Clinically applied medical ethnography: relevance to cultural competence in patient care.

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Engebretson, Joan

2011-06-01

Medical anthropology provides an excellent resource for nursing research that is relevant to clinical nursing. By expanding the understanding of ethnographic research beyond ethnicity, nurses can conduct research that explores patient's constructions and explanatory models of health and healing and how they make meaning out of chronic conditions and negotiate daily life. These findings can have applicability to culturally competent care at both the organizational or systems level, as well as in the patient/provider encounter. Individual patient care can be improved by applying ethnographic research findings to build provider expertise and then using a cultural negotiation process for individualized patient care. Copyright © 2011. Published by Elsevier Inc.

Competency-Based Teaching in Radiology - Implementation and Evaluation of Interactive Workstation-Based Learning to Apply NKLM-Based Content.

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Koestner, Wolfgang; Otten, Wiebke; Kaireit, Till; Wacker, Frank K; Dettmer, Sabine

2017-11-01

Purpose  New teaching formats are required to implement competency-based teaching in radiology teaching. Therefore, we have established and evaluated two practical competency-based radiological courses. Materials and Methods  The courses were held in a multimedia room with 25 computers and a professional DICOM viewer. Students were taught basic image analysis and presented clinical cases with a DICOM viewer under supervision of an instructor using desktop monitoring software. Two courses (elective course and obligatory course) were evaluated by the students (n = 160 and n = 100) and instructors (n = 9) using an anonymized online survey. Results  Courses were evaluated positively by the students and instructors. From the perspective of the students, the courses increased understanding of cross-sectional anatomy (elective/obligatory course: 97 %/95 %) and radiologic findings (97 %/99 %). Furthermore, the course increased the students' interest in radiology (61 %/65 %). The students considered this way of teaching to be relevant to their future occupation (92 % of students in the obligatory course). The higher incidence of teacher-student interaction and the possibility of independent image analysis were rated positively. The majority of instructors did not observe increased distractibility due to the computers (67 %) or notice worse preparation for MC tests (56 %). However, 56 % of instructors reported greater preparation effort. Conclusion  Practical competency-based radiological teaching using a DICOM viewer is a feasible innovative approach with high acceptance among students and instructors. It fosters competency-based learning as proposed by the model curriculum of the German Radiological Society (DRG) and the National Competency-based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM). Key Points   · Practical competency-based radiological teaching is highly accepted by students and instructors

Focusing on Interactions between Content and Cognition: A New Perspective on Gender Differences in Mathematical Sub-Competencies

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George, Ann Cathrice; Robitzsch, Alexander

2018-01-01

This article presents a new perspective on measuring gender differences in the large-scale assessment study Trends in International Science Study (TIMSS). The suggested empirical model is directly based on the theoretical competence model of the domain mathematics and thus includes the interaction between content and cognitive sub-competencies.…

Professional competence of the person in the Smart-society

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Nina V. Komleva

2017-01-01

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

Assessment of Innovation Competency

DEFF Research Database (Denmark)

Nielsen, Jan Alexis

2015-01-01

competency, and communication competency) as well as assessment criteria for a number of skills relevant to these subcompetencies. These assessment criteria, it is argued, largely resonate with existing literature and they provide a detailed glimpse into how assessment of innovation competency could...... of the recorded talk in interaction that occurred in teacher group discussion sessions at 5 upper secondary schools. Based on the analysis, it was possible to extrapolate assessment criteria for 5 subcompetencies relevant to innovation (creative competency, collaboration competency, navigation competency, action...

[Public health competencies and contents in Spanish university degree programs of physical therapy, occupational therapy, environmental science, dentistry and veterinary science].

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Davó-Blanes, M Carmen; Vives-Cases, Carmen; Alvarez-Dardet, Carlos; Segura-Benedicto A, Andreu; Bosch Llonch, Fèlix; G Benavides, Fernando

2014-01-01

To identify the basic competencies and contents related to public health to be included in degree programs according to the perspective of lecturers from various Spanish universities. In the context of the Second Workshop on Public Health Contents in Degree Programs (Mahon, 19 to 20 September 2012), 20 lecturers from different Spanish universities were distributed in five working groups. The lecturers had been selected from the instructional guides on public health and epidemiology published on the web sites of the Rectors' Conference of Spanish Universities. Each group worked on a degree program and the results were discussed in plenary sessions. The activities and competencies related to the three basic functions of public health were identified in all degree programs. Most of the professional competencies identified were related to the function of «assessment of population health needs». The contents proposed by the working groups related to epidemiology, basic concepts in public health, public health intervention, health management, and health policy. The main common topics among the degrees concerned the first three contents. Public health professional competencies and contents were identified in the degree programs examined. These results may serve as a starting point for a more detailed review of public health programs across degree levels and the search for a consensus on the common content that should be included in each of them. Copyright © 2013 SESPAS. Published by Elsevier Espana. All rights reserved.

The Effect of Physical Activity on Science Competence and Attitude towards Science Content

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Klinkenborg, Ann Maria

This study examines the effect of physical activity on science instruction. To combat the implications of physical inactivity, schools need to be willing to consider all possible opportunities for students to engage in moderate-to-vigorous physical activity (MVPA). Integrating physical activity with traditional classroom content is one instructional method to consider. Researchers have typically focused on integration with English/language arts (ELA) and mathematics. The purpose of this study was to determine the effect of physical activity on science competence and attitude towards science. Fifty-three third grade children participated in this investigation; one group received science instruction with a physical activity intervention while the other group received traditional science instruction. Participants in both groups completed a modified version of What I Really Think of Science attitude scale (Pell & Jarvis, 2001) and a physical science test of competence prior to and following the intervention. Children were videotaped during science instruction and their movement coded to measure the proportion of time spent in MVPA. Results revealed that children in the intervention group demonstrated greater MVPA during the instructional period. A moderate to large effect size (partial eta squared = .091) was seen in the intervention group science competence post-test indicating greater understanding of force, motion, work, and simple machines concepts than that of the control group who were less physically active. There was no statistically significant attitude difference between the intervention and control groups post-test, (F(1,51) = .375, p = .543). These results provide evidence that integration can effectively present physical science content and have a positive impact on the number of minutes of health-enhancing physical activity in a school day.

Decreased trabecular bone biomechanical competence, apparent density, IGF-II and IGFBP-5 content in acromegaly

DEFF Research Database (Denmark)

Ueland, Thor; Ebbesen, Ebbe Nils; Thomsen, Jesper Skovhus

2002-01-01

of these growth factors in relation to biomechanical properties in acromegaly. MATERIALS AND METHODS: Trabecular bone biomechanical competence (compression test), apparent density (peripheral quantitative computed tomography, pQCT), and bone matrix contents of calcium (HCl hydrolysis) and IGFs (guanidinium......-HCl extraction) were measured in iliac crest biopsies from 13 patients with active acromegaly (two women and 11 men, aged 21-61 years) and 21 age- and sex-matched controls (four women and 17 men, aged 23-64 years). RESULTS: Trabecular bone pQCT was reduced in acromegalic patients compared with controls (P = 0...... bone content of IGF-I, IGFBP-3, or osteocalcin. However, IGF-II and IGFBP-5 content was decreased (P acromegaly, supporting previous observations...

Iranian nurses' experience of essential technical competences in disaster response: A qualitative content analysis study.

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Aliakbari, Fatemeh; Bahrami, Masoud; Aein, Fereshteh; Khankeh, Hamidreza

2014-11-01

Today disasters are a part of many people's lives. Iran has a long history of disaster events and nurses are one of the most significant groups within the Iranian disaster relief operations, providing immediate and long-term care for those affected by the disaster. However, the technical competence of Iranian nurses and their training for this work has received little attention. This article presents the results of a study that aims to explore this context. A qualitative study was conducted using in-depth interviews to collect data from 30 nurses, who were deliberately selected from the health centers affiliated to the Isfahan University of Medical Sciences. Themes were identified using the conventional qualitative content analysis. The trustworthiness of the study was supported by considering the auditability, neutrality, consistency, and transferability. The study lasted from 2011 to 2012. Data analysis undertaken for the qualitative study resulted in the identification of five main themes, which included: (1) Management competences, (2) ethical and legal competences, (3) team working, and (4) personal abilities and the specific technical competences presented in this report. This report presents an overview of the nursing technical capabilities required for Iranian nurses during disaster relief. It is argued that additional competencies are required for nurses who care in high-risk situations, including disasters. Nurses need to prepare themselves more effectively to be responsible and effective in nursing care.

COMMUNICATIVE COMPETENCE AS THE SUBJECT OF EDUCATIONAL RESEARCH

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Yuliya I. Аleyevskaya

2016-09-01

Full Text Available Introduction: the issue of development of the communicative competence is well studied in pedagogical theory and practice. Nevertheless there is no consensus among researchers regarding the interpretation of the notion. This fact determines the relevance of the subject in the context of the reform of the national higher education. The labour market puts forward increasing requirements to graduates’ adaption potential within the system “human – human”. This draws special attention to the problem of communicative co mpetence. Materials and Methods: the authors carried out a sociological research on the communicative component of the competence cluster among master’s degree students who specialise in pedagogical education in order to determine “the importance of weight indicators” of separate competencies. Results: the authors substantiate the necessity of broadening a communicative competence in conditions of transition to a multilevel system of higher education; define its essence and structure taking into account the generic unity of Bachelor’s and Master’s degree programmes. The article presents the informative content of communication components in accordance with the proposed structure of communicative competence, containing motivation-value-based, cognitive, activity-based, reflective and evaluative components. The authors show the potential of communicative competence in the context of the new federal state educational standards (FGOS VO 3+. Further the authors make analysis of the requirements set to graduates upon completion of undergraduate and graduate programmes in “Pedagogical Education”, specify the role of separate competencies in extending graduates’ communicative competence. Discussion and Conclusions: the results of the research presented in the article enable to specify the structure and content of the communicative competence of a university graduate, reflecting the willingness and ability to productive

Cross-Cultural Competence of Specialists Engaged in International Business, Economic Relationships and Management: Content and Structure (With a view to business challenges

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Nataliya Aleksandrova

2016-07-01

Full Text Available The purpose of this writing is to analyze the current trends in doing business nationally and globally, understand approaches to managing cross-cultural teams and identify professional requirements for graduates seeking benefitial and successful careers in international business, economic relationships and management. Analyzing relevant articles the author points out that today’s business environment is notably sustainability-driven and aimed at maintaining the conditions that allow it to flourish over time. Thus organizations’ leaders and managers are and will be aimed at building enduring business institutions. This leads us to the following assumptions: striving to improve businesses multinational companies are increasingly aimed at maintaining a competitive edge through close relatiponships and overwhelming collaboration with their extended networks of suppliers, customers and business partners. Under special consideration are issues of the content and structure of cross-cultural competence, because its acquiring enables economists and managers to achieve success in managing cross- cultural teams, establishing and cementing long-lasting business and economic relationships overseas. Current topics in pursuit are diverse and multifaceted. It is assumed that supporting discussion is involved from the works of P. Levice, G. Hofstede, F. Trompenarce, E. Holl, F. Klakhone, F. Strodeback, Michael H. Mescon, Michael Albert, Franklin Khedouri, Peter Druker, Chandra Vennaspoosa who dedicated their academic studies to understanding and evaluating practical essence and significance of cross-cultural competence for developing business globally. Not only does the study aim at identifying the content of cross-cultural competence, but also it is supposed to discovere its key components with a view to current business and management trends worldwide. The objective here is to thoroughly look through recent publications dedicated to the development of

TEACHER’S PROFESSIONAL COMPETENCE IN E-LEARNING ENVIRONMENT: CONTENT AND SPHERES OF APPLICATION

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Irene Stetsenko

2015-09-01

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.

An inventory of biomedical imaging physics elements-of-competence for diagnostic radiography education in Europe

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Caruana, Carmel J. [University of Malta, Institute of Health Care, St Lukes Hospital, Gwardamangia (Malta)]. E-mail: carmel.j.caruana@um.edu.mt; Plasek, Jaromir [Charles University, Faculty of Mathematics and Physics, Institute of Physics, Division of Biophysics, Prague (Czech Republic)

2006-08-15

Purpose: To develop an inventory of biomedical physics elements-of-competence for diagnostic radiography education in Europe. Method: Research articles in the English literature and UK documentation pertinent to radiography education, competences and role development were subjected to a rigorous analysis of content from a functional and competence analysis perspective. Translations of radiography curricula from across Europe and relevant EU legislation were likewise analysed to ensure a pan-European perspective. Broad Subject Specific Competences for diagnostic radiography that included major biomedical physics components were singled out. These competences were in turn carefully deconstructed into specific elements-of-competence and those elements falling within the biomedical physics learning domain inventorised. A pilot version of the inventory was evaluated by participants during a meeting of the Higher Education Network for Radiography in Europe (HENRE), held in Marsascala, Malta, in November 2004. The inventory was further refined taking into consideration suggestions by HENRE members and scientific, professional and educational developments. Findings: The evaluation of the pilot inventory was very positive and indicated that the overall structure of the inventory was sensible, easily understood and acceptable - hence a good foundation for further development. Conclusions: Use of the inventory by radiography programme leaders and biomedical physics educators would guarantee that all necessary physics elements-of-competence underpinning the safe, effective and economical use of imaging devices are included within radiography curricula. It will also ensure the relevancy of physics content within radiography education. The inventory is designed to be a pragmatic tool for curriculum development across the entire range of radiography education up to doctorate level and irrespective of whether curriculum delivery is discipline-based or integrated, presentation

An inventory of biomedical imaging physics elements-of-competence for diagnostic radiography education in Europe

International Nuclear Information System (INIS)

Caruana, Carmel J.; Plasek, Jaromir

2006-01-01

Purpose: To develop an inventory of biomedical physics elements-of-competence for diagnostic radiography education in Europe. Method: Research articles in the English literature and UK documentation pertinent to radiography education, competences and role development were subjected to a rigorous analysis of content from a functional and competence analysis perspective. Translations of radiography curricula from across Europe and relevant EU legislation were likewise analysed to ensure a pan-European perspective. Broad Subject Specific Competences for diagnostic radiography that included major biomedical physics components were singled out. These competences were in turn carefully deconstructed into specific elements-of-competence and those elements falling within the biomedical physics learning domain inventorised. A pilot version of the inventory was evaluated by participants during a meeting of the Higher Education Network for Radiography in Europe (HENRE), held in Marsascala, Malta, in November 2004. The inventory was further refined taking into consideration suggestions by HENRE members and scientific, professional and educational developments. Findings: The evaluation of the pilot inventory was very positive and indicated that the overall structure of the inventory was sensible, easily understood and acceptable - hence a good foundation for further development. Conclusions: Use of the inventory by radiography programme leaders and biomedical physics educators would guarantee that all necessary physics elements-of-competence underpinning the safe, effective and economical use of imaging devices are included within radiography curricula. It will also ensure the relevancy of physics content within radiography education. The inventory is designed to be a pragmatic tool for curriculum development across the entire range of radiography education up to doctorate level and irrespective of whether curriculum delivery is discipline-based or integrated, presentation

Health care leader competencies and the relevance of emotional intelligence.

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Weiszbrod, Twila

2015-01-01

As health care leader competencies continue to be refined and emphasized in health care administration educational programs, the "soft skills" of emotional intelligence have often been implied, but not included explicitly. The purpose of this study was to better understand what relationship, if any, could be identified between health care leader competencies and emotional intelligence. A quantitative correlational method of study was used, utilizing self-assessments and 360-degree assessments of both constructs. There were 43 valid participants in the study, representing the various types of health care delivery systems. Correlational analysis suggested there was a positive relationship; for each unit of increase in emotional intelligence, there was a 0.6 increase in overall health care leadership competence. This study did not suggest causation, but instead suggested that including the study and development of emotional intelligence in health care administration programs could have a positive impact on the degree of leader competence in graduates. Some curricula suggestions were provided, and further study was recommended.

Nursing competency standards in primary health care: an integrative review.

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Halcomb, Elizabeth; Stephens, Moira; Bryce, Julianne; Foley, Elizabeth; Ashley, Christine

2016-05-01

This paper reports an integrative review of the literature on nursing competency standards for nurses working in primary health care and, in particular, general practice. Internationally, there is growing emphasis on building a strong primary health care nursing workforce to meet the challenges of rising chronic and complex disease. However, there has been limited emphasis on examining the nursing workforce in this setting. Integrative review. A comprehensive search of relevant electronic databases using keywords (e.g. 'competencies', 'competen*' and 'primary health care', 'general practice' and 'nurs*') was combined with searching of the Internet using the Google scholar search engine. Experts were approached to identify relevant grey literature. Key websites were also searched and the reference lists of retrieved sources were followed up. The search focussed on English language literature published since 2000. Limited published literature reports on competency standards for nurses working in general practice and primary health care. Of the literature that is available, there are differences in the reporting of how the competency standards were developed. A number of common themes were identified across the included competency standards, including clinical practice, communication, professionalism and health promotion. Many competency standards also included teamwork, education, research/evaluation, information technology and the primary health care environment. Given the potential value of competency standards, further work is required to develop and test robust standards that can communicate the skills and knowledge required of nurses working in primary health care settings to policy makers, employers, other health professionals and consumers. Competency standards are important tools for communicating the role of nurses to consumers and other health professionals, as well as defining this role for employers, policy makers and educators. Understanding the content

Cross-curricular goals and raising the relevance of science education

DEFF Research Database (Denmark)

Belova, Nadja; Dittmar, Johanna; Hansson, Lena

2016-01-01

education go beyond single contents and concepts; many challenges are tied to cross-curricular goals. Specifically, when it comes to the societal and vocational relevance of science education, many demands can only be met when we develop corresponding skills across disciplines and grade levels. This chapter...... focuses on a set of such cross-curricular goals from a chemistry education perspective, namely education for sustainability, critical media literacy, innovation competence, vocational orientation, and employability. It relates them to the idea of relevant chemistry and science education. Directions...... for research and curriculum development will be suggested that emerge from taking into account cross-curricular goals on the science curriculum more thoroughly....

BACHELOR OF INFORMATICS COMPETENCE IN PROGRAMMING

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Andrii M. Striuk

2015-04-01

Full Text Available Based on the analysis of approaches to the definition of professional competencies of IT students the competence in programming of bachelor of informatics is proposed. Due to the standard of training in 040302 “Informatics” and Computing Curricula 2001 it was defined the content and structure of the competence in programming of bachelor of informatics. The system of content modules providing its formation was designed. The contribution of regulatory competencies of bachelor of informatics in the formation of competence in programming is defined. The directions of formation of competence in programming in the cloudy-oriented learning environment are proposed.

Moral competency: meta-competence of nursing care

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Zafarnia, Niloofar; Abbaszadeh, Abbas; Borhani, Fariba; Ebadi, Abbas; Nakhaee, Nouzar

2017-01-01

Introduction To follow the progress of technology and increasing domain of nurses’ duties, ethical challenges can be observed more than ever. Therefore, the growing and dynamic system of nursing requires nurses with professional and ethical competence who can provide optimal care. The aim of the present study was to define and explain dimensions of moral competency among the clinical nurses of Iran. Methods This qualitative content analysis study was carried out in the years 2014 and 2015 in Iran. Data were collected through in-depth semistructured interviews and field notes. The resulting data were analyzed by Graneheim and Lundman’s method of conventional content analysis. The participants were 12 clinical nurses who were selected using purposive convenient sampling and continued interviews until data saturation. Results Themes obtained in the present study were posited in three main categories of “moral character,” with subcategories of altruism, search for meaning, be pioneering, perfectionism, self-control, honesty, and forgiveness; “moral care” with subcategories of dignified care, safe care, fair care, and holistic care; and “moral decision-making” with subcategories of moral sensitivity, moral thinking, moral reasoning, and moral courage. Conclusions Findings of the present study suggest that nurses’ moral competency is an adorable character with a wide range that includes moral virtues and character, moral decision-making, and ultimately providing moral care; therefore, moral competency is a meta-competence in the field of nursing. Because there are many competencies in different fields. PMID:28848630

The relationship between competencies acquired through Swiss academic sports science courses and the job requirements.

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Schlesinger, T; Studer, F; Nagel, S

2016-01-01

In view of the changes in and growing variety of sports-related occupations, it is highly relevant for educational institutions to know how well the educational contents of their sport science courses meet the professional requirements. This study analyses the relationship between the competencies acquired through academic sports science courses and the requirements of the relevant jobs in Switzerland. The data for this empirical analysis were drawn from a sample of n = 1054 graduates of different academic sport science programmes at all eight Swiss universities. The results show that academic sport science courses primarily communicate sports-specific expertise and practical sports skills. On the other hand, most graduates consider that the acquisition of interdisciplinary competencies plays a comparatively minor role in sport science education, even though these competencies are felt to be an important requirement in a variety of work-related environments and challenges.

Content validation: clarity/relevance, reliability and internal consistency of enunciative signs of language acquisition.

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Crestani, Anelise Henrich; Moraes, Anaelena Bragança de; Souza, Ana Paula Ramos de

2017-08-10

To analyze the results of the validation of building enunciative signs of language acquisition for children aged 3 to 12 months. The signs were built based on mechanisms of language acquisition in an enunciative perspective and on clinical experience with language disorders. The signs were submitted to judgment of clarity and relevance by a sample of six experts, doctors in linguistic in with knowledge of psycholinguistics and language clinic. In the validation of reliability, two judges/evaluators helped to implement the instruments in videos of 20% of the total sample of mother-infant dyads using the inter-evaluator method. The method known as internal consistency was applied to the total sample, which consisted of 94 mother-infant dyads to the contents of the Phase 1 (3-6 months) and 61 mother-infant dyads to the contents of Phase 2 (7 to 12 months). The data were collected through the analysis of mother-infant interaction based on filming of dyads and application of the parameters to be validated according to the child's age. Data were organized in a spreadsheet and then converted to computer applications for statistical analysis. The judgments of clarity/relevance indicated no modifications to be made in the instruments. The reliability test showed an almost perfect agreement between judges (0.8 ≤ Kappa ≥ 1.0); only the item 2 of Phase 1 showed substantial agreement (0.6 ≤ Kappa ≥ 0.79). The internal consistency for Phase 1 had alpha = 0.84, and Phase 2, alpha = 0.74. This demonstrates the reliability of the instruments. The results suggest adequacy as to content validity of the instruments created for both age groups, demonstrating the relevance of the content of enunciative signs of language acquisition.

Competence in chronic mental illness: the relevance of practical wisdom.

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Widdershoven, Guy A M; Ruissen, Andrea; van Balkom, Anton J L M; Meynen, Gerben

2017-06-01

The concept of competence is central to healthcare because informed consent can only be obtained from a competent patient. The standard approach to competence focuses on cognitive abilities. Several authors have challenged this approach by emphasising the role of emotions and values. Combining cognition, emotion and values, we suggest an approach which is based on the notion of practical wisdom. This focuses on knowledge and on determining what is important in a specific situation and finding a balance between various values, which are enacted in an individual's personal life. Our approach is illustrated by two cases of patients with obsessive-compulsive disorder. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students’ Achievement in Chemistry

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John Lou S. Lucenario

2016-01-01

Full Text Available This study aimed to investigate the effectiveness of Pedagogical Content Knowledge-Guided Lesson Study (PCKLS as an intervention to develop PCK competencies among teachers and consequently enhance student achievement in terms of conceptual understanding and problem-solving skills. Using quasi-experimental design, teacher competencies and student achievement in the PCKLS group and the conventional group were compared. In the PCKLS group, the intervention involved planning the lesson by the research team, teaching the planned lesson while PCK observations were made by the researcher and another teacher from the group, including a feedback meeting, implementing the improvements in the reteach stage of the lesson study cycle by another teacher from the research team, and, finally, revising lesson plans based on the consolidated suggestions for improvement. Analyses of data showed that there was a significant difference in the science teacher competencies of the PCKLS group teacher respondents compared to those of the conventional group. Also, student respondents showed a significant increase on mean scores in terms of conceptual understanding and problem-solving skills. Therefore, it was concluded that PCKLS was an effective method to develop the teachers’ PCK competencies and student achievement in terms of conceptual understanding and problem solving. This study recommends that this intervention be used across chemistry topics and in other science classes such as Biology, Earth and Environmental Science, Physics, and Mathematics.

Mastering Foreign Language Competence of Ecology and Environment Managers for Mining Industry of Kuzbass

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Greenwald, Oksana; Islamov, Roman; Sergeychick, Tatyana

2017-11-01

The necessity to solve nature conservation problems of Kuzbass mining industry demands from postgraduate education institutions to train highly qualified specialists in ecology and environment management. As 21st century education is competence-based one, the article clarifies the concept of competence in education, focuses on key competences, namely foreign language competence and its relevance for specialists in ecology and environment management. Foreign language competence is acquired through the course of "Foreign Language" discipline which covers the following aspects: academic reading, academic writing and public speaking. The article also describes the experience of organizing students' individual work taking into account their motivation and specific conditions of the discipline as well. Thus, both the content of the discipline and the approach to organize students' learning contribute to mastering foreign language competence of ecology and environment managers as inherent condition of their professional efficiency for solving ecological problems of mining industry in Kuzbass region.

Supporting deployed operations: are military nurses gaining the relevant experience from MDHUs to be competent in deployed operations?

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Beaumont, Steven P; Allan, Helen T

2014-01-01

To explore how peacetime employment of military nurses in the UK National Health Service Medical Defence Hospital Units prepares them to be competent to practise in their role on deployment. Military secondary care nurses are employed within UK National Health Service Trusts to gain clinical experience that will be relevant to their military nursing role. A two-stage grounded theory study using mixed methods: postal questionnaire survey and in-depth interviews. In stage one a postal questionnaire was distributed to all serving military nurses. Stage two involved 12 semi-structured interviews. The data from both parts of the study were analysed using grounded theory. Four categories and one core category were identified, which suggested that participants did not feel fully prepared for deployment. Their feelings of preparedness increased with deployment experience and decreased when the nature of injuries seen on deployment changed. Respondents argued that even when unprepared, they did not feel incompetent. The findings suggest that the peacetime clinical experience gained in the National Health Service did not always develop the necessary competencies to carry out roles as military nurses on deployment. This study highlights the unique role of military nurses. We discuss these findings in the light of the literature on competency and expertise. The military nurses in this study did not feel fully prepared for deployed operations. We propose a new model for how military nurses could gain relevant experience from their National Health Service placements. National Health Service clinical placements need to be reassessed regularly to ensure that they are meeting military nurses' clinical requirements. Experiences of nurses returning from deployment could be shared and used as a basis for reflection and learning within National Health Service Trusts and also inform decisions regarding the appropriateness of clinical placements for qualified military nurses. © 2012

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

Science.gov (United States)

Yakovchuk, Olha

2017-01-01

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

Clinical empathy and narrative competence: the relevance of reading talmudic legends as literary fiction.

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Davidson, John H

2015-04-01

The "curative potential" in almost any clinical setting depends on a caregiver establishing and maintaining an empathic connection with patients so as to achieve "narrative competence" in discerning and acting in accord with their preferences and best interests. The "narrative medicine" model of shared "close reading of literature and reflective writing" among clinicians as a means of fostering a capacity for clinical empathy has gained validation with recent empirical studies demonstrating the enhancement of theory of mind (ToM), broadly conceived as empathy, in readers of literary fiction. Talmudic legends, like that of Rabbi Judah's death, are under-appreciated, relevant sources of literary fiction for these efforts. The limitations of narrative medicine are readily counterbalanced by simultaneously practiced attention to traditional bioethical principles, including-especially-beneficence, non-maleficence, and autonomy.

Cross-curricular goals and raising the relevance of science education

DEFF Research Database (Denmark)

Belova, Nadja; Dittmar, Johanna; Hansson, Lena

2017-01-01

‘Relevance’ is one of the most commonly used terms when it comes to reforms in science education. The term is used in manifold ways. It can be understood – among other things – as meeting an interest, fulfilling needs or contributing to intellectual development. Many components of relevant science...... education go beyond single contents and concepts; many challenges are tied to cross-curricular goals. Specifically, when it comes to the societal and vocational relevance of science education, many demands can only be met when we develop corresponding skills across disciplines and grade levels. This chapter...... focuses on a set of such cross-curricular goals from a chemistry education perspective, namely, education for sustainability, critical media literacy, innovation competence, vocational orientation and employability. It relates them to the idea of relevant chemistry and science education. Directions...

Exploring the information and communication technology competence and confidence of nursing students and their perception of its relevance to clinical practice.

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Levett-Jones, Tracy; Kenny, Raelene; Van der Riet, Pamela; Hazelton, Michael; Kable, Ashley; Bourgeois, Sharon; Luxford, Yoni

2009-08-01

This paper profiles a study that explored nursing students' information and communication technology competence and confidence. It presents selected findings that focus on students' attitudes towards information and communication technology as an educational methodology and their perceptions of its relevance to clinical practice. Information and communication technology is integral to contemporary nursing practice. Development of these skills is important to ensure that graduates are 'work ready' and adequately prepared to practice in increasingly technological healthcare environments. This was a mixed methods study. Students (n=971) from three Australian universities were surveyed using an instrument designed specifically for the study, and 24 students participated in focus groups. The focus group data revealed that a number of students were resistant to the use of information and communication technology as an educational methodology and lacked the requisite skills and confidence to engage successfully with this educational approach. Survey results indicated that 26 per cent of students were unsure about the relevance of information and communication technology to clinical practice and only 50 per cent felt 'very confident' using a computer. While the importance of information and communication technology to student's learning and to their preparedness for practice has been established, it is evident that students' motivation is influenced by their level of confidence and competence, and their understanding of the relevance of information and communication technology to their future careers.

DIAGNOSTICS OF POLYCULTURAL COMPETENCE OF FUTURE TEACHERS

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O. G. Smolyaninova

2017-01-01

Full Text Available Introduction. Nowadays, repeatedly increasing migration flows connected with labor international migration and cocurrent frequent ethnic conflicts directly touched upon the education as intolerance to representatives of other cultures is most considerably shown among youth. Taking into account those processes, the problem of teachers’ training capable to cope with their professional duties in the conditions of ethnic and religious variety is brought into focus. Polycultural competence of the professional standard of the teacher is counted as a basic one. At the same time, the components of polycultural education are insufficiently fully and accurately registered in obligatory results of development of the main programs of pedagogical specialties.The aim of the present publication is to discuss the need of subject content changes of teachers’ vocational training at Federal University taking into account the specifics of the multinational regional environment and justification of expediency of regular diagnostics development of polycultural competence among future teachers for dynamics tracking of the planned personal new growths and their timely correction.Methodology and research methods. The research is based on cross-cultural, theoretical and activity-based studies as the most relevant ones for the present stage of professional and pedagogical training. Theoretical and empirical methods of studying of formation of components of poly-cultural competence of students are used; interviewing and questioning of students, methods of quantitative-qualitative and content analysis are applied.Results and scientific novelty. The experience of complex diagnostics of level of polycultural competence of students of pedagogical specialties of the Siberian Federal University is presented (Krasnoyarsk. The analysis of monitoring results served as basis for creation of the model of components formation of this competence which is obligatory for a teacher

Integrating Theory, Content, and Method to Foster Critical Consciousness in Medical Students: A Comprehensive Model for Cultural Competence Training.

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Dao, Diane K; Goss, Adeline L; Hoekzema, Andrew S; Kelly, Lauren A; Logan, Alexander A; Mehta, Sanjiv D; Sandesara, Utpal N; Munyikwa, Michelle R; DeLisser, Horace M

2017-03-01

Many efforts to design introductory "cultural competence" courses for medical students rely on an information delivery (competence) paradigm, which can exoticize patients while obscuring social context, medical culture, and power structures. Other approaches foster a general open-minded orientation, which can remain nebulous without clear grounding principles. Medical educators are increasingly recognizing the limitations of both approaches and calling for strategies that reenvision cultural competence training. Successfully realizing such alternative strategies requires the development of comprehensive models that specify and integrate theoretical frameworks, content, and teaching principles.In this article, the authors present one such model: Introduction to Medicine and Society (IMS), a required cultural competence course launched in 2013 for first-year medical students at the Perelman School of Medicine at the University of Pennsylvania. Building on critical pedagogy, IMS is centered on a novel specification of "critical consciousness" in clinical practice as an orientation to understanding and pragmatic action in three relational domains: internal, interpersonal, and structural. Instead of transmitting discrete "facts" about patient "types," IMS content provokes students to engage with complex questions bridging the three domains. Learning takes place in a small-group space specifically designed to spur transformation toward critical consciousness. After discussing the three key components of the course design and describing a representative session, the authors discuss the IMS model's implications, reception by students and faculty, and potential for expansion. Their early experience suggests the IMS model successfully engages students and prepares future physicians to critically examine experiences, manage interpersonal dynamics, and structurally contextualize patient encounters.

MGIMO Educational Standards: Goal and Contents of Professional Language Training of IR Economics Students

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Alla A. Kizima

2015-01-01

Full Text Available The article gives a methodological analysis of MGIMO-University own education standards and programmes. The relevance of the article is explained by the necessity to define the goals and contents of professional language training of IR economics students at MGIMO-University after a transfer to own education standards. The researcher used competence-based and cultural studies approaches with reference to the didactic principles of accessibility, systematic, consistency, necessity and sufficiency. The author used a set of methods including the method of theoretical analysis, the method of synthesis and systematization, summative method. The article addresses the difference in the training of IR economists and economists in other spheres of economics, underlines the importance of professional language training of IR economics students, analyses the specifics of professional language training of IR economists from the standpoint of competence-based approach by comparing the competences presented in the Federal State Education Standards of Higher Education and MGIMO own education standards. The author gives a definition of goal and contents of professional language training of IR economics students as well as didactic principles of contents choice that define the effectiveness of training. In conclusion the author points out that the contents of professional language training of IR economics students based on MGIMO own education standards are approached as the system of professional knowledge, skills and competence leading to successful intercultural communication.

Effects of Written Peer-Feedback Content and Sender's Competence on Perceptions, Performance, and Mindful Cognitive Processing

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Berndt, Markus; Strijbos, Jan-Willem; Fischer, Frank

2018-01-01

Peer-feedback efficiency might be influenced by the oftentimes voiced concern of students that they perceive their peers' competence to provide feedback as inadequate. Feedback literature also identifies mindful processing of (peer)feedback and (peer)feedback content as important for its efficiency, but lacks systematic investigation. In a 2 × 2…

Sixth Grade Students' Content-Specific Competencies and Challenges in Learning the Seasons Through Modeling

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Sung, Ji Young; Oh, Phil Seok

2017-06-01

Recent science education reform initiatives suggest that learning in science should be organized on the basis of scientists' actual practices including the development and use of models. In line with this, the current study adapted three types of modeling practices to teach two Korean 6th grade science classes the causes of the Earth's seasons. Specifically, the study aimed to identify the students' content-specific competencies and challenges based on fine-grained descriptions and analyses of two target groups' cases. Data included digital recordings of modeling-based science lessons in the two classes, the teacher's and students' artifacts, and interviews with the students. These multiple types of data were analyzed complementarily and qualitatively. It was revealed that the students had a competency in constructing models to generate the desired phenomenon (i.e., seasons). They had difficulty, however, in considering the tilt of the Earth's rotation axis as a cause of the seasons and in finding a proper way of representing the Sun's meridian altitude on a globe. But, when the students were helped and guided by the teacher and peers' interventions, they were able to revise their models in alignment with the scientific understanding of the seasons. Based on these findings, the teacher's pedagogical roles, which include using student competencies as resources, asking physical questions, and explicit guidance on experimentation skills, were recommended to support successful incorporations of modeling practices in the science classroom.

Religious literacy in the system of cultural competencies in the training of law students

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Nikolsky Evgeny Vladimirovich

2015-12-01

Full Text Available The article provides a clear definition of general cultural competence of the future specialist, it is shown that they represent a social expectation of the fact that a graduate student entering into the social life, shares the values that prevail in this society: high moral characteristics and values of humanism, has a common language, legal culture. In this context, religious literacy is considered, in the presentation we prove that it is an organic part of the composition of the general cultural competences, complements and reveals their content. The article specifically states that religious education is a necessary and relevant part in the socialization of young people.

Viewpoint: Cultural competence and the African American experience with health care: The case for specific content in cross-cultural education.

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Eiser, Arnold R; Ellis, Glenn

2007-02-01

Achieving cultural competence in the care of a patient who is a member of an ethnic or racial minority is a multifaceted project involving specific cultural knowledge as well as more general skills and attitude adjustments to advance cross-cultural communication in the clinical encounter. Using the important example of the African American patient, the authors examine relevant historical and cultural information as it relates to providing culturally competent health care. The authors identify key influences, including the legacy of slavery, Jim Crow discrimination, the Tuskegee syphilis study, religion's interaction with health care, the use of home remedies, distrust, racial concordance and discordance, and health literacy. The authors propose that the awareness of specific information pertaining to ethnicity and race enhances cross-cultural communication and ways to improve the cultural competence of physicians and other health care providers by providing a historical and social context for illness in another culture. Cultural education, modular in nature, can be geared to the specific populations served by groups of physicians and provider organizations. Educational methods should include both information about relevant social group history as well as some experiential component to emotively communicate particular cultural needs. The authors describe particular techniques that help bridge the cross-cultural clinical communication gaps that are created by patients' mistrust, lack of cultural understanding, differing paradigms for illness, and health illiteracy.

Facets of the Fundamental Content Dimensions: Agency with Competence and Assertiveness?Communion with Warmth and Morality

OpenAIRE

Abele, Andrea E.; Hauke, Nicole; Peters, Kim; Louvet, Eva; Szymkow, Aleksandra; Duan, Yanping

2016-01-01

Agency (A) and communion (C) are fundamental content dimensions. We propose a facet-model that differentiates A into assertiveness (AA) and competence (AC) and C into warmth (CW) and morality (CM). We tested the model in a cross-cultural study by comparing data from Asia, Australia, Europe, and the USA (overall N = 1.808). Exploratory and confirmatory factor analyses supported our model. Both the two-factor model and the four-factor model showed good fit indices across countries. Participants...

Pedagogical Conditions of Formation of Professional Competence of Future Music Teachers on the Basis of an Interdisciplinary Approach

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Gromova, Chulpan R.; Saitova, Lira R.

