evaluation of professional judgment during patient care was enhanced by training; written comments more frequently related to core values defined in the American Dental Hygienists' Association (ADHA) Code of Ethics; and faculty members reported more confidence and comfort evaluating professional judgment after implementation of this evaluation system and receiving training in its application. Students were more positive in outcomes assessments about their competency and learning experiences related to professionalism and ethics. This article shares one approach for enhancing clinical faculty's authentic evaluation of student competence in ethical reasoning and professionalism.
Holmes, David W.; Sheehan, Madoc; Birks, Melanie; Smithson, John
Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that…
Konan, Affoue Zitagisele
The purposes of this study were to identify how Ivorian HRD professionals in banks perceived their current expertise levels of the HRD competencies, and how these professionals perceived the importance of these competencies needed to be successful in their occupations. In addition, this study determined competencies that are perceived to have the…
instructional segment addresses multiple competencies in a situated, naturalistic context via a sequence of classroom observation , after action review, follow...Exercise 1. Classroom observation 2. AAR 3. Direct instruction 4. Deliberate Practice 5. Field Experience 29 Table 1. Notional lesson plan for PBL...Direct Instruction, Knowledge Games 2 Reading Students - Monitor & Intervene - Facilitate Collaboration Classroom Observation #1, After Action
Cook, Sarah Sheets; Kase, Ron; Middelton, Lindsay; Monsen, Rita Black
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)
... excluded from consideration for an assignment for a federally related transaction solely by virtue of membership or lack of membership in any particular appraisal organization. (b) Competency. All staff and fee... individual's experience and educational background as they relate to the particular appraisal assignment for...
... excluded from consideration for an assignment for a federally related transaction solely by virtue of membership or lack of membership in any particular appraisal organization. (b) Competency. All staff and fee... individual's experience and educational background as they relate to the particular appraisal assignment for...
... consideration for an assignment for a federally related transaction solely by virtue of membership or lack of membership in any particular appraisal organization. (b) Competency. All staff and fee appraisers performing...'s experience and educational background as they relate to the particular appraisal assignment for...
... appraiser may not be excluded from consideration for an assignment for a federally related transaction...) Competency. All staff and fee appraisers performing appraisals in connection with federally related... relate to the particular appraisal assignment for which he or she is being considered. ...
American Association of Collegiate Registrars and Admissions Officers (AACRAO), 2015
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…
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
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. © The Author 2017. Published by Oxford University Press on behalf of the American Medical Informatics Association. All rights reserved. For Permissions, please email: firstname.lastname@example.org
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.
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.
Isabel Maria Ribeiro Mesquita
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.
Busawon, Abheesha; Penlington, Roger; Perera, Noel
This paper discusses an ongoing concern faced by employers in the engineering sector. Engineering education is faced with new challenges such as lack of student interest at university level, or loss of engineering graduates to other sectors. The impacts of globalisation in terms of movement of people and services, and high competitiveness of the 21st century mean that engineers are required to have a broader set of skills besides their engineering competencies. This poses obstacles in the are...
.... 614.4267 Section 614.4267 Banks and Banking FARM CREDIT ADMINISTRATION FARM CREDIT SYSTEM LOAN POLICIES AND OPERATIONS Collateral Evaluation Requirements § 614.4267 Professional association membership... real, personal, or intangible property taken as collateral in connection with extensions of credit must...
Reynolds, Amy L.
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…
Lambrechts, Wim; Verhulst, Elli; Rymenams, Sara
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…
A change in British health care has resulted in a broadening of roles and responsibilities beyond 'traditional boundaries' for a range of health care professionals. This has occurred because of staff shortages (particularly within the medical profession) and the recognition that many 'non-doctor' health care staff can make safe, competent and effective contributions outside their 'normal' sphere of responsibilities. In the context of advanced clinical practice, this paper will explain the current arrangements for radiographers' roles and responsibilities, their accountability and the educational provision that underpins the development of competencies at these higher clinical levels. Some advanced roles that British radiographers perform, within their current normal responsibilities, will be identified and some British legislation and professional body guidance that make role advancement possible will be outlined. The article will conclude with an indication of the educational level at which the advanced competencies are learned and assessed. (author)
Díaz, Verónica; Poblete, Alvaro
This paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an advanced training project based on a professional competences model, didactic interventions based on types of problems and types of mathematical competences with analysis of contents and learning assessment were designed. The teachers' competence regarding the didactic strategy used and its results, as well as the students' learning achievements are specified. The project made possible to validate a strategy of lifelong improvement in mathematics, based on the professional competences of teachers and their didactic transposition in the classroom, as an alternative to consolidate learning in areas considered vulnerable in two regions of the country.
Tanabe, Lyvia Pini; Kobayashi, Rika Miyahara
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.
Serhiy S. Danylyuk
Full Text Available The topicality of the article is in studying social-philosophic basics of computerization in the field of education and, consequently, Internet technologies usage in the process of formation of future philologists’ professional competence. The aim of this paper is defining of philosophical basics of formation of future philologists’ professional competence by means of Internet technologies. The article deals with highlighting of basic items of interaction “man-computer”, which helps to form future philologists’ professional competence in the aspect of humanization of the educational process. In particular, the essence of both learning-and-cognitive and learning-and-research activities in the aspect of usage of Internet technologies in teaching future linguists is described. Attention is also focused on the description of informational culture as one of the most important factors of informatization of the educational process.
Kinnison, Tierney; May, Stephen
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.
Dilday, Joshua C; Miller, Elizabeth A; Schmitt, Kyle; Davis, Brian; Davis, Kurt G
Professionalism is 1 of the 6 core competencies of the Accreditation Council of Graduate Medical Education. Despite its obvious importance, it is poorly defined in the literature and an understanding of its meaning has not been evaluated on surgical trainees. The American College of Surgeons (ACS) has previously published tenets of surgical professionalism. However, surgery residents may not share similar views on professionalism as those of the ACS. Surgical residents of all levels at 2 surgery residencies located in the same city were interviewed regarding their personal definitions, thoughts, and experiences regarding professionalism during their training. They were then queried regarding 20 points of professionalism as outlined by the ACS tenets of professionalism. The study utilized the surgery residencies at William Beaumont Army Medical Center and Texas Tech University Health Science Center in El Paso, Texas. All general surgery residents at each program were invited to participate in the study. Eighteen residents volunteered to take the survey and be interviewed. The definitions of professionalism centered on clinical competence. Surgery residents conveyed experiences with both professional and unprofessional behavior. Seven of the 20 ACS tenets of professionalism were unanimously agreed upon. There were key differences between resident definitions and those as outlined by the ACS. The least agreed upon ACS tenets of professionalism include professionalism education, public education, and public health. Surgical trainees express personal experiences in both professional and unprofessional behavior. Their definitions of professionalism are not as expansive as those of the ACS and seem to focus on patient and colleague interaction. Due to the lack of congruency, a tailored curriculum for professionalism based upon ACS tenets appears warranted. Published by Elsevier Inc.
Gardulf, Ann; Nilsson, Jan; Florin, Jan; Leksell, Janeth; Lepp, Margret; Lindholm, Christina; Nordström, Gun; Theander, Kersti; Wilde-Larsson, Bodil; Carlsson, Marianne; Johansson, Eva
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
Rijkers-de Boer, Caroline J M; Heijsman, Anke; van Nes, Fenna; Abma, Tineke A
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: email@example.com.
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.
Lane, India F
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.
del Barrio-Linares, M
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.
Müller, Oliver; Schmiedel, Theresa; Gorbacheva, Elena
-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...
Vermaak, H.; Weggeman, M.C.D.P.
Professionalism still is on the way up. However, the working methods of managers and professionals do not develop at the same pace. Professionals often seek out their workplace within an organisation but then proceed to act as soloists, which makes fragmentation, mediocrity and non-commitment the
A. G. Gorbunov
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
The primary purpose of this study was to identify those competencies needed by Associate Degree Radiographers when they assume employment as entry-level practitioners. A second purpose of the study was to rank order the identified competencies within the role delineations recognized by the Essentials and Guidelines of an Accredited Educational Program for the Radiographer. These role delineations include: radiation protection, exercise discretion and judgment, emergency and life saving techniques, patient care and interpersonal communication, and role as professional member. A third purpose of the study was to examine the degree of consensus on role definition of entry-level competencies needed by Associate Degree Radiographers as perceived by primary role definers (such as employers, employees, and educators), and by other selected variables: age, sex, length of experience in radiologic technology, level of formal education, and place of employment. A major finding of this study was that respondents did not differ significantly in their ranking of entry-level competencies needed by Associate Degree Radiographers when the responses were analyzed according to position, age, sex, length of experience, level of education, or place of employment. Another important finding was that respondents considered all of the 63 competencies as important and needed by Associate Degree Radiographers upon initial employment.A major conclusion and recommendation of this study, in view of the high agreement on the rank ordering of competencies, was that these competencies should be included in a competency-based education model. It was further recommended that a three-way system of communication between employers, employees, and educators be considered in order to pool resources and to increase understanding of each position group's contribution and influence on entry-level Associate Degree Radiographers
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.
Organizational%20Culture%20Applying%20a%20Hybrid%20 Model%20to%20the%20U.S.%20Army%20Nov%2008.pdf (accessed November 12, 2012). Gladwell , Malcolm . 2005...fulfillment of these competencies with which to evaluate their subordinates based on years of experience ( Gladwell 2005). The critical question is how
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.
Remus, Sally; Kennedy, Margaret Ann
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.
Cook, Amy L.; Krell, Megan M.; Hayden, Laura A.; Gracia, Robert; Denitzio, Kari
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…
Song, Hyo-Suk; Choi, JiYeon; Son, Youn-Jung
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.
Lakai, Dona; Jayaratne, K. S. U.; Moore, Gary E.; Kistler, Mark J.
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…
Margheim, Loren; Hora, Judith A.; Pattison, Diane
This study examined the educational competencies mid-sized accounting firm partners value in their professional staff when making promotion decisions to senior, manager, and partner. Mid-sized firms were defined in this study to include all of the non-Big 4 national firms, the large regional CPA firms, and several large local firms. Over 1,380…
Sumantri, Mohamad Syarif; Whardani, Prayuningtyas Angger
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…
I Ketut Ngurah Ardiawan
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%
Kabakci Yurdakul, Isil
The purpose of this study is to evaluate preservice Information Technology (IT) teachers' professional competency in the teaching process. The study was designed on the basis of evaluative case study. The participants of the study consisted of seven preservice IT teachers attending the department of Computer Education and Instructional…
Gorbacheva, Elena; Stein, Armin; Schmiedel, Theresa
in analysing 10,405 BPM-related LinkedIn profiles using a text mining technique called Latent Semantic Analysis (LSA). We identify 12 distinct categories of competences supplied by BPM professionals, which, in general, reflect the interdisciplinary nature of BPM, ranging from technical to managerial and domain...
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.
Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard
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…
Kantavong, Pennee; Sivabaedya, Suwaree
This study used a quasi-experimental research design to examine the impact of a professional learning program designed to enhance the competency of children with Autism, Attention Deficit Hyperactivity Disorder and Learning Disabilities and to develop knowledge, understanding and skills of teachers and parents in helping them. Data were collected…
Gut, Dianne M.; Wan, Guofang; Beam, Pamela C.; Burgess, Lawrence
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…
O. I. Cherchatyi
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.
Cepic, Renata; Vorkapic, Sanja Tatalovic; Loncaric, Darko; Andic, Dunja; Mihic, Sanja Skocic
The aim of this paper is to provide guidelines for reflection and improvement of transversal competences of teachers in the field of self-regulation, education for sustainable development and inclusion in the context of their continuing professional development. Also, the moderatory effect of personality based on literature analysis and insight…
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…
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…
Kaviev, Airat F.; Mamontova, Marina S.
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…
Memmel, Martin; Ras, Eric; Weibelzahl, Stephan; Burgos, Daniel; Olmedilla, Daniel; Wolpers, Martin
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,
Masalimova, Alfiya R.; Ivanov, Valery G.
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…
Budkeev, Sergey Mikhailovich; Kiryushina, Julia Vladimirovna; Shokorova, Larisa Vladimirovna
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…
The aim of this article is to assess how students evaluate the professional personality competence of physical education teachers working in secondary schools, and to investigate differences based on the variables of gender, school type and class. In line with these aims, this study was completed as a screening model cross-sectional study, which…
González-Carrasco, Mònica; Francés Ortega, Jesús; de Castro Vila, Rodolfo; Castañer Vivas, Margarida; San Molina, Joan; Marti Bonmati, Joan
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…
Burganova, Roza I.; Abdugalina, Sairan E.; Shaiheslyamova, Kazyna O.
The article is devoted to the problem of professional competence formation in the specialists' training process at the university in contemporary socio-economic and socio-cultural conditions originating in the Republic of Kazakhstan. The emphasis is laid on new scientific and pedagogical approaches to its solution. Special attention is paid to the…
Brown-Rice, Kathleen; Furr, Susan
A total of 370 counselor educators in CACREP-accredited [Council for Accreditation of Counseling and Related Educational Programs] programs were surveyed to determine their knowledge of master's students' problems of professional competence (PPC) and their perception of roadblocks that affect gatekeeping practices. Findings suggest that educators…
Thorkildsen, Kari; Råholm, Maj-Britt
This paper reports a study, which explored the lived experiences of the essence in developing nursing students' professional competence. Nursing students experience a high level of stress due to unexpected, uncontrolled and uncertain aspects in the clinical learning environment. A purposeful sampling technique was used to select 18 participants from all second year students. Focus group interviews were conducted for collection of data. The data was analyzed by applying the Giorgi method of analyzing phenomenological data. Experience of responsibility is central to professional development. A secure relation with nurse consultants is the basis for learning. Students wish to see contexts and reach a holistic understanding. Continuous guidance as well as students' continuous supervision of patients is vital for understanding the larger context of care. Educators and professional nurses with supervision responsibility must display the knowledge and skills required to promote the development of nursing students' professional competence. This study also highlights the importance of the ethical dimension inherent in the concept of competence. Group supervision can offer an opportunity for students to address their experiences of their ability to deal with unfamiliar and existential demands of practice. These fundamental presuppositions comprise collective requirements for education and competence development in practice. Copyright 2009 Elsevier Ltd. All rights reserved.
Nelson, Judith; Bustamante, Rebecca M.