2016-01-01

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…

SPECIFICITIES OF COMPETENCY APPROACH IMPLEMENTATION: UKRAINIAN AND EUROPEAN EXPERIENCE

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Oksana V. Ovcharuk

2010-08-01

Full Text Available The article deals with the problems of competency approach implementation to the process of education content formation. The comparative analysis of European and Ukrainian experience of key competencies list discussion has done. Ukrainian perspectives of the competency approach integration to the content of education curricula are revealed.

Description of pedagogical content knowledge (PCK) and content knowledge on Muhammadiyah Semarang University's preservice teacher

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Astuti, Andari Puji; Wijayatiningsih, Testiana Deni; Azis, Abdul; Sumarti, Sri Susilogati; Barati, Dwi Anggani Linggar

2017-12-01

One of the competencies of teachers to be mastered under the constitution is pedagogic competence. This study aims to provide an overview of the pedagogic competence of Preservice teachers through the mastery of Pedagogical Content Knowledge (PCK) and Content knowledge (CK). The research method used is descriptive qualitative, with data retrieval technique through essay tests, questionnaire and interview. The results showed that of the five PCK indicators, only knowledge of learning strategies to teach chemistry already in high category. For Content Knowledge of preservice teachers are in the middle category for indicators of knowledge of disciplinary content, whereas knowledge that alternative frameworks for thinking about the content exist and the knowledge of the relationship between big ideas and the supporting ideas in a content area is in the fair category.

MememxGATE: Unearthing Latent Content Features for Improved Search and Relevancy Ranking Across Scientific Literature

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Wilson, B. D.; McGibbney, L. J.; Mattmann, C. A.; Ramirez, P.; Joyce, M.; Whitehall, K. D.

2015-12-01

Quantifying scientific relevancy is of increasing importance to NASA and the research community. Scientific relevancy may be defined by mapping the impacts of a particular NASA mission, instrument, and/or retrieved variables to disciplines such as climate predictions, natural hazards detection and mitigation processes, education, and scientific discoveries. Related to relevancy, is the ability to expose data with similar attributes. This in turn depends upon the ability for us to extract latent, implicit document features from scientific data and resources and make them explicit, accessible and useable for search activities amongst others. This paper presents MemexGATE; a server side application, command line interface and computing environment for running large scale metadata extraction, general architecture text engineering, document classification and indexing tasks over document resources such as social media streams, scientific literature archives, legal documentation, etc. This work builds on existing experiences using MemexGATE (funded, developed and validated through the DARPA Memex Progrjam PI Mattmann) for extracting and leveraging latent content features from document resources within the Materials Research domain. We extend the software functionality capability to the domain of scientific literature with emphasis on the expansion of gazetteer lists, named entity rules, natural language construct labeling (e.g. synonym, antonym, hyponym, etc.) efforts to enable extraction of latent content features from data hosted by wide variety of scientific literature vendors (AGU Meeting Abstract Database, Springer, Wiley Online, Elsevier, etc.) hosting earth science literature. Such literature makes both implicit and explicit references to NASA datasets and relationships between such concepts stored across EOSDIS DAAC's hence we envisage that a significant part of this effort will also include development and understanding of relevancy signals which can ultimately

Management and leadership competence in hospitals: a systematic literature review.

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Pihlainen, Vuokko; Kivinen, Tuula; Lammintakanen, Johanna

2016-01-01

Purpose - The purpose of this study is to describe the characteristics of management and leadership competence of health-care leaders and managers, especially in the hospital environment. Health-care leaders and managers in this study were both nursing and physician managers. Competence was assessed by evaluating the knowledge, skills, attitudes and abilities that enable management and leadership tasks. Design/methodology/approach - A systematic literature review was performed to find articles that identify and describe the characteristics of management and leadership competence. Searches of electronic databases were conducted using set criteria for article selection. Altogether, 13 papers underwent an inductive content analysis. Findings - The characteristics of management and leadership competence were categorized into the following groups: health-care-context-related, operational and general. Research limitations/implications - One limitation of the study is that only 13 articles were found in the literature regarding the characteristics of management and leadership competence. However, the search terms were relevant, and the search process was endorsed by an information specialist. The study findings imply the need to shift away from the individual approach to leadership and management competence. Management and leadership need to be assessed more frequently from a holistic perspective, and not merely on the basis of position in the organizational hierarchy or of profession in health care. Originality/value - The authors' evaluation of the characteristics of management and leadership competence without a concentrated profession-based approach is original.

Developing an integrated career and competency framework for diabetes nursing.

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Davis, Ruth; Turner, Eileen; Hicks, Deborah; Tipson, Margaret

2008-01-01

To describe the development of an integrated career and competency framework for diabetes nursing. The UK Nursing and Midwifery Council provides a definition of competence, but the terminology used in relation to the subject is often ambiguous and confusing. These concepts are explored in relation to nursing practice and the different approaches to competency framework development are described. To work alongside the Royal College of Nursing (RCN) and Skills for Health competency initiatives, a Diabetes Nursing Strategy Group representing nurses working in diabetes care was formed to oversee the development of an integrated career and competency framework for diabetes nursing. At the outset, the design was guided by the RCN Practice Development Team and employed qualitative methodology including the modified Delphi and nominal group technique. A purposive sample of nurses representing all sectors and grades of staff involved in diabetes care was invited to workshops to undertake a values clarification exercise. Content analysis was performed to identify themes. Further workshops identified areas of specialist practice and competence statements were developed and refined in a series of consultations. Competence statements for a range of diabetes-related areas were produced for nurses at the levels of unregistered practitioners, competent nurses, experience/proficient nurses, senior practitioners/expert nurses and consultant nurses. The description of the process of developing of the integrated career and competency framework should help other groups going through the same process. Relevance to clinical practice. In addition to helping groups identify a formula for the development of a competency framework, the framework itself is designed to provide a basis for educational programmes, personal career development and a tool for managers managing career progression within diabetes nursing.

Evaluating Adult’s Competency: Application of the Competency Assessment Process

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Dominique Giroux

2015-01-01

Full Text Available Competency assessment of adults with cognitive impairment or mental illness is a complex process that can have significant consequences for their rights. Some models put forth in the scientific literature have been proposed to guide health and social service professionals with this assessment process, but none of these appear to be complete. A new model, the Competency Assessment Process (CAP, was presented and validated in other studies. This paper adds to this corpus by presenting both the CAP model and the results of a survey given to health and social service professionals on its practical application in their clinical practice. The survey was administered to 35 participants trained in assessing competency following the CAP model. The results show that 40% of participants use the CAP to guide their assessment and the majority of those who do not yet use it plan to do so in the future. A large majority of participants consider this to be a relevant model and believe that all interdisciplinary teams should use it. These results support the relevance of the CAP model. Further research is planned to continue the study of the application of CAP in healthcare facilities.

Social competence and competency model as a field of scientific and practical interest

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E. G. Ksenofontova

2014-01-01

Full Text Available The article examines the history of the use of the term “competence” and related terms in sociology, linguistics, pedagogy and practice of human resource management to identify the area of “sociology of competence”. Discussion points of the terms interpretations of the semantic sphere of “competence/competency” are considered by experts from different countries. On this basis, we propose a Universal competence-model that enables diverse professionals to work out a “common language” to contemporary social practices for discussing the relevant issues of competence assessment and development.

Do we need a threshold conception of competence?

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den Hartogh, Govert

2016-03-01

On the standard view we assess a person's competence by considering her relevant abilities without reference to the actual decision she is about to make. If she is deemed to satisfy certain threshold conditions of competence, it is still an open question whether her decision could ever be overruled on account of its harmful consequences for her ('hard paternalism'). In practice, however, one normally uses a variable, risk dependent conception of competence, which really means that in considering whether or not to respect a person's decision-making authority we weigh her decision on several relevant dimensions at the same time: its harmful consequences, its importance in terms of the person's own relevant values, the infringement of her autonomy involved in overruling it, and her decision-making abilities. I argue that we should openly recognize the multi-dimensional nature of this judgment. This implies rejecting both the threshold conception of competence and the categorical distinction between hard and soft paternalism.

Unleashing Natural Competence in Lactococcus lactis by Induction of the Competence Regulator ComX

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Mulder, Joyce; Wels, Michiel; Kuipers, Oscar P.; Bron, Peter A.

2017-01-01

ABSTRACT In biotechnological workhorses like Streptococcus thermophilus and Bacillus subtilis, natural competence can be induced, which facilitates genetic manipulation of these microbes. However, in strains of the important dairy starter Lactococcus lactis, natural competence has not been established to date. However, in silico analysis of the complete genome sequences of 43 L. lactis strains revealed complete late competence gene sets in 2 L. lactis subsp. cremoris strains (KW2 and KW10) and at least 10 L. lactis subsp. lactis strains, including the model strain IL1403 and the plant-derived strain KF147. The remainder of the strains, including all dairy isolates, displayed genomic decay in one or more of the late competence genes. Nisin-controlled expression of the competence regulator comX in L. lactis subsp. lactis KF147 resulted in the induction of expression of the canonical competence regulon and elicited a state of natural competence in this strain. In contrast, comX expression in L. lactis NZ9000, which was predicted to encode an incomplete competence gene set, failed to induce natural competence. Moreover, mutagenesis of the comEA-EC operon in strain KF147 abolished the comX-driven natural competence, underlining the involvement of the competence machinery. Finally, introduction of nisin-inducible comX expression into nisRK-harboring derivatives of strains IL1403 and KW2 allowed the induction of natural competence in these strains also, expanding this phenotype to other L. lactis strains of both subspecies. IMPORTANCE Specific bacterial species are able to enter a state of natural competence in which DNA is taken up from the environment, allowing the introduction of novel traits. Strains of the species Lactococcus lactis are very important starter cultures for the fermentation of milk in the cheese production process, where these bacteria contribute to the flavor and texture of the end product. The activation of natural competence in this industrially

Giving Context to the Physician Competency Reference Set: Adapting to the Needs of Diverse Populations

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Eckstrand, Kristen L.; Potter, Jennifer; Bayer, Carey Roth; Englander, Robert

2016-01-01

Delineating the requisite competencies of a 21st-century physician is the first step in the paradigm shift to competency-based medical education. Over the past two decades, more than 150 lists of competencies have emerged. In a synthesis of these lists, the Physician Competency Reference Set (PCRS) provided a unifying framework of competencies that define the general physician. The PCRS is not context or population specific; however, competently caring for certain underrepresented populations or specific medical conditions can require more specific context. Previously developed competency lists describing care for these populations have been disconnected from an overarching competency framework, limiting their uptake. To address this gap, the Association of American Medical Colleges Advisory Committee on Sexual Orientation, Gender Identity, and Sex Development adapted the PCRS by adding context- and content-specific qualifying statements to existing PCRS competencies to better meet the needs of diverse patient populations. This Article describes the committee’s process in developing these qualifiers of competence. To facilitate widespread adoption of the contextualized competencies in U.S. medical schools, the committee used an established competency framework to develop qualifiers of competence to improve the health of individuals who are lesbian, gay, bisexual, transgender; gender nonconforming; or born with differences in sexual development. This process can be applied to other underrepresented populations or medical conditions, ensuring that relevant topics are included in medical education and, ultimately, health care outcomes are improved for all patients inclusive of diversity, background, and ability. PMID:26796092

Design and validation of a questionnaire on nursing competence in the notification of medication incidents.

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Salcedo-Diego, Isabel; de Andrés-Gimeno, Begoña; Ruiz-Antorán, Belén; Layunta, Rocío; Serrano-Gallardo, Pilar

To design and perform a face and content validation of a questionnaire to measure the competence of hospital RN to report medication incidents. Content and face questionnaire validation descriptive study. A review of the literature was performed for the creation of ítems. A panel of six experts assessed the relevance of the inclusion of each ítem in the questionnaire by calculating the position index; ítems with position index >0.70 were selected. The questionnaire was piloted by 59 RN. Finally, a meeting was convened with experts, in order to reduce the length of the piloted questionnaire through review, discussion and decision by consensus on each item. From the literature review, a battery of 151 ítems grouped into three elements of competence: attitudes, knowledge and skills was created. 52.9% (n=80) of the ítems received a position index > 0.70. The response rate in the pilot study was 40.65%. The median time to complete the questionnaire was 23:35minutes. After reduction by the experts, the final questionnaire comprised 45 ítems grouped into 32 questions. The NORMA questionnaire, designed to explore the competence of hospital RN to report medication incidents, has adequate face and content validity and is easy to administer, enabling its institutional implementation. Copyright © 2017 Elsevier España, S.L.U. All rights reserved.

The Most Relevant Labour Market Competencies for Employers and their Assessment by Students

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Varga Erika

2016-05-01

Full Text Available Our paper is aimed at examining what principal business competencies (can enhance the success and competitiveness of employees according to the employers and we also wish to explore what personality traits have a decisive effect on the decision-making mechanism in taking on new staff. At present employers can make selection from a lot of fresh graduates in economics so for them it is essential to know the competencies by which they are classified and ranked by the employers. However, it is also important to bear in mind from which aspects their opinion meet the employers′ expectations. Based on surveying the employers′ expectations, the required competencies play a vital role in the hiring process and they are mainly acquired in practical trainings. An answer is also sought to the question of how the rank order of competencies have been changed, how their role was appreciated and reevaluated and what skills and abilities are no longer or only to a slight extent necessary for success in the labour market vs. the ones that were not required previously but have become indispensable these days. One of our further objectives was to create and test a competency structure tailored to the current Hungarian labour market situation and specialities on the basis of the professional literature.

Comparative Analysis of Ukrainian and Foreign Scholars′ Views On Interpretation of Such Terms as Competency, Professional Competency, Professional Competency of Technicians in Food Technology

OpenAIRE

Yakovchuk Olha

2017-01-01

The article deals with a comparative analysis of the content of such terms as competency, competence and professional competency of technicians in food technology. Special attention has been given to domestic and foreign scholars′ research findings on the matter in order to consider the genesis of the term “competency” and its spreading within Ukrainian and foreign pedagogy. Based on the comparison of European standards and the educational and qualification-based specification of technicians ...

TRAINING OF E-LEARNING MANAGERS: COMPETENCY APPROACH

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Nataliia V. Morze

2017-09-01

Full Text Available The article analyzes the competencies necessary for the successful professional activity of e-learning managers. The content of the professional qualification "e-learning manager" is revealed. The model of competency system of the e-learning manager is offered. The model, which defines the content, forms, methods and means of training, tools and indicators for assessing the results of training e-learning managers by levels, is substantiated. Examples of competency tasks for forming of professional competencies in innovative teaching methods and technologies, Web 2.0 services, e-learning expertise, e-environment design, IT infrastructure management, and the development of Soft skills are presented. It is proposed to solve the problem of training specialists who will be able not only to use ICT in educational activities, but also to master the competencies of e-learning management.

Digital Content: Making Learning Relevant

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Levin, Douglas A.

2011-01-01

Approximately 15 states are changing their policies to give school districts more flexibility in acquiring content. They have changed laws or policies or have bills pending in state legislatures to redefine "textbooks". Most of those changes are similar to the approach Indiana took in its new law: a "textbook" is not only a…

Students Explaining Science—Assessment of Science Communication Competence

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Kulgemeyer, Christoph; Schecker, Horst

2013-12-01

Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is based on an expert-novice dialog: an older student (explainer, expert) explains a physics phenomenon to a younger peer (addressee, novice) in a controlled test setting. The explanations are video-recorded and analysed by qualitative content analysis. The method was applied in a study with 46 secondary school students as explainers. Our aims were (a) to evaluate whether our model covers the relevant features of SCC, (b) to validate the assessment method and (c) to find characteristics of addressee-adequate explanations. A performance index was calculated to quantify the explainers' levels of competence on an ordinal scale. We present qualitative and quantitative evidence that the index is adequate for assessment purposes. It correlates with results from a written SCC test and a perspective taking test (convergent validity). Addressee-adequate explanations can be characterized by use of graphical representations and deliberate switches between scientific and everyday language.

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

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Story, Lachel; To, Yen M

2016-05-01

Health care and academic systems are increasingly collaborating with community health advisors (CHAs) to provide culturally relevant health interventions that promote sustained community transformation. Little attention has been placed on CHA training evaluation, including core competency attainment. This study identified common CHA core competencies, generated a theoretically based measure of those competencies, and explored psychometric properties of that measure. A concept synthesis revealed five CHA core competencies (leadership, translation, guidance, advocacy, and caring). The CHA Core Competency Retrospective Pretest/Posttest (CCCRP) resulted from that synthesis, which was administered using multiple approaches to individuals who previously received CHA training (N= 142). Exploratory factor analyses revealed a two-factor structure underlying the posttraining data, and Cronbach's alpha indicated high internal consistency. This study suggested some CHA core competencies might be more interrelated than previously thought, and two major competencies exist rather than five and supported the CCCRP's use to evaluate core competency attainment resulting from training. © The Author(s) 2014.

Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge

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Yerdelen-Damar, Sevda; Boz, Yezdan; Aydın-Günbatar, Sevgi

2017-08-01

This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 females, 198 males) from 7 colleges in Turkey. The proposed model based on educational technology literature was tested using structural equation modeling. The model testing results revealed that preservice teachers' technology competencies and experiences mediated the relation of technology ownership to their TPACK self efficacy beliefs. The direct relation of their possession of technology to their TPACK self efficacy beliefs was insignificant while the indirect relation through their technology competencies and experiences was significant. The results also indicated there were significant direct effects of preservice teachers' attitudes towards technology use, technology competencies, and experiences on their TPACK self efficacy beliefs.

Evaluation and development of digital competence in future primary school teachers at the University of Murcia

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Isabel Gutiérrez Porlán

2016-01-01

Full Text Available This paper presents the findings of a study carried out in the academic year 2014-2015 at the faculty of Education of the University of Murcia with first year degree students in Primary Education studying Research and ICT. The study started with the application of the DIGCOM questionnaire to analyze the digital competences of 134 students. The questionnaire served as an initial task to help students reflect on their digital competences. The subject was developed around tasks which adopted a transversal approach and used the nature of the contents itself to direct and improve students’ digital competencies. Finally, the initial questionnaire was reformulated and run in order to ascertain the students’ self-perception of their improvement in these competencies through the tasks they had performed. Below we present the tasks carried out, the organization of each subject and the most relevant data regarding the self-perception of digital competencies of the future primary school teachers enrolled at the University of Murcia. The data reveal, on the one hand, that the students participating consider themselves to be competent in the most basic aspects of digital competencies and, on the other, their perception that the work done in the subject has helped them quite a lot in improving their competencies.

Competence, competency-based education, and undergraduate dental education: a discussion paper.

Science.gov (United States)

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

2018-02-01

The aim of undergraduate dental education is to provide competent dentists to serve societal needs and improve population oral healthcare. Competency-based education has influenced the development of dental education for decades but this term is problematic. This article explores components of competency-based undergraduate health professional education in order to help the dental profession have a better understanding of the context and purposes of undergraduate dental education. This is a discussion paper based on a wide reading of the literature on the education of health professionals with a specific focus on competency-based undergraduate education. Competence comprises an integration of knowledge, skills and attitudes indicating a capability to perform professional tasks safely and ethically. The process of becoming a competent practitioner is complex. Four characteristics of competency-based education are: curriculum components and content shaped by societal needs; focused on student-centred learning; learning achievement; and limited attention to time-based training and numerical targets. Alongside a competency-based approach, undergraduate dental education can be influenced by institutional features and external factors but these receive little consideration in the literature. Understanding competence, competency-based education, and institutional and external factors will help to improve educational quality, define roles and professional development for the dental educator, and inform further research. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Estimating alcohol content of traditional brew in Western Kenya using culturally relevant methods: the case for cost over volume.

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Papas, Rebecca K; Sidle, John E; Wamalwa, Emmanuel S; Okumu, Thomas O; Bryant, Kendall L; Goulet, Joseph L; Maisto, Stephen A; Braithwaite, R Scott; Justice, Amy C

2010-08-01

Traditional homemade brew is believed to represent the highest proportion of alcohol use in sub-Saharan Africa. In Eldoret, Kenya, two types of brew are common: chang'aa, spirits, and busaa, maize beer. Local residents refer to the amount of brew consumed by the amount of money spent, suggesting a culturally relevant estimation method. The purposes of this study were to analyze ethanol content of chang'aa and busaa; and to compare two methods of alcohol estimation: use by cost, and use by volume, the latter the current international standard. Laboratory results showed mean ethanol content was 34% (SD = 14%) for chang'aa and 4% (SD = 1%) for busaa. Standard drink unit equivalents for chang'aa and busaa, respectively, were 2 and 1.3 (US) and 3.5 and 2.3 (Great Britain). Using a computational approach, both methods demonstrated comparable results. We conclude that cost estimation of alcohol content is more culturally relevant and does not differ in accuracy from the international standard.

Multisociety task force recommendations of competencies in Pulmonary and Critical Care Medicine.

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Buckley, John D; Addrizzo-Harris, Doreen J; Clay, Alison S; Curtis, J Randall; Kotloff, Robert M; Lorin, Scott M; Murin, Susan; Sessler, Curtis N; Rogers, Paul L; Rosen, Mark J; Spevetz, Antoinette; King, Talmadge E; Malhotra, Atul; Parsons, Polly E

2009-08-15

Numerous accrediting organizations are calling for competency-based medical education that would help define specific specialties and serve as a foundation for ongoing assessment throughout a practitioner's career. Pulmonary Medicine and Critical Care Medicine are two distinct subspecialties, yet many individual physicians have expertise in both because of overlapping content. Establishing specific competencies for these subspecialties identifies educational goals for trainees and guides practitioners through their lifelong learning. To define specific competencies for graduates of fellowships in Pulmonary Medicine and Internal Medicine-based Critical Care. A Task Force composed of representatives from key stakeholder societies convened to identify and define specific competencies for both disciplines. Beginning with a detailed list of existing competencies from diverse sources, the Task Force categorized each item into one of six core competency headings. Each individual item was reviewed by committee members individually, in group meetings, and conference calls. Nominal group methods were used for most items to retain the views and opinions of the minority perspective. Controversial items underwent additional whole group discussions with iterative modified-Delphi techniques. Consensus was ultimately determined by a simple majority vote. The Task Force identified and defined 327 specific competencies for Internal Medicine-based Critical Care and 276 for Pulmonary Medicine, each with a designation as either: (1) relevant, but competency is not essential or (2) competency essential to the specialty. Specific competencies in Pulmonary and Critical Care Medicine can be identified and defined using a multisociety collaborative approach. These recommendations serve as a starting point and set the stage for future modification to facilitate maximum quality of care as the specialties evolve.

The Relevance of Vocational High School Curriculum with the Requirement of the Heavy Equipment Industries

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Asfiyanur, E. P.; Sumardi, K.; Rahayu, Y.; Putra, R. C.

2018-02-01

This study aims to determine the relevance of competencies developed by vocational high schools with the needs of workers in the industrial world. This is to answer the statement from the world of industry that the competencies possessed by vocational secondary education graduates are not in accordance with industry standards. This research is a qualitative research conducted by collecting data, presenting accurate and objective information. Respondents of this research are industrial institutions in the field of heavy equipment, vocational education institutions and government agencies in charge of manpower. Selection of informants / sources of information used is purposive sample technique, which aims to give consideration to select informants who meet the criteria in providing accurate information. The results of this study provide insight and input to vocational secondary education managers about various information in developing vocational secondary education curriculum, major issues include curriculum content relevance, technological advances in the heavy equipment industry, updating of school facilities and collaboration between educational institutions and labor institutions and the industrial world in the development of vocational secondary education.

The role of logistics competences in the fashion business

OpenAIRE

V. Belvedere

2005-01-01

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

A survey of pharmacists' perception of foundation level competencies in African countries.

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Udoh, Arit; Bruno, Andreia; Bates, Ian

2018-04-02

Evidence from published literature in pharmacy practice research demonstrate that the use of competency frameworks alongside standards of practice facilitate improvement in professional performance and aid expertise development. The aim of this study was to evaluate pharmacists' perception of relevance to practice of the competencies and behaviours contained in the FIP Global Competency Framework (GbCF v1). The overall objective of the study was to assess the validity of the GbCF v1 framework in selected countries in Africa. A cross-sectional survey of pharmacists practicing in 14 countries in Africa was conducted between November 2012 and December 2014. A combination of purposive and snowball sampling method was used. Data was analysed using SPSS v22. A total of 469 pharmacists completed the survey questionnaire. The majority (91%) of the respondents were from four countries: Ghana, Kenya, Nigeria and South Africa. The study results showed broad agreement on relevance to practice for 90% of the behaviours contained in the GbCF v1 framework. Observed disagreement was associated with area of pharmacy practice and the corresponding patient facing involvement (p ≤ 0.05). In general, the competencies within the 'pharmaceutical care' and 'pharmaceutical public health' clusters received higher weighting on relevance compared to the research-related competencies which had the lowest. Specific inter-country variability on weighting of relevance was observed in five behaviours in the framework although, this was due to disparity in 'degree of relevance' that was related to sample composition in the respective countries. The competencies contained in the GbCF v1 are relevant to pharmacy practice in the study population; however, there are some emergent differences between the African countries surveyed. Overall, the findings provide preliminary evidence that was previously lacking on the relevance of the GbCF v1 competencies to pharmacy practice in the countries

Web-Scale Discovery Services Retrieve Relevant Results in Health Sciences Topics Including MEDLINE Content

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Elizabeth Margaret Stovold

2017-06-01

Full Text Available A Review of: Hanneke, R., & O’Brien, K. K. (2016. Comparison of three web-scale discovery services for health sciences research. Journal of the Medical Library Association, 104(2, 109-117. http://dx.doi.org/10.3163/1536-5050.104.2.004 Abstract Objective – To compare the results of health sciences search queries in three web-scale discovery (WSD services for relevance, duplicate detection, and retrieval of MEDLINE content. Design – Comparative evaluation and bibliometric study. Setting – Six university libraries in the United States of America. Subjects – Three commercial WSD services: Primo, Summon, and EBSCO Discovery Service (EDS. Methods – The authors collected data at six universities, including their own. They tested each of the three WSDs at two data collection sites. However, since one of the sites was using a legacy version of Summon that was due to be upgraded, data collected for Summon at this site were considered obsolete and excluded from the analysis. The authors generated three questions for each of six major health disciplines, then designed simple keyword searches to mimic typical student search behaviours. They captured the first 20 results from each query run at each test site, to represent the first “page” of results, giving a total of 2,086 total search results. These were independently assessed for relevance to the topic. Authors resolved disagreements by discussion, and calculated a kappa inter-observer score. They retained duplicate records within the results so that the duplicate detection by the WSDs could be compared. They assessed MEDLINE coverage by the WSDs in several ways. Using precise strategies to generate a relevant set of articles, they conducted one search from each of the six disciplines in PubMed so that they could compare retrieval of MEDLINE content. These results were cross-checked against the first 20 results from the corresponding query in the WSDs. To aid investigation of overall

Analysis of the Relevance of Information Content of the Value Added Statement in the Brazilian Capital Markets

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Márcio André Veras Machado

2015-04-01

Full Text Available The usefulness of financial statements depends, fundamentally, on the degree of relevance of the information they disclose to users. Thus, studies that measure the relevance of accounting information to the users of financial statements are of some importance. One line of research within this subject is in ascertaining the relevance and importance of accounting information for the capital markets: if a particular item of accounting information is minimally reflected in the price of a share, it is because this information has relevance, at least at a certain level of significance, for investors and analysts of the capital markets. This present study aims to analyze the relevance, in the Brazilian capital markets, of the information content of the Value Added Statement (or VAS - referred to in Brazil as the Demonstração do Valor Adicionado, or DVA. It analyzed the ratio between stock price and Wealth created per share (WCPS, using linear regressions, for the period 2005-2011, for non-financial listed companies included in Melhores & Maiores ('Biggest & Best', an annual listing published by Exame Magazine in Brazil. As a secondary objective, this article seeks to establish whether WCPS represents a better indication of a company's result than Net profit per share (in this study, referred to as NPPS. The empirical evidence that was found supports the concept that the VAS has relevant information content, because it shows a capacity to explain a variation in the share price of the companies studied. Additionally, the relationship between WCPS and the stock price was shown to be significant, even after the inclusion of the control variables Stockholders' equity per share (which we abbreviate in this study to SEPS and NPPS. Finally, the evidence found indicates that the market reacts more to WCPS (Wealth created per share than to NPPS. Thus, the results obtained give some indication that, for the Brazilian capital markets, WCPS may be a better proxy

Competence: the categorical apparatus of higher pharmaceutical education

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I. M. Alyeksyeyeva

2017-04-01

Full Text Available Despite the institutional importance of the law on higher education legal category of “qualification”, as a result of a formal assessment and recognition of education, it should be also noted that in its articulation of the Law of Ukraine “On higher education” is not the ultimate/exhaustive, and referential. Purpose – to study the content of this category, as well as for its full and deep understanding, and also the elucidation of additional interpretations of the concept of competence, which generally indicates the content of the qualification. Materials and methods. To achieve the purpose of the study, the following basic methods have been used: bibliographic, linguistic, legal and content-rather-legal. In particular, the regulatory definition of “competence” of the modern professional and their role in higher education have been analyzed, and it has been proved that general definition of competence – is an integrated readiness/professional capacity for holistic efforts to solve practical problems of the corresponding qualification level (in the work, education or personal development. Results. The study is further proof of the importance of finding the essence and content of competence as a criterion of quality education for the training of future medical and pharmaceutical workers. It was emphasized that the general encyclopedic sources and national regulations and international official documents contain the interpretation of the definitions of “competence/competence/competence/competent” in two planes, namely professional, like a circle of powers (rights and obligations, legal entities and individuals; and the academic/educational, as the availability of knowledge and experience to anyone, with anything awareness. Conclusions. The study proved that the competence is a central element of the definition of “qualification” that determines its contents – formal criteria (knowledge, abilities, skills, ways of thinking

[Perspectives on patient competence in psychiatry: cognitive functions, emotions and values].

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Ruissen, A; Meynen, G; Widdershoven, G A M

2011-01-01

Informed consent, a central concept in the doctor-patient relationship, is only valid if it is given by a competent patient. To review the literature on competence or decision-making capacity in psychiatry. We studied the international literature and relevant Dutch material such as health acts and medical guidelines. We found a consensus in the literature about the assessment criteria and the basic principles, but we did not find any consensus about the exact definition of competence. We review a number of perspectives on competence. The conceptualisations of competence, particularly in the field of psychiatry, are still being debated. The best known clinical tool to assess patients’ capacities to make treatment decisions is the MacArthur Competence Assessment Tool (MacCAT). There are three perspectives on competence: a cognitive perspective, a perspective concerning emotions and a perspective relating to values. Further research is needed in order to make the conceptual debate on competence relevant to psychiatric practice.

The Relevance of Working Critical and Safe Internet Use in the School as a Key to Strengthen Digital Competence

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Rakel GAMITO GOMEZ

2017-12-01

Full Text Available Information and Communication Technologies (ICT and the Internet have become indispensable means for the daily life of almost sectors of the population. Likewise, digital development has had a great impact on the younger population and, due to the frequent and continuous use of ICT, children are exposed daily to the multiple risks that exist in the network. This work has collected data, answers, attitudes and perceptions about the habits of use of ICT, the risks of the internet and the relevance of working this topic in the school. For this purpose, a training action has been designed and implemented with fifth year grade Primary Education students. The results have corroborated that the use of ICT and Internet connectivity are part of the day-to-day life of the adolescent population but they lack the necessary maturity to deal with the conflicting situations that they will have to face in the network. At the same time, the students have valued positively the formative action and that confirm the relevance of working on security aspects related to digital competence in the school.

The Taxonomy for Learning, Teaching and Assessing: Current Practices at Polytechnics in Bangladesh and its Effects in Developing Students' Competences

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Faruque A. Haolader

2015-09-01

Full Text Available Polytechnics in Bangladesh endeavour to produce quality graduates for national and international job markets. The quality of graduates depends on several factors. This study examines the implementation process of the polytechnic curriculum with the objectives of determining the current level of practices in learn-ing/teaching material design, in delivering curriculum content, in assessing students and its effect on students' competence development. Data was collected through observation, opinion survey and competence test. Qualitative and quantitative methodologies were used for data interpretation and analysis in this descriptive type of research study. Findings revealed that the learning materials are mainly theory oriented and mostly cover those contents usually common in exams. About half of teachers are aware of the taxonomy for learning, teaching and assessing, but they rarely put importance on it. In the classroom, teachers spend only a little time for delivering content at the level of apply/analyse. However, a significant number of tasks performed in labs are practical and occupation relevant and can be classified at higher levels of the taxonomy. In student assessment, the test-items assess mainly theoretical knowledge at the level of remember. The effect of these practices is reflected in demonstrating student performance in a competence test. The study concludes with some recommendations.

Relevant Subspace Clustering

DEFF Research Database (Denmark)

Müller, Emmanuel; Assent, Ira; Günnemann, Stephan

2009-01-01

Subspace clustering aims at detecting clusters in any subspace projection of a high dimensional space. As the number of possible subspace projections is exponential in the number of dimensions, the result is often tremendously large. Recent approaches fail to reduce results to relevant subspace...... clusters. Their results are typically highly redundant, i.e. many clusters are detected multiple times in several projections. In this work, we propose a novel model for relevant subspace clustering (RESCU). We present a global optimization which detects the most interesting non-redundant subspace clusters...... achieves top clustering quality while competing approaches show greatly varying performance....

A Delphi Study and Initial Validation of Counselor Supervision Competencies

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Neuer Colburn, Anita A.; Grothaus, Tim; Hays, Danica G.; Milliken, Tammi

2016-01-01

The authors addressed the lack of supervision training standards for doctoral counseling graduates by developing and validating an initial list of supervision competencies. They used content analysis, Delphi polling, and content validity methods to generate a list, vetted by 2 different panels of supervision experts, of 33 competencies grouped…

Cultural competence in medical education

DEFF Research Database (Denmark)

Sørensen, Janne; Jervelund, Signe Smith; Nørredam, Marie Louise

2017-01-01

the survey, and 199 responded. The response rate is 14%. Data were analysed through descriptive calculations, and answers to open-ended questions were coded using content analysis. Results: Results showed that 82.4% of the informants agreed or strongly agreed that the medical education programme should...... in receiving training on cultural competence. Conclusions: Generally, there is interest in and acknowledgement of the importance of cultural competence in Danish medical education among teachers at the University of Copenhagen. This creates an opportunity to implement cultural competence in the medical...

Self-evaluated competence in trauma reception

DEFF Research Database (Denmark)

Steinthorsdottir, Kristin Julia; Svenningsen, Peter; Fabricius, Rasmus

2017-01-01

Introduction: No formal training requirements exist for trauma teams in Denmark. The aim of this study was to investigate the point prevalence level of training and the selfevaluated competence of doctors involved in trauma care. Methods: On two nights, all doctors on call at departments involved...... in trauma care were interviewed and answered a structured questionnaire pertaining to their level of training and self-evaluated level of competence in relevant skills. These skills included the ability to perform diagnostics and interventions as mandated by the Advanced Trauma Life Support and Definitive...... surgeons (GS) were specialists. In terms of self-evaluated competence, 95% of AN felt competent performing damage control resuscitation, 82% of OS felt competent performing damage control surgery on extremities, whereas 55% of GS felt competent performing damage control surgery in the abdomen. A total...

Self-evaluated competence in trauma reception

DEFF Research Database (Denmark)

Steinthorsdottir, Kristin Julia; Svenningsen, Peter; Fabricius, Rasmus

2017-01-01

INTRODUCTION: No formal training requirements exist for trauma teams in Denmark. The aim of this study was to investigate the point prevalence level of training and the self-evaluated competence of doctors involved in trauma care. METHODS: On two nights, all doctors on call at departments involved...... in trauma care were interviewed and answered a structured questionnaire pertaining to their level of training and self-evaluated level of competence in relevant skills. These skills included the ability to perform diagnostics and interventions as mandated by the Advanced Trauma Life Support and Definitive...... surgeons (GS) were specialists. In terms of self-evaluated competence, 95% of AN felt competent performing damage control resuscitation, 82% of OS felt competent performing damage control surgery on extremities, whereas 55% of GS felt competent performing damage control surgery in the abdomen. A total...

Leadership Competences in Slovenian Health Care

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KOVAČIČ, Helena; RUS, Andrej

2015-01-01

Background Leadership competences play an important role for the success of effective leadership. The purpose of this study was to examine leadership competences of managers in the healthcare sector in Slovenia. Methods Data were collected in 2008. The research included 265 employees in healthcare and 267 business managers. Respondents assessed their level of 16 leadership relevant competences on a 7-point Likert-type scale. Results Test of differences between competences and leader position of health care professionals yielded statistically significant differences between leader and non-leader positions. Leaders gave strongest emphasis to interpersonal and informational competences, while regarding decision making competences, the differences between leaders and other employees are not that significant. When comparing competences of healthcare managers with those of business managers, results show that healthcare managers tend to give weaker emphasis to competences related to all three managerial roles than business managers. Conclusions The study showed that in Slovenian health care, leaders distinguish themselves from other employees in some leadership competences. In addition, all three dimensions of leadership competences significantly distinguished the group of healthcare managers from the business managers, which indicates a serious lag in leadership competences among leaders in Slovenian healthcare. PMID:27646617

Leadership Competences in Slovenian Health Care.

Science.gov (United States)

Kovačič, Helena; Rus, Andrej

2015-03-01

Leadership competences play an important role for the success of effective leadership. The purpose of this study was to examine leadership competences of managers in the healthcare sector in Slovenia. Data were collected in 2008. The research included 265 employees in healthcare and 267 business managers. Respondents assessed their level of 16 leadership relevant competences on a 7-point Likert-type scale. Test of differences between competences and leader position of health care professionals yielded statistically significant differences between leader and non-leader positions. Leaders gave strongest emphasis to interpersonal and informational competences, while regarding decision making competences, the differences between leaders and other employees are not that significant. When comparing competences of healthcare managers with those of business managers, results show that healthcare managers tend to give weaker emphasis to competences related to all three managerial roles than business managers. The study showed that in Slovenian health care, leaders distinguish themselves from other employees in some leadership competences. In addition, all three dimensions of leadership competences significantly distinguished the group of healthcare managers from the business managers, which indicates a serious lag in leadership competences among leaders in Slovenian healthcare.

Assessing Course Content Relevance for Employment of Adult Non-Formal Education and Training Graduates in South Africa

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Mayombe, Celestin

2017-01-01

The purpose of this article is to assess the course content relevance in contributing to wage- or self-employment of adult non-formal education and training (NFET) in the context of South Africa. The concern that informed this article is that adults who face long-term unemployment due to a lack of marketable skills remain unemployed after…

Influence of warmth and competence on the promotion of safe in-group selection: Stereotype content model and social categorization of faces.

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Ponsi, G; Panasiti, M S; Scandola, M; Aglioti, S M

2016-01-01

Categorizing an individual as a friend or foe plays a pivotal role in navigating the social world. According to the stereotype content model (SCM), social perception relies on two fundamental dimensions, warmth and competence, which allow us to process the intentions of others and their ability to enact those intentions, respectively. Social cognition research indicates that, in categorization tasks, people tend to classify other individuals as more likely to belong to the out-group than the in-group (in-group overexclusion effect, IOE) when lacking diagnostic information, probably with the aim of protecting in-group integrity. Here, we explored the role of warmth and competence in group-membership decisions by testing 62 participants in a social-categorization task consisting of 150 neutral faces. We assessed whether (a) warmth and competence ratings could predict the in-group/out-group categorization, and (b) the reliance on these two dimensions differed in low-IOE versus high-IOE participants. Data showed that high ratings of warmth and competence were necessary to categorize a face as in-group. Moreover, while low-IOE participants relied on warmth, high-IOE participants relied on competence. This finding suggests that the proneness to include/exclude unknown identities in/from one's own in-group is related to individual differences in the reliance on SCM social dimensions. Furthermore, the primacy of the warmth effect seems not to represent a universal phenomenon adopted in the context of social evaluation.

Assessing Culturally Competent Scholarship.

Science.gov (United States)

Mendias, Elnora P.; Guevara, Edilma B.

2001-01-01

Eight criteria for culturally competent scholarship (contextuality, relevance, communication styles, awareness of identity and power differences, disclosure, reciprocation, empowerment, time) were applied to an international education/research nursing program. Appropriate measures for each were developed and ways to improve the program were…

Twelve Years Since Importance of Cross-Cultural Competency Recognized: Where Are We Now?

Science.gov (United States)

Kessler, Remi A; Coates, Wendy C; Chanmugam, Arjun

2017-02-01

The objective of this study was to analyze the content and volume of literature that has been written on cultural competency in emergency medicine (EM) since its educational imperative was first described by the Institute of Medicine in 2002. We conducted a comprehensive literature search through the PubMed portal in January 2015 to identify all articles and reviews that addressed cultural competency in EM. Articles were included in the review if cultural competency was described or if its impact on healthcare disparities or curriculum development was described. Two reviewers independently investigated all relevant articles. These articles were then summarized. Of the 73 abstracts identified in the initial search, only 10 met criteria for inclusion. A common theme found among these 10 articles is that cultural competency in EM is essential to reducing healthcare disparities and improving patient care. These articles were consistent in their support for cross-cultural educational advancements in the EM curriculum. Despite the documented importance of cultural competency education in medicine, there appears to be only 10 articles over the past 12 years regarding its development and implementation in EM. This comprehensive literature review underscores the relative dearth of publications related to cultural competency in EM. The limited number of articles found is striking when compared to the growth of EM research over the same time period and can serve as a stimulus for further research in this significant area of EM education.

Leadership for Public Health 3.0: A Preliminary Assessment of Competencies for Local Health Department Leaders.

Science.gov (United States)

Jadhav, Emmanuel D; Holsinger, James W; Anderson, Billie W; Homant, Nicholas

2017-01-01

The foundational public health services model V1.0, developed in response to the Institute of Medicine report For the Public's Health: Investing in a Healthier Future identified important capabilities for leading local health departments (LHDs). The recommended capabilities include the organizational competencies of leadership and governance, which are described as consensus building among internal and external stakeholders. Leadership through consensus building is the main characteristic of Democratic Leadership . This style of leadership works best within the context of a competent team. Not much is known about the competency structure of LHD leadership teams. The objectives of this study characterize the competency structure of leadership teams in LHDs and identify the relevance of existing competencies for the practice of leadership in public health. The study used a cross-sectional study design. Utilizing the workforce taxonomy six management and leadership occupation titles were used as job categories. The competencies were selected from the leadership and management domain of public health competencies for the Tier -3, leadership level. Study participants were asked to rank on a Likert scale of 1-10 the relevance of each competency to their current job category, with a rank of 1 being least important and a rank of 10 being most important. The instrument was administered in person. Data were collected in 2016 from 50 public health professionals serving in leadership and management positions in a convenience sample of three LHDS. The competency of most relevance to the highest executive function category was that of "interaction with interrelated systems." For sub-agency level officers the competency of most relevance was "advocating for the role of public health." The competency of most relevance to Program Directors/Managers or Administrators was "ensuring continuous quality improvement." The variation between competencies by job category suggests there are

The Core Competencies for General Orthopaedic Surgeons.

Science.gov (United States)

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

2017-01-18

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

PROBLEMS OF COMPETENCY-BASED ASSESSMENT OF APPLIED QUALIFICATIONS

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S. A. Efimova

2017-01-01

Full Text Available Introduction. The search of the unified tools of competences measurement of vocational training institutions graduates and identification of mechanisms of interrelation of these competences with requirements of professional standards imposed to workers of various levels are brought into focus in the context of formation of National system of qualifications of the Russian Federation, introduction of the Third-generation Federal State Educational Standards and transition of professional education to the modular, and competence-based model of the organization of training. The aim of the article is to justify the content, structure and technology of competency-based assessment, as a set of interrelated activities and regulated procedures performed on the basis of the standardized interdisciplinary evaluation materials. Methodology and research methods. The present investigation is based on systematic-activity and competency-based approaches, analysis, systematization, and generalization. Results. The place of competencies, as a part of educational outcomes of vocational education programs, is justified. Critical analysis of typical methodological solutions that are typical for the modern pedagogical practices of the competency-based assessment is performed. The content and organizational design of the process of competency-based assessment is described. Scientific novelty. The conceptual apparatus of competency-based assessment is supplemented with the «sub-competence» category - component of competence, which retains all of its properties due to human activities. Factors of objects choice and methods of assessment in identifying the professional competences are proved. Practical significance. Results of the study can be used by researchers involved with assessment procedures; methodologists and teachers of professional educational organizations, training institutes, independent centers of the qualifications evaluation for the organization of

The concept of competence and its relevance for science, technology, and mathematics education

DEFF Research Database (Denmark)

Ropohl, Mathias; Nielsen, Jan Alexis; Olley, Christopher

2018-01-01

. In contrast to earlier ed-ucational goals that focused more on basic skills and knowledge expectations, competences are more functionally oriented. They involve the ability to solve complex problems in a particular context, e.g. in vocational or everyday situations. In science, technology, and mathematics...... education, the concept of competence is closely linked to the concept of literacy. Apart from these rather cognitive and af-fective perspectives influenced by the need to assess students’ achievement of de-sired learning goals in relation to their interest and motivation, the perspectives of the concept...

What competencies should directors possess? Malaysia perspective

Directory of Open Access Journals (Sweden)

Wan Fauziah Wan Yusoff

2011-07-01

Full Text Available Directors’ competencies are seeing to be of importance to corporate governance. As this issue has not yet being studied extensively in Malaysia, this study determines the key competencies of Malaysian company’s directors using qualitative approach involving two stages of Delphi Technique. In the first stage all information pertaining to directors’ competences in the literature had been reviewed. In the second stage, the key competencies identified in stage one were the criteria for developing a semi structured questionnaire. Participants were asked to rank the competencies in term of their importance for directors’ performance. Based on personel interviews with 41 participants eight types of competencies were found to be essential for Malaysian companies’ directors. Financial competencies received the highest responses, followed by corporate planning, business forecasting, legal, risk management, marketing, human resource and international business. This paper provides important evidence to support the conclusions drawn from the study about the importance of relevant directors’ competencies for board and corporate effectiveness.

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

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

2014-03-01

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

Factors Motivating and Hindering Information and Communication Technologies Action Competence

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Adile Aşkım Kurt

2013-01-01

Full Text Available Information and Communication Technologies Action Competence (ICTAC can be defined as “individuals’ motivation and capacity to voluntarily employ their ICT skills for initiating or taking part in civic actions”. Since academic staff and teachers in ICT related fields have crucial roles in training action-competent individuals, this study aimed to determine the views of preservice teachers and instructors in Computer Education and Instructional Technology (CEIT departments about the motivating and hindering factors regarding ICTAC. Researchers used purposeful sampling technique and identified seven instructors and 16 students attending outlier CEIT departments from four different Turkish state universities. Since there is no contemporary framework on factors motivating or hindering ICTAC, the study was conducted with a qualitative approach and the data were collected through semi-structured interviews. Factors motivating and hindering ICTAC were identified through a content analysis. Findings of the study are believed to guide ICT and ICT education professionals in training students with higher levels of ICTAC and guide the course developers to focus on relevant social responsibility issues

Formative assessment framework proposal for transversal competencies: Application to analysis and problem-solving competence

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Pedro Gómez-Gasquet

2018-04-01

Full Text Available Purpose: In the last years, there is an increasing interest in the manner that transversal competences (TC are introduced in the curricula. Transversal competences are generic and relevant skills that students have to develop through the several stages of the educational degrees. This paper analyses TCs in the context of the learning process of undergraduate and postgraduate courses. The main aim of this paper is to propose a framework to improve results. The framework facilities the student's training and one of the important pieces is undoubtedly that he has constant feedback from his assessments that allowing to improve the learning. An applying in the analysis and problem solving competence in the context of Master Degree in Advanced Engineering Production, Logistics and Supply Chain at the UPV is carried out. Design/methodology/approach: The work is the result of several years of professional experience in the application of the concept of transversal competence in the UPV with undergraduate and graduate students. As a result of this work and various educational innovation projects, a team of experts has been created, which has been discussing some aspects relevant to the improvement of the teaching-learning process. One of these areas of work has been in relation to the integration of various proposals on the application and deployment of transversal competences. With respect to this work, a conceptual proposal is proposed that has subsequently been empirically validated through the analysis of the results of several groups of students in a degree. Findings: The main result that is offered in the work is a framework that allows identifying the elements that are part of the learning process in the area of transversal competences. Likewise, the different items that are part of the framework are linked to the student's life cycle, and a temporal scope is established for their deployment. Practical implications: One of the most noteworthy

The coordination of problem solving strategies: when low competence sources exert more influence on task processing than high competence sources.

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Quiamzade, Alain; Mugny, Gabriel; Darnon, Céline

2009-03-01

Previous research has shown that low competence sources, compared to highly competent sources, can exert influence in aptitudes tasks in as much as they induce people to focus on the task and to solve it more deeply. Two experiments aimed at testing the coordination between self and source's problem solving strategies as a main explanation of such a difference in influence. The influence of a low versus high competence source has been examined in an anagram task that allows for distinguishing between three response strategies, including one that corresponds to the coordination between the source's strategy and participants' own strategy. In Study 1 the strategy suggested by the source was either relevant and useful or irrelevant and useless for solving the task. Results indicated that participants used the coordination strategy in a larger extend when they had been confronted to a low competence rather than a highly competent source but only when the source displayed a strategy that was useful to solve the task. In Study 2 the source's strategy was always relevant and useful, but a decentring procedure was introduced for half of the participants. This procedure induced participants to consider other points of view than their own. Results replicated the difference observed in Study 1 when no decentring was introduced. The difference however disappeared when decentring was induced, because of an increase of the high competence source's influence. These results highlight coordination of strategies as one mechanism underlying influence from low competence sources.

Directory of national competent authorities' approval certificates for packages, shipments, special arrangements and special form radioactive material

International Nuclear Information System (INIS)

1987-11-01

The Agency's transport regulations prescribe various requirements for the authorization of packages and shipments in respect of both national and international movement of radioactive material. These authorizations are issued by the relevant competent authority of the country concerned; they take the form of package approval and/or shipment approval certificates. At the request of the Standing Advisory Group of the Safe Transport of Radioactive Material (SAGSTRAM), the Agency has established a programme to maintain a file of those certificates for packages and shipments which are either transported internationally or used outside the country of origin. The purpose of this directory is to facilitate the transfer of information to competent authorities and any other person wishing details on the packaging, authorized contents or special conditions pertinent to any package or shipment. The directory enables competent authorities to be aware of the status of any certificate submitted for validation. It also indicates any change in status of any certificate already validated

Self-worth, perceived competence, and behaviour problems in children with cerebral palsy.

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Schuengel, Carlo; Voorman, Jeanine; Stolk, Joop; Dallmeijer, Annet; Vermeer, Adri; Becher, Jules

2006-10-30

To examine the relevance of physical disabilities for self-worth and perceived competence in children with cerebral palsy (CP), and to examine associations between behaviour problems and self-worth and perceived competence. The Harter scales for self-worth and perceived competence and a new scale for perceived motor competence were used in a sample of 80 children with CP. Their motor functioning was assessed with the Gross Motor Functioning Measure (GMFM) and behaviour problems with the Child Behaviour Check List administered to parents. Self-worth and perceived competence for children with CP were comparable to the Dutch norm sample, except for perceived athletic competence. Within the CP sample, the GMFM showed a domain-specific effect on perceived motor competence. In the multivariate analysis, internalizing problems were associated negatively with all perceived competence scales and self-worth, whereas aggression was positively associated with perceived motor competence, physical appearance, and self-worth. Children with CP appear resilient against challenges posed to their self-worth caused by their disabilities. The relevance of the physical disability appears to be domain-specific. For internalizing problems and aggression, different theoretical models are needed to account for their associations with self-worth and perceived competence.

CASAS Competencies: Essential Life and Work Skills for Youth and Adults

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CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2008

2008-01-01

The CASAS Competencies identify more than 360 essential life skills that youth and adults need to be functionally competent members of their community, their family, and the workforce. Competencies are relevant across the full range of instructional levels, from beginning literacy through high school completion including transition to…

Probing intercultural competence in Malaysia: A Relational Framework

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Dalib Syarizan

2017-01-01

Full Text Available Studies in intercultural competence are quite numerous but they were mainly derived from Eurocentric experiences. Since Eurocentric scholars may become oblivious to certain elements or issues of intercultural communication that are pertinent to Asian people, the Western conception of intercultural competence have been argued for its relevance in the Asian world. This paper aims to revisit the current (Eurocentric perspective of intercultural competence and probes an alternative perspective of intercultural competence by reviewing current Asian literature. Our review suggests that the conception intercultural competence must consider relational aspects when it is situated within Asian experiences. Since relational aspects were a noted gap in the existing Eurocentric definitions, this paper proposes a relational framework in probing intercultural competence in Malaysia.

Self-worth, perceived competence, and behaviour problems in children with cerebral palsy

NARCIS (Netherlands)

Schuengel, C.; Voorman, J.; Stolk, J.; Dallmeijer, A.J.; Vermeer, A; Becher, J.

2006-01-01

Purpose. To examine the relevance of physical disabilities for self-worth and perceived competence in children with cerebral palsy (CP), and to examine associations between behaviour problems and self-worth and perceived competence. Methods. The Harter scales for self-worth and perceived competence

Validation of core competencies during residency training in anaesthesiology

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Spies, Claudia

2011-01-01

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

Leadership for Public Health 3.0: A Preliminary Assessment of Competencies for Local Health Department Leaders

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Emmanuel D. Jadhav

2017-10-01

Full Text Available BackgroundThe foundational public health services model V1.0, developed in response to the Institute of Medicine report For the Public’s Health: Investing in a Healthier Future identified important capabilities for leading local health departments (LHDs. The recommended capabilities include the organizational competencies of leadership and governance, which are described as consensus building among internal and external stakeholders. Leadership through consensus building is the main characteristic of Democratic Leadership. This style of leadership works best within the context of a competent team. Not much is known about the competency structure of LHD leadership teams. The objectives of this study characterize the competency structure of leadership teams in LHDs and identify the relevance of existing competencies for the practice of leadership in public health.Materials and methodsThe study used a cross-sectional study design. Utilizing the workforce taxonomy six management and leadership occupation titles were used as job categories. The competencies were selected from the leadership and management domain of public health competencies for the Tier -3, leadership level. Study participants were asked to rank on a Likert scale of 1–10 the relevance of each competency to their current job category, with a rank of 1 being least important and a rank of 10 being most important. The instrument was administered in person.DataData were collected in 2016 from 50 public health professionals serving in leadership and management positions in a convenience sample of three LHDS.ResultsThe competency of most relevance to the highest executive function category was that of “interaction with interrelated systems.” For sub-agency level officers the competency of most relevance was “advocating for the role of public health.” The competency of most relevance to Program Directors/Managers or Administrators was “ensuring continuous quality improvement

Methods of Forming Professional Competence of Students as Future Teachers

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Omarov, Yessen B.; Toktarbayev, Darkhan Gabdyl-Samatovich; Rybin, Igor Vyacheslavovich; Saliyevaa, Aigul Zhanayevna; Zhumabekova, Fatima Niyazbekovna; Hamzina, Sholpan; Baitlessova, Nursulu; Sakenov, Janat

2016-01-01

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…

The Effects of Topic Familiarity, Author Expertise, and Content Relevance on Norwegian Students' Document Selection: A Mixed Methods Study

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McCrudden, Matthew T.; Stenseth, Tonje; Bråten, Ivar; Strømsø, Helge I.

2016-01-01

This mixed methods study investigated the extent to which author expertise and content relevance were salient to secondary Norwegian students (N = 153) when they selected documents that pertained to more familiar and less familiar topics. Quantitative results indicated that author expertise was more salient for the less familiar topic (nuclear…

Competency-based continuing professional development.

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

2010-01-01

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

Towards Entrepreneurial Learning Competencies: The Perspective of Built Environment Students

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Ernest, Kissi; Matthew, Somiah K.; Samuel, Ansah K.

2015-01-01

This paper sought to discuss entrepreneurial learning competencies by determining the outcome of entrepreneurial learning on the views of built environment students in the university setting. In this study, three relevant competencies were identified for entrepreneurial learning through literature, namely: entrepreneurial attitude, entrepreneurial…

ABC transporter content diversity in Streptococcus pneumoniae impacts competence regulation and bacteriocin production.

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Wang, Charles Y; Patel, Nisha; Wholey, Wei-Yun; Dawid, Suzanne

2018-06-19

The opportunistic pathogen Streptococcus pneumoniae (pneumococcus) uses natural genetic competence to increase its adaptability through horizontal gene transfer. One method of acquiring DNA is through predation of neighboring strains with antimicrobial peptides called "bacteriocins." Competence and production of the major family of pneumococcal bacteriocins, pneumocins, are regulated by the quorum-sensing systems com and blp , respectively. In the classical paradigm, the ABC transporters ComAB and BlpAB each secretes its own system's signaling pheromone and in the case of BlpAB also secretes the pneumocins. While ComAB is found in all pneumococci, only 25% of strains encode an intact version of BlpAB [BlpAB(+)] while the rest do not [BlpAB(-)]. Contrary to the classical paradigm, it was previously shown that BlpAB(-) strains can activate blp through ComAB-mediated secretion of the blp pheromone during brief periods of competence. To better understand the full extent of com - blp crosstalk, we examined the contribution of each transporter to competence development and pneumocin secretion. We found that BlpAB(+) strains have a greater capacity for competence activation through BlpAB-mediated secretion of the com pheromone. Similarly, we show that ComAB and BlpAB are promiscuous and both can secrete pneumocins. Consequently, differences in pneumocin secretion between BlpAB(+) and BlpAB(-) strains derive from the regulation and kinetics of transporter expression rather than substrate specificity. We speculate that BlpAB(-) strains (opportunists) use pneumocins mainly in a narrowly tailored role for DNA acquisition and defense during competence while BlpAB(+) strains (aggressors) expand their use for the general inhibition of rival strains. Copyright © 2018 the Author(s). Published by PNAS.

E-CONTENT AS THE MEANS OF FORMING METHODOLOGY COMPETENCE OF PRIMARY SCHOOL TEACHERS OF ENGLISH

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Olena Iaburova

2016-11-01

Full Text Available The author of the article depicts the questions of using e-content as the means of forming methodology competence of primary school teachers of English and underlines that Information-communication technologies have become an integral part of modern society life in the XXI century. It is also pointed out the main reasons of using ICT technologies at the lessons of English at primary school. Pupils grow up along with the development of modern information technologies which become a natural and constituent part of their life, for them using Internet-resources is the way to combine real-life situations with learning activity. Internet-lessons give new opportunities for using authentic learning materials, allow to connect geographically distant groups and involve them into the mutual activity, and provide new ways for conversational practice and assessing results, gives students practical experience in all four kinds of language activity: speaking, listening, reading and writing. The author offers a couple of options for creating online materials which cover a wide variety of formats and storage options and give primary school teachers an idea of the kinds of things that can be produced with very little technical knowledge. Ones of the most popular are the Discovery School Puzzlemaker (http: // puzzlemaker.school.discovery.com/ and Smile (http:// smile.clear.msu.edu which are ideal tools for reviewing vocabulary, expanding lists of synonyms and antonyms, activating paraphrasing skills and using word definitions. The most famous authoring tools of developing e-content are Hot Potatoes and Kahoot.com. These are small Windows or Mac programmes that create web-based exercises of the following types: multiple choice, short answer, jumbled sentence, crossword, matching/ordering, gap-filling. According to the author’s experience, implementing electronic materials into the structure of the English lesson in primary school considerably increases young

Particular Results of a Research Aimed at Curricula Design of Teacher Training in the Area of Didactic Technological Competences

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Ján Záhorec

2018-06-01

Full Text Available The paper presents particular results of the first phase of a research aimed at improving pre-graduate teacher training in the area of didactic technological competences. The main goal of the prepared research is to modernize and optimize relevant parts of study programs of teacher trainees at Slovak higher education institutions (inclusion and structure the relevant subjects in the study programs, their content and time assignment. The results are related to a questionnaire survey of the current state and perspectives of the continuing professional development of primary and secondary school teachers contributing to their didactic technological competences improvement and development. Main attention is paid to an analysis of the selected questionnaire items in which the respondents assessed significance of the use of various interactive educational activities and digital means in teaching process to inrease efficiency of selected specific aspects of education. The presented analysis is based on the segmentation of the respondents on the factor of the category and sub-category of the teaching staff the respondents belong to.

Quality assessment in competency based physiotherapy education

DEFF Research Database (Denmark)

Brandt, Jørgen

Purpose: To ensure a transparent and competency related assessment of physiotherapy education, in order to accomplish a close relationship between competencies at entry level to the profession and challenges in current and future health practice. Relevance: Perspectives and metods regarding...... rehabilitation and health promotion change with demografic evolvement, health politics and patterns of diseases. This calls for an ever ongoing improvement and adjustment of professional competencies being achieved during physiotherapy education. At the same time the education itself is an entity, comitted...... the relationship between learning outcome and demands for professional competencies in practice. This connection is evaluated through the behavior level. It covers newly graduated students perceptions of the degree to which they comply with expectations in physiotherapy practice.Further more the effect level...

Competencies for first year residents - physicians' views from medical schools with different undergraduate curricula.

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Fürstenberg, Sophie; Schick, Kristina; Deppermann, Jana; Prediger, Sarah; Berberat, Pascal O; Kadmon, Martina; Harendza, Sigrid

2017-09-07

Frameworks like the CanMEDS model depicting professional roles and specific professional activities provide guidelines for postgraduate education. When medical graduates start their residency, they should possess certain competencies related to communication, management and professionalism while other competencies will be refined during postgraduate training. Our study aimed to evaluate the relevance of different competencies for a first year resident required for entrustment decision from the perspective of physicians from medical faculties with different undergraduate medical curricula. Nine hundred fifty-two surgeons and internists from three medical schools with different undergraduate medical curricula were invited to rank 25 competencies according to their relevance for first year residents. The rankings were compared between universities, specialties, physicians' positions, and gender. Two hundred two physicians participated, 76 from Hamburg University, 44 from Oldenburg University, and 82 from Technical University Munich. No significant differences were found regarding the top 10 competencies relevant for first year residents between the universities. 'Responsibility' was the competency with the highest rank overall. Internists ranked 'Structure, work planning and priorities' higher while surgeons ranked 'Verbal communication with colleagues and supervisors' higher. Consultants evaluated 'Active listening to patients' more important than department directors and residents. Female physicians ranked 'Verbal communication with colleagues and supervisors' and 'Structure, work planning and priorities' significantly higher while male physicians ranked 'Scientifically and empirically grounded method of working' significantly higher. Physicians from universities with different undergraduate curricula principally agreed on the competencies relevant for first year residents. Some differences between physicians from different positions, specialties, and gender were

Core competencies in clinical neuropsychology training across the world.

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Hessen, Erik; Hokkanen, Laura; Ponsford, Jennie; van Zandvoort, Martine; Watts, Ann; Evans, Jonathan; Haaland, Kathleen Y

2018-05-01

This work aimed to review main competency requirements from training models in countries with well-established specialties in clinical neuropsychology and to extract core competencies that likely will apply to clinical neuropsychologists regardless of regional and cultural context. We reviewed standards for post-graduate training in clinical neuropsychology from countries in Europe, Australia, and North America based on existing literature, presentations at international conferences, and from description of the training models from national psychological or neuropsychological associations. Despite differences, the reviewed models share similar core competencies considered necessary for a specialty in clinical neuropsychology: (1) In-depth knowledge of general psychology including clinical psychology (post-graduate level), ethical, and legal standards. (2) Expert knowledge about clinically relevant brain-behavioral relationships. (3) Comprehensive knowledge about, and skills in, related clinical disciplines. (4) In-depth knowledge about and skills in neuropsychological assessment, including decision-making and diagnostic competency according to current classification of diseases. (5) Competencies in the area of diversity and culture in relation to clinical neuropsychology. (6) Communication competency of neuropsychological findings and test results to relevant and diverse audiences. (7) Knowledge about and skills in psychological and neuropsychological intervention, including treatment and rehabilitation. All the models have undergone years of development in accordance with requirements of national health care systems in different parts of the world. Despite differences, the common core competency requirements across different regions of the world suggest generalizability of these competencies. We hope this summary can be useful as countries with less established neuropsychology training programs develop their models.

Competing values in public management

NARCIS (Netherlands)

van der Wal, Z.; de Graaf, G.; Lawton, A.

2011-01-01

The main objective of the article is to review relevant literature on (competing) public values in public management and to present a number of perspectives on how to deal with value conflicts in different administrative settings and contexts. We start this symposium with the assumption that value

Guidelines for Developing Competency-Based Curriculum.

Science.gov (United States)

Goodson, Ludy

1979-01-01

Presents guidelines for the development of competency-based curriculum formulated as a result of an automotive mechanics curriculum workshop. Listed are specific guidelines for content development, writing style, and illustration. (LRA)

STRENGTHENING THE USE OF COMPETENCES FOR ORGANIZATIONAL PERFORMANCE

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Magdalena VELCIU (CIŞMIGIU

2015-04-01

Full Text Available In the actual dynamic, challenging and higly competitive environment there are new milestones for successfull organisations like: atracting the best qualified people, using and developing competences, creating multidisciplinary teams and harness top capabilities. This article aims to shape a new perspective on competence, particularly regarding the focus on competencies that will enhance the superior value creation. In this paper, I conceptualize the "competence" as accumulation of knowledge, skills and evidences of expertise that mutually reinforcing themself to perform activities and superior value creation. The identification is based on observable behaviors that are relevant for high performance as key factor for obtaining and maintaining competitive advantage. Then I present the prerequisites for creating a framework for defining-identifying-developing competences in order to collect qualitative information. Finally, the development of competencies should be considered a source of competitive advantage if there are met some goals including strategical approach, collaborative network and responsability for integrating competence development as an intrinsic part of sustainable development.

Content provision and multi-homing

OpenAIRE

Pires, Armando J. Garcia

2015-01-01

We analyze the effects of multi-homing consumers on content provision by media firms. We develop a model where media firms compete on content provision and advertising revenues, and consumers enjoy network effects from consuming content that other consumers also consume. Media firms have to choose if they are single-content or multi-content, and in the latter case how much content to offer. Competition for advertising revenues gives a two-sided market nature to our model, since advertisers pr...

Theoretical insights into expression of leadership competencies in the process of management

OpenAIRE

Regina Andriukaitienė; Valentyna Voronkova; Olga Kyvliuk; Marina Maksimenyuk; Aita Sakun

2017-01-01

The relevance of the topic is defined through the idea that appropriate leadership competencies and their application in certain activities enabling the followers can ensure the prospects of organizational development and individual career opportunities. To review and summarize the aspects of research findings of leadership science in expression of competencies in managerial processes, highlighting the leadership competencies in the context of general competencies. Methods. In order to formul...

Evaluating psychiatric nursing competencies applied to emergency settings: A pilot role delineation study.

Science.gov (United States)

Mello, Joanna J; Bell, Janice F; Siegel, Elena O; Ward, Deborah H

2016-03-01

Despite increasing emergency department (ED) use for psychiatric emergencies, limited evidence exists to clearly identify the competencies necessary of emergency nurses to care for this population. 1. To define the specialized skill and knowledge of emergency nurses by examining the frequency with which recommended psychiatric nursing competencies are performed in the ED setting. 2. To assess emergency nurses' rankings of importance and self-efficacy related to recommended psychiatric nursing competencies in order to explore their relevance to emergency nursing. Emergency nurses (n = 75) completed a survey ranking the frequency, importance and self-efficacy of 15 psychiatric nursing competencies. Data analysis revealed competency relevance and regression analysis demonstrated factors that may contribute to self-efficacy. Nurses reported performing psychiatric competencies frequently (mean scores of 0.64 to 3.04). Importance rankings were highest (mean scores of 1.81 to 3.67). Self-efficacy mean scores ranged from 0.89 to 3.47. Frequency and importance of activities predicted higher self-efficacy scores. Younger age and competencies often, and existing competencies appear applicable. As frequency and importance of competencies influence self-efficacy, practice and interventions to underscore the importance of competencies may improve self-efficacy. Younger and less experienced nurses might require more support. Copyright © 2016 Elsevier Ltd. All rights reserved.

Sexuality and gender identity teaching within preclinical medical training in New Zealand: content, attitudes and barriers.

Science.gov (United States)

Taylor, Oscar; Rapsey, Charlene M; Treharne, Gareth J

2018-06-22

To investigate inclusion of sexuality and gender identity content, attitudes and barriers to inclusion of content in preclinical curricula of New Zealand medical schools from the perspective of key teaching staff. Staff responsible for curriculum oversight at New Zealand's two medical schools were invited to complete a mixed-methods survey about sexuality and gender identity content in their modules. Of 24 respondents, the majority included very little content relating to sexuality or gender identity (33%) or none at all (54%). This content was deemed important by most participants (69%), and none believed there should be less such content in their curriculum. Time was reported to be the main barrier limiting inclusion of such content. Our finding of limited content is consistent with international literature. Our findings extend the literature by revealing that barriers to greater inclusion of content are not due to overt negative attitudes. Staff responsible for preclinical medical curriculum oversight have positive attitudes about content relating to sexuality and gender identity but perceive curriculum space to be a limiting barrier. This is important as it informs approaches to change. Future interventions with medical schools should focus on methods to increase diverse content as part of existing teaching, education to increase knowledge of LGBTQI relevant material and potentially incorporate strategies used to address unconscious bias. Addressing the perceived barriers of time constraints and lack of relevance is required to ensure medical students receive training to develop the competencies to provide positive healthcare experiences for all patients regardless of sexuality and gender identity.

Elementary Science Instruction: Examining a Virtual Environment for Evidence of Learning, Engagement, and 21st Century Competencies

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Terry K. Smith

2014-03-01

Full Text Available This mixed methods study examined the effectiveness of a virtual world curriculum for teaching elementary students complex science concepts and skills. Data were collected using pre- and post-content tests and a student survey of engaged learning, An additional survey collected teacher observations of 21st century competencies conducive to learning. The study involved a five-day intervention of fifteen 4th grade students in a small Midwestern school using a virtual science computer game from Arizona State University. Thirty elementary teachers from Australia, England, and the United States were surveyed on classroom observations of their elementary students working in the virtual world environment. Research questions guiding the virtual learning study were: (1 do pre- and post-content tests show significant learning in the virtual environment; (2 are students academically engaged during the learning process; and (3 are students actively demonstrating relevant 21st century competencies. The study supports prior research in game-based learning showing measureable learning results, highly engaged, motivated students, and observations of student behaviors conducive to learning science in school, namely collaboration, problem solving, critical thinking/inquiry, global awareness, and technology use.

Organizational Factors and Intrapreneurial Competences

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Suzete Antonieta Lizote

2013-12-01

Full Text Available This study analyzes the relationship between organizational factors and entrepreneurial competencies of coordinators of undergraduate courses in two community universities in Santa Catarina, Brazil. The organizational factors studied were: management support, freedom at work, rewards, and time available and organizational limitations. Eight entrepreneurial competencies were considered; five included in an achievement set, and three in a planning set. The method was quantitative and descriptive, adopting a structured questionnaire as the data collection tool. Factor analysis, canonical analysis, and multiple regression analysis were performed. The results revealed a positive relationship between the constructs. The most relevant competencies were organizational limitations or uncertainty about tasks, and freedom at work, which indicates the importance having clarity about rules and decisions that should exist both at the level of performance expected of the coordinator, and the freedom that they must feel in their work.

An Examination of Cultural Competence Training in US Medical Education Guided by the Tool for Assessing Cultural Competence Training.

Science.gov (United States)

Jernigan, Valarie Blue Bird; Hearod, Jordan B; Tran, Kim; Norris, Keith C; Buchwald, Dedra

2016-01-01

In the United States, medical students must demonstrate a standard level of "cultural competence," upon graduation. Cultural competence is most often defined as a set of congruent behaviors, attitudes, and policies that come together in a system, organization, or among professionals that enables effective work in cross-cultural situations. The Association of American Medical Colleges developed the Tool for Assessing Cultural Competence Training (TACCT) to assist schools in developing and evaluating cultural competence curricula to meet these requirements. This review uses the TACCT as a guideline to describe and assess pedagogical approaches to cultural competence training in US medical education and identify content gaps and opportunities for curriculum improvement. A total of 18 programs are assessed. Findings support previous research that cultural competence training can improve the knowledge, attitudes, and skills of medical trainees. However, wide variation in the conceptualization, implementation, and evaluation of cultural competence training programs exists, leading to differences in training quality and outcomes. More research is needed to establish optimal approaches to implementing and evaluating cultural competence training that incorporate cultural humility, the social determinants of health, and broader structural competency within the medical system.

An Examination of Cultural Competence Training in US Medical Education Guided by the Tool for Assessing Cultural Competence Training

Science.gov (United States)

Jernigan, Valarie Blue Bird; Hearod, Jordan B.; Tran, Kim; Norris, Keith C.; Buchwald, Dedra

2015-01-01

In the United States, medical students must demonstrate a standard level of “cultural competence,” upon graduation. Cultural competence is most often defined as a set of congruent behaviors, attitudes, and policies that come together in a system, organization, or among professionals that enables effective work in cross-cultural situations. The Association of American Medical Colleges developed the Tool for Assessing Cultural Competence Training (TACCT) to assist schools in developing and evaluating cultural competence curricula to meet these requirements. This review uses the TACCT as a guideline to describe and assess pedagogical approaches to cultural competence training in US medical education and identify content gaps and opportunities for curriculum improvement. A total of 18 programs are assessed. Findings support previous research that cultural competence training can improve the knowledge, attitudes, and skills of medical trainees. However, wide variation in the conceptualization, implementation, and evaluation of cultural competence training programs exists, leading to differences in training quality and outcomes. More research is needed to establish optimal approaches to implementing and evaluating cultural competence training that incorporate cultural humility, the social determinants of health, and broader structural competency within the medical system. PMID:27818848

Licensed physicians – competent physicians?: The new German licensure law as a basis for competency-based curricula

Directory of Open Access Journals (Sweden)

Öchsner, Wolfgang

2005-01-01

Full Text Available Background: Competency-based curricula define their educational goals according to profession-specific roles and competencies. Thus, this type of curricula is outcome-oriented, in contrast to the traditional German curricula, which are mainly procedure-oriented. This study investigates the new licensure legislation in Germany, mandatory for all medical faculties, to see if it allows the development of competency-based curricula.Methods: For the first step we clustered all demands to roles. In step two we transformed the procedure-oriented demands into outcome-oriented competencies, according to the 6 roles found, pursuing strictly the wording of the law.Results: Although the principal goals in the new German licensure law are outcome-oriented, namely three abilities of a certified physician, still the majority of requirements and demands remain procedure-oriented. Clustering resulted in the following six roles: medical expert, health advocate, teamworker, manager, representative of the medical profession and, life-long learner. The relevant competencies for the six roles, we could derive from the standards set by the law.Conclusion: We were able to show that the new German licensure order comprises a useful framework for the development of outcome-oriented, competency-based curricula.

The relevance of the alliance for CME competencies for planning, organizing, and sustaining an interorganizational educational collaborative.

Science.gov (United States)

Balmer, Jann T; Bellande, Bruce J; Addleton, Robert L; Havens, Carol S

2011-01-01

The heightened demand for accountability, access, and quality performance from health care professionals has resulted in linkages between continuing education (CE), performance improvement (PI), and outcomes. CE health professionals must also expand their skills and abilities to design, implement, and measure CE activities consistent with these new expectations. In addition to administrative and meeting-planning activities, new competencies associated with educational consultation and performance coaching are needed. This article utilizes the Alliance competencies as the framework for discussion of the competencies of CE professionals and applies it to the unique setting of a collaborative. The CS2day initiative serves as an example of the application of these competencies in this environment. The framework of the Alliance competencies can serve as a guide and a tool for self-assessment, work design, and professional development at individual, organization, and systems levels. Continual reassessment of the Alliance competencies for CE in the health professions will be critical to the continued effectiveness of CE that is linked to performance improvement and outcomes for the CE professional and the health care professionals we serve. A collaborative can provide one option for meeting these new expectations for professional development for CE professionals and the creation of effective educational initiatives. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

To Confirm or to Conform? Performance Goals as a Regulator of Conflict with More-Competent Others

Science.gov (United States)

Sommet, Nicolas; Darnon, Céline; Butera, Fabrizio

2015-01-01

Despite the fact that most competence-relevant settings are "socially" relevant settings, the interpersonal effects of achievement goals have been understudied. This is all the more surprising in the case of performance goals, for which self-competence is assessed using an other-referenced standard. In the present research, performance…

Health Versus Appearance Versus Body Competence: A Content Analysis Investigating Frames of Health Advice in Women's Health Magazines.