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…
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
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
Ritzhaupt, Albert; Martin, Florence; Daniels, Katharine
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…
Mereu, Alessandra; Sotgiu, Alessandra; Buja, Alessandra; Casuccio, Alessandra; Cecconi, Rosaria; Fabiani, Leila; Guberti, Emilia; Lorini, Chiara; Minelli, Liliana; Pocetta, Giancarlo; Contu, Paolo
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.
Hwang, Jee-In; Yoon, Tai-Young; Jin, Hyeon-Jeong; Park, Yikyun; Park, Ju-Young; Lee, Beom-Joon
As final-year medical and nursing students will soon play key roles in frontline patient care, their preparedness for safe, reliable care provision is of special importance. We assessed patient safety competencies of final-year health profession students, and the effect of a 1-day patient safety education programme on these competencies. A cross-sectional survey was conducted with 233 students in three colleges of medicine, nursing, and traditional medicine in Seoul. A before-and-after study followed to evaluate the effectiveness of the curriculum. Patient safety competency was measured using the Health-Professional Education for Patients Safety Survey (H-PEPSS) and an objective patient safety knowledge test. The mean scores were 3.4 and 1.7 out of 5.0, respectively. The communication domain was rated the highest and the teamwork domain was rated the lowest. H-PEPSS scores significantly differed between the students from three colleges. The 1-day patient safety education curriculum significantly improved H-PEPSS and knowledge test scores. These results indicated that strengthening patient safety competencies, especially teamwork, of students is required in undergraduate healthcare curricula. A 1-day interprofessional patient safety education programme may be a promising strategy. The findings suggest that interprofessional patient safety education needs to be implemented as a core undergraduate course to improve students' safety competence.
Full Text Available This study aims to find the Supervision Model Based on Primary Teacher Professional Competence which effective on integrated learning. This study use research and development with qualitative approach which will be carried out in the Palmerah, West Jakarta. The techniques used to collect data are interviews, questionnaires, observation and documentation. Data v alidity is tested with credibility, transferability, dependability, and comfortability. The model developed will be validated using the Delphi technique. The result of this research is the discovery of the model and device-based supervision model of professional competence of primary teachers in integrated learning. The long-term goal of this research is to improve the teachers’ competence and the supervision quality for primary teachers in integrated learning
Lan, Hsiao-Ching; Li, Chih-Ping; Zheng, Hao-Wei
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.
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.
Luoma, Kari L.
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…
Paula Maria Fazendeiro Batista
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
Griffiths, Jose-Marie; And Others
This document contains validated activities and competencies needed by information professionals working in an archive or museum. The activities and competencies are organized according to the functions which information professionals in archives or museums perform: acquisitions; cataloging/indexing; reference; exhibit management; and…
Karimova, A. E.; Amanova, A. S.; Sadykova, A. M.; Kuzembaev, N. E.; Makisheva, A. T.; Kurmangazina, G. Zh.; Sakenov, Janat
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…
Morokhovets, Halyna Yu; Lysanets, Yuliia V
The main objectives of higher medical education is the continuous professional improvement of physicians to meet the needs dictated by the modern world both at undergraduate and postgraduate levels. In this respect, the system of higher medical education has undergone certain changes - from determining the range of professional competences to the adoption of new standards of education in medicine. The article aims to analyze the parameters of doctor's professionalism in the context of competence-based approach and to develop practical recommendations for the improvement of instruction techniques. The authors reviewed the psycho-pedagogical materials and summarized the acquired experience of teachers at higher medical institutions as to the development of instruction techniques in the modern educational process. The study is based on the results of testing via the technique developed by T.I. Ilyina. Analytical and biblio-semantic methods were used in the paper. It has been found that the training process at medical educational institution should be focused on the learning outcomes. The authors defined the quality parameters of doctors' training and suggested the model for developing the professional competence of medical students. This model explains the cause-and-effect relationships between the forms of instruction, teaching techniques and specific components of professional competence in future doctors. The paper provides practical recommendations on developing the core competencies which a qualified doctor should master. The analysis of existing interactive media in Ukraine and abroad has been performed. It has been found that teaching the core disciplines with the use of latest technologies and interactive means keeps abreast of the times, while teaching social studies and humanities to medical students still involves certain difficulties.
Kuokkanen, Liisa; Leino-Kilpi, Helena; Numminen, Olivia; Isoaho, Hannu; Flinkman, Mervi; Meretoja, Riitta
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.
Liudmyla H. Havrilova
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.
Olga Viktorovna Kuzmin
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
Mariona DALMAU MONTALÀ
Full Text Available The aim of this study was to understand how university graduates with a hearing impairment in Spain perceived their studies. The method used was quantitativequalitative and descriptive. The participating sample consisted of 84 Spanish university graduates with a hearing impairment. The results allow us to confirm that: university graduates with a hearing impairment, in general, are not provided with appropriate/ sufficient support at university to develop their professional competence; these graduates believe that employers consider good command of professional competences to be pivotal; professionalizing practices during university studies are an opportunity for the employment of graduates with hear impairment; finally, it is highlighted that university lecturers lack knowledge of the needs and difficulties of students with hearing impairment.
Boerner, Katelynn E; Coulombe, J Aimée; Corkum, Penny
The need to train non-sleep-specialist health professionals in evidence-based pediatric behavioral sleep care is well established. The objective of the present study was to develop a list of core competencies for training health professionals in assisting families of 1- to 10-year old children with behavioral insomnia of childhood. A modified Delphi methodology was employed, involving iterative rounds of surveys that were administered to 46 experts to obtain consensus on a core competency list. The final list captured areas relevant to the identification and treatment of pediatric behavioral sleep problems. This work has the potential to contribute to the development of training materials to prepare non-sleep-specialist health professionals to identify and treat pediatric behavioral sleep problems, ideally within stepped-care frameworks.
Dante, Angelo; Occoffer, Elisa Maria; Miniussi, Claudia; Margetic, Helga; Palese, Alvisa; Saiani, Luisa
Roles and competences of nurses with postgraduate master degree in nursing science in everyday practice. Multicentre descriptive survey. Few information are available on the role and activities of Italian nurses with Laurea Magistrale (postgraduate master degree in nursing science). To describe the implementation of the advanced competences acquired after Laurea Magistrale by nurses, as well as changes in their professional career. A multicenter descriptive study on 7 consecutive cohorts (from 2004/2005 to 2011/2012) of nurses of 3 universities of northern Italy was conducted. Data on managerial, teaching, research and clinical competences and changes in the professional role were collected with semi-structured questionnaires. 232/285 graduates completed the questionnaire; 216 (88.8%) used their managerial competences, 178 (76.7%) educational competences, 122 (52.6%) clinical competences and 115 (49.5%) research competences. Eigthy graduates (34.4%) changed their professional roles, occupying managerial positions (from 89 to 212, +123, 14.5%) and in the education field (from 33 to 44 +11, 4.8%) while the number of nurses with a clinical role decreased (from 110 to 65, -45, -19.4%). The role changes occured mainly after three years from graduation (p = 0.006) with significant differences across areas (p = 0.018). Until recently the main field of occupation of Laureati magistrali was in management but the changing needs of the organizations require a major focus on the clinical competences. The characteristics of contexts that favour or prevent the implementation of the new compentences and the upgrade of the roles should be studied.
Holmes, David W.; Sheehan, Madoc; Birks, Melanie; Smithson, John
Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that streamlines and standardises the competency mapping process. The available analytics facilitate ongoing programme review, management, and accreditation. The complete mapping and analysis of an Australian mechanical engineering degree programme is described as a case study. Each subject is mapped by evaluating the amount and depth of competence development present. Combining subject results then enables highly detailed programme level analysis. The mapping process is designed to be administratively light, with aspects of professional development embedded in the software. The effective competence mapping described in this paper enables quantification of learning within a professional degree programme, and provides a mechanism for holistic programme improvement.
Day, Donald D; Hand, Mikel W; Jones, Ann R; Harrington, Nancy Kay; Best, Robyn; LeFebvre, Kristine B
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.
The Public Notice has replaced the previous Public Notice of Nuclear Regulatory Authority of the Slovak Republic No. 187/1999 Coll. on Professional competence of employees of nuclear power facilities. The new experience acquired in area of Professional preparation of employees holders of permissions has been included into the Public Notice as well as acknowledged principles of verification of the Professional competence and specific Professional competence of employees holders of permissions. There are rights and duties of permission holders elaborated in the Public Notice where the employees have an influence to the nuclear safety (professionally competent employees of permission holders) or have the direct influence to the nuclear safety (selected employees of permission holders). The Public Notice has also modified the details about preparation of employees of the operator of specific facilities who carry out the professional preparation of the employees holders of permissions
Cipriano Romero Cerezo
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
Huizenga, Petra; Finnema, Evelyn; Roodbol, Petrie
To gain insight into a new type of nurse specialized in gerontology and geriatrics, how they find meaning in the care of older persons and how this relates to the seven professional roles derived from the CanMEDS theoretical framework. To promote the quality of care for older persons in the Netherlands, one of the measures taken is the training and deployment of Registered Nurses specialized in Gerontology and Geriatrics. We focus on their professional roles in this study, to gain insight into the extent to which they fulfil their professional standards. A qualitative study, consisting of seven focus group interviews. The study population included 67 Registered Nurses. Data were collected between October 2011-May 2013. Nurses work in all seven CanMEDS roles, but not with all competences associated with these seven roles. The more distant the role is from patient activities, the less frequently competences such as social networks; design; research; innovation of care; legal, financial and organizational frameworks; professional ethics and professional innovation are mentioned. Nurses engage in activities consistent with nursing care for older people; however, despite their training, they are mainly focused on direct-patient care. Their limited awareness of the complete range of professional competences risks the stagnation of their development in professional roles such as health advocate, scholar and professional, which will not lead to an improvement in the care for older persons. © 2016 John Wiley & Sons Ltd.
Marla B. Hall
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.
Ying, Y.; Mursitama, T. N.; Theresia; Mariana
The study discusses the importance of improving the competency of Indonesian-Mandarin translators to increase economic relations between Indonesia and China. As China’s investment in Indonesia expands in various industry sectors, the need for qualified translators escalates. However, the situation described that Indonesia lacks competent and qualified translators in Mandarin. The study adopts the qualitative approach. Technically, the study utilizes a variety of secondary data consisting of documents, books, publications, and website to collect data based on the needs of qualified translators and how to improve their competency. In addition, primary data collection involves industry and translation service providers, from high schools, vocational schools, colleges, and Chinese language courses through interviews. In this respect, the study contributes to the development of the Mandarin Chinese translator competency through professional translator training programs. The competencies developed include Mandarin language skills in a variety of contexts or themes such as business, industry, accounting, taxation, law, and socio-political issues. The findings of this research indicate the significance to complement the lack of knowledge and skills that are not acquired during the college. Importantly, the authors propose a professional interpreter training model to meet the demand of Chinese investors in Indonesia eventually.
Guasch, Teresa; Alvarez, Ibis; Espasa, Anna
This chapter is aimed at presenting an integrated framework of the educational information and communications technology (ICT) competencies that university teachers should have to teach in an online learning environment. Teaching through ICT in higher education involves performing three main roles - pedagogical, socialist, and design/planning - and also two cross-cutting domains that arise from the online environment: technological and managerial. This framework as well as the competencies for university teachers associated with it were validated at a European level by a dual process of net-based focus groups of teachers and teacher trainers in each of the participating countries in a European Project (Elene-TLC) and an online Delphi method involving 78 experts from 14 universities of ten European countries. The competency framework and the examples provided in the chapter are the basis for designing innovative professional development activities in online university environments.
Christine Winstinindah Sandroto
Full Text Available The creative economy is being increasingly encouraged by the Indonesian government, the existing entrepreneurs are mostly engaged in the culinary industry. This study aims to describe the role of competencies and education in increasing entrepreneurial intention in the creative economy. Three hundred and five questionnaires were distributed to creative entrepreneurs, consisting of 162 respondents in Jakarta and 143 in Balikpapan using convenience sampling. Research findings show that there is no difference between the mean scores of entrepreneurial competencies in Jakarta and Balikpapan. Furthermore, the level of education has a positive effect on (i entrepreneurial intention, (ii entrepreneurial professional attraction, and (iii entrepreneurial networking support. There is a positive relationship between education level and monthly revenue, as well as between entrepreneurial competencies and monthly revenue. The findings of this research would suggest government and education institution to further develop entrepreneurship education and train them with various methods and to cultivate interests in other creative sub-sectors.
Wiist, William H; Barker, Kathy; Arya, Neil; Rohde, Jon; Donohoe, Martin; White, Shelley; Lubens, Pauline; Gorman, Geraldine; Hagopian, Amy
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.
Barker, Kathy; Arya, Neil; Rohde, Jon; Donohoe, Martin; White, Shelley; Lubens, Pauline; Gorman, Geraldine; Hagopian, Amy
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
Full Text Available The aim of this paper is to review issues in continuing professional development of vocational training to the mechanical industries. The spectacle of individuals entering the labour market without relevant qualifications is common in Malaysia. There are many who choose to work instead of pursuing further education after secondary school. In the labour market, these individuals are considered to be low-skilled workers because they had no training prior to employment. The role of employers in providing training and education to employees is vital in establishing career development of employees. Employers who contributed to their employees' training funds through Human Resources Development Council would provide opportunities to increase the skills of workers. Based on the Malaysia's Development Plan of Occupational Skill, the issues and challenges that have been identified in producing skilled workers in interpersonal and technical skills. This paper provided an opportunity to examine an enterprise-based approach to skill formation for workers with basic academic qualifications. It presents an alternative scenario to institution-based Technical and Vocational Education and Training (TVET, which many Malaysians are familiar with. A structured curriculum development of human resources learning needs according to the job profile of the typical individual and group work which will provide a clearer perspective on knowledge, competence and skill levels of employee behavior in performing tasks will be discussed. The biggest impact on this study is to produce high skill employees concerning customer satisfaction and increased organizational productivity towards high income nations.
Andresen, Bent B.
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.
Yoon, M N; Compton, S M
As Canadians age, there is an increased need for oral health professionals specializing in services for this unique population. Dental hygiene students require exposure to this population to develop professional competencies. This study investigated the dimensions of professional competence that were developed through a practicum for dental hygiene students in long-term care settings while working with older adults. Nine dental hygiene students were recruited across two cohorts. All students completed reflective journals describing their practicum experiences. Five students also participated in an audio-recorded focus group and completed a pre-focus group questionnaire. Additionally, the practicum course coordinator completed an audio-recorded interview. Transcripts and journals were coded using a constant comparative approach and themes were identified. Students described developing client-focused skills, such as effective verbal and non-verbal communication with older adults with dementia. Context-based learning was also a large part of the competency development for the practicum students. Understanding the care environment within which these residents lived helped students to understand and empathize why oral health may not be prioritized. Students also developed an understanding of the work of other health professionals in the settings and improved their abilities to communicate with other healthcare providers. However, students recognized that the utility of those interprofessional skills in private practice may be limited. Dental hygiene students developed personal and ethical competencies during practicum that are highly transferrable across professional settings. Exposure of students to older adult populations in long-term care may increase the likelihood of dental hygienists working in this area. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.
The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers' professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers' engagement with the practical and conceptual…
Erika Viviana Laiton Zarate
Full Text Available The objective of this study was to design the “Competence of Inclusive Practices” which was articulated to the route of the “ICT Competences for Professional Teacher Development,” of the Ministry of Education of Colombia (2013, and thus to fully evaluate 30 teachers of an educational institution in the city of Bucaramanga, in order to recognize their individual or collective training needs, and to formulate appropriate interventions. The research was supported theoretically in guidelines offered by the Ministry of Education of Colombia, the Index for Inclusive Education (Booth and Ainscow, 2011, and empirical researches developed in Latin American countries, including Colombia. The research approach was quantitative, with a descriptive design, which allowed to establish that Inclusive Practices Competence integrated pertinently postures of inclusive education and criteria of the functional framework of Information and Communication Technologies (ICT in education; in addition, it made it possible to know teachers’ perception of the level of competence in relation to the competence level they were (placed; they stated to be located at a low level (explorer in the development of skills for Inclusive Practices Competence.
This article about competence and patient safety in anaesthesia was inspired by a statement in the 2015 AAGBI guidelines on monitoring during anaesthesia: 'the presence of an appropriately trained and experienced anaesthetist is important for patient safety during anaesthesia'. The review starts with a structured description of competence, presenting five dimensions of it; the first two dimensions are identical with the two classical attributes of competence, practical skills and theoretical knowledge. Concerning skills, the value of aiming for a high level of proficiency early in a traning programme is pointed out, and deliberate practice is given as an example of a pedagogical model where aiming for excellence is a core idea. For theoretical knowledge, the value of a deep approach to learning physiology and basic sciences is stressed. The third dimension (anaesthetists' non-technical skills), represents skills necessary for good team-work in the operating theatre. The two last dimensions of competence are the understanding of work and intuitive expert knowing. Understanding work means being aware of what the work is about, appreciating the different aspects of the anaesthetist's job. Intuitive expert knowing, lastly, concerns the tacit dimension of knowledge and skills, which enables professional experts to quickly find a working solution for most clinical problems. The final part of the review is about the 'when' and 'how' of competence assessment. The main message is the importance of assessing the competence of clinically active anaesthetists regularly during their whole career. © 2017 The Association of Anaesthetists of Great Britain and Ireland.
Schaap, H.; de Bruijn, E.; Van der Schaaf, M. F.; Kirschner, P. A.
Competence-based vocational education is based on a constructivist learning paradigm, where the development of students' personal professional knowledge is emphasised. However, there is a lack of insight into how students construct their own professional knowledge and what the content and nature of personal professional knowledge is. This article…
Melchor-Couto, Sabela; Jauregi, Kristi
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…
Luwel, Koen; Foustana, Ageliki; Papadatos, Yiannis.; Verschaffel, Lieven
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…
Mitrakova E. N.
Full Text Available Nowadays the leader in the police organs and units mast be not only professional, but also a qualified psychologist, capable to understand and solve problems of a psychological nature. The main emphasis in the development of professionalism of the police head is placed on the formation and development of psychological competence as professionally important characteristics of the individual, showed in the ability to interact with others, to orient in social situations, to identify the personal characteristics of subordinates and to find adequate strategies of interaction with them. In this regard, there is a need to study the psychological competence of leader in the theoretical and applied aspects. Modern society dictates the conditions under which the image is formed of an effective leader. Managers seeking to improve their professional skills, possess certain psychological skills, develop their leadership potential is able to provide a high level of managerial productivity, improve not only the quality of the professional component, but also the authority of law enforcement agencies in General.
Burns, Gilbert A; Ruby, Kathleen L; Debowes, Richard M; Seaman, Susan J; Brannan, Julia K
Data from focused studies and comprehensive surveys suggest that developing or enhancing non-technical (professional) skills will result in a more satisfied and successful veterinary student or veterinary graduate. The College of Veterinary Medicine at Washington State University has devoted considerable time, effort, and resources to augmenting the non-technical aspects of its curriculum while maintaining the traditional strengths of its DVM program. Here we summarize pertinent research and best-practice recommendations from a variety of sources and outline the steps that have been taken, with the underlying rationales, to integrate the teaching and modeling of non-technical (professional) competence throughout a four-year course of veterinary study.
Gonçalves, Mariana; Matos, Marlene
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.
Shishkina, S. V.; Pristupa, Yu D.; Pavlova, L. D.; Fryanov, V. N.
The necessity for development a management mechanism for development of personnel professional competencies at a loading and haulage company in order to ensuring the compliance of competencies with labor functions, regulated by the current professional standards, is substantiated. A functional diagram of the organizational and technical system of the loading and haulage company was developed, that includes the interaction mechanism between the personnel and the objects of the main production. The problem of algorithm development to assess the correspondence of communicative competencies and labor functions of loading and haulage companies, ensuring the achievement of the management goal with a minimum risk of an emergency situation or an accident, was set and solved. The idea of management problem solving consists in the operational development and implementation of anticipatory measures at each deviation in personnel actions from normative or target indicators. The dependence of the risk of imbalance of communicative competences and labor functions in a given period of time is established. The effectiveness of the developed and implemented mechanism is confirmed by the positive dynamics of the test results.
Melamed, Esther; Wyatt, Lacey E; Padilla, Tony; Ferry, Robert J
The diverse US population requires medical cultural competency education for health providers throughout their pre-professional and professional years. We present a curriculum to train pre-health professional undergraduates by combining classroom education in the humanities and cross-cultural communication skills with volunteer clinical experiences at the University of California, Los Angeles (UCLA) hospital. The course was open to a maximum of 15 UCLA junior and senior undergraduate students with a pre-health or humanities major and was held in the spring quarters of 2002--2004. The change in students' knowledge of cultural competency was evaluated using the Provider's Guide to Quality and Culture Quiz (QCQ) and through students' written assignments and evaluations. Trainees displayed a statistically significant improvement in scores on the QCQ. Participants' written assignments and subjective evaluations confirmed an improvement in awareness and a high motivation to continue learning at the graduate level. This is the first evaluated undergraduate curriculum that integrates interdisciplinary cultural competency training with patient volunteering in the medical field. The didactic, volunteering, and writing components of the course comprise a broadly applicable tool for training future health care providers at other institutions.
Koskinen, L; Likitalo, H; Aho, J; Vuorio, O; Meretoja, R
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
Pittenger, Linda M
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.
Barabach, Lynn; Ludington-Hoe, Susan M; Dowling, Donna; Lotas, Marilyn
The objective of this pilot study was to determine women's perceptions of their levels of maternal role competence at discharge from a Baby-Friendly hospital. A convenience sample of 30 women completed two self-report questionnaires: a demographic questionnaire and the Perceived Maternal Parenting Self-Efficacy scale. Women report that they perceived high levels of maternal role competence with a mean total score of 69.80 (standard deviation = 6.86) out of 80. As women experience breastfeeding in Baby-Friendly hospitals, maternal role competence may develop with appropriate support. © 2017 AWHONN, the Association of Women’s Health, Obstetric and Neonatal Nurses.
Full Text Available The paper discribes experience in the implementation of a new educational module “Philosophical and Socio-legal Bases of Supporting for Disabled People” developed by a professional team of Nizhny Novgorod State Pedagogical Minin University. Forming the communicative competency of disabled people supporting specialist is one of the main tasks of the module. Program developers believe that the structure and content of the educational subjects and practical training programs enables graduates to be prepared for variative communication forms providing educational, social, and cultural support of disable people as well as in the professional field as a whole. The ability of the graduate to communicate efficiently and effectively is required for professional mobility in teaching and non-teaching areas; so this module is a multi-purpose educational development.
Kadek Dwi Cahaya Putra
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 Relationsâ€™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.
Santos, Ana Paula Azevedo; Camelo, Silvia Helena Henriques; Santos, Fabiana Cristina Dos; Leal, Laura Andrian; Silva, Beatriz Regina da
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
Knox, S; Dunne, S S; Hughes, M; Cheeseman, S; Dunne, C P
The regulatory body responsible for the registration of Irish pre-hospital practitioners, the Pre-Hospital Emergency Care Council (PHECC), identified the need to implement a continuing professional competence (CPC) framework. The first cycle of CPC (focused on emergency medical technicians) commenced in November 2013 creating for the first time a formal relationship between continuing competence and registration to practice. To review current literature and to describe benefits and challenges relevant to CPC, regulation, registration and their respective contributions to professionalism of pre-hospital practitioners: advanced paramedics, paramedics and emergency medical technicians. Online search of cumulative index to nursing and allied health literature (CINAHL Plus with Full Text), Allied and Complementary Medicine (AMED) and 'Pubmed' databases using: 'Continuous Professional Development'; 'Continuous Professional Development'; 'emergency medical technician'; 'paramedic'; 'registration'; 'regulation'; and "profession' for relevant articles published since 2004. Additional policy documents, discussion papers, and guidance documents were identified from bibliographies of papers found. Reports, governmental policies for other healthcare professions, and professional developments internationally for allied professions (e.g., nursing, physiotherapy and medicine) link maintenance of competence with requirements for registration to practice. We suggest that evolving professionalisation of Irish paramedics should be affirmed through behaviours and competencies that incorporate adherence to professional codes of conduct, reflective practice, and commitment to continuing professional development. While the need for ambulance practitioner CPD was identified in Ireland almost a decade ago, PHECC now has the opportunity to introduce a model of CPD for paramedics linking competence and professionalism to annual registration.
Annisa Vidya Safitri
Full Text Available The purpose of this study was to identify the practice of teacher reflection as the basis for the implementation of Sustainable Professionalism (PKB program based on Permendiknas No. 16/2007 at SMKN 2 Kediri. This research is qualitative with phenomenology design. The informants of this research are principal, productive teacher of marketing, vice principal, teacher and marketing teacher. Technique of data collecting done by in-depth interview and documentation. The validity of the data using technique triangulation and source. Data analysis using Miles and Huberman interactive models, extension of observation, and referential adequacy. The results showed that the reflection was not used as the basis of CLA and the teachers did not implement the CLA planning. Elements of PKB activities have been in accordance with the guidelines of self-development and scientific publications. PKB activities have an impact on teacher groups that discuss research issues, more varied and contextual KBM, and administrative demands for teachers.
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…
Iwakuma, Maki; Sakaki, Isao; Sagawa, Wataru
The Professional Engineer in Japan is qualified by passing two step examinations. A person who has passed first-step PE Examination is called as Engineer in Training. IPEJ helps and provides the opportunity for Engineers in Training to acquire the necessary skill to become a PE. Every PE shall have sufficient knowledge of the professional ethics and shall continue professional development as one of obligations so as to improve the competence of the PE, and IPEJ provide the various opportunities. Two kinds of international mutual recognition schemes for engineers‧ qualification have been agreed and effective for enabling competent engineers to work freely across national borders. Young engineers are expected to train and improve the technical capability and challenge to become PE.
Kelland, Kerri; Hoe, Erica; McGuire, Michaela J.; Yu, Jane; Andreoli, Angie
ABSTRACT Purpose: To explore the perspectives of leading advocates regarding the attributes required for excelling in the advocate role as described within the Essential Competency Profile for Physiotherapists in Canada (2009). Methods: We used a descriptive qualitative design involving in-depth, semi-structured interviews conducted with leading Canadian advocates within the physiotherapy profession. Transcribed interviews were coded and analyzed using thematic analysis. Results: The 17 participants identified eight attributes necessary for excelling in the role of advocate: collaboration, communication, scholarly practice, management, professionalism, passion, perseverance, and humility. The first five attributes correspond to roles within the Essential Competency Profile for Physiotherapists in Canada. Participants identified the attributes of collaboration, communication, and scholarly practice as the most important for successful advocacy. Participants also noted that the eight identified attributes must be used together and tailored to meet the needs of the advocacy setting. Conclusions: Identifying these eight attributes is an important first step in understanding how competence in the advocate role can be developed among physiotherapy students and practitioners. Most importantly, this study contributes to the knowledge base that helps physiotherapists to excel in advocating for their clients and the profession. PMID:24719513
Barakat, Ansam; Woolrych, Ryan D; Sixsmith, Andrew; Kearns, William D; Kort, Helianthe S M
Health 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.
Demers, Anne Roesler; Mamary, Edward
Because of the need for a well-trained public health workforce, professional competencies have been recently revised by the Institute of Medicine and the National Health Educator Competencies Update Project. This study compared the self-identified training needs of public health educators with the updated competencies and assessed employer support for continuing education. A convenience sample of public health educators was recruited from an e-mail list of San Jose State University master of public health alumni. Respondents completed a Web-based survey that elicited information on emerging trends in public health education, training needs, and employer support for continuing education. Concerns about funding cuts and privatization of resources emerged as a theme. Key trends reported were an increase in information technology, the need for policy advocacy skills, and the importance of a lifespan approach to health issues. Primary areas for training were organization development, evaluation, and management. Although most employers were reported to support continuing education, less than two-thirds of respondents were reimbursed for expenses. These findings have implications for both research and practice. Innovative technologies should be developed to address health education professionals' training needs, and emerging themes should be incorporated into curricula for students.
Skirton, Heather; Lewis, Celine; Kent, Alastair
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...... 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.......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...
What library/information science education offerings are relevant to preparing graduates for careers in the special library sector? The strengths and weaknesses of education for special librarianship; the match between SLA's competencies statement and what is being taught in LIS master's degree programs; and the role of SLA in continuing education…
Lockyer, Jocelyn; Bursey, Ford; Richardson, Denyse; Frank, Jason R; Snell, Linda; Campbell, Craig
Competency-based medical education (CBME) is as important in continuing professional development (CPD) as at any other stage of a physician's career. Principles of CBME have the potential to revolutionize CPD. Transitioning to CBME-based CPD will require a cultural change to gain commitment from physicians, their employers and institutions, CPD providers, professional organizations, and medical regulators. It will require learning to be aligned with professional and workplace standards. Practitioners will need to develop the expertise to systematically examine their own clinical performance data, identify performance improvement opportunities and possibilities, and develop a plan to address areas of concern. Health care facilities and systems will need to produce data on a regular basis and to develop and train CPD educators who can work with physician groups. Stakeholders, such as medical regulatory authorities who are responsible for licensing physicians and other standard-setting bodies that credential and develop maintenance-of-certification systems, will need to change their paradigm of competency enhancement through CPD.