Science.gov (United States)

Aubrey, Jennifer Stevens; Hahn, Rachel

2016-05-01

The present study investigated the extent to which women's health magazines advise readers to adopt healthy behaviors in order to look good (appearance frame), in order to feel good (health frame), or in order to perform better (body competence frame). A content analysis of 5 years of the 6 highest circulating U.S. women's health magazines revealed a higher frequency of health frames (32.6%) than appearance frames (24.8%) overall, but when beauty/health hybrid magazines (i.e., Shape and Self) were examined separately, appearance frames (32.8%) outnumbered health frames (26.5%). Compared to appearance and health frames, body competence frames were underrepresented (13.3% in the full sample). The visual sexual objectification of female models in women's health magazines was also investigated. Appearance-framed articles (43.2%) were significantly more likely to visually depict women with a high degree of skin exposure than health-framed articles (17.4%), and appearance-framed articles (34.8%) were more likely to focus on individual body parts than health-framed articles (21.3%). In addition, despite the magazines' editorial focus on health, the most frequent category of products advertised was appearance-enhancing products. Results are discussed in light of self-determination theory (Deci & Ryan, 1985) and objectification theory (Fredrickson & Roberts, 1997).

Professional training or competencies for the future?

Directory of Open Access Journals (Sweden)

Yluska Bambirra Assunção

2016-04-01

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

Management Competences, not Tools and Techniques

DEFF Research Database (Denmark)

Rose, Jeremy; Pedersen, Keld; Hosbond, Jens Henrik

2007-01-01

in practice. This study, in contrast, uses a qualitative grounded theory approach to develop the basis for an alternative theoretical perspective: that of competence. A competence approach to understanding software project management places the responsibility for success firmly on the shoulders of the people...... competences and desired project outcomes, we collected data through interviews, focus groups and one large plenary meeting with most of the company's project managers. Data analysis employed content analysis for concept (variable) development and causal mapping to trace relationships between variables....... In this way we were able to build up a picture of the competences project managers use in their daily work at WM-data, which we argue is also partly generaliseable to theory. The discrepancy between the two perspectives is discussed, particularly in regard to the current orientation of the software...

Diagnostics of Pupils' Meta-Subject Competence during Lessons on Mathematics in Secondary Schools

Science.gov (United States)

Khuziakhmetova, Anvar N.; Naumova, Marina V.

2016-01-01

The relevance of diagnostic meta-subject competence measures in secondary schools is caused by the fact that the importance of a meta-subject competence formation was officially defined in educational standards, but there are still no qualitative and informative diagnostic tools for this competence development. The purpose of the article is to…

THE CRITERIA, INDEXES AND LEVELS OF TEACHER'S OF NATURAL AND MATHEMATICS SUBJECTS INFORMATION COMPETENCE DEVELOPMENT

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Petro Grabovskiy

2015-10-01

Full Text Available Submitted research depends on an actual problem – how is necessary to identify means of teacher's of general education information competence evaluation. In particular, there developed on an evaluation criteria of teacher's of Natural and Mathematics subjects information competence – motivational, cognitive-operating, reflexive; and decomposition to appropriated performance criterion made in this research too. With the help of empirical research methods, in particular the method of expert evaluations, using methods of relative frequency selection, determing by an expert's performance and relevant criteria, proved significance when evaluation of teacher's of Natural and Mathematics subjects information competence development is appropriated. Based on the grounded and developed criteria and relevant indicators where four levels of studing teacher's information competence development were describing – low, middle, sufficient and high levels. According to an author opinion, the further research may be concern with the help of mathematical tools development to determine the level of teacher's of Natural and Mathematics subjects information competence development based on the selected criteria and relevant indicators

Children's selective trust decisions: rational competence and limiting performance factors.

Science.gov (United States)

Hermes, Jonas; Behne, Tanya; Bich, Anna Elisa; Thielert, Christa; Rakoczy, Hannes

2018-03-01

Recent research has amply documented that even preschoolers learn selectively from others, preferring, for example, reliable over unreliable and competent over incompetent models. It remains unclear, however, what the cognitive foundations of such selective learning are, in particular, whether it builds on rational inferences or on less sophisticated processes. The current study, therefore, was designed to test directly the possibility that children are in principle capable of selective learning based on rational inference, yet revert to simpler strategies such as global impression formation under certain circumstances. Preschoolers (N = 75) were shown pairs of models that either differed in their degree of competence within one domain (strong vs. weak or knowledgeable vs. ignorant) or were both highly competent, but in different domains (e.g., strong vs. knowledgeable model). In the test trials, children chose between the models for strength- or knowledge-related tasks. The results suggest that, in fact, children are capable of rational inference-based selective trust: when both models were highly competent, children preferred the model with the competence most predictive and relevant for a given task. However, when choosing between two models that differed in competence on one dimension, children reverted to halo-style wide generalizations and preferred the competent models for both relevant and irrelevant tasks. These findings suggest that the rational strategies for selective learning, that children master in principle, can get masked by various performance factors. © 2017 John Wiley & Sons Ltd.

Function and Content of Maternal Demands: Developmental Significance of Early Demands for Competent Action.

Science.gov (United States)

Kuczynski, Leon; Kochanska, Grazyna

1995-01-01

Examined mothers' demands during mothers' interactions with their 1.5- to 3.5-year olds. Mothers with authoritative child-rearing attitudes emphasized proactive, competence-oriented demands and avoided regulatory control. Maternal demands for competent action predicted fewer behavior problems in their children at age five; maternal demands focused…

Self-worth, perceived competence, and behaviour problems in children with cerebral palsy

OpenAIRE

Schuengel, C.; Voorman, J.; Stolk, J.; Dallmeijer, A.J.; Vermeer, A; Becher, J.

2006-01-01

Purpose. To examine the relevance of physical disabilities for self-worth and perceived competence in children with cerebral palsy (CP), and to examine associations between behaviour problems and self-worth and perceived competence. Methods. The Harter scales for self-worth and perceived competence and a new scale for perceived motor competence were used in a sample of 80 children with CP. Their motor functioning was assessed with the Gross Motor Functioning Measure (GMFM) and behaviour probl...

Competence is Competence

DEFF Research Database (Denmark)

Bramming, Pia

2004-01-01

The article will address competence, its' diffusion, application, and the consequence of this application within the field of Human Resource Management (HRM). The concept competence-in-practice will be presented and in conclusion the article will consider implications and possibilities...... of competence-in-practice as an alternative approach to Competence Development within Human Resource Management....

Communicative Competence Approach to Person-Oriented Teaching of the Russian Language and Culture of Speech

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Y. V. Orlova

2012-01-01

Full Text Available The paper is devoted to the communicative competence approach in professional training of physicians on the undergraduate level. The main emphasis is on developing linguistic, sociolinguistic and pragmatic competences while teaching the Russian language and the culture of speech. The paper is aimed at analyzing the requirements of federal state educational standards of the 3rd generation concerning the competences in the humanities which should be developed by medical students in the course of the Russian language and the culture of speech; defining the contents of the «communicative competence» term based on consideration of general European competences in mastering the language and the analysis of lingua-didactic works of modern Russian scientists; identifying the component content of linguistic, sociolinguistic and pragmatic competences of the Russian language and the culture of speech course for medical schools. The research results regarding the analysis and component content of linguistic, sociolinguistic and pragmatic competences of the Russian language and the culture of speech course have been applied while designing the Russian and the culture of speech curriculum, as well as electronic textbooks and manuals for medical students. 

The Relationship Between Provider Competence, Content Exposure, and Consumer Outcomes in Illness Management and Recovery Programs.

Science.gov (United States)

McGuire, Alan B; White, Dominique A; Bartholomew, Tom; Flanagan, Mindy E; McGrew, John H; Rollins, Angela L; Mueser, Kim T; Salyers, Michelle P

2017-01-01

Provider competence may affect the impact of a practice. The current study examined this relationship in sixty-three providers engaging in Illness Management and Recovery with 236 consumers. Improving upon previous research, the present study utilized a psychometrically validated competence measure in the ratings of multiple Illness Management and Recovery sessions from community providers, and mapped outcomes onto the theory underlying the practice. Provider competence was positively associated with illness self-management and adaptive coping. Results also indicated baseline self-management skills and working alliance may affect the relationship between competence and outcomes.

Teacher Competency: A Public Farce!

Science.gov (United States)

Weitman, Catheryn J.

The current popularity of teacher testing allows for content, criterion, and construct validity to be assessed, as pertaining to achievement levels on basic knowledge examinations. Teacher competency is a complex issue that is inaccurately confused with or identified as measures derived from academic testing. The problems in addressing the…

Identifying Dynamic Environments for Cross-Cultural Competencies

Science.gov (United States)

2014-08-01

conducted to determine if there were any additional competencies relevant for intercultural interactions that were missing from the initial framework and...1), 101-120. Haskins, C. (2010). A practical approach to cultural insight. Military Review, 79-87. Jansenns, M. (1995). Intercultural

Content analysis of resident evaluations of faculty anesthesiologists: supervision encompasses some attributes of the professionalism core competency.

Science.gov (United States)

Dexter, Franklin; Szeluga, Debra; Hindman, Bradley J

2017-05-01

Anesthesiology departments need an instrument with which to assess practicing anesthesiologists' professionalism. The purpose of this retrospective analysis of the content of a cohort of resident evaluations of faculty anesthesiologists was to investigate the relationship between a clinical supervision scale and the multiple attributes of professionalism. From July 1, 2013 to the present, our department has utilized the de Oliveira Filho unidimensional nine-item supervision scale to assess the quality of clinical supervision of residents provided by our anesthesiologists. The "cohort" we examined included all 13,664 resident evaluations of all faculty anesthesiologists from July 1, 2013 through December 31, 2015, including 1,387 accompanying comments. Words and phrases associated with the core competency of professionalism were obtained from previous studies, and the supervision scale was analyzed for the presence of these words and phrases. The supervision scale assesses some attributes of anesthesiologists' professionalism as well as patient care and procedural skills and interpersonal and communication skills. The comments that residents provided with the below-average supervision scores included attributes of professionalism, although numerous words and phrases related to professionalism were not present in any of the residents' comments. The de Oliveira Filho clinical supervision scale includes some attributes of anesthesiologists' professionalism. The core competency of professionalism, however, is multidimensional, and the supervision scale and/or residents' comments did not address many of the other established attributes of professionalism.

A quantitative reading of competences documents of Law new degrees.

OpenAIRE

Leví Orta, Genoveva del Carmen; Ramos Méndez, Eduardo

2014-01-01

Documents formulating competences of degrees are key sources for analysis, evaluation and profile comparison of training, currently offered by different university degrees. This work aims to make a quantitative reading of competences documents of Law degree from various Spanish universities, based on the ideas of Content Analysis. The methodology has two phases. Firstly, a dictionary of concepts related to the components of competences is identified in the documentary corpus. Next, the corpus...

South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies

Science.gov (United States)

Bleecker, Heather A.

2017-01-01

This quantitative research study investigates South Dakota middle school (grades 5-8) mathematics teachers' perceptions of teaching competencies including general pedagogical knowledge (GPK) and mathematical pedagogical content knowledge (MPCK). The study also considered how teacher characteristics relate to teacher competencies. The study…

Competence evaluation process for nursing students abroad: Findings from an international Case study

DEFF Research Database (Denmark)

Jansen, Mette Bro

2017-01-01

, with between five and 88 items included. Through content analysis, 196 items emerged, classified into 12 different core competence categories, the majority were categorised as ‘Technical skills’ (=60), ‘Self-learning and critical thinking’ (=27) and ‘Nursing care process’ (=25) competences. Little emphasiswas......) were approached. Methods: Tools as instruments for evaluating competences developed in clinical training by international nursing students, and written procedures aimed at guiding the evaluation process, were scrutinised through a content analysis method. Findings: All clinical competence evaluation...... procedures and instruments used in the nursing programmes involvedwere provided in English. A final evaluation of the competenceswas expected by all nursing programmes at the end of the clinical placement, while only four provided an intermediate evaluation. Great variability emerged in the tools...

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

Science.gov (United States)

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

2016-01-01

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

Public health financial management competencies.

Science.gov (United States)

Honoré, Peggy A; Costich, Julia F

2009-01-01

The absence of appropriate financial management competencies has impeded progress in advancing the field of public health finance. It also inhibits the ability to professionalize this sector of the workforce. Financial managers should play a critical role by providing information relevant to decision making. The lack of fundamental financial management knowledge and skills is a barrier to fulfilling this role. A national expert committee was convened to examine this issue. The committee reviewed standards related to financial and business management practices within public health and closely related areas. Alignments were made with national standards such as those established for government chief financial officers. On the basis of this analysis, a comprehensive set of public health financial management competencies was identified and examined further by a review panel. At a minimum, the competencies can be used to define job descriptions, assess job performance, identify critical gaps in financial analysis, create career paths, and design educational programs.

Future Competencies and Learning Methods in Engineering Education

DEFF Research Database (Denmark)

Kolmos, Anette

2002-01-01

What are the competencies for tommorow´s enginnering education and the implications of these regarding the choice of teaching content and learning methods? The paper analyses two trends: the traditional and the techo-science approach. These two trends are based on technological innovation...... and change processes and impact on educational content and methods....

International competence and knowledge studies and attitudes of the Brazilian Management accountant: analyses and reflections

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Ricardo Lopes Cardoso

2010-01-01

Full Text Available The main purpose of this study is to understand what the competences of the Management accountant are, compare to international studies and assess the existence of competences to be prioritized. This questioning has as motivation the placements of Hardern (1995, Morgan (1997, IMA (1996 e 1999 and IFAC (2003. The theoretical basis about competences is related to McClelland study (1973, 1998, Boyatzis (1982 and Spencer and Spencer (1993. This research is based on the study of 18 competences about knowledge, skills and attitudes obtained in accountant literature and that have been submitted to 200 Management accountants. Data collection instrument presented a 0.884 Cronbach Alpha. From a factorial analysis and after Kruskal-Wallis test 12 competences were obtained as the most relevant segregated in 3 factors, in comparison to international studies of nine common competences 4 were not considered relevant in statistical tests and only one must be prioritized. Results demonstrate differences between competences required from Brazilian Management accountants and from other countries, being that their reasons is an open-ended question up to the moment.

User perspectives on relevance criteria

DEFF Research Database (Denmark)

Maglaughlin, Kelly L.; Sonnenwald, Diane H.

2002-01-01

, partially relevant, or not relevant to their information need; and explained their decisions in an interview. Analysis revealed 29 criteria, discussed positively and negatively, that were used by the participants when selecting passages that contributed or detracted from a document's relevance......This study investigates the use of criteria to assess relevant, partially relevant, and not-relevant documents. Study participants identified passages within 20 document representations that they used to make relevance judgments; judged each document representation as a whole to be relevant...... matter, thought catalyst), full text (e.g., audience, novelty, type, possible content, utility), journal/publisher (e.g., novelty, main focus, perceived quality), and personal (e.g., competition, time requirements). Results further indicate that multiple criteria are used when making relevant, partially...

Competence, governance, and entrepreneurship

DEFF Research Database (Denmark)

Foss, Nicolai Juul; Mahnke, Volker

This title illustrates modern economics. Because it informs strategic choices, it is relevant to business administration in general, and for strategic management in particular. Two dominant streams may be identified in the literature, namely the "competence" and "governance" perspectives...... on the firm. While there has been little direct discussion between the main proponents of these perspectives, both claim that they are reaching for a "strategic theory of the firm". Such a theory would not only shed light on the classical questions considered in the theory of the firm (e.g. why firms exist......, what determines their boundaries and internal organization), but would also be helpful for informing strategy issues, such as understanding strategic flexibility, strategic options, and the sources of competitive advantage. This volume brings together prominent voices on competence, governance...

Nonparametric predictive inference for combined competing risks data

International Nuclear Information System (INIS)

Coolen-Maturi, Tahani; Coolen, Frank P.A.

2014-01-01

The nonparametric predictive inference (NPI) approach for competing risks data has recently been presented, in particular addressing the question due to which of the competing risks the next unit will fail, and also considering the effects of unobserved, re-defined, unknown or removed competing risks. In this paper, we introduce how the NPI approach can be used to deal with situations where units are not all at risk from all competing risks. This may typically occur if one combines information from multiple samples, which can, e.g. be related to further aspects of units that define the samples or groups to which the units belong or to different applications where the circumstances under which the units operate can vary. We study the effect of combining the additional information from these multiple samples, so effectively borrowing information on specific competing risks from other units, on the inferences. Such combination of information can be relevant to competing risks scenarios in a variety of application areas, including engineering and medical studies

Gender Competence of the Modern Teacher

Science.gov (United States)

Auhadeeva, Ludmila A.; Yarmakeev, Iskander E.; Aukhadeev, Aver E.

2015-01-01

This article discusses improvements in education and modern teacher's gender training in terms of a competence-based approach as a basic strategy of general and vocational education development in Russia. The article substantiates the relevance of teachers' gender training and the necessity to use the gender approach in their professional…

Directory of national competent authorities' approval certificates for packages, shipments, special arrangements and special form radioactive material

International Nuclear Information System (INIS)

1986-09-01

The Agency's transport regulations prescribe various requirements for the authorization of packages and shipments in respect of both national and international movement of radioactive materials. These authorizations are issued by the relevant competent authority of the country concerned; they take the form of package approval and/or shipment approval certificates. At the request of the Standing Advisory Group of the Safe Transport of Radioactive Material (SAGSTRAM), the Agency has established a programme to maintain a file of those certificates for packages and shipments which are either transported internationally or used outside the country of origin. The purpose of this directory is to facilitate the transfer of information to competent authorities and any other person wishing details on the packaging, authorized contents or special conditions pertinent to any package or shipment. The directory enables competent authorities to be aware of the status of any certificate submitted for validation. It also indicates any change in status of any certificate already validated. Future updates of the complete data will be distributed annually in a TECDOC form and, in addition, summary listings of the certificates will be issued every six months thereafter

Lived Experience: Perceptions of Competency of Novice Teachers

Directory of Open Access Journals (Sweden)

Pauline Swee Choo Goh

2017-01-01

Full Text Available This study bridges the gap of an outsider-insider perspective of competency and captures the essence of what constitutes competency among 18 novice teachers in their own actions performed in real classrooms. In this study, relevant aspects of the novice teachers’ ‘lived-experience’ in their schools make up their conceptions of competency. Novice teachers’ talk about achieving their aims of competency in strategically different ways and in each of these ways, the novice teachers’ strategies are critical to their understanding of the novice teacher-student roles. Five identified conceptions are: controls in the classroom and behaviour of students, methodical preparation, uses of sound in pedagogical knowledge and skills, understanding and empowering their students to take charge of their own learning, and an awareness of themselves as teachers. The conceptions of competency are represented diagrammatically and are discussed with respect to levels of complexity. Variation exists in the way novice teachers conceive of their competency. Teacher educators should be cognizant of the diversity in practices of teachers and not limit that to say that there is just one acceptable conception of competency.

Cultural Competence in the Treatment of Addictions: Theory, Practice and Evidence.

Science.gov (United States)

Gainsbury, Sally M

2017-07-01

Culturally and linguistically diverse (CALD) populations often have high rates of addictive disorders, but lower rates of treatment seeking and completion than the mainstream population. A significant barrier to treatment is the lack of culturally relevant and appropriate treatment. A literature review was conducted to identify relevant literature related to cultural competence in mental health services delivery and specifically treatment for addictive disorders. Several theoretical models of cultural competence in therapy have been developed, but the lack of rigorous research limits the empirical evidence available. Research indicates that culturally competent treatment practices including providing therapy and materials in the client's language, knowledge, understanding and appreciation for cultural perspectives and nuances, involving the wider family and community and training therapists can enhance client engagement, retention and treatment outcomes for substance use and gambling. Further methodologically rigorous research is needed to isolate the impact of cultural competence for the treatment of addictions and guide research to determine treatment efficacy within specific CALD populations. Training therapists and recruiting therapists and researchers from CALD communities is important to ensure an ongoing focus and improved outcomes for CALD populations due to the importance of engaging these populations with addiction treatment. Copyright © 2016 John Wiley & Sons, Ltd. Key Practitioner Message: The treatment needs of culturally diverse individuals with addictions are often not met. Theoretical models can guide therapists in incorporating cultural competence. Culturally targeted treatments increase recruitment, retention and treatment outcomes. Cultural competence includes matching clinicians and clients on linguistic and cultural backgrounds as well as being mindful of the impact of culture on client's experience of addiction problems. Few methodologically

New engineering: from knowledge to competences

Science.gov (United States)

Cartagena, M. C.; Tarquis, A. M.; Arce, A.

2009-04-01

One of the main innovations of Bologna system has been to link learning outcomes, ECTS workload based credits and competences. Competences represent a dynamic combination of knowledge, understanding, skills and abilities. Competences can be distinguished in subject specific and generic ones (instrumental, interpersonal and systemic competences). Actually in Spain Engineering degrees are changing to the new University educational system and should aim to satisfy the real needs of European society. This change has been long and complex, particularly. on the issue that have influenced curricular change Consultation with "actors" and "stakeholders", the definition of academic and professionals profiles and the translation of these into desired learning outcomes. Generic competences or transferable skills are relevant for preparing students well for their future role in society in terms of employability and citizenship. The criteria used by the companies to select their engineers are based in a good background and capacity to adapt and to acquire new knowledge, better than specific education, even postgraduate. It was interesting to note the great importance of generic competences However, Spanish government has regulated conditions of core curriculum need for to guarantee the acquisition of the competences needs to exercise the correspondent professional activities. The new degrees should comply with the core curriculum if the graduates want maintain the legal attributions guaranteed actually by the Spanish Professional Associations. After these degrees, students can access to professional master with actually horizontal attributions of regulated professions.

Validity and Reliability of the Clinical Competency Evaluation Instrument for Use among Physiotherapy Students: Pilot study.

Science.gov (United States)

Muhamad, Zailani; Ramli, Ayiesah; Amat, Salleh

2015-05-01

The aim of this study was to determine the content validity, internal consistency, test-retest reliability and inter-rater reliability of the Clinical Competency Evaluation Instrument (CCEVI) in assessing the clinical performance of physiotherapy students. This study was carried out between June and September 2013 at University Kebangsaan Malaysia (UKM), Kuala Lumpur, Malaysia. A panel of 10 experts were identified to establish content validity by evaluating and rating each of the items used in the CCEVI with regards to their relevance in measuring students' clinical competency. A total of 50 UKM undergraduate physiotherapy students were assessed throughout their clinical placement to determine the construct validity of these items. The instrument's reliability was determined through a cross-sectional study involving a clinical performance assessment of 14 final-year undergraduate physiotherapy students. The content validity index of the entire CCEVI was 0.91, while the proportion of agreement on the content validity indices ranged from 0.83-1.00. The CCEVI construct validity was established with factor loading of ≥0.6, while internal consistency (Cronbach's alpha) overall was 0.97. Test-retest reliability of the CCEVI was confirmed with a Pearson's correlation range of 0.91-0.97 and an intraclass coefficient correlation range of 0.95-0.98. Inter-rater reliability of the CCEVI domains ranged from 0.59 to 0.97 on initial and subsequent assessments. This pilot study confirmed the content validity of the CCEVI. It showed high internal consistency, thereby providing evidence that the CCEVI has moderate to excellent inter-rater reliability. However, additional refinement in the wording of the CCEVI items, particularly in the domains of safety and documentation, is recommended to further improve the validity and reliability of the instrument.

How Elitism Undermines the Study of Voter Competence

OpenAIRE

Lupia, Arthur

2006-01-01

A form of elitism undermines much writing on voter competence. The elitist move occurs when an author uses a self-serving worldview as the basis for evaluating voters. Such elitism is apparent in widely cited measures of “political knowledge” and in common claims about what voters should know. The elitist move typically limits the credibility and practical relevance of the analysis by leading writers to draw unreliable conclusions about voter competence. I propose a more constructive way of t...

The Development of Relevance in Information Retrieval

Directory of Open Access Journals (Sweden)

Mu-hsuan Huang

1997-12-01

Full Text Available This article attempts to investigate the notion of relevance in information retrieval. It discusses various definitions for relevance from historical viewpoints and the characteristics of relevance judgments. Also, it introduces empirical results of important related researches.[Article content in Chinese

Adopsi Model Competency Based Training dalam Kewirausahaan

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I Ketut Santra

2009-01-01

Full Text Available The aim of the research is improving the teaching method in entrepreneurship subject. This research adopted the competency based training (CBT into the entrepreneurship. The major task in this research is formulated and designed the entrepreneurship competency. Entrepreneurship competency indicated by Personal, Strategic and Situational and Business competence. All of entrepreneurship competences are described into sub topic of competence. After designing and formulating the game and simulation the research continuing to implement the competency based training in the real class. The time consumed to implementing the CBT one semester, starting on September 2006 to early February 2007. The lesson learnt from the implementation period, the CBT could improve the student competence in Personal, Situational Strategic and Business. The three of the competencies are important for the success entrepreneur. It is a sign of application of “Kurikulum Berbasis Kompetensi”. There are many evidences to describe the achievement of the CBT in entrepreneurship subject. Firstly, physically achievement, that all of the student’s business plan could became the real business. The evidences are presented by picture of the student’s real business. Secondly theoretically achievement, that the Personal, Situational Strategic and Business competence statistically have significant relation with Business Plan even Real Business quality. The effect of the Personal, Situational Strategic and Business competence to Business Plan quality is 84.4%. and, to the Real Business quality 77.2%. The statistic’s evidence suggests that the redesign of the entrepreneurship subject is the right way. The content of the entrepreneur competence (Personal, Situational and Strategic and Business competence have impact to the student to conduct and running for own business.

Does the Subject Content of the Pharmacy Degree Course Influence the Community Pharmacist's Views on Competencies for Practice?

Science.gov (United States)

Atkinson, Jeffrey; De Paepe, Kristien; Pozo, Antonio Sánchez; Rekkas, Dimitrios; Volmer, Daisy; Hirvonen, Jouni; Bozic, Borut; Skowron, Agnieska; Mircioiu, Constantin; Marcincal, Annie; Koster, Andries; Wilson, Keith; van Schravendijk, Chris; Wilkinson, Jamie

2015-09-01

Do community pharmacists coming from different educational backgrounds rank the importance of competences for practice differently-or is the way in which they see their profession more influenced by practice than university education? A survey was carried out on 68 competences for pharmacy practice in seven countries with different pharmacy education systems in terms of the relative importance of the subject areas chemical and medicinal sciences. Community pharmacists were asked to rank the competences in terms of relative importance for practice; competences were divided into personal and patient-care competences. The ranking was very similar in the seven countries suggesting that evaluation of competences for practice is based more on professional experience than on prior university education. There were some differences for instance in research-related competences and these may be influenced, by education.

Financial Management Competence of Founding Teams and Growth of New Technology-Based Firms

DEFF Research Database (Denmark)

Brinckmann, Jan; Gemuenden, Hans Georg; Salomo, Søren

2009-01-01

This article draws on the resource-based view to analyze the role founding teams' financial management competencies play for firm growth. Prior research stressed the importance of acquiring external financial resources. In this study, we broaden the understanding of financial management in new......-assessments of their financial management competencies at start-up. We apply the partial least squares approach to determine the effects of the different financial management competencies on firm growth....... firms. We explore the relevance of strategic financial planning competence, external financing competence, competence in financing from cash flow, and controlling competence of entrepreneurial teams for the growth of new technology-based firms. A total of 212 founding teams provided self...

COMPETENCE ASSESSMENT: BEST PRACTICES IN EUROPEAN COUNTRIES

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Magdalena VELCIU

2014-04-01

Full Text Available In the current changing environment of work, the process of competence assessment is increasingly relevant as workers gain knowledge and practical skills through fulfilling different and new working tasks and through self-education. In this context, innovative tools for competence assessment and validation are very useful for encouraging movement of individuals between jobs and from unemployment or inactivity to employment and for increasing the capacity of companies to respond and adapt to changing and challenging environments. This article presents an overview of best practices for competence assessment and validation in order to identify and select methods that have been effective in various European countries including Romania. The article concludes with a set of „learned lessons” and short recommendations in order to improve the framework of competence assessment in Romanian context. Our findings are useful for the new human resources management that aims toward efficiently usage of the workforce, inside companies and in a global labour market, encouraging flexibility and adaptability.

The Most Relevant Labour Market Competencies for Employers and Their Assessment by Students

Science.gov (United States)

Varga, Erika; Szira, Zoltán; Bárdos, Kinga Ilona; Hajós, László

2016-01-01

Our paper is aimed at examining what principal business competencies (can) enhance the success and competitiveness of employees according to the employers and we also wish to explore what personality traits have a decisive effect on the decision-making mechanism in taking on new staff. At present employers can make selection from a lot of fresh…

Examining the implementation of collaborative competencies in a critical care setting: Key challenges for enacting competency-based education.

Science.gov (United States)

Goldman, Joanne; Kitto, Simon; Reeves, Scott

2017-11-21

Interprofessional collaboration is recognised as an important factor in improving patient care in intensive care units (ICUs). Competency frameworks, and more specifically interprofessional competency frameworks, are a key strategy being used to support the development of attitudes, knowledge, skills, and behaviours needed for an interprofessional approach to care. However, evidence for the application of competencies is limited. This study aimed to extend our empirically based understanding of the significance of interprofessional competencies to actual clinical practice in an ICU. An ethnographic approach was employed to obtain an in-depth insight into healthcare providers' perspectives, behaviours, and interactions of interprofessional collaboration in a medical surgical ICU in a community teaching hospital in Canada. Approximately 160 hours of observations were undertaken and 24 semi-structured interviews with healthcare workers were conducted over a period of 6 months. Data were analysed using a directed content approach where two national competency frameworks were used to help generate an understanding of the practice of interprofessional collaboration. Healthcare professionals demonstrated numerous instances of interprofessional communication, role understandings, and teamwork in the ICU setting, which supported a number of key collaborative competencies. However, organisational factors such as pressures for discharge and patient flow, staffing, and lack of prioritisation for interprofessional learning undermined competencies designed to improve collaboration and teamwork. The findings demonstrate that interprofessional competencies can play an important role in promoting knowledge, attitudes, skills, and behaviours needed. However, competencies that promote interprofessional collaboration are dependent on a range of contextual factors that enable (or impede) individuals to actually enact these competencies.

Graduate Employability and Communication Competence: Are Undergraduates Taught Relevant Skills?

Science.gov (United States)

Clokie, Trish L.; Fourie, Elna

2016-01-01

This research establishes the role of communication education in employability by determining how employers of graduates view communication, identifying communication skills that employers view as relevant, and establishing whether these skills are included in communication courses. To achieve these aims, local businesses were surveyed, and the…

The relationship between physical fitness and motor competence in children.

Science.gov (United States)

Haga, M

2008-05-01

This study examined the relationship between physical fitness and motor competence in children aged 9-10 years. A sample of 67 children (mean age 9.7, SD 0.3 year) participated in the study. To assess motor competence, each child completed the Movement Assessment Battery for Children. Physical fitness was measured by the Test of Physical Fitness, comprising nine different tasks including running, jumping, throwing and climbing. The results show a strong and significant correlation between motor competence and physical fitness within the sample. These results are relevant to the work of maintaining and developing both sufficient physical fitness and motor competence in children as these factors are important contributors to their health and well-being.

Independent effects of relevance and arousal on deductive reasoning.

Science.gov (United States)

Caparos, Serge; Blanchette, Isabelle

2017-08-01

Emotional content can have either a deleterious or a beneficial impact on logicality. Using standard deductive-reasoning tasks, we tested the hypothesis that the interplay of two factors - personal relevance and arousal - determines the nature of the effect of emotional content on logicality. Arousal was assessed using measures of skin conductance. Personal relevance was manipulated by asking participants to reason about semantic contents linked to an emotional event that they had experienced or not. Findings showed that (1) personal relevance exerts a positive effect on logicality while arousal exerts a negative effect, and that (2) these effects are independent of each other.

Professional competence of social workers’: management methods

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V. V. Dudaryov

2015-02-01

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

The Role of Entrepreneurial Competencies in Promoting ...

African Journals Online (AJOL)

Nneka Umera-Okeke

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.

Developing a competency framework for academic physicians.

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Daouk-Öyry, Lina; Zaatari, Ghazi; Sahakian, Tina; Rahal Alameh, Boushra; Mansour, Nabil

2017-03-01

There is a mismatch between the requirements of the multifaceted role of academic physicians and their education. Medical institutions use faculty development initiatives to support their junior academic physicians, however, these rarely revolve around academic physician competencies. The aim of this study was to identify these academic physician competencies and develop a competency framework customized to an organizational context. The authors conducted semi-structured interviews and Critical Incident Technique with 25 academic physicians at a teaching medical center in the Middle East region inquiring about the behaviors of academic physicians in teaching, clinical, research, and administrative roles. Using content analysis, the authors identified 16 competencies: five "Supporting Competencies", common to all four roles of academic physicians, and 11 "Function-Specific Competencies", specific to the role being fulfilled. The developed framework shared similarities with frameworks reported in the literature but also had some distinctions. The framework developed represents a step towards closing the gap between the skills medical students are taught and the skills required of academic physicians. The model was customized to the context of the current organization and included a future orientation and addressed the literature calling for increasing focus on the administrative skills of academic physicians.

What is physics problem solving competency?

DEFF Research Database (Denmark)

Niss, Martin

2018-01-01

on the nature of physics problem- solving competency. The first, Sommerfeld’s, is a “theory first, phenomenon second” approach. Here the relevant problems originate in one of the theories of physics and the job goal of the problem- solver is to make a mathematical analysis of the suitable equation......A central goal of physics education is to teach problem-solving competency, but the nature of this competency is not well-described in the literature. The present paperarticle uses recent historical scholarship on Arnold Sommerfeld and Enrico Fermi to identify and characterize two positions......(s) and then give a qualitative analysis of the phenomenon that arise from these mathematical results. Fermi’s position is a “phenomenon first, theory second” approach, where the starting point is a physical phenomenon that is analyzed and then brought into the realm of a physics theory. The two positions...

Assessment Criteria for Competency-Based Education: A Study in Nursing Education

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Fastré, Greet M. J.; van der Klink, Marcel R.; Amsing-Smit, Pauline; van Merriënboer, Jeroen J.

2014-01-01

This study examined the effects of type of assessment criteria (performance-based vs. competency-based), the relevance of assessment criteria (relevant criteria vs. all criteria), and their interaction on secondary vocational education students' performance and assessment skills. Students on three programmes in the domain of nursing and care…

The Education versus Training and the Skills versus Competency ...

African Journals Online (AJOL)

practice of teaching” whereas training ... necessary, further distinction be- ... other hand, has application when: ... If we take this approach, then facili- ... the learner through levels of defined competency relevant to their professional career.

Evaluation of perceived and actual competency in a family medicine objective structured clinical examination.

Science.gov (United States)

Graves, Lisa; Lalla, Leonora; Young, Meredith

2017-04-01

To examine the relationship between objective assessment of performance and self-rated competence immediately before and after participation in a required summative family medicine clerkship objective structured clinical examination (OSCE). Learners rated their competence (on a 7-point Likert scale) before and after an OSCE along 3 dimensions: general, specific, and professional competencies relevant to family medicine. McGill University in Montreal, Que. All 168 third-year clinical clerks completing their mandatory family medicine rotation in 2010 to 2011 were invited to participate. Self-ratings of competence and objective performance scores were compared, and were examined to determine if OSCEs could be a "corrective" tool for self-rating perceived competence (ie, if the experience of undergoing an assessment might assist learners in recalibrating their understanding of their own performance). A total of 140 (83%) of the third-year clinical clerks participated. Participating in an OSCE decreased learners' ratings of perceived competence (pre-OSCE score = 4.9, post-OSCE score = 4.7; F 1,3192 = 4.2; P  competence for all categories of behaviour (before and after) showed no relationship to OSCE performance ( r .08 for all), nor did ratings of station-relevant competence (before and after) ( r .09 for all). Ratings of competence before and after the OSCE were correlated for individual students ( r > 0.40 and P perceived competence had decreased, and these ratings had little relationship to actual performance, regardless of the specificity of the rated competency. Discordance between perceived and actual competence is neither novel nor unique to family medicine. However, this discordance is an important consideration for the development of competency-based curricula. Copyright© the College of Family Physicians of Canada.

Defining the Key Competencies in Radiation Protection for Endovascular Procedures: A Multispecialty Delphi Consensus Study.

Science.gov (United States)

Doyen, Bart; Maurel, Blandine; Cole, Jonathan; Maertens, Heidi; Mastracci, Tara; Van Herzeele, Isabelle

2018-02-01

Radiation protection training courses currently focus on broad knowledge topics which may not always be relevant in daily practice. The goal of this study was to determine the key competencies in radiation protection that every endovascular team member should possess and apply routinely, through multispecialty clinical content expert consensus. Consensus was obtained through a two round modified Delphi methodology. The expert panel consisted of European vascular surgeons, interventional radiologists, and interventional cardiologists/angiologists experienced in endovascular procedures. An initial list of statements, covering knowledge skills, technical skills and attitudes was created, based on a literature search. Additional statements could be suggested by the experts in the first Delphi round. Each of the statements had to be rated on a 5- point Likert scale. A statement was considered to be a key competency when the internal consistency was greater than alpha = 0.80 and at least 80% of the experts agreed (rating 4/5) or strongly agreed (rating 5/5) with the statement. Questionnaires were emailed to panel members using the Surveymonkey service. Forty-one of 65 (63.1%) invited experts agreed to participate in the study. The response rates were 36 out of 41 (87.8%): overall 38 out of 41(92.6%) in the first round and 36 out of 38 (94.7%) in the second round. The 71 primary statements were supplemented with nine items suggested by the panel. The results showed excellent consensus among responders (Cronbach's alpha = 0.937 first round; 0.958 s round). Experts achieved a consensus that 30 of 33 knowledge skills (90.9%), 23 of 27 technical skills (82.1%), and 15 of 20 attitudes (75.0%) should be considered as key competencies. A multispecialty European endovascular expert panel reached consensus about the key competencies in radiation protection. These results may serve to create practical and relevant radiation protection training courses in the future, enhancing

Pediatric hospital medicine core competencies: development and methodology.