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.
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 â€œa 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
Maria Luisa Bellotto
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
Mason, T; Lovell, A; Coyle, D
This paper reports on an investigation into the skills and competencies of forensic psychiatric nurses from the perspective of three groups: (A) forensic psychiatric nurses; (B) non-forensic psychiatric nurses; and (C) other disciplines. A national survey of forensic psychiatric services in the UK was conducted, and information gathered on the perceived skills and competencies in this growing field of psychiatric practice. From 3360 questionnaires, 1172 were returned, making a response rate of 35%. The results indicate a small discrepancy between forensic nurses' and non-forensic nurses' perceptions of the role constructs of forensic practice. However, a larger difference was noted between nurses' perceptions and other disciplines' perceptions of the constituent parts to forensic psychiatric nursing. Nurses tended to focus on personal qualities both in relation to themselves and the patients, while the other disciplines focused on organizational structures both in defining the role and in the resolution of perceived deficits. The findings have implications for multidisciplinary working, as well as policy formulation and curriculum development in terms of the skills and competencies of forensic nurse training.
Kunanbayeva, Salima; Zhyltyrova, Zhanar
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…
Conclusion: The current study suggests that the p-OSCE, p-360° evaluation, and p-mini-CEX are feasible methods for evaluating professionalism in clinical training of PGY1 residents. Combination of the above three evaluations, participation, and support from multiple constituencies and multiple representatives provides good reliability and adds credibility in the assessment of professionalism competence.
Figee, Edward L.; Gosselt, Jordi F.; Linders, Paul C.J.; de Jong, Menno D.T.
Although the profession of public affairs (PA) is increasingly important for organizations, relatively little is known about the range of competences PA professionals need. This article presents a qualitative study among 41 experienced Dutch PA professionals and practitioners, who were interviewed
Paul Hager and I worked on a large number of research projects and publications throughout the 1990s. The focus of this work was on developing a competency-based approach to professional education and assessment. I review this work and its impact over the years. Notwithstanding the fact that most professional associations today have a competency…
Full Text Available The article lays bare the notion “e-learning”. It presents and reasons the advantages of using e-learning tools and technologies. It shows the contents of teachers’ professional competence in the field of information and communication technologies. The problems and ways to compile and update the skills required to work effectively in e-learning environment in the context of continuous pedagogical educational system (pedagogical high school student-teacher-teacher educational organization are discussed in the article as well.
Hultman, Charles S; Connolly, Annamarie; Halvorson, Eric G; Rowland, Pamela; Meyers, Michael O; Mayer, David C; Drake, Amelia F; Sheldon, George F; Meyer, Anthony A
Few educational programs exist for medical students that address professionalism in surgery, even though this core competency is required for graduate medical education and maintenance of board certification. Lapses in professional behavior occur commonly in surgical disciplines, with a negative effect on the operative team and patient care. Therefore, education regarding professionalism should begin early in the surgeon's formative process, to improve behavior. The goal of this project was to enhance the attitudes and knowledge of medical students regarding professionalism, to help them understand the role of professionalism in a surgical practice. We implemented a 4-h seminar, spread out as 1-h sessions over the course of their month-long rotation, for 4th-year medical students serving as acting interns (AIs) in General Surgery, a surgical subspecialty, Obstetrics/Gynecology, or Anesthesia. Teaching methods included lecture, small group discussion, case studies, and journal club. Topics included Cognitive/Ethical Basis of Professionalism, Behavioral/Social Components of Professionalism, Managing Yourself, and Leading While You Work. We assessed attitudes about professionalism with a pre-course survey and tracked effect on learning and behavior with a post-course questionnaire. We asked AIs to rate the egregiousness of 30 scenarios involving potential lapses in professionalism. A total of 104 AIs (mean age, 26.5 y; male to female ratio, 1.6:1) participated in our course on professionalism in surgery. Up to 17.8% of the AIs had an alternate career before coming to medical school. Distribution of intended careers was: General Surgery, 27.4%; surgical subspecialties, 46.6%; Obstetrics/Gynecology, 13.7%; and Anesthesia, 12.3%. Acting interns ranked professionalism as the third most important of the six core competencies, after clinical skills and medical knowledge, but only slightly ahead of communication. Most AIs believed that professionalism could be taught and
Jawoniyi, Oluwafunmilayo; Gormley, Kevin; McGleenan, Emma; Noble, Helen Rose
healthcare professionals' roles, knowledge, awareness, skills and competencies might impact upon the organ donation and transplantation process. © 2017 John Wiley & Sons Ltd.
Gallagher, Ruth W; Polanin, Joshua R
Increasing professional nurses' and nursing students cultural competence has been identified as one way to decrease the disparity of care for vulnerable and minority groups, but effectiveness of training programs to increase competence remains equivocal. The purpose of this project is to synthesize educational interventions designed to increase cultural competence in professional nurses and nursing students. A systematic review and meta-analysis was conducted to synthesize all existing studies on increasing cultural competence. A comprehensive search and screen procedures was conducted to locate all cultural competence interventions implemented with professional nurses and nursing students. Two independent researchers screened and coded the included studies. Effect sizes were calculated for each study and a random-effects meta-analysis was conducted. A total of 25 studies were included in the review. Two independent syntheses were conducted given the disparate nature of the effect size metrics. For the synthesis of treatment-control designed studies, the results revealed a non-statistically significant increase in cultural competence (g¯=.38, 95% CI: -.05, .79, p=.08). Moderator analyses indicated significant variation as a function of the measurements, participant types, and funding source. The pretest-posttest effect size synthesis revealed a significant increase in overall cultural competence (g¯=.45, 95% CI: .24, .66, pcompetence have shown varied effectiveness. Greater research is required to improve these interventions and promote cultural competence. Copyright © 2014 Elsevier Ltd. All rights reserved.
Bushueva Irina Petrovna
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...
Ю В Фролов
Full Text Available The article discusses the process of designing an interdisciplinary tutorial on the basics of business informatics in the context of the requirements Federal state educational and professional standards. Proposed by competence-professional model, which describes the requirements for the training of specialists in the IT industry. Shown comparison between the hierarchy of educational results, which are reflected in the structural elements of the textbook, and levels of skill requirements in the professional standard.
N. S. Bushmakina
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.
Skirton, Heather; Lewis, Celine; Kent, Alastair
in professional education and regulation between European countries, setting curricula may not be practical. Core competences are used as a basis for health professional education in many fields and settings. An Expert Group working under the auspices of the EuroGentest project and European Society of Human...... Genetics Education Committee agreed that a pragmatic solution to the need to establish common standards for education and practice in genetic health care was to agree to a set of core competences that could apply across Europe. These were agreed through an exhaustive process of consultation with relevant......The use of genetics and genomics within a wide range of health-care settings requires health professionals to develop expertise to practise appropriately. There is a need for a common minimum standard of competence in genetics for health professionals in Europe but because of differences...
Skela-Savič, Brigita; Hvalič-Touzery, Simona; Pesjak, Katja
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.
Romero, Manuel G; Pitney, William A; Mazerolle, Stephanie M; Brumels, Kirk
Athletic trainers (ATs) employed in the professional sport setting (ATPSSs) demonstrate moderate to high degrees of role strain. The experiences and perceptions of these ATs provide insight regarding the sources of role strain as well as ways to reduce it. To investigate the perceptions of ATPSSs regarding role strain. Qualitative study. From a purposeful sampling of 389 ATs employed in the 5 major sport leagues (Major League Baseball, Major League Soccer, National Basketball Association, National Football League, and National Hockey League), we identified 34 participants willing to participate in phone interviews. Data Collection and Procedures: Semistructured phone interviews. Inductive data analysis was based on a grounded theory approach. Credibility was addressed with member checks and a peer debriefing. Three first-order emergent themes materialized from the data: (1) sources of role strain, (2) consequences of role strain, and (3) strategies to alleviate role strain in ATPSSs. Participants described the antecedents of role strain as emerging from the competing expectations of the professional athlete, the organization, and the sport league. Consequences of role strain included effects on direct patient care and work-life imbalance. Improving organizational factors such as inadequate staffing and poor communication within the organization were strategies described by participants for decreasing role strain in the professional sports setting. Our participants discussed experiencing role strain, which was facilitated by trying to meet the competing demands placed on them with limited time and often with an inadequate support staff. Participant role strain affected health care and contributed to work-life imbalance. Participants described changing the organizational factors that contributed to role strain as a strategy to alleviate the perceived stress.
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.
Because rural populations are at risk not only for clinically disparate care but also ethically disparate care, there is a need to enhance scholarship, research, and teaching about rural health care ethics. In this paper an argument for the applicability of a virtue ethics framework for professionals in rural healthcare is outlined. The argument…
Bouley, Franziska; Wuttke, Eveline; Schnick-Vollmer, Kathleen; Schmitz, Bernhard; Berger, Stefanie; Fritsch, Sabine; Seifried, Jürgen
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…
Turker Turan Yildiz
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.
Full Text Available The rapid technological development of modern society fundamentally changes processes of production, communication and services. There is a great demand for specialists who are competent in recently emerged industries. Moreover, the gap between scientific invention and its wide distribution and consumption has significantly reduced. Therefore, we face an urgent need for preparation of specialists in higher education that meet the requirements of modern society and labour market. Particularly relevant is the issue of training of future software engineers in the system of master’s degree, which is the level of education that trains not only professionals, but also scientists and university teachers. The article presents a developed model of formation of professional competence of future software engineers in the system of master’s degree. The model comprises units of training of future software engineers, identifies methodological approaches, a number of general didactic and methodological principles that underpin learning processes in higher education. It describes methods, forms of organization and means that are used in the system of master’s degree, and also provides pedagogical conditions of effective implementation of the model. The developed model addresses the issue of individualization, intensification and optimization of studying. While developing the model, special attention was paid to updating the content of education and searching for new organizational forms of training of future software engineers.
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.
Erickson, Helen Lorraine; Erickson, Margaret Elizabeth; Campbell, Joan A; Brekke, Mary E; Sandor, M Kay
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.
Yang, Xueyan; Wang, Xinhong; Zhang, Lin; Weidman, John C.
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…
Ramistella, E; Bergamaschi, A; Mosconi, G; Rossi, O; Sallese, D
Using at best the professional and legal tools at his/her disposal, the "competent physician" can have a relevant role in reducing accidents in the workplace. In assessing the worker's suitability to specific tasks, the competent physician checks the presence of pathologies or functional impairments of organs or apparatuses that can be an additional risk for the occurrence of accidents at work. The activity aimed to preventing accidents at work translates also in taking part in the planning and implementation of information activities and workers' training within the company. The various risk factors inherent in the workplace and so-called "human factors" can interact in a negative way to the point of becoming a cause of accidents. The human variables of accident risk at the industrial, occupational and even individual level, may be numerous. In this paper we shall review these important aspects and attempt to clarify the role that can be played by the competent physician in the prevention of accidents at work.
Spehar, Ivan; Frich, Jan C; Kjekshus, Lars Erik
The purpose of this paper is to investigate how clinicians' professional background influences their transition into the managerial role and identity as clinical managers. The authors interviewed and observed 30 clinicians in managerial positions in Norwegian hospitals. A central finding was that doctors experienced difficulties in reconciling the role as health professional with the role as manager. They maintained a health professional identity and reported to find meaning and satisfaction from clinical work. Doctors also emphasized clinical work as a way of gaining legitimacy and respect from medical colleagues. Nurses recounted a faster and more positive transition into the manager role, and were more fully engaged in the managerial aspects of the role. The authors advance that health care organizations need to focus on role, identity and need satisfaction when recruiting and developing clinicians to become clinical managers. The study suggests that the inclusion of aspects from identity and need satisfaction literature expands on and enriches the study of clinical managers.
Issayev, T; Masalimova, A; Magzumova, R
In modern conditions, there is a tendency to replace the qualification approach of assessing economists in medical organizations - competence. The purpose of the study was to identify the professional and personal abilities of economists in medical organizations to actively participate in the management decisions of the medical organization in the transition from public administration to the right of economic management. The study was carried out in 3 stages. At the first stage, the degree of influence of the experience of the economist, the frequency of training and its burden on the profitability of the medical organization was analyzed. At the second stage - the personal evaluation of the respondents by psychodiagnostic methods (memory, attention, the level of the person's orientation, self-esteem, the level of personal claims). At the third stage, the data of professional behavior and personal evaluation were summarized in the table of SWOT-analysis factors, for determining the personnel strategy of development of economists in medical organizations. The sample size was 43 respondents, which amounted to 10.3% of the participation of medical organizations. The results of the SWOT analysis of the personal and professional qualities of medical economists in medical organizations showed the predominance of weaknesses in corporate competencies among medical economists over strong ones, while personal opportunities prevail over risks. In general, the professional-personal SWOT analysis showed the prevalence of the possibilities of medical economists (Ps=5,3) over threats (Ps = 4,9), strong (Ps = 4,4) and weak sides (Ps = 3,8). At the same time, the force of influence does not suffice: the length of work for profitability (r = -0.3, p economist to employees on the growth of the specific weight of paid services (r = 0.001, p economists on the profitability of the medical organization (r = 0.7, peconomists, the higher the profitability, showed our results in the studied
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
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.
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…
Cant, Sarah; Watts, Peter; Ruston, Annmarie
This qualitative interview study examined the use of complementary and alternative medicine (CAM) by nurses and midwives in NHS hospital settings in 2008 in the UK. It showed that the groundswell of interest in CAM in the 1990s had diminished by this time due to changes to policy and funding, and increasingly stringent clinical governance. Nevertheless, CAM provided an opportunity for committed and self-motivated practitioners to extend their therapeutic repertoire and develop affective dimensions of practice. However, the integration of CAM did not afford the autonomy, status and material gains traditionally associated with a collective professional project. In practice, occupational strategies were individualistic, and grounded in the assertion of competency through expressions of professionalism rather than the credentialism which underpins classic professionalisation. Central to these strategies was CAM related risk, which became a means by which to claim occupational space. However, the extent to which the adoption of CAM enhanced the nurses' and midwives' roles was limited by traditional medical authority; the uncertain status of CAM knowledge; and the absence of collective strategies - which together often left practitioners in a position of vulnerability. Copyright © 2011 Elsevier Ltd. All rights reserved.
Dexter, Franklin; Szeluga, Debra; Hindman, Bradley J
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.
Sudarsono M. I. Sudarsono
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.
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.
In the Nofer Institute of Occupational Medicine, Łódź, teaching programs, contents of classes and teaching personnel of all postgraduate training cycles in occupational medicine were assessed (at the end of classes using a special questionnaire) by the students in the years 1998-2001. The evaluation studies with the help of a questionnaire on the self-assessment of acquired competencies were also carried out during this period. A comparative analysis enabled to define the degree in which particular courses (training cycles) concerning directly certification in some domains of occupational medicine, performed in 2000-2001, contributed to the increased professional competencies perceived by the students. Furthermore, of the whole list of occupational medicine subjects taught in 1998-2000, those concerning directly certification were separated, characterized quantitatively and qualitatively and compared with other aspects of special training in occupational medicine. One the basis of a specific evaluation study of the testing questions, performed in 1999, the quality of some questions on certification used in the tests of knowledge in occupational medicine was described.
Ng, Curtise K.C.; White, Peter; McKay, Janice C.
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 and reflect on
Ng, Curtise K.C. [Department of Health Technology and Informatics, Hong Kong Polytechnic University, Hung Hom, Kowloon (Hong Kong)], E-mail: firstname.lastname@example.org; White, Peter [Department of Health Technology and Informatics, Hong Kong Polytechnic University, Hung Hom, Kowloon (Hong Kong)], E-mail: email@example.com; McKay, Janice C. [Department of Health Technology and Informatics, Hong Kong Polytechnic University, Hung Hom, Kowloon (Hong Kong)], E-mail: firstname.lastname@example.org
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
Vanblaere, Bénédicte; Devos, Geert
Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for…
A preliminary list of ten competency and forty-six sub-competency statements derived from literature and consultation with experts and based on the general areas of clinical performance defined by the National Board of Medical Examiners were the concern of Phase I of this study. Forty-eight experts in nuclear medicine, radiology, radiotherapy, health physics, medical physics, radiation biology, public and occupational health, surgery, and emergency medicine and nursing considered this preliminary list of competencies and sub-competencies to determine which were essential for health professionals who may be caring for radiation accident victims in hospital emergency departments. Eight competencies and thirty-three sub-competencies were rated as Essential competencies. Competencies dealing with establishing priorities in patient care and initiating treatment, assessment, contamination control, and decontamination were highly rated. In the second part of this study, the Essential competencies were utilized in the development of an original evaluation instrument designed to identify deficiencies and continuing education needs during radiation accident drills or exercises. The instrument was designed for use in sixteen possible patient care situations in which the radiation accident victims have varying medical and radiological conditions. Development of the evaluation instrument was described
Numminen, Olivia; Laine, Tuija; Isoaho, Hannu; Hupli, Maija; Leino-Kilpi, Helena; Meretoja, Riitta
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 nurse managers (n = 141). Methods Descriptive and inferential statistics were used in the data analysis. Main outcome measures 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. PMID:24512685
Numminen, Olivia; Laine, Tuija; Isoaho, Hannu; Hupli, Maija; Leino-Kilpi, Helena; Meretoja, Riitta
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.
Lunneborg, Patricia W.
Tested the influence of a supportive family on 142 women employed in or studying for nontraditional careers. Results showed the importance of emotional support by parents, siblings, peers and teachers. Suggests counselors encourage women to locate role models and mentors if preparing for nontraditional careers. (Author/JAC)
Full Text Available The article is focused on the problems of improving the professional training of bachelors of RomanceGermanic Philology. Particular attention is paid to the design of a conceptual model of modernization professional training of bachelors of Romance-Germanic Philology with competence-based approach being its ground. Main phases, general didactic and specific principles necessary for the organization of this process are highlighted.
Bernhard, Gerda; Knibbe, Ronald A; von Wolff, Alessa; Dingoyan, Demet; Schulz, Holger; Mösko, Mike
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 the
Owiti, J A; Ajaz, A; Ascoli, M; de Jongh, B; Palinski, A; Bhui, K S
Lack of cultural competence in care contributes to poor experiences and outcomes from care for migrants and racial and ethnic minorities. As a result, health and social care organizations currently promote cultural competence of their workforce as a means of addressing persistent poor experiences and outcomes. At present, there are unsystematic and diverse ways of promoting cultural competence, and their impact on clinician skills and patient outcomes is unknown. We developed and implemented an innovative model, cultural consultation service (CCS), to promote cultural competence of clinicians and directly improve on patient experiences and outcomes from care. CCS model is an adaptation of the McGill model, which uses ethnographic methodology and medical anthropological knowledge. The method and approach not only contributes both to a broader conceptual and dynamic understanding of culture, but also to learning of cultural competence skills by healthcare professionals. The CCS model demonstrates that multidisciplinary workforce can acquire cultural competence skills better through the clinical encounter, as this promotes integration of learning into day-to-day practice. Results indicate that clinicians developed a broader and patient-centred understanding of culture, and gained skills in narrative-based assessment method, management of complexity of care, competing assumptions and expectations, and clinical cultural formulation. Cultural competence is defined as a set of skills, attitudes and practices that enable the healthcare professionals to deliver high-quality interventions to patients from diverse cultural backgrounds. Improving on the cultural competence skills of the workforce has been promoted as a way of reducing ethnic and racial inequalities in service outcomes. Currently, diverse models for training in cultural competence exist, mostly with no evidence of effect. We established an innovative narrative-based cultural consultation service in an inner
Fidel Marimón Ramírez
Full Text Available This research had as purpose to elaborate a system of activities for the development of the orthographic competition in the students of masonry of the Technical and Professional Education. It is extremely important in the training of skilled workers since it has presented problems in order to guarantee the effectiveness of the teaching-learning process, by addressing the contents with an end in themselves and not in an integrated and contextualized way; given to a large extent by the lack of knowledge of the new approaches that are linked to the multiple communicative possibilities, which requires a study capable of making the necessary adjustments or redesigns that fit the needs of students to improve orthographic problems. In the investigative process were used, methods, techniques and procedures of the theoretical level, of the empirical level and statistical-mathematical, such as the system approach, modeling, analysis and synthesis, observation, surveys, documentary analysis and descriptive statistics the percentage analysis. The evaluation of specialists and the pre-experiment carried out make it possible to recommend the system of activities as a valid option for the development of orthographic competence in first-year masonry students in Technical and Professional Education.
Sonja ČOTAR KONRAD
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.
Robin E. Miller
Objective – To provide a systematic review of the emerging or newly adopted roles of information professionals, over the past 14 years, as described in the Library and Information Science (LIS) professional literature. Design – Systematic review of the literature. Setting – Databases featuring information science content, including ACM Digital Library, Library, Information Science and Technology Abstracts (LISTA), Library and Information Science Abstracts (LISA), Citeseer, Goo...
This paper deals with the relevance of logistics competences in the fashion companies. It highlights that in companies not endowed with design competences and that manufacture garnments, the organization should be designed so as to leverage the logistics competences necessary to coordinate the supply chain
Belachew, Sewunet Admasu; Tilahun, Fasil; Ketsela, Tirsit; Achaw Ayele, Asnakew; Kassie Netere, Adeladlew; Getnet Mersha, Amanual; Befekadu Abebe, Tamrat; Melaku Gebresillassie, Begashaw; Getachew Tegegn, Henok; Asfaw Erku, Daniel
When compared to systemic administration, if used correctly inhalers deliver a smaller enough percent of the drug right to the site of action in the lungs, with a faster onset of effect and with reduced systemic availability that minimizes adverse effects. However, the health professionals' and patients' use of metered dose inhaler is poor. This study was aimed to explore community pharmacy professionals' (pharmacists' and druggists') competency on metered dose inhaler (MDI) technique. A cross sectional study was employed on pharmacy professionals working in community drug retail outlets in Gondar town, northwest Ethiopia from March to May 2017. Evaluation tool was originally taken and adapted from the National Asthma Education and Prevention Programmes of America (NAEPP) step criteria for the demonstration of a metered dose inhaler to score the knowledge/proficiency of using the inhaler. Among 70 community pharmacy professionals approached, 62 (32 pharmacists and 30 druggists/Pharmacy technicians) completed the survey with a response rate of 85.6%. Only three (4.8%) respondents were competent by demonstrating the vital steps correctly. Overall, only 13 participants got score seven or above, but most of them had missed the essential steps which included steps 1, 2, 5, 6, 7 or 8. There was a significant difference (P = 0.015) in competency of demonstrating adequate inhalational technique among respondents who took training on basic inhalational techniques and who did not. This study shown that, community pharmacy professionals' competency of MDI technique was very poor. So as to better incorporate community pharmacies into future asthma illness management and optimize the contribution of pharmacists, interventions would emphasis to improve the total competence of community pharmacy professionals through establishing and providing regular educational programs.
Hübner, Ursula; Shaw, Toria; Thye, Johannes; Egbert, Nicole; Marin, Heimar; Ball, Marion
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.
Haas, John W.; Arnold, Christa L.
Shows that listening plays a central role in assessments of communication competence, accounting for approximately one-third of the characteristics perceivers use to evaluate communication competence in coworkers. Finds that organization members differ in their use of listening in judgments of communication competence in several kinds of…
Linda M Pittenger
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
Kruger, Cornè Gerda; Van Rensburg, Ona Janse; De Witt, Marike W.
Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated…
Gromova, Chulpan R.; Saitova, Lira R.
The relevance of research problem is due to the need for music teacher with a high level of formation of professional competence determination of the content and principles of an interdisciplinary approach to its formation. The aim of the article lies in development and testing of complex of the pedagogical conditions in formation of professional…
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
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.
Hu, Bi Ying; Chen, Liang; Fan, Xitao
This paper investigates early childhood education (ECE) teachers' self-reported and observed teacher-child interaction quality (TIQ) and the associated teachers' professional competence features using a latent profile analysis (LPA) approach to identify the variations in the quality of classroom experiences in Chinese preschools. A total of 164…
Mijangos-Noh, Juan Carlos; Canto-Herrera, Pedro J.; Cisneros-Cohernour, Edith J.
In this paper we present the preliminary findings of a study focused on determining the demographic and professional profiles and competencies of professors teaching at the Normal Schools that prepare elementary school teachers in the Southeast of Mexico. Data collection involves multiple methods of data collection including focus group…
Mu, Guanglun Michael; Wang, Yan; Wang, Zhiqiang; Feng, Yajing; Deng, Meng; Liang, Songmei
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…
Schaap, Harmen; De Bruijn, Elly; Van der Schaaf, Marieke; Kirschner, Paul A.
Schaap, H., De Bruijn, E., Van der Schaaf, M. F., & Kirschner, P. A. (2009). Students' personal professional theories in competence-based vocational education: the construction of personal knowledge through internalisation and socialisation. Journal of Vocational Education & Training, 61(4),
Tang, Sylvia Y. F.; Wong, Angel K. Y.; Li, Dora D. Y.; Cheng, May M. H.
This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers' learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers' non-formal learning in higher education…
Stripling, Christopher T.; Barrick, R. Kirby
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…
To strengthen the professional competence and basic ability is the objective requirements of the Chinese higher vocational college English teaching, while the positioning of the teaching objectives is partial to a "prisoner's dilemma" in game situations that any party will result in. To get rid of the "dilemma", we have to…
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…
Fullerton, Judith T; Thompson, Joyce B; Johnson, Peter
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.
Decker, P J
Data from 103 for-profit, nonprofit, and government-owned hospitals, spread across about half of the United States clearly show that there are common elements and several core competencies in all hospitals, some probably driven by JCAHO accreditation standards, but others coming from universal experience stemming from the changes in healthcare. The common competencies that are not, in my opinion, driven directly by the JCAHO standards include professionalism, accountability, self-esteem, customer service/focus, communication, information management/using data in decision making, and teamwork. There are several possible connections among the core competencies that suggest that the effects of accountability and possibly self-esteem on such outcomes as patient satisfaction and quality of care should be the subject of more research in healthcare settings. There are, however, several possible interventions to increase the core competency base of any hospital, which can be applied without this research. Executives and managers who attempt to measure and change these common competencies through selection, assessment, organizational system change, or reward and compensation systems will change the competence base of their workforce in critical areas needed in the future healthcare economy. Using a competence model incorporating these competencies may change the culture of the organization toward that which will be needed for survival in the twenty-first century.
Talley, Amelia E.; Kocum, Lucie; Schlegel, Rebecca J.; Molix, Lisa; Bettencourt, B. Ann
The authors propose that competence need fulfillment within valued role domains (i.e., spouse, parent, worker) will account, in part, for associations between autonomy and relatedness need fulfillment and psychological health. Testing these assertions in cross-sectional and longitudinal surveys of women in two independent community samples, the findings are the first to formally examine whether the satisfaction of competence needs within social roles accounts for associations between other types of need satisfaction and affective outcomes as well as depressive symptomology. Evidence supporting the hypothesis was stronger when examining individuals’ affective health as compared to their depressive symptoms. Implications of the findings are discussed with regard to need fulfillment within social roles. PMID:22215698
Talley, Amelia E; Kocum, Lucie; Schlegel, Rebecca J; Molix, Lisa; Bettencourt, B Ann
The authors propose that competence need fulfillment within valued role domains (i.e., spouse, parent, worker) will account, in part, for associations between autonomy and relatedness need fulfillment and psychological health. Testing these assertions in cross-sectional and longitudinal surveys of women in two independent community samples, the findings are the first to formally examine whether the satisfaction of competence needs within social roles accounts for associations between other types of need satisfaction and affective outcomes as well as depressive symptomology. Evidence supporting the hypothesis was stronger when examining individuals' affective health as compared to their depressive symptoms. Implications of the findings are discussed with regard to need fulfillment within social roles.
Luwel, Koen; Foustana, Ageliki; Papadatos, Yiannis; Verschaffel, Lieven
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 repertoire, frequency, efficiency, and adaptivity of a group of low-, average-, and high-intelligence children. During the intervention, half of the participants from each intelligence group were given outcome feedback (OFB), whereas the other half received strategy feedback (SFB). The pretest data showed large differences among the three intelligence groups on all four strategy parameters. These differences had disappeared at the posttest due to a particularly strong improvement on all strategy parameters in the low-intelligence group. Furthermore, it was found that SFB was more beneficial than OFB for all parameters involving strategy selection. These results indicate that intelligence plays an important role in children's strategy use and suggest that strategy feedback can be a powerful instructional tool, especially for low-intelligence children. Copyright © 2010 Elsevier Inc. All rights reserved.