Science.gov (United States)

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

2010-01-01

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

Student displays of academic competence in the international university

DEFF Research Database (Denmark)

Kristiansen, Elisabeth Dalby

that there may be a connection, on the one hand between students'​ orientation to language as a relevant ressource for displaying academic competence and the project report as the sole product of the students'​ project, and on the other hand between the orientation to multimodal resources for displaying academic......The study presents an ethnomethodologically founded understanding of academic competence as situated social practices displayed in and through social interaction. The project uses Conversation Analysis as a method for describing such displays of competence. The project describes the conversational...... phenomenon of the 'Writing aloud Voice'​ (WAV) and describes how students use WAV sequences to demonstrate their knowledge of and ability to use certain academic conventions for formulating research questions. This constitutes one method for displaying academic competence. The project also describes...

Alpha power gates relevant information during working memory updating.

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Manza, Peter; Hau, Chui Luen Vera; Leung, Hoi-Chung

2014-04-23

Human working memory (WM) is inherently limited, so we must filter out irrelevant information in our environment or our mind while retaining limited important relevant contents. Previous work suggests that neural oscillations in the alpha band (8-14 Hz) play an important role in inhibiting incoming distracting information during attention and selective encoding tasks. However, whether alpha power is involved in inhibiting no-longer-relevant content or in representing relevant WM content is still debated. To clarify this issue, we manipulated the amount of relevant/irrelevant information using a task requiring spatial WM updating while measuring neural oscillatory activity via EEG and localized current sources across the scalp using a surface Laplacian transform. An initial memory set of two, four, or six spatial locations was to be memorized over a delay until an updating cue was presented indicating that only one or three locations remained relevant for a subsequent recognition test. Alpha amplitude varied with memory maintenance and updating demands among a cluster of left frontocentral electrodes. Greater postcue alpha power was associated with the high relevant load conditions (six and four dots cued to reduce to three relevant) relative to the lower load conditions (four and two dots reduced to one). Across subjects, this difference in alpha power was correlated with condition differences in performance accuracy. In contrast, no significant effects of irrelevant load were observed. These findings demonstrate that, during WM updating, alpha power reflects maintenance of relevant memory contents rather than suppression of no-longer-relevant memory traces.

An intelligent content discovery technique for health portal content management.

Science.gov (United States)

De Silva, Daswin; Burstein, Frada

2014-04-23

Continuous content management of health information portals is a feature vital for its sustainability and widespread acceptance. Knowledge and experience of a domain expert is essential for content management in the health domain. The rate of generation of online health resources is exponential and thereby manual examination for relevance to a specific topic and audience is a formidable challenge for domain experts. Intelligent content discovery for effective content management is a less researched topic. An existing expert-endorsed content repository can provide the necessary leverage to automatically identify relevant resources and evaluate qualitative metrics. This paper reports on the design research towards an intelligent technique for automated content discovery and ranking for health information portals. The proposed technique aims to improve efficiency of the current mostly manual process of portal content management by utilising an existing expert-endorsed content repository as a supporting base and a benchmark to evaluate the suitability of new content A model for content management was established based on a field study of potential users. The proposed technique is integral to this content management model and executes in several phases (ie, query construction, content search, text analytics and fuzzy multi-criteria ranking). The construction of multi-dimensional search queries with input from Wordnet, the use of multi-word and single-word terms as representative semantics for text analytics and the use of fuzzy multi-criteria ranking for subjective evaluation of quality metrics are original contributions reported in this paper. The feasibility of the proposed technique was examined with experiments conducted on an actual health information portal, the BCKOnline portal. Both intermediary and final results generated by the technique are presented in the paper and these help to establish benefits of the technique and its contribution towards effective

TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers

Science.gov (United States)

Keser, Hafize; Karaoglan Yilmaz, Fatma Gizem; Yilmaz, Ramazan

2015-01-01

This study compared the technological pedagogical content knowledge (TPACK) competency of pre-service teachers with their self-efficacy perception towards technology integration, based on various variables; and the correlation between their TPACK competencies and self-efficacy perceptions towards technology integration were examined. The study…

SYSTEM OF EXERCISES FOR ACQUIRING FOREIGN LANGUAGE MEDIA COMPETENCE BY FUTURE JOURNALISTS

Directory of Open Access Journals (Sweden)

Анна Палієнко

2015-05-01

Full Text Available The article propounds a communicative and cognitive methodological framework of developing an foreign language media competence of the students majoring in journalism. The media competence as an integrative quality is defined and its main constituents are characterized. The definition of a media text as a specialized speech meadi product is specificated. The role of practical operations in acquiring media competence are inicated. They are revealed while accomplishing cognitive and communicative tasks posed in relevant exercises. The appropriate requirements to these exercises are examined and its correlates are exposed.  Exercises included in the system are explored, justified and illustrated with examples. It is established that the designed system of exercises comprises cognitive and communicative exercises of receptive, reproductive and productive character. Congruous mental operations implemented in such exercises and relevant principles of processing media information are specified.

A Competence-Based Curriculum Design for Entrepreneurship Study Program

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Priska J.R. Siagian

2011-08-01

Full Text Available Indonesia is affected by global crisis. Increasing the number of entrepreneurs is one of many solutions to increase the economic growth in Indonesia. The number of entrepreneurs in Indonesia to leverage the economic growth is still limited. Entrepreneurs can be prepared through an Entrepreneurship Study Program. Entrepreneurship Study Program attempts to create qualified entrepreneurs who have relevant competences. In order to create a qualified entrepreneurs, the Entrepreneurial Studies Program requires a competency-based curriculum that will support the educational process and provide all the necessary to become future entrepreneurs who can survive through a global challenge. This research aims to design a competence-based curriculum for entrepreneurial study and uses Quality Function Deployment (QFD as the major tool to design the competence-based curriculum. From the QFD process, this research finds core and elective courses for the Entrepreneurship Study Program. The result shows the competences covered by the courses and sequence, credits, and teaching methods for each course. The competences prepared the potential entrepreneurs can be achieved through specific courses which can be acquired within 8 semesters.

Competence of nurses in the intensive cardiac care unit

Science.gov (United States)

Nobahar, Monir

2016-01-01

Introduction Competence of nurses is a complex combination of knowledge, function, skills, attitudes, and values. Delivering care for patients in the Intensive Cardiac Care Unit (ICCU) requires nurses’ competences. This study aimed to explain nurses’ competence in the ICCU. Methods This was a qualitative study in which purposive sampling with maximum variation was used. Data were collected through semi-structured interviews with 23 participants during 2012–2013. Interviews were recorded, transcribed verbatim, and analyzed by using the content-analysis method. Results The main categories were “clinical competence,” comprising subcategories of ‘routine care,’ ‘emergency care,’ ‘care according to patients’ needs,’ ‘care of non-coronary patients’, as well as “professional competence,” comprising ‘personal development,’ ‘teamwork,’ ‘professional ethics,’ and ‘efficacy of nursing education.’ Conclusion The finding of this study revealed dimensions of nursing competence in ICCU. Benefiting from competence leads to improved quality of patient care and satisfaction of patients and nurses and helps elevate nursing profession, improve nursing education, and clinical nursing. PMID:27382450

Competencies in social studies education in lower secondary schools

DEFF Research Database (Denmark)

Christensen, Anders Stig

of the subjects in terms of competencies. The paper discusses how learning aims in social studies education are expressed in the curriculum for samfundsfag (social studies) from 2014. I take as point of departure a discussion of competencies in the German Politische Bildung that has evolved since 2004 when......The European Qualifications Framework (EQF) has legally institutionalized the movement towards expressing curricular content, or aims of school-subjects, in terms of competencies. In Denmark the curriculum for the folkeskole was rewritten in 2014, also with the aim of expressing the aims...... is compared to the way competencies are expressed in the Danish curriculum, and preliminary results from an empirical study of the teaching of samfundsfag in a Danish folkeskole are included in the discussion....

Exploring the Moderating Effects of Cognitive Abilities on Social Competence Intervention Outcomes

Science.gov (United States)

Stichter, Janine P; Malugen, Emily; Herzog, Melissa; O'Donnell, Rose; Kilgus, S; Schoemann, Alexander M.

2018-01-01

Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits. The Social Competence Intervention-Adolescents' (SCI-A) methods, content, and materials were designed to be maximally pertinent and applicable to the…

Defining the Key Competences and Skills for Young Low Achievers’ in Lifelong Learning by the Voices of Students, Trainers and Teachers

Directory of Open Access Journals (Sweden)

Marta Pinto

2016-03-01

Full Text Available Europe has stressed the importance of lifelong learning as a way for its citizens to enrol and to engage fully in day-to-day demands of work and citizenship life events. Support is more urgent for those who are at risk of social and educational exclusion. This paper presents an overview on the goals of the European project LIBE “Supporting Lifelong learning with Inquiry-Based Education”, that aims at designing, developing and trying out an innovative e-learning management system devoted to develop key information processing skills for ICT with an inquiry-based approach to learning, focused on the young adult population (16-24 that have low levels of competences regarding literacy, numeracy and ICT skills. Additionally, it presents the results of a content analysis of focus groups sessions, carried out with Portuguese teachers, trainers and students, aiming to identify the key competences and skills most needed by young low achievers. The Portuguese results integrate the alignment of the proposal of the LIBE framework for the learning outcomes, instructional objectives and ICT key information processing competencies. Results highlight literacy skills and social competence as the most relevant for the target audience, adding ICT competences as very important in developing literacy skills and self-efficacy. Pedagogical support is considered a significant part of the students’ successful learning, both in face-to-face or e-learning environments.

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

Science.gov (United States)

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

2016-01-01

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

Advanced Competencies for School Bus Drivers.

Science.gov (United States)

Illinois State Board of Education, Springfield.

Four units are provided for formal classroom instruction in advanced competencies for school bus drivers in Illinois. Units cover passenger control, accidents and emergencies, detecting hazards, and first aid. Each unit contains some or all of the following components: table of contents; a list of objectives; informative material, including an…

Achieving HBSE Competencies through Service-learning

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Sarah E. Twill

2011-04-01

Full Text Available Service-learning pedagogy allows social work educators to create meaningful learning opportunities for students and better prepare them for practicum, while at the same time, meeting a community need. This paper outlines the relevance of incorporating service-learning into the social work curriculum, specifically the human behavior and the social environment (HBSE area. Using Bloom’s taxonomy as a guide, the authors propose how the CSWE competencies and practice behaviors specific to HBSE may be assessed using service-learning pedagogy. An example is reviewed to illustrate how service-learning can assist faculty and students achieve the HBSE competencies and practice behaviors. Finally, implications for service-learning as a pedagogical strategy for social work education are discussed.

Models of digital competence and online activity of Russian adolescents

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Galina U. Soldatova

2016-06-01

Full Text Available Having established the conception of digital competence consisting of four components (knowledge, skills, motivation and responsibility implemented in four areas (content, communication, consumption, and the techno-sphere, we propose the idea of models of digital competence as a specific systems of adolescents’ beliefs about their abilities and desires in the online world. These models (1 may be realistic or illusory, (2 their development is mediated by the motivation and online activity and (3 they regulate further online activities as well as the further development of digital competence. On the basis of nationwide study of digital competence (N=1203 Russian adolescents of 12-17 years using latent class method we revealed 5 models of digital competence corresponding to its lowest level, the average level at high and low motivation, high specific (in the components of skill and safety and high general level. It has been shown that higher appraisal of their digital competence is related to the opportunity of a more prolonged and self-service access to the Internet as well as the history of independent development of skills online. The illusion of digital competence is associated with a wide but shallow exploration activities online. Motivational component is related to the participation and recognition of the role of others in the development of digital competence, in comparison with others’ online skills and knowledge, as well as subjectively lower «digital divide» with parents. We suggest that the motivational component of the digital competence is developed if adolescent has a successful interaction via Internet, learn from other people and also if the range of her activities and interests online activity involves and requires the development of new skills. Based on digital competence model’s analysis, we have figured out 3 main types of Internet-users: (1 beginners, (2 experienced users, (3 advanced users. All these types fall into

Critical thinking competence and disposition of clinical nurses in a medical center.

Science.gov (United States)

Feng, Rung-Chuang; Chen, Mei-Jung; Chen, Mei-Chuan; Pai, Yu-Chu

2010-06-01

Critical thinking is essential in nursing practice. Promoting critical thinking competence in clinical nurses is an important way to improve problem solving and decision-making competence to further improve the quality of patient care. However, using an adequate tool to test nurses' critical thinking competence and disposition may provide the reference criteria for clinical nurse characterization, training planning, and resource allocation for human resource management. The purpose of this study was to measure the critical thinking competence and critical thinking disposition of clinical nurses as well as to explore the related factors of critical thinking competence. Clinical nurses from four different clinical ladders selected from one medical center were stratified randomly. All qualified subjects who submitted valid questionnaires were included in the study. A Taiwan version of the modified Watson-Glaser Critical Thinking Appraisal and Critical Thinking Disposition Inventory was developed to measure the critical thinking competence and critical thinking disposition of clinical nurses. Validity was evaluated using the professional content test (content validity index = .93). Reliability was assessed with a Cronbach's alpha coefficient of .85. Data were analyzed using the SPSS for Windows (Version 12.0; SPSS Inc., Chicago, IL). Results showed that competence of interpretation was the highest critical thinking competence factor. Inference was the lowest, and reflective thinking as a critical thinking disposition was more positive. In addition, age, years of nursing experience, and experiences in other hospitals significantly influenced critical thinking competence (p critical thinking disposition scores. Clinical ladder N4 nurses had the highest scores in both competence and disposition. A significant relationship was found between critical thinking competence and disposition scores, with 29.3% of the variance in critical thinking competence potentially explained

Competence Development among mentors: An Action Research

DEFF Research Database (Denmark)

Kragelund, Linda

2014-01-01

Artiklen er blevet dobbelt blind reviewet og jeg er i gang med at rette den til. This article presents results about student nurse mentors' competence development in relation to exploiting learning opportunities in everyday life activities in hospital wards. They are from the Danish action research...... about them. The research used the concept of 'pseudo-everyday life activities' in which hitherto undiscovered learning opportunities in everyday situations can be exploited, alongside Lauvås and Handal's 'Mentoring loop'. The research sought to establish how mentors’ competence could be improved using...... this framework. The analytical approach was qualitative content analysis. Results were not entirely as expected; they showed that when the tools were used as in the research design, mentors felt they benefitted and evidence indicated their competence would improve. Surprisingly, most mentors did not perform...

Does the Subject Content of the Pharmacy Degree Course Influence the Community Pharmacist’s Views on Competencies for Practice?

Directory of Open Access Journals (Sweden)

Jeffrey Atkinson

2015-09-01

Full Text Available Do community pharmacists coming from different educational backgrounds rank the importance of competences for practice differently—or is the way in which they see their profession more influenced by practice than university education? A survey was carried out on 68 competences for pharmacy practice in seven countries with different pharmacy education systems in terms of the relative importance of the subject areas chemical and medicinal sciences. Community pharmacists were asked to rank the competences in terms of relative importance for practice; competences were divided into personal and patient-care competences. The ranking was very similar in the seven countries suggesting that evaluation of competences for practice is based more on professional experience than on prior university education. There were some differences for instance in research-related competences and these may be influenced, by education.

Does the Subject Content of the Pharmacy Degree Course Influence the Community Pharmacist’s Views on Competencies for Practice?

Science.gov (United States)

Atkinson, Jeffrey; De Paepe, Kristien; Sánchez Pozo, Antonio; Rekkas, Dimitrios; Volmer, Daisy; Hirvonen, Jouni; Bozic, Borut; Skowron, Agnieska; Mircioiu, Constantin; Marcincal, Annie; Koster, Andries; Wilson, Keith; van Schravendijk, Chris; Wilkinson, Jamie

2015-01-01

Do community pharmacists coming from different educational backgrounds rank the importance of competences for practice differently—or is the way in which they see their profession more influenced by practice than university education? A survey was carried out on 68 competences for pharmacy practice in seven countries with different pharmacy education systems in terms of the relative importance of the subject areas chemical and medicinal sciences. Community pharmacists were asked to rank the competences in terms of relative importance for practice; competences were divided into personal and patient-care competences. The ranking was very similar in the seven countries suggesting that evaluation of competences for practice is based more on professional experience than on prior university education. There were some differences for instance in research-related competences and these may be influenced, by education. PMID:28975909

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

Science.gov (United States)

Fater, Kerry H

2013-01-01

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

Why is it hard to make progress in assessing children's decision-making competence?

Science.gov (United States)

Hein, Irma M; Troost, Pieter W; Broersma, Alice; de Vries, Martine C; Daams, Joost G; Lindauer, Ramón J L

2015-01-10

standardized assessment instrument covering all four relevant dimensions of competence (understanding, reasoning, appreciation, expressing a choice), including a study population of children covering the full age range of 7 to 18 years, improving information provision, and assessing relevant contextual data.

Validity of Subjective Self-Assessment of Digital Competence among Undergraduate Preservice Teachers

Science.gov (United States)

Maderick, Joseph Andrew

2013-01-01

Technology is now integrated into the Technological Pedagogical Content Knowledge (TPACK) required to be a highly qualified 21st century teacher. Accurate measurement of digital competence has become critical. Self-assessment has been used widely to measure the digital competence of preservice teachers who are expected to integrate technology into…

Perceived competence and contraceptive use during adolescence.

Science.gov (United States)

Hillman, Jennifer B; Negriff, Sonya; Dorn, Lorah D

2010-03-01

Little is known about psychosocial correlates of different contraceptive methods in adolescence. Cross-sectional analyses of 209 postmenarcheal girls [mean age (years)+/-SD=15.68+/-1.74], primarily Caucasian (62.8%) or African American (32.8%). Competence (activities and social) and rule-breaking behavior were assessed by the Youth Self Report (YSR; adolescent) and the Child Behavior Checklist (CBCL; parent). Three contraceptive-use groups were created: no hormonal contraceptive (n=142), combined oral contraceptives or the transdermal patch (COCs/patch, n=41), and depot medroxyprogesterone acetate (DMPA, n=20). There was a significant effect of contraceptive-use group on competence (p=.003). The DMPA group had lower competence (CBCL activities and social; YSR social) than the no-hormonal-contraceptive and COCs/patch groups. The COCs/patch group scored lower than the no-hormonal-contraceptive group on YSR activities competence, but was not different from the DMPA group. Lastly, there was an effect of contraceptive-use group on CBCL (but not YSR) rule-breaking behavior (p=.029) with the DMPA group having higher rule-breaking behavior than the other groups. Type of contraceptive method was associated with parent and adolescent's perceived competence. For rule-breaking behavior, parental perception may be more relevant to contraceptive use. Copyright (c) 2010 Elsevier Inc. All rights reserved.

Clinical cultural competency and knowledge of health disparities among pharmacy students.

Science.gov (United States)

Okoro, Olihe N; Odedina, Folakemi T; Reams, Romonia R; Smith, W Thomas

2012-04-10

To evaluate the level of competency and knowledge about health disparities among third-year doctor of pharmacy (PharmD) students at 2 Florida public colleges of pharmacy and to explore the demographic correlates of these variables. A cross-sectional survey study design was used to collect data from participants. The students had low health-disparities knowledge and moderate skills in dealing with sociocultural issues and cross-cultural encounters. Speaking a language(s) other than English and having exposure to cultural-competency instruction were the demographic variables found to be most significantly associated with clinical cultural competency and/or knowledge of health disparities. Clinical cultural competency and health-disparities instruction may not be adequately incorporated into the pharmacy school curricula in the institutions studied. Relevant education and training are necessary to enhance cultural competency among pharmacy students.

Marketing to increase participation in a Web-based continuing medical education cultural competence curriculum.

Science.gov (United States)

Estrada, Carlos A; Krishnamoorthy, Periyakaruppan; Smith, Ann; Staton, Lisa; Korf, Michele J; Allison, Jeroan J; Houston, Thomas K

2011-01-01

CME providers may be interested in identifying effective marketing strategies to direct users to specific content. Online advertisements for recruiting participants into activities such as clinical trials, public health programs, and continuing medical education (CME) have been effective in some but not all studies. The purpose of this study was to compare the impact of 2 marketing strategies in the context of an online CME cultural competence curriculum (www.c-comp.org). In an interrupted time-series quasi-experimental design, 2 marketing strategies were tested: (1) wide dissemination to relevant organizations over a period of approximately 4 months, and (2) Internet paid search using Google Ads (5 consecutive 8-week periods--control 1, cultural/CME advertisement, control 2, hypertension/ content advertisement, control 3). Outcome measures were CME credit requests, Web traffic (visits per day, page views, pages viewed per visit), and cost. Overall, the site was visited 19,156 times and 78,160 pages were viewed. During the wide dissemination phase, the proportion of visits requesting CME credit decreased between the first (5.3%) and second (3.3%) halves of this phase (p = .04). During the Internet paid search phase, the proportion of visits requesting CME credit was highest during the cultural/CME advertisement period (control 1, 1.4%; cultural/CME ad, 4.3%; control 2, 1.5%; hypertension/content ad, 0.6%; control 3, 0.8%; p advertisement periods. The incremental cost for the cultural advertisement per CME credit requested was US $0.64. Internet advertisement focusing on cultural competence and CME was associated with about a threefold increase in requests for CME credit at an incremental cost of under US $1; however, Web traffic changes were independent of the advertisement strategy. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical

Strengthening Regulatory Competence in a Changing Nuclear Regulatory Environment

International Nuclear Information System (INIS)

Illizastigui, P.F.

2016-01-01

The paper addresses the approach followed by the Cuban National Center for Nuclear Safety for the management of current and new competences of its regulatory staff with the aim of allowing those staff to effectively fulfill their core regulatory functions. The approach is realized through an Integrated System for Competence Building, which is based on the IAEA recommendations, shown to be effective in ensuring the necessary competence in the relevant areas. In the author’s opinion, competence of the regulatory staff in the area of human and organizational factors is of paramount importance and needs to be further strengthened in order to be able to assess safety performance at the facilities and detect early signs of deteriorating safety performance. The former is defined by the author as the core regulatory function “Analysis” which covers the entire spectrum of assessment tasks carried out by the regulatory staff to: a) detect declining safety performance, b) diagnose latent weaknesses (root causes) and c) make effective safety culture interventions. The author suggests that competence associated with the fulfillment of the analysis function is distinctly identified and dealt with separately in the current system of managing regulatory competence. (author)

Development and Testing of the Nurse Manager EBP Competency Scale.

Science.gov (United States)

Shuman, Clayton J; Ploutz-Snyder, Robert J; Titler, Marita G

2018-02-01

The purpose of this study was to develop and evaluate the validity and reliability of an instrument to measure nurse manager competencies regarding evidence-based practice (EBP). The Nurse Manager EBP Competency Scale consists of 16 items for respondents to indicate their perceived level of competency on a 0 to 3 Likert-type scale. Content validity was demonstrated through expert panel review and pilot testing. Principal axis factoring and Cronbach's alpha evaluated construct validity and internal consistency reliability, respectively. Eighty-three nurse managers completed the scale. Exploratory factor analysis resulted in a 16-item scale with two subscales, EBP Knowledge ( n = 6 items, α = .90) and EBP Activity ( n = 10 items, α = .94). Cronbach's alpha for the entire scale was .95. The Nurse Manager EBP Competency Scale is a brief measure of nurse manager EBP competency with evidence of validity and reliability. The scale can enhance our understanding in future studies regarding how nurse manager EBP competency affects implementation.

On Competence Clusters and Great Masters

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A. V. Yaminskii

2016-01-01

Full Text Available In the context of a new concept of 'competence' as the main criterion and standard for graduates to meet requirements of labor market the article analyses the education system approaches to assessment and development of students’ skills, abilities and motivation since the reign of Emperor Nicholas I. It notes that in XIX-XX centuries there was a dominance of the level of standards relevant to real attainments of graduates while at the turn of the Millennium there was a significantly formalized approach. In all periods of history the real accomplishments of engineering brain and tremendous work, rather than the competences assessed the activities and professional qualities of the best representatives of the leading Russian engineering school, i.e. BMSTU, and this predetermined the continuity and motivation of the University generations. The article considers the origin of the term "competence", the evolution of its grading, and use in the educational and administrative practice. For example, the author's school of BMSTU "Professional English in the business world» (PEBW BMSTU, being equally successful before and after introduction of the new formal criterion, has shown indifference of innovation with regard to the results of professional education among the most advanced students. Because the results are determined by quality of teaching methods, the interdisciplinary approach, the teacher’s attainment level and student’s motivation, and it is impossible to single out the numerous elements of competence clusters in a complex and largely individual set of the higher school products, i.e. graduate’s skills.The article shows achievements of the most talented modern students and considers the most relevant problems such as a status quo in quality of modern education from their point of view. The modern competence-based approach is in tune with Regulation of the Nicholas General Staff Academy "for the ongoing identification and assessment of

A Competence-Based Approach to Sustainable Innovation Teaching

DEFF Research Database (Denmark)

McAloone, Timothy Charles

2007-01-01

the object of a research exercise, to affect and observe various approaches to the teaching of design. Particular attention will be paid in this case to competencies, both initiated in the teaching and the evaluated in the students’ interpretation of the theoretical contents. The lessons learned from...... through educational curricula and research programmes. This paper presents an initiative from Denmark, showing new interpretations of industrial needs, research insights, educational ideas and identification of core innovative engineering competencies. The new Danish Master of Science engineering...... the first three years of this semester’s application and teaching to approximately 55 students per year are presented and discussed. After introducing the motivation and background for establishing the education programme, the consideration of competence-based education is described, in the context...

Dysrhythmia management content in ADN and BSN curricula.

Science.gov (United States)

McIntosh, Trisha; Duske, Shawna; Anderson, Mary Ann; Hill, Pamela

2008-07-01

The purposes of this study were to compare nurse educators' perceptions of the importance of selected dysrhythmia management competencies for the graduates of associate degree in nursing (ADN) and baccalaureate of science in nursing (BSN) programs, and to compare what related content is taught at the ADN and BSN level for dysrhythmia management. A quantitative, nonexperimental design with a mailed survey was used to compare how nurse educators perceive the importance of dysrhythmia competencies in selected ADN and BSN programs in the states of Illinois and Iowa, and to determine what related content is taught. A total of 33 ADN and 24 BSN programs returned the survey for a 58.2% (57 of 98) response rate. Results indicated that ADN and BSN faculty in Illinois and Iowa perceived that selected dysrhythmia management content is important and that such content is currently provided at both the ADN and BSN level. Health care institutions can have confidence that new graduates from either educational preparation have had dysrhythmia management content and can expand their level of expertise.

Pragmatic sociology and competing orders of worth in organizations

DEFF Research Database (Denmark)

Jagd, Søren

2011-01-01

primarily has been related to three main themes in organizational research: non-profit and co-operative organizations, inter-organizational co-operation, and organizational change. Third, I discuss how the pragmatic, process-oriented aspect of the research program, focusing on the intertwining of values......Different notions of multiple rationalities have recently been applied to describe the phenomena of co-existence of competing rationalities in organizations. These include institutional pluralism, institutional logics, competing rationalities and pluralistic contexts. The French pragmatic...... studies of organizations. First, I summarize the basic ideas of the framework, stressing the aspects of special relevance for studies of organizations. Second, I review the empirical studies focusing on the coexistence of competing orders of worth in organizations showing that the order of worth framework...

Sustainable Transformation & Effective Competency Management Practices in Nuclear Organizations

International Nuclear Information System (INIS)

Gardelliano, S.

2016-01-01

Full text: Managing essential knowledge as a strategic organizational asset is a factor of upmost relevance in today’s nuclear organizations. The author considers evident that competencies are critical carriers of knowledge. As such the use of an appropriate competency model could be the most effective way to capture the present reservoir of explicit and tacit Knowledge of specific functions or organizational areas. Besides, we could use them for new or other redesigned functions or determine the needs of specific competencies for future positions. Therefore, appropriate competency models or systems have to be developed or updated in each nuclear organization since these are fundamental for managing more effectively and efficiently the present nuclear human capital and to forecast the evolving competence required in management, technical, scientific and safety areas to continuously ensure a highly competent nuclear workforce. On the other hand, competency based management models or systems would not achieve the expected results if they are not fully designed and integrated within the strategic organizational infrastructure of the related nuclear organization. This paper is expected to provide a wider view and practical reflections on organizational transformation issues and the benefits of using an integrative competency model in the nuclear industry. Particularly, the paper give an insight of an empiric model for strategic organizational transformation processes and integrative management practices, and on how to realign strategic issues with top management processes and build organizational capacity through effective competency based management for the sustainable transformation of nuclear organizations. (author

Pedagogical Content Knowledge in Indonesian English Language Teaching

Directory of Open Access Journals (Sweden)

Faisal Faisal

2015-12-01

Full Text Available –This paper considers the pedagogical content knowledge (PCKthat Indonesian teachers require to implement the 2013 Curriculum and develop their junior high school learner’s written English effectively, as mandated by the Regulation Number 16/2007. Based on the commonalities of the PCK components in international and Indonesian teaching of English as a foreign language, the components of PCK comprise knowledge of learners, subject matter, general pedagogy, and curriculum. Following manifest-latent content analysis principles, this study identified that this regulation defines and derives the concept of PCK into what it calls teachers’ four competencies, namely pedagogical, professional, personal, and social competencies.

The Model of Formation of Professional Competence of Future Software Engineers

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Viktor Sedov

2016-05-01

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.

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

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Sudarsono M. I. Sudarsono

2017-05-01

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

52 Sociocultural Competence as a Basis for Functional Education: A ...

African Journals Online (AJOL)

User

2010-10-17

Oct 17, 2010 ... This paper examines the relevance of socio-cultural competence in functional ... non-material expressions of the people as well as the processes with which .... themselves in all kinds of immorality, smoking, stealing, drug ...

PLANNING AND ESTIMATION OF EXPECTED COMPETENCES LEARNING OUTCOMES FOR FSES HPE

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V. N. Vasilev

2013-03-01

Full Text Available The article deals with approach for planning and estimation of competences learning outcomes for Federal State Educational Standard of Higher Professional Education (FSES HPE in the framework of information and educational environment development of the higher education institution, based on the discipline content structuring for formation of the standard competences learning results and the principle of interdisciplinary training. Connection of FSES HPE competences learning outcomes with types and forms of students’ trainings, types and forms of their control in a discipline is analyzed. Techniques of estimation means development for the current, module and intermediate control of expected competences learning outcomes for FSES HPE are considered. Examples of the developed techniques application are given.

Assessing Cultural Competency in School Crisis Plans

Science.gov (United States)

Annandale, Neil O.; Heath, Melissa Allen; Dean, Brenda; Kemple, Ana; Takino, Yozo

2011-01-01

This study reviewed school-based crisis planning resources and guidelines provided by 40 state departments of education and offices of safe and drug-free schools. Content was examined for indications of cultural competency. The most frequently reported topics included: (a) assisting students with mental and physical disabilities, (b) tapping into…

WAYS OF DEVELOPING PEDAGOGICAL UNIVERSITY STUDENTS’ ENGLISH LANGUAGE COMPETENCE

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Lyudmyla Gavrilova

2017-04-01

Full Text Available Involvement of future specialists into advanced studying of English as the main language of international communication is a relevant problem of modern higher education in Ukraine. This issue relevance is proved by the country's integration into the European educational environment, changes in strategic directions of higher education development in Ukraine, regulations by Ukrainian Government and the Ministry of Education, in particular, the Decree of the President of Ukraine “On Declaring 2016 the Year of English Language in Ukraine”, “Common European Framework on Language Education”. Essential changes which are now taking place in studying foreign languages, especially English, are also associated with the competency paradigm of education that focuses on achieving certain educational results and orienting scientific research of professional pedagogical education in recent years. An important condition for reformatting process of learning a foreign (English language is monitoring future specialists’ academic achievements in this field, particularly future teachers’ ones. The concept “pedagogical monitoring” is interpreted as a system of measures for collecting and analyzing data to study and evaluate the quality of professional training and to make decisions on further improvement of the educational process. The purpose of the article is to highlight and analyze the results of monitoring the level of English of State higher educational establishment “Donbas State Pedagogical University” students and reveal the ways of improving future teachers` English communicative competence. The monitoring stages are assessing the starting level of foreign (English language of students who are not trained in the field of language-related professions using the tests for A2 level standards of Cambridge Educational Syndicate; reformatting the content of learning English at the university: developing and implementing the course �

The development of national competency standards for the midwife in Australia.

Science.gov (United States)

Homer, Caroline S E; Passant, Lyn; Kildea, Sue; Pincombe, Jan; Thorogood, Carol; Leap, Nicky; Brodie, Pat M

2007-12-01

to develop and validate national competency standards for midwives in Australia. This study was part of a commissioned national research project to articulate the scope of practice of Australian midwives and to develop national competency standards to assist midwives to deliver safe and competent midwifery care. a multi-method, staged approach was used to collect data through a literature review, workshop consultations, interviews, surveys and written submissions in order to develop national competency standards for Australian midwives. Subsequently, direct observation of practice in a range of settings ensured validation of the competencies. maternity-care settings in each state and territory in Australia. midwives, other health professionals and consumers of midwifery care. The national competency standards for the midwife were developed through research and consultation before being validated in practice. the national competency standards are currently being implemented into education, regulation and practice in Australia. These will be minimum competency standards required of all midwives who seek authority to practise as a midwife in Australia. It is expected that all midwives will demonstrate that they are able to meet the competency standards relevant to the position they hold. the competency standards establish a national standard for midwives and reinforce responsibility and accountability in the provision of quality midwifery care through safe and effective practice. In addition, individual midwives may use the competency standards as the basis of their ongoing professional development plans.

Identification of Managerial Competencies in Knowledge-based Organizations

Directory of Open Access Journals (Sweden)

Königová Martina

2012-03-01

Full Text Available Managerial competencies identification and development are important tools of human resources management that is aimed at achieving strategic organizational goals. Due to current dynamic development and changes, more and more attention is being paid to the personality of managers and their competencies, since they are viewed as important sources of achieving a competitive advantage. The objective of this article is to identify managerial competencies in the process of filling vacant working positions in knowledge-based organizations in the Czech Republic. The objective was determined with reference to the Czech Science Foundation GACR research project which focuses on the identification of managerial competencies in knowledge-based organizations in the Czech Republic. This identification within the frame of the research project is primarily designed and subsequently realised on the basis of content analysis of media communications such as advertisements - a means through which knowledge- based organizations search for suitable candidates for vacant managerial positions. The first part of the article deals with theoretical approaches to knowledge-based organizations and issues on competencies. The second part evaluates the outcomes of the survey carried out, and also summarizes the basic steps of the application of competencies. The final part summarizes the benefits and difficulties of applying the competency-based approach as a tool of efficient management of organizations for the purpose of achieving a competitive advantage.

Formation of Professional Competence of Legal Specialty Students in the Elective Courses Studying

Science.gov (United States)

Akhmejanova, Gulnara; Olzhabayev, Bulat; Grigoryeva, Roza; Karibaeva, Zhanara; Avilkhan, Akmamyk; Sakenov, Janat

2016-01-01

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…

Metacognitive competence as a goal for medical training

Directory of Open Access Journals (Sweden)

Alessandro Antonietti

2014-07-01

Full Text Available Professionals who are faced with emergency situations daily during their work can rely on three different ways of thinking. They can base their judgments and decisions on intuition. Alternatively they can apply heuristic strategies, which offer simple procedures to simplify situations and find satisfactory solutions. Finally, they can reflect analytically. The optimal approach would be a flexible use of these three systems, since it enables doctors to activate the system that is more relevant to the given situation and eventually to pass to another system when they realize that the previous one is inadequate. Metacognitive competence is required in order to identify the mental system that is more relevant to a specific case. This competence consists in the ability to self-regulate cognitive processes in order to match the specific needs of the moment. To do so, individuals have to pay attention to their cognitive processes and understand how they can be trusted and what is the best way to handle them. Operatively, metacognitive competence should be developed by leading professionals to identify the mode of thinking – intuitive, heuristic or analytical – that is best suited to make the choices required by the clinical cases that they are facing. Suggestions concerning the way physicians working in emergency department can be trained to enhance their metacognitive skills are reported.

Cultural competence: reflections on patient autonomy and patient good.

Science.gov (United States)

Leever, Martin G

2011-07-01

Terms such as 'cultural competence' and 'transcultural nursing' have comfortably taken their place in the lexicon of health care. Their high profile is a reflection of the diversity of western societies and health care's commitment to provide care that is responsive to the values and beliefs of all who require treatment. However, the relationship between cultural competence and familiar ethical concepts such as patient autonomy has been an uneasy one. This article explores the moral foundations of cultural competence, ultimately locating them in patient autonomy and patient good. The discussion of patient good raises questions about the moral relevance of a value's rootedness in a particular culture. I argue that the moral justification for honoring cultural values has more to do with the fact that patients are strongly committed to them than it does with their cultural rootedness. Finally, I suggest an organizational approach to cultural competence that emphasizes overall organizational preparedness.

The Evaluation of Modelling Competences: Difficulties and Potentials for the Learning of the Sciences

Science.gov (United States)

Lopes, J. Bernardino; Costa, Nilza

2007-01-01

Modelling is an inherent process for the construction and use of science concepts that mobilize diverse specific competences. The aims of this work are to put forward a means of evaluating modelling competences that is relevant for physics teaching and science education research and to identify the potentials and constraints in the development of…

Modeling on the Criteria of Chinese Business English Majors’ Business Communication Competence

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Liu Yonghou

2015-01-01

Full Text Available With increasing globalization in the business arena, the phenomenal growth of international business has created a heavy demand for intellectuals with international business communication competence. Business communication competence, as one of the paramount competences business English majors should acquire and the particular embodiment of competitiveness, is of vital significance not only in personal development, but also in enterprises management, just as Liu (2012 claims “[e]ffective business communication is the lifeblood of every organization, and a key to success in one’s career”. There is, nevertheless, no universally accepted model for what excellent business communication competence should consist of up to now. Hence, the overriding aim of the present study is to identify Chinese business English majors’ communication competence relevant to the contemporary communication environment. Identification of these skills should aid business communication educators and students in addressing practical concerns in their teaching and learning. The unified model to be put forward covers four kinds of core competence, i.e. English competence, fundamental business knowledge and skills, excellent intercultural communication competence, and luxuriant humanistic quality, together with three other skills, which are also indispensable, including scenario analysis competence, outstanding technology-mediated communication competence, and non-verbal communication competence.

Juvenile Probation Officer Self-Assessed Mental Health Competency as a Predictor of Case Management Practices.