Pomerantz, Eva M.; Dong, Wei
There is much evidence that parents' perceptions of children's competence affect the development of children's academic functioning. In the current research, the possibility that this is moderated by parents' theories about the stability of competence was examined. In a 2-wave, 1-year study of 126 children (9 to 12 years old) and their mothers,…
Richter Lagha, Regina Anne
Self-report is currently used as an indicator of professional practice in a variety of fields, including medicine and education. Important to consider, therefore, is the ability of self-report to accurately capture professional practice. This study investigated how well professionals' self-reports of behavior agreed with an expert observer's…
Felstead, Ian S; Springett, Kate
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.
Widdifield, H; Ryan, C A; O'Sullivan, E
The Royal College of Physicians & Surgeons of Canada developed a competency framework to assist future specialists in responding to challenges as health care providers. The CANMEDs project described 7 essential roles of Specialist Physicians include Health Advocate, Manager, Scholar, Medical Expert, Professional, Communicator and Collaborator (HMSEPC(2)). The object of the current study was to investigate whether medical students and dental students in Ireland recognised these responsibilities as essential to a qualified doctor/dentist. Ninety-eight medical and forty-six dental students (year 1 and year 4) were asked to mind map the responsibilities of qualified doctors/dentists. The comments on the mind map were applied to one of the 7 CANMED roles. There were 484 comments from 128 students. Students had the greatest number of responses referring to the Medical and Dental Expert (257, 30.4%) and Professional (227, 26.9%) roles. This was followed by Communicator (130, 15.4%), Scholar (107, 12.7%) and Health Advocate (82, 9.7%) roles. There were relatively few responses relating to Manager (12, 1.4%) and Collaborator (i.e. teamwork) roles (30, 3.6%). There were no differences in responses between Dental Students and Medical Students and between 1 st year and 4th year students. Similarly there were no differences between the responses of Irish students (n =95; 68%) and International students (n =45; 32%) Students are aware of their responsibilities as Medical or Dental experts (diagnostic and therapeutic skills) for ethical and effective patient care (professional role). They are somewhat aware of the Communicator (therapeutic relationships and effective listening), Scholar (personal continuing education strategies) and Health Advocate (contribute to improved community health) roles. In general they have little concept of the importance of Management skills (utilising resources effectively), and of Collaboration (teamwork and consulting effectively with other
Stutz-Tanenbaum, Patricia; Greene, David; Hanson, Debra J; Koski, Jeanette
The purpose of this national survey was to explore perceptions of professional reward among occupational therapist (OT) and occupational therapy assistant (OTA) academic fieldwork coordinators (AFWCs). Agreement was found in ranking the value of six role factors: (1) fieldwork data management, (2) fieldwork site management, (3) fieldwork teaching and consultation, (4) departmental and institutional compliance, (5) scholarship and accreditation, and (6) laying groundwork for students in fieldwork. Both levels of AFWC indicated teaching and consultation had the highest value and data management the least. OT AFWCs placed significantly higher value on publishing articles and lower value on educating fieldwork educators about role delineation than OTA AFWCs. Five themes emerged regarding professional reward: (1) intrinsic reward, (2) collaboration, (3) development of the profession, (4) feeling appreciated, and (5) student success. AFWCs value activities involving personal interaction, promoting professional development, and facilitating student success. Results have implications for AFWC collaboration, workload distribution, and scholarship. Copyright © 2017 by the American Occupational Therapy Association, Inc.
Hastings, Elisabeth S; Chacko, Mariam R; Acosta, Amy B; Hergenroeder, Albert C; Wiemann, Constance M
The professional process portfolio (PPP) was adopted by the Maternal Child and Health Bureau (MCHB) as an 'innovation' in best practice for all Leadership in Education and Adolescent Health (LEAH) Training Programs; however it had not been formally evaluated. Thus the objective was to evaluate the utility of the PPP for graduates of the LEAH training program in terms of (1) how alumni have used, adapted, and applied it since completing fellowship, (2) what fellows learned or gained through completing it, and (3) how it can be improved for continued use in training programs. Graduates from six disciplines were asked via telephone or email to participate in a survey regarding their experience with the PPP. Descriptive statistics were generated for demographic characteristics and closed-choice questions. Responses to open-ended questions were analyzed by a team of faculty using framework analysis. Sixty-one graduates completed surveys. The majority (85%) found the PPP useful and utilized it post-graduation for multiple purposes in professional development: interviewing, training, and referencing previous work. Graduates recommended that the PPP be improved by making it electronic, discipline-specific, and providing earlier and more frequent instruction from faculty on expectations of creating it. Four themes emerged from the qualitative data analysis: accomplishment, experiential learning, skills and accountability, and a best practice of learning. The PPP was an effective personal learning tool for the majority of graduates and enhanced graduates' experiences. We highlight the ways that the PPP may facilitate the development of learning experiences associated with MCH leadership competence.
Maria V. Grineva
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
This paper unveils the unique role played by ODL in promoting professional training and development in Tanzania. ODL is significantly increasing in its importance in most societies if not all; this is justified by the increasing in enrolment in ODL institutions. In order to cope with the demanding world, individuals need to ...
Floor Basten; Dr. Jan Geurts
In 2001, higher professional education received a research function by law. This new research role is incorporated into so-called lectureships. In these lectureships, which are analogous to university chairs to some degree, experts in specific fields function as intermediaries between higher
Akkoç, Hatice; Yesildere-Imre, Sibel
Teachers' pedagogical practice and choices for their actions could not only be explained by their knowledge, beliefs or attitudes (Rodgers & Scott, 2008). Identity also has a crucial role in learning to teach. The aim of this study is to investigate contextual nature of preservice mathematics teachers' professional identities. For this aim, a…
Ke, Ya-Ting; Kuo, Chia-Chi; Hung, Chich-Hsiu
The aim of this study was to determine the effects of nursing preceptorship on the competence, job satisfaction, professional socialization and retention of new nurses. Although studies have focused on the effects of nursing preceptorship on new nurses' competence and retention, a systematic review of the overall effects is lacking. A quantitative systematic review. Five English/Chinese databases were searched for original articles published before June 2015 and only six articles published between 2001-2014 were included in the final analysis. Joanna Briggs Methodology was used to process one randomization control trial, one quasi-experimental study and four observational studies. Two appraisers independently reviewed each study using the standardized critical appraisal tools from the Joanna Briggs Institute. The most adopted preceptorship was a fixed preceptor/preceptee model and one-on-one for 1-3-month duration. It showed that new nurses' overall competence increased significantly due to preceptorship. Only a few studies explored the effects of preceptorship on the job satisfaction and professional socialization of new nurses. Clear conclusions regarding the effect of preceptorship on nurses' retention rate could not be made because of inconsistent time points for calculation and a lack of control groups in the study design. Preceptorship can improve new nurses' nursing competence; however, more studies are needed to ascertain its effects on new nurses' retention rates, job satisfaction and professional socialization to promote nursing care quality and resolve nursing shortages. © 2017 John Wiley & Sons Ltd.
Carryer, Jenny; Gardner, Glenn; Dunn, Sandra; Gardner, Anne
To draw on empirical evidence to illustrate the core role of nurse practitioners in Australia and New Zealand. Enacted legislation provides for mutual recognition of qualifications, including nursing, between New Zealand and Australia. As the nurse practitioner role is relatively new in both countries, there is no consistency in role expectation and hence mutual recognition has not yet been applied to nurse practitioners. A study jointly commissioned by both countries' Regulatory Boards developed information on the core role of the nurse practitioner, to develop shared competency and educational standards. Reporting on this study's process and outcomes provides insights that are relevant both locally and internationally. This interpretive study used multiple data sources, including published and grey literature, policy documents, nurse practitioner program curricula and interviews with 15 nurse practitioners from the two countries. Data were analysed according to the appropriate standard for each data type and included both deductive and inductive methods. The data were aggregated thematically according to patterns within and across the interview and material data. The core role of the nurse practitioner was identified as having three components: dynamic practice, professional efficacy and clinical leadership. Nurse practitioner practice is dynamic and involves the application of high level clinical knowledge and skills in a wide range of contexts. The nurse practitioner demonstrates professional efficacy, enhanced by an extended range of autonomy that includes legislated privileges. The nurse practitioner is a clinical leader with a readiness and an obligation to advocate for their client base and their profession at the systems level of health care. A clearly articulated and research informed description of the core role of the nurse practitioner provides the basis for development of educational and practice competency standards. These research findings provide
Full Text Available The general food legislation is a key element in creating systems for food safety and food. Its observance, particularly the general hygiene requirements, a prerequisite for the introduction of the HACCP system, and thus the overall safety of food preparation. The level of hygiene in catering premises reflects the responsibility of their management to food safety and also demonstrates the willingness of management to gain the favor of customers. In providing common food services and catering services to the public is always a danger of contagion that can spread the food, but also finished products. To avoid this possibility, it is necessary to apply the rules of hygiene. Establishments which provide catering services must meet the requirements to ensure the health of boarders. The common food services are very strict controled and is our aim to provide pointers on how to minimize risk and liability. Very dangerous is also bacterial transfer rates between hands and other common surfaces involved in food preparation in the kitchen. In our work we were rating the hygienic conditions and also verificating professional competence employee in common food services by using the modern methods like 3MTM PetrifilmTM .
Alan M Batt
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
Wilson, Amy B.
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…
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.
This study examined whether flourishing mediated the social competence and psychological vulnerability. Participants were 259 university students (147 women, 112 men; M age = 21.3 yr., SD = 1.7) who completed the Turkish versions of the Perceived Social Competence Scale, the Flourishing Scale, and the Psychological Vulnerability Scale. Mediation models were tested using the bootstrapping method to examine indirect effects. Consistent with the hypotheses, the results indicated a positive relationship between social competence and flourishing, and a negative relationship between social competence and psychological vulnerability. Results of the bootstrapping method revealed that flourishing significantly mediated the relationship between social competence and psychological vulnerability. The significance and limitations of the results were discussed.
Jogerst, Kristen; Callender, Brian; Adams, Virginia; Evert, Jessica; Fields, Elise; Hall, Thomas; Olsen, Jody; Rowthorn, Virginia; Rudy, Sharon; Shen, Jiabin; Simon, Lisa; Torres, Herica; Velji, Anvar; Wilson, Lynda L
At the 2008 inaugural meeting of the Consortium of Universities for Global Health (CUGH), participants discussed the rapid expansion of global health programs and the lack of standardized competencies and curricula to guide these programs. In 2013, CUGH appointed a Global Health Competency Subcommittee and charged this subcommittee with identifying broad global health core competencies applicable across disciplines. The purpose of this paper is to describe the Subcommittee's work and proposed list of interprofessional global health competencies. After agreeing on a definition of global health to guide the Subcommittee's work, members conducted an extensive literature review to identify existing competencies in all fields relevant to global health. Subcommittee members initially identified 82 competencies in 12 separate domains, and proposed four different competency levels. The proposed competencies and domains were discussed during multiple conference calls, and subcommittee members voted to determine the final competencies to be included in two of the four proposed competency levels (global citizen and basic operational level - program oriented). The final proposed list included a total of 13 competencies across 8 domains for the Global Citizen Level and 39 competencies across 11 domains for the Basic Operational Program-Oriented Level. There is a need for continued debate and dialog to validate the proposed set of competencies, and a need for further research to identify best strategies for incorporating these competencies into global health educational programs. Future research should focus on implementation and evaluation of these competencies across a range of educational programs, and further delineating the competencies needed across all four proposed competency levels. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.
Lianos, Panayiotis G
In a study of 230 preadolescent students (mean age 11.3 years) from the wider area of Athens, Greece, the role of Big Five personality traits (i.e. Neuroticism, Conscientiousness, Openness to Experience, Agreeableness and Extraversion) in the relation between parenting dimensions (overprotection, emotional warmth, rejection, anxious rearing) and social competence in school was examined. Multiple sets of regression analyses were performed. Main effects of Conscientiousness and Openness to Experience were identified. Limited evidence for moderation and some support of gender-specific parenting was found. Agreeableness and Extraversion interacted with paternal overprotection, whereas Neuroticism interacted with maternal and paternal rejection in predicting social competence. Mean differences in gender and educational grade were reported. The relationship between environmental effects (such as parenting during early adolescence) and social adjustment in school is discussed in terms of the plasticity and malleability of the preadolescents' personality characteristics. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
Shorna B. Allred
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.
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
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.
Zulhaidi M. Jawi
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.
Oneys del Carmen De Arco-Canoles
Full Text Available Introduction: The nursing professional is able to provide care to people and communities from the different roles he or she assumes in the health system and that affect the quality of life of society. Objective: To identify in the scientific evidence published between 2011 and 2017 the role of nursing in the health system. Materials and methods: The bibliographic search was carried out in the data bases SciELO, PubMed, LILACS and Science Direct. Complete articles were selected in Spanish and English that presented in their titles the descriptors: nursing, role of nursing, health systems, advanced professional practice. Results: Fifty published studies were selected, which studied the health systems in Latin America, seeking to orient the role of nursing between 2011 and 2017. Three categories of interest could be found: Internships in the field of hospitality, community-based practices and teaching and research management. Conclusion: Despite the importance of the role played by nursing professionals in Colombia, there is no differentiation of profiles and functions within the health team; therefore, it is necessary to delimit some functions, to recover fields of action, strengthen leadership, autonomy and humanization in the provision of services.
Eichelberger, Lisa Wright; Hewlett, Peggy O'Neill
The Mississippi Competency Model defines nurses' roles as provider (caregiver, teacher, counselor, advocate), professional (scholar, collaborator, ethicist, researcher), and manager (leader, facilitator, intrapreneur, decision maker, technology user) for four levels of nursing: licensed practical nurse, associate degree, bachelor's degree, and…
Golub, Ana Šenjug
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…
Eaton, Paul William
This article examines the limitations and possibilities of the emerging competency-based movement in student affairs. Using complexity theory and postmodern educational theory as guiding frameworks, examination of the competency-based movement will raise questions about overapplication of competencies in graduate preparation programs and…
Meffert, Susan M; Musalo, Karen; McNiel, Dale E; Binder, Renée L
Applying for asylum in the United States can be a strenuous process for both applicants and immigration attorneys. Mental health professionals with expertise in asylum law and refugee trauma can make important contributions to such cases. Not only can mental health professionals provide diagnostic information that may support applicants' claims, but they can evaluate how culture and mental health symptoms relate to perceived deficits in credibility or delays in asylum application. They can define mental health treatment needs and estimate the possible effects of repatriation on mental health. Mental health professionals can also provide supportive functions for clients as they prepare for testimony. Finally, in a consultative role, mental health experts can help immigration attorneys to improve their ability to elicit trauma narratives from asylum applicants safely and efficiently and to enhance their resilience in response to vicarious trauma and burnout symptoms arising from work with asylum seekers.