Science.gov (United States)

Holloway, Evan D; Cruise, Keith R; Downs, Sarah M; Monahan, Patrick O; Aalsma, Matthew C

2017-07-01

Justice-involved youth endorse high rates of mental health problems. Juvenile probation is the most common disposition in the justice system and juvenile probation officers (JPOs) are crucial for connecting justice-involved youth with appropriate care. We examined the role of mental health competency on the use of self-report case management strategy types (deterrence, restorative justice, and treatment) by JPOs and whether jurisdiction-level differences were relevant. Results suggest that mental health competency predicted use of restorative justice and treatment strategies and all three strategy types varied at the county level. The role of mental health competency in use of treatment strategies is relevant to connecting justice-involved youth to mental health care. Furthermore, a substantial amount of the variance predicting the use of all three strategies was accounted for at the county level.

Towards a Competency Model for Teaching Computer Science

Science.gov (United States)

Bender, Elena; Hubwieser, Peter; Schaper, Niclas; Margaritis, Melanie; Berges, Marc; Ohrndorf, Laura; Magenheim, Johannes; Schubert, Sigrid

2015-01-01

To address the special challenges of teaching computer science, adequate development of teachers' competencies during their education is extremely important. In particular, pedagogical content knowledge and teachers' beliefs and motivational orientations play an important role in effective teaching. This research field has been sparsely…

Identifying interprofessional global health competencies for 21st-century health professionals.

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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

2015-01-01

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.

Development of skills-based competencies for forensic nurse examiners providing elder abuse care

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Du Mont, Janice; Kosa, Daisy; Macdonald, Sheila; Elliot, Shannon; Yaffe, Mark

2016-01-01

Objective As a critical step in advancing a comprehensive response to elder abuse built on existing forensic nursing-led hospital-based programmes, we developed a list of skills-based competencies for use in an Elder Abuse Nurse Examiner curriculum. Participants and setting Programme leaders of 30 hospital-based forensic nursing-led sexual assault and domestic violence treatment centres. Primary and secondary outcome measures 149 verbatim recommendations for components of an elder abuse response were identified from a systematic scoping review. In 2 online Delphi consensus survey rounds, these components of care were evaluated by an expert panel for their overall importance to the elder abuse intervention under development and for their appropriateness to the scope of practice of an elder abuse nurse examiner. The components retained after evaluation were translated into skills-based competencies using Bloom's Taxonomy of Learning and, using the Nominal Group Technique, were subsequently reviewed and revised by a subset of members of the expert panel in a consensus meeting. Results Of the 148 recommendations evaluated, 119 were rated as important and achieved consensus or high level of agreement. Of these, 101 were determined to be within the scope of practice of an Elder Abuse Nurse Examiner and were translated into skills-based competencies. Following review and revision by meeting experts, 47 final competencies were organised by content into 5 metacompetencies: documentation, legal and legislative issues; interview with older adult, caregiver and other relevant contacts; assessment; medical and forensic examination; and case summary, discharge plan and follow-up care. Conclusions We determined the skills-based competencies of importance to training forensic nurse examiners to respond to elder abuse in the context of a hospital-based intervention. These findings may have implications for violence and abuse treatment programmes with a forensic nursing component

Development of skills-based competencies for forensic nurse examiners providing elder abuse care.

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Du Mont, Janice; Kosa, Daisy; Macdonald, Sheila; Elliot, Shannon; Yaffe, Mark

2016-02-10

As a critical step in advancing a comprehensive response to elder abuse built on existing forensic nursing-led hospital-based programmes, we developed a list of skills-based competencies for use in an Elder Abuse Nurse Examiner curriculum. Programme leaders of 30 hospital-based forensic nursing-led sexual assault and domestic violence treatment centres. 149 verbatim recommendations for components of an elder abuse response were identified from a systematic scoping review. In 2 online Delphi consensus survey rounds, these components of care were evaluated by an expert panel for their overall importance to the elder abuse intervention under development and for their appropriateness to the scope of practice of an elder abuse nurse examiner. The components retained after evaluation were translated into skills-based competencies using Bloom's Taxonomy of Learning and, using the Nominal Group Technique, were subsequently reviewed and revised by a subset of members of the expert panel in a consensus meeting. Of the 148 recommendations evaluated, 119 were rated as important and achieved consensus or high level of agreement. Of these, 101 were determined to be within the scope of practice of an Elder Abuse Nurse Examiner and were translated into skills-based competencies. Following review and revision by meeting experts, 47 final competencies were organised by content into 5 metacompetencies: documentation, legal and legislative issues; interview with older adult, caregiver and other relevant contacts; assessment; medical and forensic examination; and case summary, discharge plan and follow-up care. We determined the skills-based competencies of importance to training forensic nurse examiners to respond to elder abuse in the context of a hospital-based intervention. These findings may have implications for violence and abuse treatment programmes with a forensic nursing component that are considering the provision of a dedicated response to the abuse of older women and men

Competency-Based Education and the World of Work.

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Huff, Sheila M.

Some issues in connection with competency-based education (CBE) and the world of work discussed by the author include the relevance of CBE programs to work, the changing attitudes of students and young workers toward work, "credentialism" or the continual upgrading of educational requirements for employment, underemployment and CBE, and others.…

Concept and benefits of the Inverted Classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies

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Kühl, Susanne J.

2017-08-01

Full Text Available Background: Medical students often have a problem recognising the relevance of basic science subjects for their later professional work in the pre-clinical stage of their studies. This can lead to a lower motivation to learn biochemical content and dissatisfaction in the courses amongst the students. Alternative teaching methods such as the Inverted Classroom (IC method can address this deficiency. The goal of this study was: We also investigated how a biochemistry course in the pre-clinical stage of a human medicine course of studies can be successfully organised according to the IC method. Furthermore, we examined the benefits of the IC method over conventional teaching formats. Method: The IC method was implemented in accordance with the guidelines of the GMA committee “New Media” in a biochemistry seminar for two student IC intervention groups with 42 students. A part of the factual knowledge from the on-site phase in the form of teaching videos together with self-learning control tasks were provided online before the seminar for both IC intervention groups. Exporting content to the self-learning phase creates new free time in the on-site phase, during which the content can be critically considered and processed and additional competency-based learning objectives can be taught. Identical biochemistry teaching content was taught in parallel control groups (14 student groups with n=299 students, but no material was handed out beforehand for a self-learning phase. These students only received the materials after the on-site phase. Motivation and satisfaction as well as the acceptance for the teaching methods were recorded by questionnaires, the acquisition of knowledge by MC exams.Results: On a Likert scale from 1 (strongly disagree to 6 (strongly agree, the students in the IC intervention groups could be seen to be much more motivated (5.53 than students in the control group (4.01. Students in the IC intervention groups also recognised the

Self-Relevance Constructions of Biology Concepts: Meaning-Making and Identity-Formation

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Davidson, Yonaton Sahar

2018-01-01

Recent research supports the benefit of students' construction of relevance through writing about the connection of content to their life. However, most such research defines relevance narrowly as utility value--perceived instrumentality of the content to the student's career goals. Furthermore, the scope of phenomenological and conceptual…

Peaceful Death: Recommended Competencies and Curricular Guidelines for End-of-Life Nursing Care.

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American Association of Colleges of Nursing, Washington, DC.

A group of health care ethicists and palliative care experts convened by the American Association of Colleges of Nursing developed a set of competencies that should be achieved through nursing curricula. The purpose of the 15 competency statements is to assist nurse educators in incorporating end-of-life content into nursing curricula. Every…

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

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

2014-01-01

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

RETROSPECTIVE ANALYSIS OF COMMUNICATIVE COMPETENCE DEVELOPMENT

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Alla A. Isakova

2017-03-01

Full Text Available Introduction: the article outlines the concepts of communicative competence and cross-cultural communication. The authors highlight their place in higher education institutions based on a case-study of Tyumen region (Russia. The increased interest in the process of cross-cultural communication determines the relevance of the research.. Materials and Methods: during the research process the authors used descriptive method, observation and learning with consulting of relevant literature. The methodological basis of the research is a philosophical concept of the relationship between culture and morality, communication, inter-ethnic and ecological culture and others. Results: this communicative education system should be continuous, comprehensive, interdisciplinary and integrated to promote personal development of students with differentiation depending on professional orientation. Teaching should be consistent with cultural traditions and ethical values as the basis of person’s physical and mental health, knowledge of the world and their pl ace in it. Discussion and Conclusions: the development of communicative competence takes place in the educational process. The communication will be successful in the new changed reality of professional activity. The research of verbal and nonverbal communication is useful for commercial and government institutions. It is necessary to study the communicative process in the educational environment promoting personal development of the students. The conditions of integration processes demonstrate some significant changes. The main priorities of modern higher education are full-fledged formation and development of the student’s abilities. It is possible to assume that communicative competence will be the link and the basis of the interaction of all educational forms. The article touches upon the philosophical, literary and cultural problems; the topic determines the choice of Integration of Education.

Ethical competency of nurse leaders: A qualitative study.

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Barkhordari-Sharifabad, Maasoumeh; Ashktorab, Tahereh; Atashzadeh-Shoorideh, Foroozan

2018-02-01

Ethics play an important role in activating the manpower and achieving the organizational goals. The nurse leaders' ethical behavior can promote the care quality by affecting the nurses' performance and bringing up several positive consequences for the organization. The aim of this study was to identify and describe the ethical competency of nurse leaders in cultural domains and the working conditions of the Iranian healthcare setting to arrive at a more comprehensive and specific perspective. This was a qualitative conventional content analysis study conducted with the participation of 14 nurse leaders at various levels. The participants were selected using the purposive sampling method, and the required data were collected using deep interview and also semi-structured interview. A deductive method of content analysis was applied in data analysis. Ethical considerations: This study was conducted in accord with the principles of research ethics and national rules and regulations relating to informed consent and confidentiality. Data analysis resulted in 17 subcategories that were subsequently grouped into three major categories including empathetic interactions, ethical behavior, and exalted manners. Our findings are consistent with previous ones, yet presenting a more complete knowledge about aspects of ethical competency of nurse leaders. The nurse leaders can provide a proper behavioral model for the work environment through the use of new information. The nurse leaders introduced various aspects of ethical competency, so the leaders' ethical competency could be promoted via planning and managing some ethical development programs. More future research is needed regarding the experiences of the subordinates and other related parties.

Developing a model of competence in the operating theatre: psychometric validation of the perceived perioperative competence scale-revised.

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Gillespie, Brigid M; Polit, Denise F; Hamlin, Lois; Chaboyer, Wendy

2012-01-01

This paper describes the development and validation of the Revised Perioperative Competence Scale (PPCS-R). There is a lack of a psychometrically tested sound self-assessment tools to measure nurses' perceived competence in the operating room. Content validity was established by a panel of international experts and the original 98-item scale was pilot tested with 345 nurses in Queensland, Australia. Following the removal of several items, a national sample that included all 3209 nurses who were members of the Australian College of Operating Room Nurses was surveyed using the 94-item version. Psychometric testing assessed content validity using exploratory factor analysis, internal consistency using Cronbach's alpha, and construct validity using the "known groups" technique. During item reduction, several preliminary factor analyses were performed on two random halves of the sample (n=550). Usable data for psychometric assessment were obtained from 1122 nurses. The original 94-item scale was reduced to 40 items. The final factor analysis using the entire sample resulted in a 40 item six-factor solution. Cronbach's alpha for the 40-item scale was .96. Construct validation demonstrated significant differences (pperceived competence scores relative to years of operating room experience and receipt of specialty education. On the basis of these results, the psychometric properties of the PPCS-R were considered encouraging. Further testing of the tool in different samples of operating room nurses is necessary to enable cross-cultural comparisons. Copyright © 2011 Elsevier Ltd. All rights reserved.

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

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

2015-01-01

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

Forming Artistic-Design Competency of Vocational Design Teacher

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Falco, Vera P.; Fedorov, Vladimir A.; Dorozhkin, Evgenij M.; Merkushova, Nina I.; Bakanach, Olga V.

2016-01-01

The relevance of the problem under study is based on the necessity to achieve effectiveness of the learning process aimed at forming a competent specialist and ensuring the quality of training of vocational teacher of a certain subject (design). The aim of the article is to provide theoretical substantiation, to elaborate and to test the…

Refining a self-assessment of informatics competency scale using Mokken scaling analysis.

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Yoon, Sunmoo; Shaffer, Jonathan A; Bakken, Suzanne

2015-01-01

Healthcare environments are increasingly implementing health information technology (HIT) and those from various professions must be competent to use HIT in meaningful ways. In addition, HIT has been shown to enable interprofessional approaches to health care. The purpose of this article is to describe the refinement of the Self-Assessment of Nursing Informatics Competencies Scale (SANICS) using analytic techniques based upon item response theory (IRT) and discuss its relevance to interprofessional education and practice. In a sample of 604 nursing students, the 93-item version of SANICS was examined using non-parametric IRT. The iterative modeling procedure included 31 steps comprising: (1) assessing scalability, (2) assessing monotonicity, (3) assessing invariant item ordering, and (4) expert input. SANICS was reduced to an 18-item hierarchical scale with excellent reliability. Fundamental skills for team functioning and shared decision making among team members (e.g. "using monitoring systems appropriately," "describing general systems to support clinical care") had the highest level of difficulty, and "demonstrating basic technology skills" had the lowest difficulty level. Most items reflect informatics competencies relevant to all health professionals. Further, the approaches can be applied to construct a new hierarchical scale or refine an existing scale related to informatics attitudes or competencies for various health professions.

Extending Working Life: Which Competencies are Crucial in Near-Retirement Age?

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Wiktorowicz, Justyna

2018-01-01

Nowadays, one of the most important economic and social phenomena is population ageing. Due to the low activity rate of older people, one of the most important challenges is to take various actions involving active ageing, which is supposed to extending working life, and along with it-improve the competencies of older people. The aim of this paper is to evaluate the relevance of different competencies for extending working life, with limiting the analysis for Poland. The paper also assesses the competencies of mature Polish people (aged 50+, but still in working age). In the statistical analysis, I used logistic regression, as well as descriptive statistics and appropriate statistical tests. The results show that among the actions aimed at extending working life, the most important are those related to lifelong learning, targeted at improving the competencies of the older generation. The competencies (both soft and hard) of people aged 50+ are more important than their formal education.

Learning literacy and content through video activities in primary education

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Heitink, Maaike Christine; Fisser, Petra; McKenney, Susan; Resta, P.

2012-01-01

This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in primary education. Three Dutch teachers implemented video activities to improve students‟ content knowledge

On the Assessment of Paramedic Competence: A Narrative Review with Practice Implications.

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Tavares, W; Boet, S

2016-02-01

Paramedicine is experiencing significant growth in scope of practice, autonomy, and role in the health care system. Despite clinical governance models, the degree to which paramedicine ultimately can be safe and effective will be dependent on the individuals the profession deems suited to practice. This creates an imperative for those responsible for these decisions to ensure that assessments of paramedic competence are indeed accurate, trustworthy, and defensible. The purpose of this study was to explore and synthesize relevant theoretical foundations and literature informing best practices in performance-based assessment (PBA) of competence, as it might be applied to paramedicine, for design or evaluation of assessment programs. A narrative review methodology was applied to focus intentionally, but broadly, on purpose relevant, theoretically derived research that could inform assessment protocols in paramedicine. Primary and secondary studies from a number of health professions that contributed to and informed best practices related to the assessment of paramedic clinical competence were included and synthesized. Multiple conceptual frameworks, psychometric requirements, and emerging lines of research are forwarded. Seventeen practice implications are derived to promote understanding as well as best practices and evaluation criteria for educators, employers, and/or licensing/certifying bodies when considering the assessment of paramedic competence. The assessment of paramedic competence is a complex process requiring an understanding, appreciation for, and integration of conceptual and psychometric principles. The field of PBA is advancing rapidly with numerous opportunities for research.

Developing competencies for pediatric hospice and palliative medicine.

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Klick, Jeffrey C; Friebert, Sarah; Hutton, Nancy; Osenga, Kaci; Pituch, Kenneth J; Vesel, Tamara; Weidner, Norbert; Block, Susan D; Morrison, Laura J

2014-12-01

In 2006, hospice and palliative medicine (HPM) became an officially recognized subspecialty. This designation helped initiate the Accreditation Council of Graduate Medical Education Outcomes Project in HPM. As part of this process, a group of expert clinician-educators in HPM defined the initial competency-based outcomes for HPM fellows (General HPM Competencies). Concurrently, these experts recognized and acknowledged that additional expertise in pediatric HPM would ensure that the competencies for pediatric HPM were optimally represented. To fill this gap, a group of pediatric HPM experts used a product development method to define specific Pediatric HPM Competencies. This article describes the development process. With the ongoing evolution of HPM, these competencies will evolve. As part of the Next Accreditation System, the Accreditation Council of Graduate Medical Education uses milestones as a framework to better define competency-based, measurable outcomes for trainees. Currently, there are no milestones specific to HPM, although the field is designing curricular milestones with multispecialty involvement, including pediatrics. These competencies are the conceptual framework for the pediatric content in the HPM milestones. They are specific to the pediatric HPM subspecialist and should be integrated into the training of pediatric HPM subspecialists. They will serve a foundational role in HPM and should inform a wide range of emerging innovations, including the next evolution of HPM Competencies, development of HPM curricular milestones, and training of adult HPM and other pediatric subspecialists. They may also inform pediatric HPM outcome measures, as well as standards of practice and performance for pediatric HPM interdisciplinary teams. Copyright © 2014 by the American Academy of Pediatrics.

The false dichotomy of quality and quantity in the discourse around assessment in competency-based education.

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Ten Cate, Olle

2015-08-01

Competency-based medical education stresses the attainment of competencies rather than the completion of fixed time in rotations. This sometimes leads to the interpretation that quantitative features of a program are of less importance, such as procedures practiced and weeks or months spent in clinical practice. An educational philosophy like "We don't require numbers of procedures completed but focus on competencies" suggests a dichotomy of either competency-based or time and procedures based education. The author argues that this dichotomy is not useful, and may even compromise education, as long as valid assessment of all relevant competencies is not possible or feasible. Requiring quantities of experiences of learners is not in contrast with competency-based education.

A review of competencies developed for disaster healthcare providers: limitations of current processes and applicability.

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Daily, Elaine; Padjen, Patricia; Birnbaum, Marvin

2010-01-01

In order to prepare the healthcare system and healthcare personnel to meet the health needs of populations affected by disasters, educational programs have been developed by numerous academic institutions, hospitals, professional organizations, governments, and non-government organizations. Lacking standards for best practices as a foundation, many organizations and institutions have developed "core competencies" that they consider essential knowledge and skills for disaster healthcare personnel. The Nursing Section of the World Association for Disaster and Emergency Medicine (WADEM) considered the possibility of endorsing an existing set of competencies that could be used to prepare nurses universally to participate in disaster health activities. This study was undertaken for the purpose of reviewing published disaster health competencies to determine commonalities and universal applicability for disaster preparedness. In 2007, a review of the electronic literature databases was conducted using the major keywords: disaster response competencies; disaster preparedness competencies; emergency response competencies; disaster planning competencies; emergency planning competencies; public health emergency preparedness competencies; disaster nursing competencies; and disaster nursing education competencies. A manual search of references and selected literature from public and private sources also was conducted. Inclusion criteria included: English language; competencies listed or specifically referred to; competencies relevant to disaster, mass-casualty incident (MCI), or public health emergency; and competencies relevant to healthcare. Eighty-six articles were identified; 20 articles failed to meet the initial inclusion criteria; 27 articles did not meet the additional criteria, leaving 39 articles for analysis. Twenty-eight articles described competencies targeted to a specific profession/discipline, while 10 articles described competencies targeted to a defined role

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

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

2013-01-01

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

DEVELOPMENT OF FOREIGN LANGUAGE STYLISTIC COMPETENCE OF FUTURE PHILOLOGISTS: GRAMMATICAL ASPECT

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Олена Вовк

2015-05-01

Full Text Available The article studies a grammatical aspect of developing stylistic competence of students of linguistic departments. Particularly, the stylistic competence which is defined as a capacity to create adequate utterances under natural conditions of communication according to a concrete situation is characterized. To highlight the importance of acquiring stylistic competence the levels of speech development of an individual are indentified and the stages of teaching grammar are differentiated. The approaches to teaching stylistic grammar are characterized within a communicative framework and relevant skills are elucidated. The role of functional styles in teaching a foreign language is clarified. The idea of teaching students to be able to make register shifts and mixture of speech registers in the process of foreign language competence acquiring are highlihgted. The theoretical principles are illustrated with the appropriate examples of exercises.

Competence Requirements of ISO/IEC Standards for Information Security Professionals

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Natalia G. Miloslavskaya

2017-11-01

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.

Means to form key competencies by teaching „Chemistry and environmental protection” in grade 8

International Nuclear Information System (INIS)

Manev, Stefan; Dimitrova, Velichka; Gushterova, Pavlina

2011-01-01

Abstract: A comparison was made of expected results set in grade 8 „Chemistry and environment preservation” curriculum and requirements to form one of eight key competencies „Mathematical literacy and basic knowledge in science and technologies”. The results obtained allow to make some recommendations towards improvement of teaching through a more effective use of science content to form key competencies. Keywords: teaching, science, chemistry, key competencies, curriculum

Psycho-Pedagogical Measuring Bases of Educational Competences of Students

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Kenzhegaliev, Kulush K.; Shayakhmetova, Aisulu A.; Zulkarnayeva, Zhamila A.; Iksatova, Balzhan K.; Shonova, Bakytgul A.

2016-01-01

The relevance of the research problem is conditioned by the weak development of measurement, assessment of educational competences at an operational level, at the level of actions, by insufficient applications of psycho-pedagogical theories and methods of mathematical statistics. The aim of the work is to develop through teaching experiments the…

Assessment of a Competency-Based Undergraduate Course on Genetic and Genomics.

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Kronk, Rebecca; Colbert, Alison; Lengetti, Evelyn

2017-08-24

In response to new demands in the nursing profession, an innovative undergraduate genetics course was designed based on the Essential Nursing Competencies and Curricula Guidelines for Genetics and Genomics. Reflective journaling and storytelling were used as major pedagogies, alongside more traditional approaches. Thematic content analysis of student reflections revealed transformational learning as the major theme emerging from genomic and genetic knowledge acquisition. Quantitative analyses of precourse/postcourse student self-assessments of competencies revealed significant findings.

Able but unintelligent: including positively stereotyped black subgroups in the stereotype content model.

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Walzer, Amy S; Czopp, Alexander M

2011-01-01

The stereotype content model (SCM) posits that warmth and competence are the key components underlying judgments about social groups. Because competence can encompass different components (e.g., intelligence, talent) different group members may be perceived to be competent for different reasons. Therefore, we believe it may be important to specify the type of competence being assessed when examining perceptions of groups that are positively stereotyped (i.e., Black athletes and musical Blacks). Consistent with the SCM, these subgroups were perceived as high in competence-talent but not in competence-intelligence and low in warmth. Both the intelligence and talent frame of competence fit in the SCM's social structural hypothesis.

Exploring the 'cultural' in cultural competencies in Pacific mental health.

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Samu, Kathleen Seataoai; Suaalii-Sauni, Tamasailau

2009-02-01

Cultural competency is about the ability of individuals and systems to respond respectfully and effectively to the cultural needs of peoples of all cultures. Its general attributes include knowledge, attitudes, skills and professional judgment. In Pacific mental health, 'the cultural' is generally understood to be ethnic culture. Accordingly, Pacific cultural competencies assume ethnic specific markers. In mental health Pacific cultural competencies has seen a blending of cultural and clinical beliefs and practices. This paper provides an overview of five key theme areas arising from Auckland-based ethnic-specific Pacific workshop data: language, family, tapu relationships, skills and organisation policy. Workshop participants comprised of Pacific mental health providers, Pacific consumers, family members of Pacific consumers and members of the Pacific community members. This paper purports that identifying the perceptions of different Pacific groups on ethnic-specific elements of cultural competencies are necessary to build and strengthen the capacity and capability of mental health services to provide culturally relevant services.

Students' Assessment and Self-assessment of Nursing Clinical Faculty Competencies: Important Feedback in Clinical Education?

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Lovrić, Robert; Prlić, Nada; Zec, Davor; Pušeljić, Silvija; Žvanut, Boštjan

2015-01-01

The students' assessment of clinical faculty competencies and the faculty members' self-assessment can provide important information about nursing clinical education. The aim of this study was to identify the differences between the students' assessment of the clinical faculty member's competencies and the faculty member's self-assessment. These differences can reveal interesting insights relevant for improving clinical practice.

A competency framework for the business rescue practitioner profession

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Marius Pretorius

2014-08-01

Research purpose: Competencies required by business rescue practitioners (BRPs to navigate a distressed venture were investigated. What BRPs actually ‘do’ during a rescue guided the development of a competency framework to inform future qualification guidelines for BRP education and accreditation. Motivation for the study: To investigate the research question: ‘What are the competencies that underlie the activities of a business rescue practitioner?’. Research design, approach and method: A modified ‘interview to the double’ (ITTD process was used to elicit instructions that a BRP would give to an imaginary ‘double’. These instructions were analysed and rated for importance, transferability, knowledge requirement and skills requirement; in conclusion, these instructions were ranked and subjected to a content analysis. Main findings: Based on the main activities that were derived from the practices and praxis, one assignment and four supra (higher-level competencies were consequent to the analysis. A BRP able to successfully navigate a distressed venture towards normal operations should demonstrate a high level of competency in sense-making, decision making and integration, achieved through collaboration as the central competency. Practical implications: Firstly, the study addresses educators’ need for a framework of competencies to guide education. Secondly, it paves the way for the Regulator to develop a qualifications framework for accreditation. Contribution: The findings gave structure to the competencies underlying the activities of a BRP to navigate a rescue. Pre-business and financial acumen appears limited without these competencies containing insight, experience, intuition, heuristics, tacit knowledge, perceptive induction and more.

[Competence based medical education].

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Bernabó, Jorge G; Buraschi, Jorge; Olcese, Juan; Buraschi, María; Duro, Eduardo

2007-01-01

The strategy of curriculum planning in the majority of the Schools of Medicine has shifted, in the past years, from curriculum models based in contents to outcome oriented curricula. Coincidently the interest in defining and evaluating the clinical competences that a graduate must have has grown. In our country, and particularly in the Associated Hospitals belonging to the Unidad Regional de Enseñanza IV of the UBA School of Medicine, evidence has been gathered showing that the acquisition of clinical competences during the grade is in general insufficient. The foundations and characteristics of PREM (Programa de Requisitos Esenciales Mínimos) are described. PREM is a tool to promote the apprenticeship of abilities and necessary skills for the practice of medicine. The objective of the program is to promote the apprenticeship of a well defined list of core competences considered indispensable for a general practitioner. An outcome oriented curriculum with a clear definition of the expected knowledge, skills and attitudes of a graduate of the programme, the promotion of learning experiences centered in the practice and evaluation tools based in direct observation of the student's performance should contribute to close the gap between what the Medicine Schools traditionally teach and evaluate, and what the doctor needs to know and needs to do to perform correctly its profession.

Stereotypes of mental disorders differ in competence and warmth.

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Sadler, Melody S; Meagor, Elizabeth L; Kaye, Kimberly E

2012-03-01

Theoretical models of public stigma toward mental illness have focused on factors that perpetuate stigma toward the general label of "mental illness" or toward a handful of specific illnesses, used more or less interchangeably. The current work used the Stereotype Content Model (Fiske, Cuddy, Glick, & Xu, 2002) to examine how one facet of public stigma--stereotype content--differs as a function of specific mental illnesses. Participants were recruited online from across the U.S. Study 1 demonstrated that the overarching category of people with mental illness was perceived as relatively incompetent, but not very hostile (i.e., relatively warm). Study 2 found that when the general label of mental illness was separated into thirteen individual disorders, distinct stereotype content toward four clusters of illnesses emerged. One cluster, typified by illnesses with psychotic features (e.g., schizophrenia), was perceived to be hostile and incompetent. A second cluster, comprised of mood and anxiety disorders, was perceived as average on both competence and warmth. A third cluster of illnesses with neuro-cognitive deficits was thought to be warm but incompetent. The fourth cluster included groups with sociopathic tendencies and was viewed as hostile but relatively competent. The results clearly demonstrate that the stereotype content that underlies public stigma toward individual mental illnesses is not the same for all disorders. Harnessing knowledge of differing stereotype content toward clusters of mental illnesses may improve the efficacy of interventions to counteract public stigma. Copyright © 2012 Elsevier Ltd. All rights reserved.

The relationship between perceived physical competence and fundamental motor skills in preschool children.

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Robinson, Leah E

2011-07-01

The purpose of this investigation had two folds. First, it aimed to discover the relationship between perceived physical competence and fundamental motor skills in preschoolers. Secondly, it examined the effect of sex on perceived physical competence and fundamental motor skills within the sample. A total of 119 children (mean age 4.00, SD 0.55 years) participated in this study. The Test of Gross Motor Development--2nd Edition was used to assess fundamental motor skills and the Pictorial Scale of Perceived Competence and Social Acceptance was used to assess perceived physical competence. The results show a moderate and significant correlation between perceived physical competence and fundamental motor skills. Sex differences were also found with boys demonstrating more proficient motor skills and reporting higher perceived physical competence compared with girls. The findings provide relevant information to the child development literature and suggest that a positive relationship exist between preschoolers' self-perceptions of the physical ability and fundamental motor skills. © 2010 Blackwell Publishing Ltd.

The value relevance of top executive departures : Evidence from the Netherlands

NARCIS (Netherlands)

Cools, Kees; van Praag, C. Mirjam

2007-01-01

On theoretical grounds, monitoring of top executives by the (supervisory) board is expected to be value relevant. The empirical evidence is ambiguous and we analyze three non-competing explanations for this ambiguity: (i) The positive effect on firm value of board monitoring is hidden in stock price

FOREIGN LANGUAGE AS A MEANS OF COMMUNICATIVE COMPETENCE DEVELOPMENT OF FUTURE SOFTWARE ENGINEERS

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Viacheslav V. Osadchyi

2017-04-01

Full Text Available The article deals with the problem of foreign language teaching for future software engineers in higher educational establishments. Requirements of employers to applicants for engineering positions as to their linguistic competence are analyzed. Communicative competence requirements for graduates of higher educational establishments according to national branch standards for software and computer engineers are highlighted. The results of the curricula analysis of the leading national universities as to foreign language teaching are given. The aim and the contents of “English for professional purpose” course are presented, as well as described procedural guidelines of the course, its aim, structure and contents; considered some aspects of information and consultation support.

Therapist and supervisor competencies in cognitive behavioural therapy.

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Prasko, Jan; Vyskocilová, Jana; Mozny, Petr; Novotny, Miroslav; Slepecky, Milos

2011-01-01

For cognitive behavioural therapy, acquisition and maintenance of psychotherapeutic and supervisory competencies is crucial. The PubMed, Web of Science and Scopus databases were searched for articles containing the following keywords: cognitive-behavioural therapy, competencies, therapeutic relationship, intervention, technique, training, supervision, self-reflection, empirically supported, transference, countertransference, scheme of therapy, dialectical behaviour therapy. The search was performed by repeating the words in different combinations with no language or time limitations. The articles were sorted and key articles listed in reference lists were searched. In addition, original texts by A.T. Beck, J. Beck, C. Padesky, M. Linehan, R. Leahy, J. Young, W. Kuyken and others were used. The resources were confronted with our own psychotherapeutic and supervisory experiences and only most relevant information was included in the text. Thus, the article is a review with conclusions concerned with competencies in cognitive behavioural therapy. For cognitive behavioural therapy, four domains of competencies in psychotherapy are crucial - relationship, case assessment and conceptualization, self-reflection and intervention. These may be divided into foundational, specific and supervisory. The foundational competencies include recognition of empirical basis for a clinical approach, good interpersonal skills, ability to establish and maintain the therapeutic relationship, self-reflection, sensitivity to a difference and ethical behaviour. The specific competencies involve the skill of case conceptualization in terms of maladaptive beliefs and patterns of behaviour, ability to think scientifically and teach this to the patient, structure therapy and sessions, assign and check homework, etc. The supervisor's competencies include multiple responsibilities in supporting the supervisee, identification and processing of the therapist's problems with the patient, continuous

Do Pre-Entry Tests Predict Competencies Required to Excel Academically in Law School?: An Empirical Investigation

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Wamala, Robert

2016-01-01

Purpose: Prospective students of law are required to demonstrate competence in certain disciplines to attain admission to law school. The grounding in the disciplines is expected to demonstrate competencies required to excel academically in law school. The purpose of this study is to investigate the relevance of the law school admission test to…

Validating competencies for an undergraduate training program in rural medicine using the Delphi technique.

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Gouveia, Eneline Ah; Braga, Taciana D; Heráclio, Sandra A; Pessoa, Bruno Henrique S

2016-01-01

Worldwide, half the population lives in rural or remote areas; however, less than 25% of doctors work in such regions. Despite the continental dimensions of Brazil and its enormous cultural diversity, only some medical schools in this country offer students the opportunity to acquire work experience focused on medicine in rural or remote areas. The objective of the present study was to develop a framework of competencies for a longitudinal medical training program in rural medicine as an integrated part of medical training in Brazil. Two rounds of a modified version of the Delphi technique were conducted. Initially, a structured questionnaire was elaborated, based on a literature review. This questionnaire was submitted to the opinion of 20 panelists affiliated with the Rural Medicine Working Party of the Brazilian Society of Family and Community Medicine. The panelists were asked to evaluate the relevance of the competencies using a five-point Likert-type scale. In this study, the consensus criterion for a competency to be included in the framework was it being deemed 'very important' or 'indispensable' by a simple majority of the participants, while the criterion for excluding a competency was that a simple majority of the panel members considered that it 'should not be included' or was 'of little importance'. When a consensus was not reached regarding a given competency, it was submitted to a second round to enable the panelists to re-evaluate the now dichotomized questions. Compliance in responding to the questionnaire was better among the panelists predominantly involved in teaching activities (85%; n=12) compared to those working principally in patient care (45%; n=8). The questionnaire consisted of 26 core competencies and 165 secondary competencies. After evaluation by the specialists, all the 26 core competencies were classified as relevant, with none being excluded and only eight secondary competencies failing to achieve a consensus. No new competencies

Organization of Individual Work of Students under Competence-Oriented Approach to Education in Higher School

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Ualiyeva, Nazym T.; Murzalinova, Alma Z.

2016-01-01

The main objective of this research is to identify the essence, content and specifics of organization of individual work of higher school students under competence-oriented approach. The research methodology is related to the choice of competence-oriented approach to ensure transformation of individual work into individual activity in…

Understanding Listening Competency: A Systematic Review of Research Scales

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Fontana, Peter C.; Cohen, Steven D.; Wolvin, Andrew D.

2015-01-01

To better understand what constitutes listening competency, we perform a systematic review of listening scales. Our goal was twofold: to determine the most commonly appearing listening traits and to determine if listening scales are similar to one other. As part of our analysis, we identified 53 relevant scales and analyzed the scales…

The IT project manager competencies that impact project success – A qualitative research

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Cíntia Cristina Silva de Araújo

2015-07-01

Full Text Available Since there is a lack of studies about the relationship of IT project manager competencies and project success, this paper will address the following research question: Which competencies should IT project managers develop in order to achieve success in IT projects? To answer this question, we conducted a qualitative research with an exploratory approach. To collect data, twelve (12 in-depth interviews were done with Brazilian project managers from different companies from several business sectors. The analysis results pointed out that for our respondents the most needed category of competencies are team management, business domain knowledge,  communication, project management and people skills. As other authors have affirmed, technical skills were considered to be less relevant to project success than interpersonal and intrapersonal competencies.

The influence of student ethnicity on teacher expectations and teacher perceptions of warmth and competence

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Raisa Akifyeva

2018-03-01

Full Text Available Background. Previous research shows that incorrect teacher expectations about students can affect students’ academic success. Moreover, students’ ethnicity was found to be one of the most influential characteristics affecting teacher expectations, which can be based on ethnic stereotypes. Most studies test this relationship by comparing teacher expectations of multiple ethnic groups; however, we propose here another perspective, assuming that the connection between ethnic stereotypes and expectations may be determined by the content of the stereotypes. Objective. This study examines the influence of students’ ethnicity on teacher expectations and stereotypes, as well as the relationship of teacher expectations and stereotypes toward ethnic minority students, by including the stereotype content model in the analysis. Design. Thirty-four primary school teachers participated in the experiment in which they analyzed six fictional profiles of students, two of which were experimental. The experimental profiles contained identical information (annual school grade, a teacher testimonial, gender, but differed in names of the students and their parents, and in their migration background. Thus, we manipulated only the information related to ethnicity and migration history of two students. Results. Teacher expectations about the performance of minority students were always unfavorable compared with expectations about the performance of the majority students, but their expectations about the abilities of minority and majority students, which include teachers’ beliefs about students’ educational skills, attitudes and motivation, and capacity for school work, were mixed. We also discovered that the teacher expectations were positively related to perceptions of competence and not to perceptions of warmth. However, the minority student was evaluated by teachers as just as warm and competent as the majority. Conclusion. This study shows the relevance of

[Current and future competencies for public health professionals].

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

2013-01-01

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

The tightness of control procedures in the legal protection provided by jurisdiction against directives issued by the Federal Government - a problem of competence distribution between the Federal Constitutional Court and the Federal Administrative Court?

International Nuclear Information System (INIS)

Zimmermann, B.

1992-01-01

The tightness of control procedures in the legal protection provided by jurisdiction against directives issued by the Federal Government - a problem of competence distribution between the Federal Constitutional Court and the Federal Administrative Court? The article examines questions of recourse to the competent court, problems concerning the admissibility of legal proceedings before the Federal Admininstrative Court, the competence of the Laender in performing administrative acts on behalf of the Federation, the effectiveness of legal protection and the relationship between the Laender and the Federation in terms of responsibility for constitutional rights. The legal protection offered by administrative law, against a directive of the Federal Government is wholly ineffective, as there is no legal position a Land could bring into play to defened itself against a directive leading to unlawful action. Inequites which thus occur can however be met via a dispute between the Federation and the Laender as provided by the constitution, as the content of a directive becomes relevant in attempts to exert influence on the competence issue. Ultimately the rulings of the Basic Law on competence serve to protect the citizen and the community against excesses. In this connection the constitutional rights in their capacity as negative competence rulings disqualify executive acts. (orig./HSCH) [de

Tree Identification. Competency Based Teaching Materials in Horticulture.