Ngai, Fei-Wan; Chan, Sally W C; Holroyd, Eleanor
The aim of this study was to explore Chinese women's perceptions of maternal role competence and factors contributing to maternal role competence during early motherhood. Developing a sense of competence and satisfaction in the maternal role are considered critical components in maternal adaptation, which have a significant impact on parenting behaviours and the psychosocial development of the child. However, qualitative studies that address maternal role competence are limited in the Chinese population. This was an exploratory descriptive study. A purposive sample of 26 Chinese primiparous mothers participated in a childbirth psychoeducation programme and was interviewed at six weeks postpartum. Data were analysed using content analysis. Women perceived a competent mother as being able to make a commitment to caring for the physical and emotional well-being of child, while cultivating appropriate values for childhood. Personal knowledge and experience of infant care, success in breastfeeding, infant's well-being, availability of social support and contradictory information from various sources were major factors affecting maternal role competency. The findings highlight the importance of understanding Chinese cultural attitudes to childrearing and maternal role competence. New Chinese mothers need information on child care, positive experiences of infant care, social support and consistent information to enhance their maternal role competency. Recommendations are made for Chinese culturally specific guidelines and healthcare delivery interventions to enhance maternal role competence in early motherhood. Nursing and midwifery care should always take into account the cultural beliefs and enable adaptation of traditional postpartum practices. Providing consistent information and positive experience on parenting skills and infant behaviour as well as enhancing effective coping strategies could strengthen Chinese women's maternal role competency. © 2011 Blackwell
Nortvedt, P; Pedersen, R; Grøthe, K H; Nordhaug, M; Kirkevold, M; Slettebø, A; Brinchmann, B S; Andersen, B
Although fair distribution of healthcare services for older patients is an important challenge, qualitative research exploring clinicians' considerations in clinical prioritisation within this field is scarce. To explore how clinicians understand their professional role in clinical prioritisations in healthcare services for old patients. A semi-structured interview-guide was employed to interview 45 clinicians working with older patients. The interviews were analysed qualitatively using hermeneutical content analysis. 20 physicians and 25 nurses working in public hospitals and nursing homes in different parts of Norway. The clinicians struggle with not being able to attend to the comprehensive needs of older patients, and being unfaithful to professional ideals and expectations. There is a tendency towards lowering the standards and narrowing the role of the clinician. This is done in order to secure the vital needs of the patient, but is at the expense of good practice and holistic role modelling. Increased specialisation, advances and increase in medical interventions, economical incentives, organisational structures, and biomedical paradigms, may all contribute to a narrowing of the clinicians' role. Distributing healthcare services in a fair way is generally not described as integral to the clinicians' role in clinical prioritisations. If considerations of justice are not included in clinicians' role, it is likely that others will shape major parts of their roles and responsibilities in clinical prioritisations. Fair distribution of healthcare services for older patients is possible only if clinicians accept responsibility in these questions.
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.
Steinmuller, Patricia L; Kruskall, Laura J; Karpinski, Christine A; Manore, Melinda M; Macedonio, Michele A; Meyer, Nanna L
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
Bernhard, Gerda; Knibbe, Ronald A.; von Wolff, Alessa; Dingoyan, Demet; Schulz, Holger; Mösko, Mike
Background 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. Methods 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. Results 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. Conclusions 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
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.
Roulston, Audrey; Cleak, Helen; Vreugdenhil, Anthea
Practice learning is integral to the curriculum for qualifying social work students. Accreditation standards require regular student supervision and exposure to specific learning activities. Most agencies offer high quality placements but organisational cutbacks may affect supervision and restrict the development of competence and professional identity. Undergraduate social work students in Northern Ireland universities (n = 396) were surveyed about the usefulness of the learning activities t...
Sovie, Margaret D.
Building on the model of professional nursing careers presented in Part 1, the author discusses the aspects of professional maturation and professional mastery, focusing on the vital role of staff development for career advancement. (SK)
Riggs, Michael W.; Hughey, Aaron W.
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…
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.
Gonzáles-Figueroa, Evelyn; Young, Angela M
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
Antoinette de Bont
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
Shrooti, Shah; Mangala, Shrestha; Nirmala, Pokharel; Devkumari, Shrestha; Dharanidhar, Baral
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 immunizat...
Nursing competency includes core abilities that are required for fulfilling one’s role as a nurse. Therefore, it is important to clearly define nursing competency to establish a foundation for nursing education curriculum. However, while the concepts surrounding nursing competency are important for improving nursing quality, they are still not yet completely developed. Thus, challenges remain in establishing definitions and structures for nursing competency, competency levels necessary for nursing professionals, training methods and so on. In the present study, we reviewed the research on definitions and attributes of nursing competency in Japan as well as competency structure, its elements and evaluation. Furthermore, we investigated training methods to teach nursing competency. PMID:29599616
Nursing competency includes core abilities that are required for fulfilling one's role as a nurse. Therefore, it is important to clearly define nursing competency to establish a foundation for nursing education curriculum. However, while the concepts surrounding nursing competency are important for improving nursing quality, they are still not yet completely developed. Thus, challenges remain in establishing definitions and structures for nursing competency, competency levels necessary for nursing professionals, training methods and so on. In the present study, we reviewed the research on definitions and attributes of nursing competency in Japan as well as competency structure, its elements and evaluation. Furthermore, we investigated training methods to teach nursing competency.
Pérez Salgado, Francisca; De Kraker, Joop; Boon, Jo; Van der Klink, Marcel
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
Harmsen, Hanne; Grunert, Klaus G.; Bove, Karsten
Product development managers and academics like to assure themselves and each other that new product development is one of the most critical areas of company competence and contributes positively to company success But does top management agree? Because if they do not, the consequences will heavily...... influence the resource allocation to product development and career possibilities of NPD's. This study examines how top managers view the importance of product development relative to other central competence areas. While asking managers about their perception is one way of evaluating the importance, its...... contribution to company success is another important measure. In this study the impact of product development, relative to other important competence areas is measured to further assess how critical product development actually is for overall company success. Hanne Harmsen, Klaus G. Grunert and Karsten Bove...
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.
May, Dominik; Wold, Kari; Moore, Stephanie
The world is changing significantly, and it is becoming increasingly globalised. This means that countries, businesses, and professionals must think and act globally to be successful. Many individuals, however, are not prepared with the global competency skills needed to communicate and perform effectively in a globalised system. To address this need, higher education institutions are looking for ways to instil these skills in their students. This paper explains one promising approach using current learning principles: transnational interactive online environments in engineering education. In 2011, the TU Dortmund and the University of Virginia initiated a collaboration in which engineering students from both universities took part in one online synchronous course and worked together on global topics. This paper describes how the course was designed and discusses specific research results regarding how interactive online role-playing simulations support students in gaining the global competency skills required to actively participate in today's international workforce.
Taylor, Rachel M; Feltbower, Richard G; Aslam, Natasha; Raine, Rosalind; Whelan, Jeremy S; Gibson, Faith
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
Akkermans, J.; Schaufeli, W.B.; Brenninkmeijer, V.; Blonk, R.W.B.
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
Akkermans, J.; Schaufeli, W.B.; Brenninkmeijer, V.; Blonk, R.W.B.
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
The determination of capacity to make medical, personal and financial decisions has significant individual and social implications. Medical and other health professionals are traditionally relied on by courts and tribunals to provide clinical and psychometric evidence of the presence or absence of capacity, or competence. Concern has long been expressed over the variability of these assessments. A survey of 285 decisions of the Queensland Guardianship and Assessment Tribunal (GAAT) between 2005 and 2008 was conducted to estimate the incidence of disagreement between health professionals in capacity assessments; to provide examples of conflicting assessments and models of assessment used; and to consider the educational implications of disagreements. While the final capacity determinations by the GAAT appear sound, this case series, and other studies in the capacity literature, strongly suggest the need to improve the education of health professionals, especially doctors, at undergraduate and postgraduate levels, in the practical assessment of capacity as a fundamental clinical skill.
Butum Lavinia Cornelia
Full Text Available The transition from student to employee status has become an important issue for labor market analysts, students and universities. Literature recognizes that the international experience represents a successful factor for future employability. In this regard, a new curricular model should include international competences in order to build the qualifications required by the global labor market. A recent study (Stan, Butum & Zodieru, 2016 highlighted the importance of youngsters’ professional training upon graduation and the crucial role of collaboration between universities, companies and governments (through education policies in increasing graduates’ accessibility to well - paid jobs and in developing an entrepreneurial career. The same study provides the results of a qualitative research that leads to the conclusion that most Romanian students have the capacity to obtain the desired job if they can swiftly gain the soft skills required by companies. It is also mentioned that the labor market has increased the demand for international competences and practical skills in recent years. The purpose of this article is to analyze the dynamics of Romanian and European students’ feedback on their universities. Beginning with the analysis of soft skills needed for the labor market and their appreciation as perceived by students, the study will examine the dynamics of students’ appreciation on international experience and other work activities that ensure the achievement of international competences and reduce the time for obtaining a job. Afterward, the paper will analyze students’ career priorities and students’ perception of university performance in providing practical and international skills needed for the labor market. The analysis will include 3-year statistic data from Trendence Graduate Barometer regarding Romanian students’ perception. The conclusions will show the dynamic of students’ expectations on provided skills and the
Wölfel, Teresa; Beltermann, Esther; Lottspeich, Christian; Vietz, Elisa; Fischer, Martin R; Schmidmaier, Ralf
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.
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
Anna Falcó Pegueroles
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
Yurii V. Pelekh
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.
Leontyev, Vyacheslav V.; Rebrina, Fayruza G.; Leontyeva, Irina A.; Gafiyatullina, Elvira A.
Bologna process puts in a high claim for the modern European education in terms of competency building approach. The control is conducted by the agencies which monitor learning activity level in higher education institutions. This paper presents the aspects of higher education within the conduction of competency building approach projects in…
Numminen, Olivia; Leino-Kilpi, Helena; Isoaho, Hannu; Meretoja, Riitta
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.
Susan L. MacDonald
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.
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
- 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.
Camodeca, Marina; Caravita, Simona C S; Coppola, Gabrielle
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.
Colvin, Jennifer; French, Judith; Siperstein, Allan; Capizzani, Tony R; Krishnamurthy, Vikram D
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, χ 2 , 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
Fisher, Jill A; Kalbaugh, Corey A
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.
Babinski, Paul J
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.
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.
Numminen, Olivia; Ruoppa, Eija; Leino-Kilpi, Helena; Isoaho, Hannu; Hupli, Maija; Meretoja, Riitta
To explore newly graduated nurses' (NGN) perception of their practice environment and its association with their self-assessed competence, turnover intentions and job satisfaction as work-related factors. The impact of practice environment on nurses' work is important. Positive practice environments are associated with positive organisational, nurse and patient outcomes. How this applies to NGNs needs further exploration. A cross-sectional descriptive correlation design was used. Data were collected with PES-NWI and NCS instruments from 318 Finnish registered nurses, and analysed statistically. Newly graduated nurses' perception of their practice environment was mainly positive. Most positive perceptions related to collegial nurse-physician relations, and the least positive to staffing and resource adequacy. Positive perceptions were also associated with higher professional competence, higher perceptions of quality of care and lower intentions to leave the job or profession. The findings revealed strong and significant associations between practice environment and work-related factors. Practice environment is an important element in supporting NGNs' competence, retention and job satisfaction. Nursing management should pay attention to NGNs' perceptions of their practice environment. Management's ability to create and maintain positive practice environments can foster NGNs' professional development and job satisfaction, and consequently retain them in the workforce. © 2015 John Wiley & Sons Ltd.
Petersen, Rikke Agnete
There is a need to better prepare nursing and other caring professionals for compassionate and culturally competent care. The IENE4 project aims to adress this need. The authors conducted an review of literature pertaining to three aspects, i.e. universal components of compassion; measuring...... compassion; and learning culturally competent compassion....
Harmsen, Hanne; Grunert, Klaus G.; Bove, Karsten
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......Product development managers and academics like to assure themselves and each other that new product development is one of the most critical areas of company competence and contributes positively to company success But does top management agree? Because if they do not, the consequences will heavily...
Shrooti, Shah; Mangala, Shrestha; Nirmala, Pokharel; Devkumari, Shrestha; Dharanidhar, Baral
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. 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. 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 (Pself esteem (r=0.379, Pself esteem. 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.
Jones, Brooke; Michael, Rene; Butt, Janice; Hauck, Yvonne
This study explored Tanzanian midwives' perceptions of their professional role within their local context. Findings were to inform recommendations for continuing professional development education programs by Western midwifery educators. Using focus group interviews with sixteen Tanzanian midwives, the findings revealed that the midwives' overwhelming focus was on saving lives of women and newborns. The fundamental elements of saving lives involved prioritising care through receiving handover and undertaking physical assessment. Midwives were challenged by the poor working conditions, perceived lack of knowledge and associated low status within the local community. Based upon these findings, recommendations for continuing professional development education for Tanzanian midwives must ensure that saving lives is a major focus and that strategies taught must be relevant to the low-resource context of this developing country. In recognition of the high-risk women being cared for, there needs to be a focus on the prevention and management of maternity emergencies, in collaboration with medical practitioners. Copyright © 2015 Elsevier Ltd. All rights reserved.
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
Carrese, Joseph A; Malek, Janet; Watson, Katie; Lehmann, Lisa Soleymani; Green, Michael J; McCullough, Laurence B; Geller, Gail; Braddock, Clarence H; Doukas, David J
This article-the Romanell Report-offers an analysis of the current state of medical ethics education in the United States, focusing in particular on its essential role in cultivating professionalism among medical learners. Education in ethics has become an integral part of medical education and training over the past three decades and has received particular attention in recent years because of the increasing emphasis placed on professional formation by accrediting bodies such as the Liaison Committee on Medical Education and the Accreditation Council for Graduate Medical Education. Yet, despite the development of standards, milestones, and competencies related to professionalism, there is no consensus about the specific goals of medical ethics education, the essential knowledge and skills expected of learners, the best pedagogical methods and processes for implementation, and optimal strategies for assessment. Moreover, the quality, extent, and focus of medical ethics instruction vary, particularly at the graduate medical education level. Although variation in methods of instruction and assessment may be appropriate, ultimately medical ethics education must address the overarching articulated expectations of the major accrediting organizations. With the aim of aiding medical ethics educators in meeting these expectations, the Romanell Report describes current practices in ethics education and offers guidance in several areas: educational goals and objectives, teaching methods, assessment strategies, and other challenges and opportunities (including course structure and faculty development). The report concludes by proposing an agenda for future research.
Mouradian, Wendy E; Huebner, Colleen E
Leadership in Maternal and Child Health (MCH) requires a repertoire of skills that transcend clinical or academic disciplines. This is especially true today as leaders in academic, government and private settings alike must respond to a rapidly changing health environment. To better prepare future MCH leaders we offer a framework of MCH leadership competencies based on the results of a conference held in Seattle in 2004, MCH Working Conference: The Future of Maternal and Child Health Leadership Training. The purpose of the conference was to articulate cross-cutting leadership skills, identify training experiences that foster leadership, and suggest methods to assess leadership training. Following on the work of the Seattle Conference, we sub-divide the 12 cross-cutting leadership competencies into 4 "core" and 8 "applied" competencies, and discuss this distinction. In addition we propose a competency in the knowledge of the history and context of MCH programs in the U.S. We also summarize the conference planning process, agenda, and work group assignments leading to these results. Based on this leadership competency framework we offer a definition of an MCH leader, and recommendations for leadership training, assessment, and faculty development. Taken as a set, these MCH leadership competencies point towards the newly-emerging construct of capability, the ability to adapt to new circumstances and generate new knowledge. "Capstone" projects can provide for both practice and assessment of leadership competencies. The competency-based approach to leadership that has emerged from this process has broad relevance for health, education, and social service sectors beyond the MCH context.
Dauvrin, M; Lorant, V
This study investigated the role of social relationships in the sharing of cultural competence by testing two hypotheses: cultural competence is a socially shared behaviour; and central healthcare professionals are more culturally competent than non-central healthcare professionals. Sustaining cultural competence in healthcare services relies on the assumption that being culturally competent is a socially shared behaviour among health professionals. This assumption has never been tested. Organizational aspects surrounding cultural competence are poorly considered. This therefore leads to a heterogeneous implementation of cultural competence - especially in continental Europe. We carried out a social network analysis in 24 Belgian inpatient and outpatient health services. All healthcare professionals (ego) were requested to fill in a questionnaire (Survey on social relationships of health care professionals) on their level of cultural competence and to identify their professional relationships (alter). We fitted regression models to assess whether (1) at the dyadic level, ego cultural competence was associated with alter cultural competence, and (2) health professionals of greater centrality had greater cultural competence. At the dyadic level, no significant associations were found between ego cultural competence and alter cultural competence, with the exception of subjective exposure to intercultural situations. No significant associations were found between centrality and cultural competence, except for subjective exposure to intercultural situations. Being culturally competent is not a shared behaviour among health professionals. The most central healthcare professionals are not more culturally competent than less central health professionals. Culturally competent health care is not yet a norm in health services. Health care and training authorities should either make cultural competent health care a licensing criteria or reward culturally competent health care
Moked, Zahava; Drach-Zahavy, Anat
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.
Bosselut, Grégoire; Heuzé, Jean-Philippe; Eys, Mark A; Fontayne, Paul; Sarrazin, Philippe
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.
Wu, Li-Chen; Chao, Li-ling; Cheng, Pi-Yun; Tuan, Hsiao-Lin; Guo, Chorng-Jee
The purpose of this study was to probe the differences of perceived professional teaching competence between elementary school math/science teachers in Taiwan who are majored in math/science and those who are not. A researcher-developed Math/Science Teachers' Professional Development Questionnaire was used in a nationwide survey, using a two-stage…
Full Text Available Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1 what difficulties novice teachers faced during their in-service experience? (2 what support novice teachers needed when they started teaching? (3 what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35 of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their first years of in-service: establishing teacher’s authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difficulties in communication with parents. During socialization novice teachers learned their responsibilities and acquired specific knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers’ support guidelines at national level, which would allow schools to ensure the
Khasanova, A. N.
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.
Chan, Wallace Chi Ho; Tin, Agnes Fong; Wong, Karen Lok Yi
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.
Hamm, Larry F; Sanderson, Bonnie K; Ades, Philip A; Berra, Kathy; Kaminsky, Leonard A; Roitman, Jeffrey L; Williams, Mark A
Cardiac rehabilitation/secondary prevention (CR/SP) services are typically delivered by a multidisciplinary team of health care professionals. The American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR) recognizes that to provide high-quality services, it is important for these health care professionals to possess certain core competencies. This update to the previous statement identifies 10 areas of core competencies for CR/SP health care professionals and identifies specific knowledge and skills for each core competency. These core competency areas are consistent with the current list of core components for CR/SP programs published by the AACVPR and the American Heart Association and include comprehensive cardiovascular patient assessment; management of blood pressure, lipids, diabetes, tobacco cessation, weight, and psychological issues; exercise training; and counseling for psychosocial, nutritional, and physical activity issues.
Kheir, Nadir; Al-Ismail, Muna Said; Al-Nakeeb, Reem
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
Noor Hazlina Ahmad; Hasliza Abdul Halim
This paper reports the findings of an exploratory empiricalstudy that aims to primarily examine the instrumental role ofrelationship competency among SME entrepreneurs byutilising a comparative data from Australia and Malaysia. Asample of 20 SME entrepreneurs from Australia and Malaysiaparticipated in this study. A series of interviews wereconducted to probe into the behaviours that delineaterelationship competency among these entrepreneurs. Theresults showed that SME entrepreneurs in both co...
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…
Schijven, M. P.; Reznick, R. K.; ten Cate, O. Th J.; Grantcharov, T. P.; Regehr, G.; Satterthwaite, L.; Thijssen, A. S.; Macrae, H. M.
Background: Although the objective in European Union and North American surgical residency programmes is similar - to train competent surgeons - residents' working hours are different. It was hypothesized that practice-ready surgeons with more working hours would perform significantly better than
Csiernik, Rick; McGaghran, Christie
Historically, addiction has been an area in which Canadian social workers have received limited formal education. This reality led to the development of 18 core technical competencies through the auspices of the Canadian Centre on Substance Abuse in 2006. A survey of Canadian schools and faculties of social work found that social work students…
Conley, Abigail Holland
The purpose of this mixed methods sequential explanatory study was to explore factors contributing to college counselors' spiritual competency by obtaining quantitative results from surveying 199 current members of the American College Counseling Association (ACCA) and then following up with 32 purposefully selected respondents based on high…
Romantsev, Gennadij M.; Efanov, Andrei V.; Bychkova, Ekaterina Yu.; Moiseev, Andrei V.
Formation of the law-governed state institutions in Russia, development of civil society, need for neutralizing the legal nihilism and generation of public legal culture, state demand for legally competent specialists, representing the public and social value, justify the relevancy of the investigated issue, on the one hand. On the other hand, it…
Huvila, Isto; Holmberg, Kim; Kronqvist-Berg, Maria; Nivakoski, Outi; Widén, Gunilla
Library 2.0 is a change in the way libraries interact with their users. Technological developments on the Web have had a major influence on these changes. The change also places new requirements on librarians' competencies and skills. This research investigates how librarians themselves see this change in terms of their work identity and working…
Chen, Cheryl Wei-yu; Wang, Hung-chun
This study delineates two Taiwanese TESOL teachers' efforts of combining English writing with entrepreneurship education to cultivate English majors' interdisciplinary competence in academic writing classes. An integrated business-and-writing approach was proposed to foster English majors' academic writing skills and entrepreneurial capacities. In…
Gendron, Tracey; Maddux, Stu; Krinsky, Lisa; White, Jay; Lockeman, Kelly; Metcalfe, Yohvane; Aggarwal, Sadashiv
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…
Ala-Kortesmaa, Sanna; Isotalus, Pekka
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…
Guiney, Meaghan C.
As a university-based supervisor (UBS) for school psychology interns, one of the highlights of the author's job is seeing students complete their capstone training experiences and move on to become credentialed, practicing school psychologists. This requires that students demonstrate competence, or the academic, assessment, clinical, ethical, and…
Bennett, Catherine; Burton, Hilary; Farndon, Peter
In 2004 the Department of Health in collaboration with Macmillan Cancer Support set up service development projects to pilot the integration of genetics in mainstream medicine in the area of cancer genetics.In developing these services, new roles and responsibilities were devised that required supporting programmes of education and training. The NHS National Genetics Education and Development Centre has worked with the projects to draw together their experience in these aspects. New roles include the Cancer Family Nurse Specialist, in which a nurse working in a cancer setting was trained to identify and manage genetic or family history concerns, and the Genetic Risk Assessment Practitioner--a small team of practitioners working within a secondary care setting to deliver a standardised risk assessment pathway. Existing roles were also adapted for a different setting, in particular the use of genetic counsellors working in a community ethnic minority setting. These practitioners undertook a range of clinical activities that can be mapped directly to the 'UK National Workforce Competences for Genetics in Clinical Practice for Non-genetics Healthcare Staff' framework developed by Skills for Health and the NHS National Genetics Education and Development Centre (2007; draft competence framework). The main differences between the various roles were in the ordering of genetic tests and the provision of advice on invasive preventive options such as mastectomy. Those involved in service development also needed to develop competences in project management, business skills, audit and evaluation, working with users, general management (personnel, multi-agency work and marketing), educational supervision, IT, public and professional outreach, and research. Important resources to support the development of new roles and competences included pathways and guidelines, a formal statement of competences, a recognised syllabus, appropriate and timely courses, the availability of a
Malmberg-Heimonen, Ira; Natland, Sidsel; Tøge, Anne Grete; Hansen, Helle Cathrine
Using a cluster-randomised design, this study analyses the effects of a government-administered skill training programme for social workers in Norway. The training programme aims to improve social workers' professional competences by enhancing and systematising follow-up work directed towards longer-term unemployed clients in the following areas: encountering the user, system-oriented efforts and administrative work. The main tools and techniques of the programme are based on motivational interviewing and appreciative inquiry. The data comprise responses to baseline and eighteen-month follow-up questionnaires administered to all social workers (n = 99) in eighteen participating Labour and Welfare offices randomised into experimental and control groups. The findings indicate that the skill training programme positively affected the social workers' evaluations of their professional competences and quality of work supervision received. The acquisition and mastering of combinations of specific tools and techniques, a comprehensive supervision structure and the opportunity to adapt the learned skills to local conditions were important in explaining the results. PMID:27559232
Mulder, Hanneke; Ten Cate, Olle; Daalder, Rieneke; Berkvens, Josephine
Competency-based medical education (CBME) is increasingly dominating clinical training, but also poses questions as to its practical implementation. There is a need for practical guidelines to translate CBME to the clinical work floor. This article aims to provide a practical model, based on the concept of entrustable professional activities (EPAs) to make this translation, derived from curriculum building for physician assistants (PAs). For the training of PAs at the Utrecht University of Applied Sciences, a three-step model was developed to guide competency-based curriculum development, teaching and assessment. It includes specific guidelines for the identification, systematic description and planning of EPAs. The EPA concept appeared to be a useful tool to build competency-based clinical workplace curricula. Implementation of the curriculum requires use of trainee portfolios and progress interviews, statements of rewarded responsibility and training of supervisors. The individualised approach and flexibility that true CBME implies is brought into practice with this model. The model may also be transferred to other domains of clinical training, among which postgraduate training for medical specialties.
The current status of diabetes professional educational standards and competencies in the UK--a position statement from the Diabetes UK Healthcare Professional Education Competency Framework Task and Finish Group.
Walsh, N; George, S; Priest, L; Deakin, T; Vanterpool, G; Karet, B; Simmons, D
Diabetes is a significant health concern, both in the UK and globally. Management can be complex, often requiring high levels of knowledge and skills in order to provide high-quality and safe care. The provision of good, safe, quality care lies within the foundations of healthcare education, continuing professional development and evidence-based practice, which are inseparable and part of a continuum during the career of any health professional. Sound education provides the launch pad for effective clinical management and positive patient experiences. This position paper reviews and discusses work undertaken by a Working Group under the auspices of Diabetes UK with the remit of considering all health professional educational issues for people delivering care to people with diabetes. This work has scoped the availability of education for those within the healthcare system who may directly or indirectly encounter people with diabetes and reviews alignment to existing competency frameworks within the UK's National Health Service. © 2011 The Authors. Diabetic Medicine © 2011 Diabetes UK.
Ang, Hui-Gek; Koh, Jeremy Meng-Yeow; Lee, Jeffrey; Pua, Yong-Hao
No instruments, to our knowledge, exist to assess leadership competency in existing and emerging allied health professional (AHP) leaders. This paper describes the development and preliminary exploration of the psychometric properties of a leadership competency instrument for existing and emerging AHP leaders and examines (i) its factor structure, (ii) its convergent validity with the Leadership Practices Inventory (LPI), and (iii) its discriminative validity in AHPs with different grades. During development, we included 25 items in the AHEAD (Aspiring leaders in Healthcare-Empowering individuals, Achieving excellence, Developing talents) instrument. A cross-sectional study was then conducted in 106 high-potential AHPs from Singapore General Hospital (34 men and 72 women) of different professional grades (49 principal-grade AHPs, 41 senior-grade AHPs, and 16 junior-grade AHPs) who completed both AHEAD and LPI instruments. Exploratory factor analysis was used to test the theoretical structure of AHEAD. Spearman correlation analysis was performed to evaluate the convergent validity of AHEAD with LPI. Using proportional odds regression models, we evaluated the association of grades of AHPs with AHEAD and LPI. To assess discriminative validity, the c-statistics - a measure of discrimination - were derived from these ordinal models. As theorized, factor analysis suggested a two-factor solution, where "skills" and "values" formed separate factors. Internal consistency of AHEAD was excellent (α-values > 0.88). Total and component AHEAD and LPI scores correlated moderately (Spearman ρ-values, 0.37 to 0.58). The c-index for discriminating between AHP grades was higher for AHEAD than for the LPI (0.76 vs. 0.65). The factorial structure of AHEAD was generally supported in our study. AHEAD showed convergent validity with the LPI and outperformed the LPI in terms of discriminative validity. These results provide initial evidence for the use of AHEAD to assess leadership