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Legacy, Jim; And Others

This competency-based curriculum unit on tree identification is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The three sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

Nursing Informatics Competencies: Psychometric Validation, Dissemination, and Maintenance of Self-Assessment Tool for Nurse Leaders.

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Collins, Sarah

2016-01-01

Due to rapid advances in technology, HIT competencies for nursing leaders require frequent attention and updating from experts in the field to ensure relevance to nursing leaders' work. This workshop will target nursing informatics researchers and leaders to: 1) learn methods and findings from a study validating a Self-Assessment Scale for Nursing Informatics Competencies for Nurse Leaders, 2) generate awareness of the Self-Assessment scale, 3) discuss strategies for maintenance of competencies overtime and 4) identify strategies to engage nursing leaders in this pursuit.

Assessment of Accounting Competencies Possessed by Postgraduate University Business Education Students to Handle Entrepreneurship Business Challenges in Nigeria

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Okoro, James

2014-01-01

University Business Education graduates, by the nature of their programme, ought to possess relevant accounting competencies for successful entrepreneurship but casual observation and empirical reports indicate that they are not doing well in this aspect. Therefore, this study assessed the accounting competencies possessed by university…

Protocol of a scoping review on knowledge translation competencies.

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Mallidou, Anastasia A; Atherton, Pat; Chan, Liza; Frisch, Noreen; Glegg, Stephanie; Scarrow, Gayle

2017-05-02

Knowledge translation (KT) activities can reduce the gap between "what is known" and "what is done". Several factors hinder or facilitate KT activities including individual characteristics and organizational attributes; we will focus on individual healthcare professional modifiable characteristics. The purpose of this scoping review is to summarize knowledge on KT competencies for knowledge users, knowledge brokers, and knowledge producers/researchers to support evidence-based practice (EBP) and inform policy and research in health. Our objectives are to explore the relevant theoretical and empirical literature; map the publications for key themes and research gaps of KT competencies, and interventions for enhancing KT competencies; summarize and disseminate findings; produce an action plan and research agenda; and develop self-assessment tools (the KT Pathways) for professional development for our three target audiences. The scoping review method will guide our study by following six stages: formulating the research question; identifying relevant studies; selecting the literature; charting the data; collating, summarizing, and reporting the results; and developing a KT plan and consulting stakeholders involved in the fields of KT, EBP, evidence-informed policy-making, and/or research. We will include empirical and theoretical/conceptual peer-reviewed and grey literature in health that examine knowledge user, knowledge broker and knowledge producer KT competencies. Publications written in the English language and published after 2003 only will be considered. Our multidisciplinary research team will collaborate using technology (i.e., WebEx for discussions and a Web 2.0 website for storing documents). Our KT plan consists of an Advisory Group and dissemination plan of the findings. We expect the identified KT competencies to contribute to the KT science by providing positive outcomes in practice, policy, education, and future research. Incorporation of the core KT

An integrative review of the literature on registered nurses' medication competence.

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Sulosaari, Virpi; Suhonen, Riitta; Leino-Kilpi, Helena

2011-02-01

registered nurses' medication competence in the context of developing nursing education and migration of the nursing workforce. This literature review contributes an integrated perspective on nurses' medication competence and in doing so has clinical relevance for curriculum development and to future research in this area. © 2010 Blackwell Publishing Ltd.

Narrative competence in children with pragmatic language impairment: a longitudinal study.

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Ketelaars, Mieke P; Jansonius, Kino; Cuperus, Juliane; Verhoeven, Ludo

2016-03-01

Children with pragmatic language impairment (PLI) show impairments in the use of language in social contexts. Although the issue has been gaining attention in recent literature, not much is known about the developmental trajectories of children who experience pragmatic language problems. Since narrative competence is an important predictor of both academic and social success, evaluating narrative competence in children with PLI is deemed important. To examine the development of narrative competence of children with PLI compared with typically developing (TD) children using a prognostic longitudinal design. Using the Dutch adaptation of the Renfrew Bus Story Test, narrative competence was assessed at ages 5-7 for a group of 84 children with PLI and a group of 81 TD children. Groups were compared on measures of narrative productivity, organization of story content and cohesion. Results showed an increase in narrative competence for both groups across most time points. The PLI group obtained lower scores on measures of narrative productivity and story content organization compared with their TD peers at all time points, but did not show more problems related to narrative cohesion. Most problems in the domain of narrative productivity and story content organization were shown to be independent of lower non-verbal intelligence. The developmental trajectory for the PLI group was largely similar to that of their TD peers, and showed a persistent developmental delay of approximately one year. Furthermore, qualitative differences were visible in the proportion of irrelevant T-units, which was consistently higher in the PLI group. The different narrative measures were found to be relatively stable over time. The results of this study suggest that narrative difficulties of children identified as pragmatically impaired persist at least until middle childhood. The persistence of the measured developmental delay, combined with the finding of qualitative differences, support the

Vocational High School Effectiveness Standard ISO 9001: 2008 for Achievement Content Standards, Standard Process and Competency Standards Graduates

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Yeni Ratih Pratiwi

2014-06-01

Full Text Available Efektivitas Sekolah Menengah Kejuruan Berstandar ISO 9001:2008 terhadap Pencapaian Standar Isi, Standar Proses dan Standar Kompetensi Lulusan Abstract: The purpose of this study was to determine differences in the effectiveness of the achievement of the content standards, process standards, and competency standards in vocational already standard ISO 9001: 2008 with CMS that has not been standardized ISO 9001: 2008 both in public schools and private schools. Data collection using the questionnaire enclosed Likert scale models. Analysis of data using one-way ANOVA using SPSS. The results showed: (1 there is no difference in effectiveness between public SMK ISO standard ISO standards with private SMK (P = 0.001; (2 there are differences in the effectiveness of public SMK SMK ISO standards with ISO standards have not (P = 0.000; (3 there are differences in the effectiveness of public SMK ISO standards with private vocational yet ISO standards (P = 0.000; (4 there are differences in the effectiveness of the private vocational school with vocational standard ISO standard ISO country has not (P = 0.015; (5 there are differences in the effectiveness of the private vocational bertandar ISO with private vocational yet standardized ISO (P = 0.000; (6 there was no difference in the effectiveness of public SMK has not been standardized by the ISO standard ISO private SMK yet. Key Words: vocational high school standards ISO 9001: 2008, the standard content, process standards, competency standards Abstrak: Tujuan penelitian ini untuk mengetahui perbedaan efektivitas pencapaian standar isi, standar proses, dan standar kompetensi lulusan pada SMK yang sudah berstandar ISO 9001:2008 dengan SMK yang belum berstandar ISO 9001:2008 baik pada sekolah negeri maupun sekolah swasta. Pengumpulan data menggunakan kuisioner tertutup model skala likert. Analisis data menggunakan ANOVA one way menggunakan program SPSS. Hasil penelitian menunjukkan: (1 ada perbedaan

Bringing Relevance to Elearning--A Gender Perspective

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Wallace, Ann; Panteli, Niki

2018-01-01

In this paper, we discuss the importance of relevance in the provision of eLearning for the pursuit of higher education (HE). In particular, we argue how the extant literature focuses on quality and security in the design of eLearning platforms, but pays scant attention to how relevant the platform and the programme contents are to the needs of…

How do small groups make decisions? : A theoretical framework to inform the implementation and study of clinical competency committees.

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Chahine, Saad; Cristancho, Sayra; Padgett, Jessica; Lingard, Lorelei

2017-06-01

In the competency-based medical education (CBME) approach, clinical competency committees are responsible for making decisions about trainees' competence. However, we currently lack a theoretical model for group decision-making to inform this emerging assessment phenomenon. This paper proposes an organizing framework to study and guide the decision-making processes of clinical competency committees.This is an explanatory, non-exhaustive review, tailored to identify relevant theoretical and evidence-based papers related to small group decision-making. The search was conducted using Google Scholar, Web of Science, MEDLINE, ERIC, and PsycINFO for relevant literature. Using a thematic analysis, two researchers (SC & JP) met four times between April-June 2016 to consolidate the literature included in this review.Three theoretical orientations towards group decision-making emerged from the review: schema, constructivist, and social influence. Schema orientations focus on how groups use algorithms for decision-making. Constructivist orientations focus on how groups construct their shared understanding. Social influence orientations focus on how individual members influence the group's perspective on a decision. Moderators of decision-making relevant to all orientations include: guidelines, stressors, authority, and leadership.Clinical competency committees are the mechanisms by which groups of clinicians will be in charge of interpreting multiple assessment data points and coming to a shared decision about trainee competence. The way in which these committees make decisions can have huge implications for trainee progression and, ultimately, patient care. Therefore, there is a pressing need to build the science of how such group decision-making works in practice. This synthesis suggests a preliminary organizing framework that can be used in the implementation and study of clinical competency committees.

An interprofessional diabetes experience to improve pharmacy and nursing students' competency in collaborative practice.

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Pittenger, Amy L; Westberg, Sarah; Rowan, Mary; Schweiss, Sarah

2013-11-12

To improve pharmacy and nursing students' competency in collaborative practice by having them participate in an interprofessional diabetes experience involving social networking. An existing elective course on diabetes management was modified to include interprofessional content based on Interprofessional Education Collaborative (IPEC) competency domains. Web-based collaborative tools (social networking and video chat) were used to allow nursing and pharmacy students located on 2 different campuses to apply diabetes management content as an interprofessional team. Mixed-method analyses demonstrated an increase in students' knowledge of the roles and responsibilities of the other profession and developed an understanding of interprofessional communication strategies and their central role in effective teamwork. Interprofessional content and activities can be effectively integrated into an existing course and offered successfully to students from other professional programs and on remote campuses.

From Content to Practice: Sharing Educational Practice in Edu-Sharing

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Klebl, Michael; Kramer, Bernd J.; Zobel, Annett

2010-01-01

For technology-enhanced learning, the idea of "learning objects" transfers the technologies of content management, methods of software engineering and principles of open access to educational resources. This paper reports on CampusContent, a research project and competence centre for e-learning at FernUniversitat in Hagen that designed…

Competencies required for nursing telehealth activities: A Delphi-study.

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van Houwelingen, Cornelis T M; Moerman, Anna H; Ettema, Roelof G A; Kort, Helianthe S M; Ten Cate, Olle

2016-04-01

Telehealth is viewed as a major strategy to address the increasing demand for care and a shrinking care professional population. However, most nurses are not trained or are insufficiently trained to use these technologies effectively. Therefore, the potential of telehealth fails to reach full utilization. A better understanding of nursing telehealth entrustable professional activities (NT-EPAs) and the required competencies can contribute to the development of nursing telehealth education. In a four-round Delphi-study, a panel of experts discussed which NT-EPAs are relevant for nurses and which competencies nurses need to possess to execute these activities effectively. The 51 experts, including nurses, nursing faculty, clients and technicians all familiar with telehealth, were asked to select items from a list of 52 competencies based on the literature and on a previous study. Additionally, the panelists could add competencies based on their experience in practice. The threshold used for consensus was set at 80%. Consensus was achieved on the importance of fourteen NT-EPAs, requiring one or more of the following core competencies; coaching skills, the ability to combine clinical experience with telehealth, communication skills, clinical knowledge, ethical awareness, and a supportive attitude. Each NT-EPA requires a specific set of competencies (at least ten). In total, 52 competencies were identified as essential in telehealth. Many competencies for telehealth, including clinical knowledge and communication skills, are not novel competencies. They are fundamental to nursing care as a whole and therefore are also indispensable for telehealth. Additionally, the fourteen NT-EPAs appeared to require additional subject specific competencies, such as the ability to put patients at ease when they feel insecure about using technology. The NT-EPAs and related competencies presented in this study can be used by nursing schools that are considering including or expanding

[Competency requirements for executives in healthcare and social services organizations: Results of a Delphi study].

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Pielach, Martin; Schubert, Hans-Joachim

2018-02-07

Leadership in social services and healthcare organizations is marked by high levels of complexity and contradiction, which cannot be fully explained by politically, economically, and socially induced changes. Rather, it is the particularities of service provision in healthcare and social services that confront executives with specific demands. This study aimed to capture and prioritize required leadership competencies in healthcare and social services organizations. A three-step Delphi study was conducted with executives and managerial staff, who are job holders and thus experts on their occupation. For the first step, an explorative qualitative approach was chosen to record general opinion without prior assumptions. The following two steps weighted and selected the competency requirements in step one using rating- and ranking procedures. Results of the Delphi inquiry imply high relevance of social and personal competencies. Approximately 66 % of the competencies assessed in round three were social and personal competencies. 12 out of the 15 highest rated competencies in Delphi step three can be assigned to these two competency categories. In contrast, the importance of professional as well as methodical competencies was rated as less important. Only two methodical competencies and one professional competency were rated as very important by the panel. Nevertheless, the importance of executive professional and methodical competencies in healthcare and social services organizations is emphasized by high ratings of the competencies "Sector-specific expertise" and "Analytical skills". The methodical competency "Analytical skills" was identified by the Delphi respondents as the most important competency requirement. Social and personal requirements are of primary importance for leadership in healthcare and social services organizations. These results mostly correspond to leadership requirements posited in the literature on leadership skills. Emphasis should be on the

Assessment of Management Competencies Possessed by Postgraduate University Business Education Students to Handle Entrepreneurship Business Challenges in Nigeria

Science.gov (United States)

Okoro, James

2015-01-01

University Business Education graduates, by the nature of their programme, ought to possess relevant management competencies for successful entrepreneurship but casual observation and empirical reports indicate that they are not doing well in this aspect. Therefore, this study assessed the management competencies possessed by the university…

An Examination of the Contributions of Interactive Peer Play to Salient Classroom Competencies for Urban Head Start Children

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Fantuzzo, John; Sekino, Yumiko; Cohen, Heather L.

2004-01-01

Relations between children's peer play competence and other relevant competencies were investigated using two samples of urban Head Start children. Dimensions of peer play were examined concurrently with emotion regulation, autonomy, and language. Children exhibiting high levels of peer play interaction were found to demonstrate more competent…

Competencies of Thai expertise teacher and PCK

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Chantaranima, Tarntip; Yuenyong, Chokchai

2018-01-01

Pedagogical Content Knowledge (PCK) was accepted by worldwide Educators that it is a ubiquitous word in the preparation of teachers in the past decade. This study uses Pedagogical Content Knowledge (PCK) framework as a lens for classifying the guidelines and expectations for categorizing expertise teachers. Therefore, the paper tries to clarify the relationship between competencies of Thai expertise teacher and PCK elements. To promote skillful Thai teachers by offering them academic titles, the Office of the Teacher Civil Service and Education Personal Commission were developed to provide guidelines and expectations for categorizing expertise teachers (OTEPC, 2009). This article focuses on the guideline criteria which are three areas of consideration. The first area of consideration is teacher's disciplines including virtues and professional conducts. The second area of consideration is teacher's knowledge and teaching ability. The last area of consider is teacher's performance. It seemed that the OTEPC guideline pay too much attention on the first area. However, there are some issues of PCK appearing on the OTEPC teacher competency. The paper will discuss some suggestions of fill up PCK in the OTEPC guideline. The paper may have implication for Thailand teacher education.

USING ONLINE TOOLS FOR EVALUATION THE DIGITAL COMPETENCE OF TEACHERS AND PRINCIPALS IN NORWAY

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Iryna V. Ivanyuk

2015-05-01

Full Text Available The article is devoted to the problems of digital competence evaluation in general secondary education in Norway. Attention is drawn to the fact that the monitoring and evaluation of digital competence of the participants of the educational process in secondary schools at the national level, specially created Norwegian Centre for ICT in education. The content and process using online tools for self-evaluation of digital competence of teachers and principals are described. The examples of estimation of digital competence through online tools «School Mentor» and «Teacher Mentor» on levels and proposed activities to improve are presented. The main approaches used in the formation of scale evaluation of the level of digital competence of the teacher are found out.

Meeting International Society for Technology in Education Competencies with a Problem-Based Learning Video Framework

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Skoretz, Yvonne M.; Cottle, Amy E.

2011-01-01

Meeting International Society for Technology in Education competencies creates a challenge for teachers. The authors provide a problem-based video framework that guides teachers in enhancing 21st century skills to meet those competencies. To keep the focus on the content, the authors suggest teaching the technology skills only at the point the…

QUALITATIVE INDICATORS OF EFFICIENCY OF TECHNOLOGIES DEVELOPING ESP COMPETENCE IN STUDENTS MAJORING IN SCIENCES

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Наталія Микитинко

2015-05-01

Full Text Available The article is dedicated to identifying and diagnosing qualitative indicators of efficiency of technologies developing ESP competence in students majoring in Sciences, namely: indicators of objective and subjective assessment  of students’ ESP competence, students’ motivation regarding professional choice, organizational features of professional training, its contents, the most popular learning activities, use of active methods of study in educational process. The paradigm of experimental research of efficiency of technologies developing ESP competence in students majoring in Sciences has been defined. Based on the interpretation of the qualitative indicators the hypothesis of efficiency of technologies developing ESP competence in students majoring in Sciences has been proven.

[The competent surgeon. Bridging the gap between undergraduate final year and postgraduate surgery training].

Science.gov (United States)

Kadmon, M; Ganschow, P; Gillen, S; Hofmann, H S; Braune, N; Johannink, J; Kühn, P; Buhr, H J; Berberat, P O

2013-10-01

Competency-based frameworks rely on relevant professional competency rather than formal regulations. The transitional phase between final year undergraduate and common trunk postgraduate medical training is characterized by an increase of professional responsibility whereby previously acquired knowledge, skills and abilities have to be merged and applied to patients. Undergraduate and postgraduate training programs should ensure a successive transfer of responsibility for medical practice to final year students and young residents depending on individual competence. The concept of entrustable professional activities (EPA) represents a curricular concept based on concrete medical tasks which may be assigned to the responsibility of the trainee.

Competence for Contract and Competence to Consent to Treatment

OpenAIRE

前田, 泰

2008-01-01

This paper analyzes assessing competence to consent to treatment. It focuses on problems of competence for contract and competence to consent to treatment. Finally, it discusses the degree of assessing competence to consent to treatment.

Addressing mental health disparities through clinical competence not just cultural competence: the need for assessment of sociocultural issues in the delivery of evidence-based psychosocial rehabilitation services.

Science.gov (United States)

Yamada, Ann-Marie; Brekke, John S

2008-12-01

Recognition of ethnic/racial disparities in mental health services has not directly resulted in the development of culturally responsive psychosocial interventions. There remains a fundamental need for assessment of sociocultural issues that have been linked with the expectations, needs, and goals of culturally diverse consumers with severe and persistent mental illness. The authors posit that embedding the assessment of sociocultural issues into psychosocial rehabilitation practice is one step in designing culturally relevant empirically supported practices. It becomes a foundation on which practitioners can examine the relevance of their interventions to the diversity encountered in everyday practice. This paper provides an overview of the need for culturally and clinically relevant assessment practices and asserts that by improving the assessment of sociocultural issues the clinical competence of service providers is enhanced. The authors offer a conceptual framework for linking clinical assessment of sociocultural issues to consumer outcomes and introduce an assessment tool adapted to facilitate the process in psychosocial rehabilitation settings. Emphasizing competent clinical assessment skills will ultimately offer a strategy to address disparities in treatment outcomes for understudied populations of culturally diverse consumers with severe and persistent mental illness.

The development of learning competency and skills for the 21st century to integrate "TPCK" of world life with local environment in students grade 11

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Jedaman, Pornchai; Kinboon, Nittayaporn; Suksup, Chareon; Kinboon, Wutcharapong

2018-01-01

The teaching strategies of append were the technological pedagogical content knowledge; TPCK. This description knowledge in a content to corresponds of a effective teaching. This article aims to address the relevance of; 1) the learning competency and skills for the 21st Century to integrate "TPCK" of a world life with local environment in the students grade 11, 2) the effective achievement of the learning competency and skills to integrate "TPCK" of world life with local environment in the students grade 11 were the passing score of a percentage 80 upwards (EI.), and 3) the attitudes for learning activities in the students grade 11. The study employed both quantitative and qualitative approaches for 9teachers of third schools were the participatory action research (PAR) in collecting data including a instructional, a testing, and a questionnaire surveywith 33 students grade 11 of Phuwiengwittayakom school. The participants werecluster random sampling. The data analysis of descriptive statistical, percentage, mean average, standard deviation. The findings in the study were to learning competency and skills for the 21st Century to integrate "TPCK" of a world life with local environment on TK, PK, CK, and TCK at a excellent levels (X¯ = 3.62, 3.57, 3.54, 3.51) respectively, and PCK, TPK,TPCK at a good levels (X¯ = 3.36, 3.23, 3.17) respectively. The effective achievement of the learning competency and skills to integrate "TPCK" of world life with local environment in 30 students grade 11 were the passing score (EI.) of a percentage at 90.91. The attitudes for learning activities in the students grade 11 at a high levels (X¯ =3.29). In addition of the students grade 11 to understanding of the importance were a local learning resources including the value integrating technology of the knowledge technology and to choose the right were create of an effective information.

A snapshot of cultural competency education in US dental schools.

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Rowland, Michael L; Bean, Canise Y; Casamassimo, Paul S

2006-09-01

During the last decade, cultural competency has received a great deal of attention in health care and the literature of many fields, including education, social services, law, and health care. The dental education literature provides little information regarding status, strategies, or guiding principles of cultural competency education in U.S. dental schools. This study was an attempt to describe the status of cultural competency education in U.S. dental schools. A web-based thirty-question survey regarding cultural competency education coursework, teaching, course materials, and content was sent in 2005 to the assistant/associate deans for academic affairs at fifty-six U.S. dental schools, followed up by subsequent email messages. Thirty-four (61 percent) dental school officials responded to the survey. The majority of respondents (twenty-eight; 82 percent) did not have a specific stand-alone cultural competency course, but indicated it was integrated into the curriculum. Recognition of local and national community diversity needs prompted course creation in most schools. Respondents at almost two-thirds of schools indicated that their impression of students' acceptance was positive. Teachers of cultural competency were primarily white female dentists. Few schools required faculty to have similar cultural competency or diversity training. Thirty-three of the thirty-four U.S. dental schools responding to this survey offer some form of coursework in cultural competency with little standardization and a variety of methods and strategies to teach dental students.

Investigating Students' Perceived Discipline Relevance Subsequent to Playing Educational Computer Games: A Personal Interest and Self-Determination Theory Approach

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Sorebo, Oystein; Haehre, Reidar

2012-01-01

The purpose of this study is to explain students' perceived relevance of playing an educational game as a means for development of discipline competence. Based on self-determination theory and the concept of personal interest, we propose that: Satisfying students' basic needs for competence, autonomy, and relatedness when playing educational games…

National programmes for validating physician competence and fitness for practice: a scoping review.

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Horsley, Tanya; Lockyer, Jocelyn; Cogo, Elise; Zeiter, Jeanie; Bursey, Ford; Campbell, Craig

2016-04-15

To explore and categorise the state of existing literature for national programmes designed to affirm or establish the continuing competence of physicians. Scoping review. MEDLINE, ERIC, Sociological Abstracts, web/grey literature (2000-2014). Included when a record described a (1) national-level physician validation system, (2) recognised as a system for affirming competence and (3) reported relevant data. Using bibliographic software, title and abstracts were reviewed using an assessment matrix to ensure duplicate, paired screening. Dyads included both a methodologist and content expert on each assessment, reflective of evidence-informed best practices to decrease errors. 45 reports were included. Publication dates ranged from 2002 to 2014 with the majority of publications occurring in the previous six years (n=35). Country of origin--defined as that of the primary author--included the USA (N=32), the UK (N=8), Canada (N=3), Kuwait (N=1) and Australia (N=1). Three broad themes emerged from this heterogeneous data set: contemporary national programmes, contextual factors and terminological consistency. Four national physician validation systems emerged from the data: the American Board of Medical Specialties Maintenance of Certification Program, the Federation of State Medical Boards Maintenance of Licensure Program, the Canadian Revalidation Program and the UK Revalidation Program. Three contextual factors emerged as stimuli for the implementation of national validation systems: medical regulation, quality of care and professional competence. Finally, great variation among the definitions of key terms was identified. There is an emerging literature focusing on national physician validation systems. Four major systems have been implemented in recent years and it is anticipated that more will follow. Much of this work is descriptive, and gaps exist for the extent to which systems build on current evidence or theory. Terminology is highly variable across programmes

Ten-Competence: Life-Long Competence Development and Learning

NARCIS (Netherlands)

Koper, Rob; Specht, Marcus

2006-01-01

Koper, R., & Specht, M. (2008). Ten-Competence: Life-Long Competence Development and Learning. In M-A. Cicilia (Ed.), Competencies in Organizational e-learning: concepts and tools (pp. 234-252). Hershey: IGI-Global.

Stereotyping Effects on Cities: Measurement Scales for City's Warmth and Competence

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Adriana ZAIŢ

2016-06-01

Full Text Available In the endeavor of analyzing urban development perspectives, the current paper aims to find out how warmth and competence stereotypes would operate in the case of a city, predicting its future, as a direct consequence of people's positive or negative feelings and actions. Results of such analyses would be of strategic importance, knowing that various aspects of urban development (from tourism to business, well-being, active population growth and talents retention depend on people’s decisions to visit that city, to invest, to work, to study, to settle down there, or to simply spread positive opinions about it. Therefore, relying on the well-known SCM -stereotype content model, the paper adapts previous warmth and competence scales, and develops a customized research instrument for analyzing connections between people's perceptions and the mental labels attached to a specific city. Considering warmth and competence dimensions, as well as the other variables of interest such as status, cooperation and competition, we use an exploratory procedure for item selection followed by a Q-sorting analysis for scale content validation. The paper adds to the literature in two main ways. It firstly advances an integrative view that connects the theories from social psychology, communication and branding with those from urban development. Secondly, it offers a content validated measurement instrument, as a necessary departure point for future analyses meant to identify challenges and to predict the potential for development of smart and sustainable cities.

Learning literacy and content through video activities in primary education

OpenAIRE

Heitink, Maaike Christine; Fisser, Petra; McKenney, Susan; Resta, P.

2012-01-01

This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in primary education. Three Dutch teachers implemented video activities to improve students‟ content knowledge and literacy- and communication skills simultaneously. Lesson materials were provided but teachers chose the theme or subject (content) linked to the video activities themselves. Results show that ap...

Study of the meta-subject competencies cluster of teachers working ...

African Journals Online (AJOL)

Abstract. The relevance of the studied problem is based on the insufficient information on the professional development of teachers working with gifted children and youth. It also comes from the low level of their meta-subject competencies formedness, which reduces the efficiency of their work. The purpose of this article is to ...

DEFINITION AND DEVELOPMENT OF COMPETENCES: A PARADIGM IN THE STRATEGIC PROCESS

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Glauco Corbari Corrêa

2015-09-01

Full Text Available This study aims to examine the issue of defining and developing of competences and their definitive insertion in the strategic process of organizations. The relevance is evident, since in the globalized world of the twenty-first century new skills are being required of workers, employers and citizens in general. The understanding of the current dynamics of competence-based management becomes important, since it can be approached as a set of knowledge, skills and attitudes that accredit an individual to perform a certain function or, on the other hand, as achievements of the citizen in his/her work, i.e., the first definition focuses on the acquired potential and the second one lies in the effected performance. The paper also identifies the methods and techniques for assessing competences, in order to obtain a more objective view of human potential that exists in certain company and what are the needs for updating. Moreover, it attempts to present the importance of emotional competence in the strategic process and its close links with the concept of emotional intelligence, as well as it aims to demonstrate the importance of the irrevocable insertion of competences as a paradigm in the strategic process. Keywords: Competences. Management. Organizations. Globalization. Strategic Process.

Clinical application of Assessment of Parenting Competencies (APC)

DEFF Research Database (Denmark)

Jacobsen, Stine Lindahl

This paper is part of a symposium on music therapy with families with Kirsi Tuomi as Chair. It revolves around the clinical application of a new music therapy assessment model on parent-child interaction and parenting competencies. APC was developed for emotional neglected children and their pare......This paper is part of a symposium on music therapy with families with Kirsi Tuomi as Chair. It revolves around the clinical application of a new music therapy assessment model on parent-child interaction and parenting competencies. APC was developed for emotional neglected children......, child somatic hospitals, centers for refuges and other populations where it would be clinical relevant to assess the parent-child interaction. APC is an observational and improvisational based assessment model evaluating dyads of parent and child (child age range is 5-12). It produces information...... (numbers, graphs, and descriptions) of parent-child interaction and parenting competencies including nonverbal communication, level of attunement in the dyad, and level of emotional support from the parent. It is based on video analysis and a fixed assessment protocol. It was developed through a completed...

On the Role of Elective Disciplines in the Formation of Professional Competence of Students as Future Teachers

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Zhumabaeva, Zaida; Zhumasheva, Anara; Kenzhebayeva, Tattygul; Sakenov, Janat; Tleulesova, Ardak; Kenenbaeva, Marzhan; Hamzina, Sholpan

2016-01-01

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…

Differences between medical student and faculty perceptions of the competencies needed for the first year of residency.

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Fürstenberg, Sophie; Harendza, Sigrid

2017-11-09

Different guidelines and frameworks like the CanMEDs model or entrustable professional activities (EPAs) describe competencies required for successful and professional work of residents. Not all competencies are of equal importance for graduates when they start their residency. The aim of this study was to evaluate the relevance of different competencies for a first year resident from the perspective of physicians and medical students. In an online study, 178 of 475 surgeons and internists including residents and attendings and 102 of 728 first and last year undergraduate medical students from the University Medical Center Hamburg-Eppendorf ranked 25 competencies according to their relevance for entrustment decisions in first year residents. The rankings of the competencies by residents and attendings and by first year and last year medical student were compared. Additionally, the rankings were also compared to the literature. Physicians and medical students rated 'Responsibility' as the most important competency for first year residents. Physicians ranked 'Teamwork and collegiality' and 'Structure, work planning and priorities' within the top 10 competencies significantly higher than medical students. The competency ranks between attendings and residents only showed one significant difference between attendings and residents, where 'Coping with mistakes', was ranked significantly higher by residents. Medical students ranked 'Active listening to patients', 'Advising patients' and 'Handling emotions of patients and their relatives' significantly higher than physicians. Final year students ranked 'Structure, work planning and priorities', 'Coping with mistakes', and 'Verbal communication with colleagues and supervisors' significantly higher than first year students. Even though physicians and medical students agree that 'Responsibility' is the most important competency for entrustment decisions in the first year of residency, medical students rate competencies

What Is Physics Problem-Solving Competency? The Views of Arnold Sommerfeld and Enrico Fermi

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Niss, Martin

2018-05-01

A central goal of physics education is to teach problem-solving competency, but the description of the nature of this competency is somehwat fragmentary and implicit in the literature. The present article uses recent historical scholarship on Arnold Sommerfeld and Enrico Fermi to identify and characterize two positions on the nature of physics problem-solving competency. The first, Sommerfeld's, is a "theory first, phenomenon second" approach. Here, the relevant problems originate in one of the theories of physics and the goal of the problem-solver is to make a mathematical analysis of the relevant equation(s) and then give a qualitative analysis of the phenomenon that arise from these mathematical results. Fermi's position is a "phenomenon first, theory second" approach, where the starting point is a physical phenomenon that is analyzed and then brought into the realm of a physics theory. The two positions are illustrated with solutions to two problems and it is shown that the two positions are reflected in problem collections of university educations in physics.

A competency-based longitudinal core curriculum in medical neuroscience.

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

2014-07-29

Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study. © 2014 American Academy

Development, validity and reliability testing of the East Midlands Evaluation Tool (EMET) for measuring impacts on trainees' confidence and competence following end of life care training.

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Whittaker, B; Parry, R; Bird, L; Watson, S; Faull, C

2017-02-02

To develop, test and validate a versatile questionnaire, the East Midlands Evaluation Tool (EMET), for measuring effects of end of life care training events on trainees' self-reported confidence and competence. A paper-based questionnaire was designed on the basis of the English Department of Health's core competences for end of life care, with sections for completion pretraining, immediately post-training and also for longer term follow-up. Preliminary versions were field tested at 55 training events delivered by 13 organisations to 1793 trainees working in diverse health and social care backgrounds. Iterative rounds of development aimed to maximise relevance to events and trainees. Internal consistency was assessed by calculating interitem correlations on questionnaire responses during field testing. Content validity was assessed via qualitative content analysis of (1) responses to questionnaires completed by field tester trainers and (2) field notes from a workshop with a separate cohort of experienced trainers. Test-retest reliability was assessed via repeat administration to a cohort of student nurses. The EMET comprises 27 items with Likert-scaled responses supplemented with questions seeking free-text responses. It measures changes in self-assessed confidence and competence on 5 subscales: communication skills; assessment and care planning; symptom management; advance care planning; overarching values and knowledge. Test-retest reliability was found to be good, as was internal consistency: the questions successfully assess different aspects of the same underlying concept. The EMET provides a time-efficient, reliable and flexible means of evaluating effects of training on self-reported confidence and competence in the key elements of end of life care. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Achieving public and global health competencies: A teaching case study of Botswana's cervical cancer screening program.

Science.gov (United States)

Okatch, Harriet; Sowicz, Timothy Joseph; Teng, Helen; Ramogola-Masire, Doreen; Buttenheim, Alison M

2018-02-09

To design and implement a case study on the cervical cancer screening program in Botswana to teach public and global health competencies to undergraduate nursing students. The case study was developed following a review of the literature on the epidemiology and health policies of cervical cancer in Botswana, and an interview with an obstetrician/gynecologist engaged in both clinical practice and research in Botswana. The case study has been implemented over seven semesters to students enrolled in the Nursing in the Community course at the University of Pennsylvania. Approximately 75-100 students are enrolled each semester. Student's perceptions of epidemiologic skills gained and group functioning. Students responded to an open-ended question about lessons learned and offered suggestions to improve the learning experience. Faculty assessment of student deliverables demonstrated that students achieved the learning objectives and mastered necessary competencies. More than 70% (n = 69) of the students indicated that they acquired relevant skills at greater than a satisfactory level. Generally, students had great experiences working in groups measured across five dimensions: engagement/contribution, creativity/resilience, on task/works independently, social interaction/communication, and preparedness. However, isolated cases of poor group functioning were reported for engagement/contribution, and creativity/resilience. The case study, which has been revised with respect to length, content and group processes, has been valuable in educating undergraduate nursing students in a more engaging way that mimics real life public health nursing scenarios. Students achieved both public and global health competencies through participation in the case study. © 2018 Wiley Periodicals, Inc.

Lift Every Voice and Sing: Constructing Community through Culturally Relevant Pedagogy in the University of Illinois Black Chorus

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Chadwick, Sheelagh

2011-01-01

For Gloria Ladson-Billings, culturally relevant pedagogy is characterized by three criteria: academic success, cultural competence and critical consciousness. Those engaged in culturally relevant pedagogy are connected by how they see themselves as teachers and how they see their students, how they view knowledge and how they structure social…

Competing Transnational Regimes under WTO Law

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Carola Glinski

2014-02-01

Full Text Available Against a common perception of CSR being a business concept without binding legal effect, this article discusses legitimate legal effects of private standards in public international law, using the issue of private labels as “international standards” under WTO law. WTO law shows certain openness for external transnational standards. This article argues that the references to “international standards” in the TBT Agreement can be applied for the selection between competing public or private norms that claim relevance. Thereby, the most legitimate standard for governing the problem at issue should be chosen. This is exemplified with the case of Tuna Dolphin II where the Appellate Body has emphasised the requirement of procedural legitimacy. The article argues that the requirements for legitimate standards depend on the interests at stake and that a private standard can well be more legitimate than a (competing public standard. As the justifying effect of Article 2.5 TBT mainly interferes with economic interests, a relevant “international standard” may well consist of a representative business standard, e.g. a private label. In contrast, an international standard in the terms of Article 2.4 TBT which interferes with a democratic decision in favour of public interests such as environmental protection must reflect these public interests in a legitimate way. The article concludes that CSR can play an important role in defining legally valid justifying or minimum standards in public international law.

Neoliberalism and the government of nursing through competency-based education.

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Foth, Thomas; Holmes, Dave

2017-04-01

Competency has become a key concept in education in general over the last four decades. This article examines the development of the competency-based movement with a particular focus on the significance it has had for nursing education. Our hypothesis is that the competency movement can only adequately be understood if it is analyzed in relation to the broad societal transformation of the last decades-often summarized under the catchword neoliberalism-and with it the emergence of managerial models for Human Resource Management (HRM) for the reorganization of social services. Classical professions, which were characterized under welfarism by an esoteric knowledge based on ethical norms, have now become marketable commodities that can be evaluated in the same way as other commodities. We want to underline that while this development is still under way, it is the concept of competency that was the decisive political instrument enabling this profound change. With the widespread implementation of competency-based education that now governs nursing knowledge, the development of a critical, oppositional perspective becomes more challenging, if not entirely impossible. We will be focusing primarily on nursing education in Canada, although we maintain that it has relevance for nursing internationally. © 2016 John Wiley & Sons Ltd.

A Comprehensive, Competency-Based Education Framework Using Medium-Sized ERP Systems

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Scholtz, Brenda; Cilliers, Charmain; Calitz, Andre

2012-01-01

Graduates with industry-relevant ERP competencies are highly sought after. This requirement is due to a dominance of Enterprise Resource Planning (ERP) systems and the positive affect which good quality ERP specialists have on the success rate of ERP system implementation projects. Universities are therefore increasingly pressurised to supply…

THE CONCEPT AND SCOPE OF MUNICIPAL GOVERNANCE ENTITIES’ COMPETENCE IN RUSSIAN FEDERATION AND CANADA

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Alexander Larichev

2017-01-01

Full Text Available УДК 342.25The purpose of this article is to study the concept and the content of "competence" cate-gory in relation to the entities of municipal governance in Russia and Canada. The methods of theoretical analysis, along with legal methods, including formal-legal and comparative law methods are used to achieve this goal.In the article, the author notes the lack of consensus in legal science in determining the con-tent of "competence" category and its subjective identity. Some authors consider the compe-tence as a set of rights and obligations of public authorities (Yu.A. Tikhomirov, S.A. Avakyan, while others recognize the correct use of the word "competence" in relation to the public territorial collectives and institutions of public power in general (T.M. Byalkina et al..The Russian legal model for determining the competence of municipal governance entities also implies the distinction between the concepts of "local issues" and "powers." Unfortu-nately, the domestic legislator does not provide for the clear distinction of these concepts, and there is also a lack of content specification of the issues to be addressed at the local level. Recent changes in law also call into question the relation between the municipalities’ competency model and the constitutional autonomy of local government.At the base of the approach to the definition of the competence of municipal government entities in Canada, as well as within the Anglo-Saxon model in general, lies the need for decentralization of functions, which cannot be effectively carried out by the central author-ities or the private sector (A. Sancton. The competence carrier here is a municipality as a form of public corporation. This does not lead to contradiction between this carrier and other municipal governance entities (specifically, local authorities, as the latter carry out activities for the competence implementation on behalf of the corporation.The approach to the municipality as a

Assessing clinical competency in the health sciences

Science.gov (United States)

Panzarella, Karen Joanne

To test the success of integrated curricula in schools of health sciences, meaningful measurements of student performance are required to assess clinical competency. This research project analyzed a new performance assessment tool, the Integrated Standardized Patient Examination (ISPE), for assessing clinical competency: specifically, to assess Doctor of Physical Therapy (DPT) students' clinical competence as the ability to integrate basic science knowledge with clinical communication skills. Thirty-four DPT students performed two ISPE cases, one of a patient who sustained a stroke and the other a patient with a herniated lumbar disc. Cases were portrayed by standardized patients (SPs) in a simulated clinical setting. Each case was scored by an expert evaluator in the exam room and then by one investigator and the students themselves via videotape. The SPs scored each student on an overall encounter rubric. Written feedback was obtained from all participants in the study. Acceptable reliability was demonstrated via inter-rater agreement as well as inter-rater correlations on items that used a dichotomous scale, whereas the items requiring the use of the 4-point rubric were somewhat less reliable. For the entire scale both cases had a significant correlation between the Expert-Investigator pair of raters, for the CVA case r = .547, p performances on the ISPE with other independent estimates of students' competence. The unique integration questions of the ISPE were judged to have good content validity from experts and students, suggestive that integration, a most crucial element of clinical competence, while done in the mind of the student, can be practiced, learned and assessed.

Dispatches from the front: emergency medicine teachers' perceptions of competency-based education.

Science.gov (United States)

Bandiera, Glen; Lendrum, David

2011-05-01

Controversy exists regarding the applicability of competency-based education during clinical rotations in emergency medicine (EM). Little has been written about the perceptions of front-line teachers regarding one such competency-based education paradigm, the CanMEDS framework. We undertook to determine 1) what perceptions exist among front-line teachers at two academic health science emergency departments (EDs) regarding the use of the CanMEDS roles to frame what residents should learn on ED rotations and 2) how those same teachers envision practically incorporating the CanMEDS roles into feedback provided to residents. Teachers at two sites volunteered for a semistructured focus group study. Focus groups were moderated by an experienced qualitative researcher, and verbatim transcriptions were coded by two independent reviewers. The codes were merged into final themes. The final focus group was used to further explore issues raised and test assumptions made in the preceding groups. In five focus groups involving 21 participants, the Medical Expert and Professional roles were seen as most relevant to an EM rotation, whereas the Health Advocate, Manager, Scholar, and Collaborator roles were least relevant. On further exploration, however, faculty identified highly relevant components of each role that they could envision teaching in an ED. Participants also felt that the framework helped highlight the breadth of physician competencies and provided structure for teaching and feedback. EM faculty find the CanMEDS framework helpful for structuring teaching and learning and that many elements of the roles, when defined, are feasible to integrate into a clinical rotation.

Library and Information Science (LIS Transferable Competencies

Directory of Open Access Journals (Sweden)

Melissa Fraser-Arnott

2013-09-01

Full Text Available This article uses data obtained from a content analysis of job advertisements to explore the questions of (1 what types of non-traditional jobs are available for library and information science (LIS professionals and (2 how can LIS students and professionals take advantage of non-traditional job opportunities. Two groups of job advertisements were used in this investigation: advertisements from LIS-targeted job boards (two library school job boards and two library association job boards and Government of Canada internal job postings. These two sets of job postings were selected to compare the competencies in job postings targeted to LIS graduates (the LIS job board advertisements and job postings that were not targeted to the LIS community (the Government of Canada job advertisements. An analysis of these groups of job advertisements demonstrated that both samples focused mainly on transferable competencies. Due to the emphasis on transferable competencies, the analysis of job postings from the Government of Canada job list revealed that there are many non-traditional opportunities for LIS graduates. A typical LIS professional could apply for 51 (or 25.8% of the job advertisements in this set, having met all of the listed criteria. This individual may be able to apply for an additional 40 (or 21.2% of the jobs listed if they had certain additional competencies or knowledge obtained through prior experience working in the Government of Canada but not necessarily obtained by the average LIS professional. This supports the argument that there are numerous opportunities for LIS professionals in non-traditional jobs. The exploration of commonly requested competencies can be used to guide LIS job seekers to craft their resumes and CVs to address the competencies requested by potential employers.

The Effect of Text Materials with Relevant Language, Illustrations and Content Upon the Reading Achievement and Reading Preference (Attitude) of Black Primary and Intermediate Inner-City Students.

Science.gov (United States)

Grant, Gloria W.

The purpose of this study was to examine the effect of text materials with relevant language, illustrations, and content upon the reading achievement and reading preference (attitude) of black primary and intermediate grade inner-city students. The subjects for the study were 330 black students enrolled in three schools in a large urban area. A…

[Design and implementation of a competency-based curriculum for medical education].

Science.gov (United States)

Risco de Domínguez, Graciela

2014-01-01

Competency-based education is a form of designing, developing, delivering and documenting instruction based on a set of objectives and results that have been recommended for medical education. This article describes the steps in the process of designing and implementing a competency-based curriculum at a new medical school in a Peruvian university. We present the process followed including context analysis, mission design, the professional profile, the content and organization of the curriculum as well as the evaluation and resources for the training. Finally, issues and challenges faced, as well as lessons learned are summarized.

A single competency-based education and training and competency-based career framework for the Australian health workforce: discussing the potential value add

Science.gov (United States)

Brownie, Sharon Mary; Thomas, Janelle

2014-01-01

This brief discusses the policy implications of a research study commissioned by Health Workforce Australia (HWA) within its health workforce innovation and reform work program. The project explored conceptually complex and operationally problematic concepts related to developing a whole-of-workforce competency-based education and training and competency-based career framework for the Australian health workforce and culminated with the production of three reports published by HWA. The project raised important queries as to whether such a concept is desirable, feasible or implementable – in short what is the potential value add and is it achievable? In setting the scene for discussion, the foundation of the project’s genesis and focus of the study are highlighted. A summary of key definitions related to competency-based education and training frameworks and competency-based career frameworks are provided to further readers’ commonality of understanding. The nature of the problem to be solved is explored and the potential value-add for the Australian health workforce and its key constituents proposed. The paper concludes by discussing relevance and feasibility issues within Australia’s current and changing healthcare context along with the essential steps and implementation realities that would need to be considered and actioned if whole-of-workforce frameworks were to be developed and implemented. PMID:25279384

Intercultural Competence – Key Competence of Multicultural Teams

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Diana Bebenova - Nikolova

2014-08-01

Full Text Available The article deals with intercultural competence of multicultural teams elaborating European projects. Firstly, it discusses basic theoretical aspects of the related concepts: culture and intercultural competence, then presents its impact on multicultural team effectiveness and models for improving it. The article finds ground on studies of intercultural competence as a set of strategic, personal, social and professional competences. The paper uses the project cycle management theory and proves that in multi-ethnic surroundings, the project membersř communication skills might not be sufficient to generate mutual understanding. Provisionally, the study performed a standardized Internet survey on self-assessment of intercultural competence among 50 experts on European projects. Another applied approach is field observation (attendance and note-taking of the 5- day training "To become diplomats between cultures", based on Bennettřs theoretical model for "Development of Intercultural Sensitivity". A training model for improving intercultural competence of multicultural team members. Possible approach for improvement of project management of crossborder or trans-border funding programs. Building intercultural competence in European project management is important, timely and necessity-driven, especially under the framework of the Danube Region Strategy.

Analysis Influence of Managerial Competence, Technical Competence, and Strategic Competence on Firm Performance in Electrical Engineering Company in Bandung

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Wijaya, E. R.; Irianto, D.

2018-03-01

The industry sectors that have an important role in the era of globalization is the electro engineering sector. The era of globalization led to intense competition. One of the negative effects of the intense competition is declining profits. Drop in profits caused many firms reduces their employees without seeking the root cause of declining profits in detail. Whereas, employee is the important resources to maintain competitive advantage. Competitive advantage can be measured by the performance of which is owned by the firm. The firm's performance can be formed of competencies that is unique, rare, irreplaceable, and difficult to imitate within the firm, one of them is the competence of the individual. According to a competency-based approach and the resource- based approach, individual competence that affect the performance of the firm is managerial competence, technical competence, and strategic competence. Questionnaire is built based on the dimensions of the firm's performance, managerial competence, technical competence, and strategic competence, are processed using partial least squares application. The results indicate that managerial competence negatively impact firm’s performance with weak ties. The technical competence and strategic competence positively affect firm’s performance with moderate ties.

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

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

2016-07-11

The medical ward round is a central but complex activity that is of relevance from the first day of work. However, difficulties for young doctors have been reported. Instruction of ward round competence in medical curricula is hampered by the lack of a standardized description of the procedure. This paper aims to identify and describe physicians' tasks and relevant competences for conducting a medical ward round on the first day of professional work. A review of recent literature revealed known important aspects of medical ward rounds. These were used for the development of a semi-structured interview schedule. Medical ward round experts working at different hospitals were interviewed. The sample consisted of 14 ward physicians (M = 8.82 years of work experience) and 12 nurses (M = 14.55 years of work experience) working in different specializations of internal medicine. All interviews were audiotaped, fully transcribed, and analyzed using an inductive-deductive coding scheme. Nine fields of competences with 18 related sub-competences and 62 observable tasks were identified as relevant for conducting a medical ward round. Over 70 % of the experts named communication, collaborative clinical reasoning and organization as essential competences. Deeper analysis further unveiled the importance of self-management, management of difficult situations, error management and teamwork. The study is the first to picture ward round competences and related tasks in detail and to define an EPA "Conducting an internal medicine ward round" based on systematic interprofessional expert interviews. It thus provides a basis for integration of ward round competences in the medical curricula in an evidence based manner and gives a framework for the development of instructional intervention studies and comparative studies in other medical fields.

Assessing Mathematical Competencies: An Analysis of Swedish National Mathematics Tests

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Boesen, Jesper; Lithner, Johan; Palm, Torulf

2018-01-01

Internationally, education reform has been directed towards describing educational goals that go beyond topic and content descriptions. The idea of mathematical competencies describes such goals. National tests have been seen as one way of communicating these goals and influence teaching. The present study analyses Swedish national tests in…

Survey of the strategic competence needs regarding nuclear technology at present and in the future

International Nuclear Information System (INIS)

Karnik, Peter; Hammar, Lennart

2001-12-01

The Swedish Nuclear Power Inspectorate (SKI) has been commissioned by the government to present a strategy for future directions and priorities regarding the nuclear technology research. This should be done before the end of year 2001. A part of this work is to determine the national future need of competence and how the competence needs should be satisfied. ES-konsult has been assigned by SKI to evaluate the competence needs - based on a questionnaire survey - for the industry and SKI, especially critical nuclear competence that is needed to maintain safety. The nuclear competence can be decreasing as a result of the political decision that the nuclear power should be phased out in Sweden. The purpose is to use the results from the questionnaire as a starting point and then investigate the demands on relevant education at universities. The questionnaire has been prepared in cooperation with SKI. Data has been collected about strategic nuclear technical competencies divided into eleven different defined competence areas. The questions concerned the number of employees with education from universities, within each of one of the eleven competence areas defined. The need of competent employees should also be predicted looking 10 years ahead from now. When it comes to employees today, they have been divided into different categories depending on education, age and experience. The staff turnover for the last five years was also asked for. In the questionnaire there were also some general questions regarding this matter. The collected data covers 709 employees on the power plants, SKI, SKB, Westinghouse Atom, Studsvik, DNV Nuclear Technology, SQC and KSU. The data is presented and discussed in the report. The role of specific nuclear technical competence in the strategic competence areas is especially discussed. In some cases the competence areas consists of general technical and scientific knowledge that will be available in the future regardless of the nuclear power

Competency Analytics Tool: Analyzing Curriculum Using Course Competencies

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Gottipati, Swapna; Shankararaman, Venky

2018-01-01

The applications of learning outcomes and competency frameworks have brought better clarity to engineering programs in many universities. Several frameworks have been proposed to integrate outcomes and competencies into course design, delivery and assessment. However, in many cases, competencies are course-specific and their overall impact on the…

Concept and benefits of the Inverted Classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies.

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Kühl, Susanne J; Toberer, Matthias; Keis, Oliver; Tolks, Daniel; Fischer, Martin R; Kühl, Michael

2017-01-01

Background: Medical students often have a problem recognising the relevance of basic science subjects for their later professional work in the pre-clinical stage of their studies. This can lead to a lower motivation to learn biochemical content and dissatisfaction in the courses amongst the students. Alternative teaching methods such as the Inverted Classroom (IC) method can address this deficiency. The goal of this study was: to analyse the motivation and satisfaction of the students in a biochemistry seminar through the use of the e-learning-based IC method, to investigate the acceptance against the IC teaching method in biochemistry, and to compare the learning success achieved using the IC approach with that of a traditional course. We also investigated how a biochemistry course in the pre-clinical stage of a human medicine course of studies can be successfully organised according to the IC method. Furthermore, we examined the benefits of the IC method over conventional teaching formats. Method: The IC method was implemented in accordance with the guidelines of the GMA committee "New Media" [30] in a biochemistry seminar for two student IC intervention groups with 42 students. A part of the factual knowledge from the on-site phase in the form of teaching videos together with self-learning control tasks were provided online before the seminar for both IC intervention groups. Exporting content to the self-learning phase creates new free time in the on-site phase, during which the content can be critically considered and processed and additional competency-based learning objectives can be taught. Identical biochemistry teaching content was taught in parallel control groups (14 student groups with n=299 students), but no material was handed out beforehand for a self-learning phase. These students only received the materials after the on-site phase. Motivation and satisfaction as well as the acceptance for the teaching methods were recorded by questionnaires, the

EU competences in European energy policy; EU-Kompetenzen einer europaeischen Energiepolitik

Energy Technology Data Exchange (ETDEWEB)

Schneider, Almut Madlen

2010-07-01

The author intends to analyze the possible consequences of legal acts in energy policy and to check whether they may serve as competence for an EU energy policy according to the EG or Euratom treaties. She starts by outlining energy-political acts of the EU on the basis first of the former EC treaty and then of the Euratom treaty. These acts cover the issues of nuclear safety and nuclear waste, 'nuclear package' and safeguards monitoring. The next chapter presents the fundamentals of the competence distribution between the EU and its member states. On this basis, the energy-political competences for action of the former EG and Euratom treaties are discussed. This includes operative competences, harmonization competences, material restrictions of national energy policy, and structural instruments for making restrictions on national energy policies. The next chapter presents a critical assessment of the extent of the competence of Article 95 EG (now: Article 114 AEUV) and discusses the role of European law on grants and competition for the functioning of the European energy markets. The 'nuclear package' is reassessed from the view of competence law. Finally, the central new contents of the Lisbon treaty and their consequences for energy law are gone into. The importance of an energy competence title for the energy sector is questioned, and the interdependences between the Lisbon treaty and the Euratom treaty are analyzed. (orig.)

Embracing a competency-based specialty curriculum for community-based nursing roles.

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Levin, Pamela F; Swider, Susan M; Breakwell, Susan; Cowell, Julia M; Reising, Virginia

2013-01-01

The Quad Council competencies for public health nursing (PHN) provide guidance in developing curricula at both the generalist and specialist level. However, these competencies are based on nursing roles in traditional public health agencies and community/public health is defined more broadly than official agency practice. The question arises as to whether community-based specialties require largely the same knowledge and skill set as PHN. The purpose of the competency cross-mapping project reported here was to (a) assess the intersection of the Quad Council competencies with four community-based specialties and (b) ensure the appropriateness of a Quad Council-based curriculum to prepare graduates across these four specialties (home health, occupational health, environmental health, and school nursing). This article details the multistep cross-mapping process, including validation with practice leaders. Results indicate strong alignment of community-based specialty competencies with Quad Council competencies. Community-based specialty-specific content that did not align well is identified, along with examples of didactic and clinical strategies to address gaps. This work indicates that a Quad Council-based curriculum is appropriate to prepare graduates in community-based specialties when attention to the specialty-specific competencies in the clinical setting is included. This work guides the development of a doctorate of nursing practice curriculum in PHN, encompassing the four additional community-based specialties. © 2013 Wiley Periodicals, Inc.

Assessing the Impact of the Competency Level on the Success of Companies’ Integration

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Marina Nikolayevna Rudenko

2017-03-01

Full Text Available The integration of companies is crucially important in the ongoing globalization processes. Companies must unify the material assets and optimize property. The integration of the company, incrementally, and competency development is also essential in order to expand the competitiveness of the company’s integrated structure. Identification and management of competencies are especially important for the enterprise structures, which carry out the integration processes. The level of competency development and the types of competencies may or may not be similar. The aim of this research is to specify and develop an organizational competency structure, which groups individual competencies of an organization into various segments based on their similarity. This research is relevant due to the need to systematize and streamline competencies in order to better identify them and develop a set of measures for their monitoring. The theoretical literature analysis allowed us to create a model that characterizes the assumed impact of the competencies on the successful integration of companies. Based on the data, we divided the organizational competencies into five major categories are. An empirical assessment of the impact of the competencies on the market success of the integration of enterprise structures is provided. This research indicates that the success of such integration is substantially determined by the formation and development of the competencies. The authors interviewed top managers of 225 medium and large-sized companies from all over the country were (the questionnaire was created by Rudenko M.N. The time lag is 5 years. Thereby, the results can be used in the process of regional policy formation.

Teacher competencies

OpenAIRE

Svatošová, Kateřina

2012-01-01

This diploma thesis deals with adult teacher competencies. It describes current situation in adult education and it focuses on measuring quality level of teacher competencies. There is given the main overview of adult education specifics. These are the prerequisites for defining adult teacher competencies. There is given specific adult teacher competencies and related roles which are generally based on teacher's activities during educational courses. Next part describes present conception of ...

Contents of Education for Sustainable Development

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D S Ermakov

2013-12-01

Full Text Available The essence of education for sustainable development (ESD has been disclosed in this article. The definition of ESD has been formulated. The key approaches to the formation of the ESD curriculum have been designated. The criteria for selecting the content of ESD have been proposed. The feasibility of applying the competency based approach has been shown.

Formation of Teachers’ Digital Competence: Domestic Challenges and Foreign Experience

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Tetyana Blyznyuk

2018-04-01

Full Text Available Education system in Ukraine is undergoing large-scale reforms including modernization on different school levels and higher educational institutions. Students’ world view is laid out at school, that is why teachers must be ready to promote new content of education. According to the Concept “New School of Ukraine” among the key competencies of a student are the ability of intercultural communication in social and cultural contexts, digital competence, awareness of national identity as the basis of open-mindedness and respect for the diversity of cultural expression of others, and more. With this paper the author intends to initiate modifying demanded competencies and skills for contemporary primary school teachers based on cross-cultural experience. The article explains the necessity of forming a digital competence as a separate component of the professional skills of the modern teacher and shows its influence on the development of the personality of the modern student. Much attention is drawn to the domestic challenges in the implementation of digital devices in classrooms. Some foreign experience is analyzed in this research.

Competências no trabalho: uma análise da produção científica brasileira Competencies at work: an analysis of Brazilian scientific papers

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Hugo Pena Brandão

2007-08-01

Full Text Available Este estudo objetivou revisar criticamente a produção científica nacional sobre competências no trabalho. Foram analisados relatos de pesquisas empíricas sobre o tema, publicados no período de 1996 a 2004 em importantes periódicos brasileiros das áreas de Psicologia e Administração. Buscando caracterizar essas investigações, foram discutidos os enfoques teóricos utilizados pelos autores, os propósitos e as opções metodológicas de suas pesquisas, os instrumentos de coleta de dados e os procedimentos de análise utilizados, entre outros aspectos. Foram discutidos também lacunas e limitações das pesquisas, procurando-se revelar carências e questões relevantes para estudo, bem como apresentar recomendações sobre estratégias de investigação. Constatou-se a predominância de estudos que buscam identificar competências relevantes a determinados papéis ocupacionais, bem como daqueles que examinam a contribuição de processos de aprendizagem para o desenvolvimento de competências. Diante da carência de investigações empíricas sobre o tema, ao final é sugerida uma agenda para pesquisas futuras.This paper aimed to review the Brazilian scientific studies on competencies at work that were published between 1996 and 2004 in important Brazilian journals from the areas of Psychology and Business Administration. Empirical studies on the subject were identified and systematically analyzed, characterizing these inquiries, the theoretical approaches adopted by the authors, their intentions and methodological options used, the instruments of data collection and the procedures of analysis, among other aspects. Problems and limitations of the inquiries were discussed, aiming to disclose gaps and relevant questions for study, as well as presenting recommendations on research strategies. It has been evidenced the predominance of studies that attempted to identify relevant competencies to some occupational positions, as well as those

Factors contributing to managerial competence of first-line nurse managers: A systematic review.

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Gunawan, Joko; Aungsuroch, Yupin; Fisher, Mary L

2018-02-01

To determine the factors contributing to managerial competence of first-line nurse managers. Understanding factors affecting managerial competence of nurse managers remains important to increase the performance of organizations; however, there is sparse research examining factors that influence managerial competence of first-line nurse managers. Systematic review. The search strategy was conducted from April to July 2017 that included 6 electronic databases: Science Direct, PROQUEST Dissertations and Theses, MEDLINE, CINAHL, EMBASE, and Google Scholar for the years 2000 to 2017 with full text in English. Quantitative and qualitative research papers that examined relationships among managerial competence and antecedent factors were included. Quality assessment, data extractions, and analysis were completed on all included studies. Content analysis was used to categorize factors into themes. Eighteen influencing factors were examined and categorized into 3 themes-organizational factors, characteristics and personality traits of individual managers, and role factors. Findings suggest that managerial competence of first-line nurse managers is multifactorial. Further research is needed to develop strategies to develop managerial competence of first-line nurse managers. © 2017 John Wiley & Sons Australia, Ltd.

Evaluator competencies in the context of diversity training: The practitioners' point of view.

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Froncek, Benjamin; Mazziotta, Agostino; Piper, Verena; Rohmann, Anette

2018-04-01

Evaluator competencies have been discussed since the beginnings of program evaluation literature. More recently, the Essential Competencies for Program Evaluators (Ghere et al., 2006; Stevahn, King, Ghere & Minnema, 2005a) have proven to be a useful taxonomy for learning and improving evaluation practice. Evaluation is critical to diversity training activities, and diversity training providers face the challenge of conducting evaluations of their training programs. We explored what competencies are viewed as instrumental to conducting useful evaluations in this specific field of evaluation practice. In an online survey, N = 172 diversity training providers were interviewed via an open answer format about their perceptions of evaluator competencies, with n = 95 diversity training providers contributing statements. The Essential Competencies for Program Evaluators were used to conduct a deductive qualitative content analysis of the statements. While systematic inquiry, reflective practice, and interpersonal competence were well represented, situational analysis and project management were not. Implications are discussed for evaluation capacity building among diversity training providers and for negotiating evaluation projects with evaluation professionals. Copyright © 2018 Elsevier Ltd. All rights reserved.

Adjudicative Competence

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Dawes, Sharron E.; Palmer, Barton W.; Jeste, Dilip V.

2008-01-01

Purpose of review Although the basic standards of adjudicative competence were specified by the U.S. Supreme Court in 1960, there remain a number of complex conceptual and practical issues in interpreting and applying these standards. In this report we provide a brief overview regarding the general concept of adjudicative competence and its assessment, as well as some highlights of recent empirical studies on this topic. Findings Most adjudicative competence assessments are conducted by psychiatrists or psychologists. There are no universal certification requirements, but some states are moving toward required certification of forensic expertise for those conducting such assessments. Recent data indicate inconsistencies in application of the existing standards even among forensic experts, but the recent publication of consensus guidelines may foster improvements in this arena. There are also ongoing efforts to develop and validate structured instruments to aid competency evaluations. Telemedicine-based competency interviews may facilitate evaluation by those with specific expertise for evaluation of complex cases. There is also interest in empirical development of educational methods to enhance adjudicative competence. Summary Adjudicative competence may be difficult to measure accurately, but the assessments and tools available are advancing. More research is needed on methods of enhancing decisional capacity among those with impaired competence. PMID:18650693

Determining the expected competencies for oncology nursing: A needs assessment study

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Nikoo Yamani

2018-01-01

Full Text Available Background: A critical component of cancer care, rarely addressed in the published literature, is an expected competency in oncology nursing education. The present text describes an effort to develop cancer-nursing competencies in Iran and the process of the needs assessment. Materials and Methods: A 3-phase, mixed-method approach for needs assessment was used, incorporating modified Delphi technique, literature review, interviews, and an expert panel. Different stakeholders, consisting of nurses, faculty members in fields related to oncology nursing education, and patients and their families, participated in different phases of the study. Data were analyzed using manual content analysis. Results: In the present study, totally 123 sub-competencies were identified under holistic physical healthcare for patients, psychological and social care, spiritual care, palliative care, ability to prevent at three levels, teamwork and inter-professional competencies, management and leadership competencies, ability to conduct research and evidence-based nursing, supportive care, communication skills, professionalism, provision of education and counselling to patients and their families, and reasoning, problem solving, and critical thinking skills, respectively. Conclusions: An updated and applicable list of competencies was extracted, which can be used to design and develop educational programs, which seek to train qualified oncology nurses for an effective nursing care.

USING ONLINE MARKETING TO INCREASE PARTICIPATION IN A WEB-BASED CONTINUING MEDICAL EDUCATION CULTURAL COMPETENCE CURRICULUM

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Estrada, Carlos A.; Krishnamoorthy, Periyakaruppan; Smith, Ann; Staton, Lisa; Korf, Michele J.; Allison, Jeroan J.; Houston, Thomas K.

2012-01-01

Introduction CME providers may be interested in identifying effective marketing strategies to direct users to specific content. The use of online advertisements to recruit participants for clinical trials, public health programs, and Continuing Medical Education (CME) has been shown to be effective in some but not all studies. The purpose of this study was to compare the impact of two marketing strategies in the context of an online CME cultural competence curriculum (www.c-comp.org). Methods In an interrupted time-series quasi-experimental design, two marketing strategies were tested: a) wide dissemination to relevant organizations over a period of approximately four months, and b) Internet paid search using Google Ads (five consecutive eight-week periods--control 1, cultural/ CME advertisement, control 2, hypertension/ content advertisement, control 3). Outcome measures were CME credit requests, Web traffic (visits per day, page views, pages viewed per visit), and cost. Results Overall, the site was visited 19,156 times and 78,160 pages were viewed. During the wide dissemination phase, the proportion of visits requesting CME credit decreased between the first (5.3%) and second halves (3.3%) of this phase (p= .04). During the Internet paid search phase, the proportion of visits requesting CME credit was highest during the cultural/ CME advertisement period (control 1, 1.4%; cultural/CME ad, 4.3%; control 2, 1.5%; hypertension/content ad, 0.6%; control 3, 0.8%; p<.001). All measures of Web traffic changed during the Internet paid search phase (p<.01); however, changes were independent of the advertisement periods. The incremental cost for the cultural advertisement per CME credit requested was $0.64US. Discussion Internet advertisement focusing on cultural competence and CME was associated with about a three-fold increase in requests for CME credit at an incremental cost of under $1; however, Web traffic changes were independent of the advertisement strategy. PMID

Information Competency and Creative Initiative of Personality and Their Manifestation in Activity

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Tabachuk, Natalia P.; Ledovskikh, Irina A.; Shulika, Nadezhda A.; Karpova, Irina V.; Kazinets, Victor A.; Polichka, Anatolii E.

2018-01-01

The relevance of the research is due to the global trends of development of the information society that are associated with the rapid advancement of civilization (IT penetration, increased computer availability, variability) and innovation processes in the sphere of education (competency-based approach, humanization and humanitarization). These…

Comparing Faculty and Students Perceptions on Clinical Competency Achievement in Rehabilitation Programs

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Foroozan Shokooh

2009-10-01

Full Text Available Objectives: Clinical competencies are learning outcomes the student should display by the end of the program and competency based instruction measures what participants have learned as opposed to what instructors think they have thought. Objective of this study was to compare student and faculty perceptions of the importance and achievement of clinical competencies in rehabilitation programs. Methods: The survey instrument was a dual-response 5-point Likert-type questionnaire consisting of 29 competencies based on content and skill areas in the management of patient with chronic illnesses. The instrument was administered to all faculty members and final year undergraduate students of three rehabilitation programs including Speech therapy, physiotherapy and occupational therapy at the University of Rehabilitation and Social Welfare in Iran. Results: 45 students and 19 faculty members participated in the study. Overall, most of the students (81% rated themselves as moderately competent (mean between 2 to 4. Perceived self-efficacy of male students was significantly higher than female students. (P=0.014 Differences between perceived importance and perceived achievement were statistically significant in each subject group. (P=0.000. Discussion: Faculty members and students shared very similar perceptions on the importance & achievement of competencies. Difference between importance and achievement of competencies may suggest a failure in consideration of required competencies or successful implementation of them in the current curriculum.

Educational Website Design Process: Changes in TPACK Competencies and Experiences

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Önal, Nezih; Alemdag, Ecenaz

2018-01-01

The number of technological pedagogical and content knowledge (TPACK) studies has been increasing day by day; however, limited number of studies has provided both quantitative and qualitative findings based on teachers' learning by design experiences. This study aimed to reveal the changes in pre-service teachers' TPACK competencies in the…

A survey of cultural competence of critical care nurses in KwaZuluNatal

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Jennifer de Beer

2014-11-01

Full Text Available Background. Nurses are primary caregivers and have a key role in providing care in a culturally diverse healthcare system, such as in South Africa (SA. Nurses need cultural competence in the management of patients within this cultural context. A healthcare system staffed by a culturally competent workforce can provide high-quality care to diverse population groups, contributing to the elimination of health disparities.Objective. To describe the self-rated levels of cultural competence of nurses working in critical care settings in a selected public hospital in SA.Methods. A quantitative descriptive survey was conducted with nurses from eight critical care units in a selected public hospital in KwaZulu-Natal, using the Inventory to Access the Process of Cultural Competency - Revised (IAPCC-R cultural competence questionnaire. Results. The overall cultural competence score for the respondents was 70.2 (standard deviation 7.2 out of a possible 100, with 77 (74% of the respondents scoring in the awareness range, 26 (25% in the competent range, and only 1 in the proficient range. Nurses from non-English-speaking backgrounds scored significantly higher in cultural competence than English-speaking nurses.Conclusion. In addressing the many faces of cultural diversity, healthcare professionals must realise that these faces share a common vision: to obtain quality healthcare services that are culturally responsive and culturally relevant to the specific cultural group.

Professional Competence of Teachers: Effects on Instructional Quality and Student Development

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Kunter, Mareike; Klusmann, Uta; Baumert, Jürgen; Richter, Dirk; Voss, Thamar; Hachfeld, Axinja

2013-01-01

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…

Legal and Psychological Perspectives on Children's Competence to Testify in Court

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Klemfuss, J. Zoe; Ceci, Stephen J.

2012-01-01

Young children are often called as witnesses to crimes they were victims of or observed. Because of their immaturity, child witnesses are sometimes more heavily scrutinized than adult witnesses before being allowed to testify in court, for example, through competency screening. This review discusses the psychology and US law relevant to decisions…

Setting up decommissioning funds for nuclear facilities - a competence problem for EURATOM

International Nuclear Information System (INIS)

Danwitz, Th. von

2003-01-01

The nuclear package presented by the European Commission in the autumn of 2002 has added considerable practical significance to the problem of the vertical limits of competence between the Community and its member states within the framework of the Euratom Treaty. The question most important to Germany is the authority of the European Atomic Energy Community to oblige its member states to set up funds for financing the decommissioning of nuclear facilities. As the Euratom Treaty contains no explicit competences of Euratom for regulations of this type, the article examines the content and range of Art. 30 ff. of the Euratom Treaty, the unwritten authority resulting from factual connections and the nature of the problems involved, looks at the importance of international agreements as far as legal competences are implied, and deals with a possible competence based on the right to amend the Treaty under Art. 203, Euratom Treaty. (orig.) [de

Effects of Objective and Subjective Competence on the Reliability of Crowdsourced Relevance Judgments

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Samimi, Parnia; Ravana, Sri Devi; Webber, William; Koh, Yun Sing

2017-01-01

Introduction: Despite the popularity of crowdsourcing, the reliability of crowdsourced output has been questioned since crowdsourced workers display varied degrees of attention, ability and accuracy. It is important, therefore, to understand the factors that affect the reliability of crowdsourcing. In the context of producing relevance judgments,…

AAOHN Competencies.

Science.gov (United States)

2015-11-01

The AAOHN Competency document is one of the core documents that define occupational health nursing practice. This article provides a description of the process used to update the competencies, as well as a description of the new competencies. © 2015 The Author(s).

Sexual Health Competencies for Undergraduate Medical Education in North America.

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Bayer, Carey Roth; Eckstrand, Kristen L; Knudson, Gail; Koehler, Jean; Leibowitz, Scott; Tsai, Perry; Feldman, Jamie L

2017-04-01

The number of hours spent teaching sexual health content and skills in medical education continues to decrease despite the increase in sexual health issues faced by patients across the lifespan. In 2012 and 2014, experts across sexuality disciplines convened for the Summits on Medical School Education and Sexual Health to strategize and recommend approaches to improve sexual health education in medical education systems and practice settings. One of the summit recommendations was to develop sexual health competencies that could be implemented in undergraduate medical education curricula. To discuss the process of developing sexual health competencies for undergraduate medical education in North America and present the resulting competencies. From 2014 to 2016, a summit multidisciplinary subcommittee met through face-to-face, phone conference, and email meetings to review prior competency-based guidelines and then draft and vet general sexual health competencies for integration into undergraduate medical school curricula. The process built off the Association of American Medical Colleges' competency development process for training medical students to care for lesbian, gay, bisexual, transgender, and gender non-conforming patients and individuals born with differences of sex development. This report presents the final 20 sexual health competencies and 34 qualifiers aligned with the 8 overall domains of competence. Development of a comprehensive set of sexual health competencies is a necessary first step in standardizing learning expectations for medical students upon completion of undergraduate training. It is hoped that these competencies will guide the development of sexual health curricula and assessment tools that can be shared across medical schools to ensure that all medical school graduates will be adequately trained and comfortable addressing the different sexual health concerns presented by patients across the lifespan. Bayer CR, Eckstrand KL, Knudson G, et

Relationships between organizational and individual support, nurses' ethical competence, ethical safety, and work satisfaction.

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Poikkeus, Tarja; Suhonen, Riitta; Katajisto, Jouko; Leino-Kilpi, Helena

2018-03-12

Organizations and nurse leaders do not always effectively support nurses' ethical competence. More information is needed about nurses' perceptions of this support and relevant factors to improve it. The aim of the study was to examine relationships between nurses' perceived organizational and individual support, ethical competence, ethical safety, and work satisfaction. A cross-sectional questionnaire survey was conducted. Questionnaires were distributed to nurses (n = 298) working in specialized, primary, or private health care in Finland. Descriptive statistics, multifactor analysis of variance, and linear regression analysis were used to test the relationships. The nurses reported low organizational and individual support for their ethical competence, whereas perceptions of their ethical competence, ethical safety, and work satisfaction were moderate. There were statistically significant positive correlations between both perceived individual and organizational support, and ethical competence, nurses' work satisfaction, and nurses' ethical safety. Organizational and individual support for nurses' ethical competence should be strengthened, at least in Finland, by providing more ethics education and addressing ethical problems in multiprofessional discussions. Findings confirm that organizational level support for ethical competence improves nurses' work satisfaction. They also show that individual level support improves nurses' sense of ethical safety, and both organizational and individual support strengthen nurses' ethical competence. These findings should assist nurse leaders to implement effective support practices to strengthen nurses' ethical competence, ethical safety, and work satisfaction.

Development and implementation of a competency-based clinical evaluation tool for midwifery education.

Science.gov (United States)

Woeber, Kate

2018-03-22

The learning goals and evaluation strategies of competency-based midwifery programs must be explicit and well-defined. In the US, didactic learning is evaluated through a standardized certification examination, but standardized clinical competence evaluation is lacking. The Midwifery Competency Assessment Tool (MCAT) has been adapted from the International Confederation of Midwives' (ICM) "Essential Competencies" and from the American College of Nurse-Midwives' (ACNM) "Core Competencies", with student self-evaluation based on Benner's Novice-to-Expert theory. The MCAT allows for the measurement and monitoring of competence development in all domains of full-scope practice over the course of the midwifery program. Strengths of the MCAT are that it provides clear learning goals and performance evaluations for students, ensures and communicates content mapping across a curriculum, and highlights strengths and gaps in clinical opportunities at individual clinical sites and for entire programs. Challenges of the MCAT lie in balancing the number of competency items to be measured with the tedium of form completion, in ensuring the accuracy of student self-evaluation, and in determining "adequate" competence achievement when particular clinical opportunities are limited. Use of the MCAT with competency-based clinical education may facilitate a more standardized approach to clinical evaluation, as well as a more strategic approach to clinical site development and use. Copyright © 2018 Elsevier Ltd. All rights reserved.

Morality or competence? The importance of affirming the appropriate dimension of self-integrity.

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Jessop, Donna C; Sparks, Paul; Jessop, Laura; Dodds, Lauren; Lynch, Sarah

2016-11-01

Two studies explored the relative efficacy of a morality-based versus a competence-based self-affirmation manipulation at increasing acceptance of personally relevant health risk information. In accordance with prior theorizing (e.g., Cohen & Sherman, 2014), it was hypothesized that the morality affirmation would be more effective than the competence affirmation in such contexts, as the former targets a different domain to that threatened by the health risk information. Both studies employed a cross-sectional experimental design. Participants were presented with a morality affirmation, competence affirmation, or no affirmation control prior to reading a message about the risks of (1) not engaging in daily dental flossing (Study 1) and (2) red meat consumption (Study 2). Participants subsequently completed a number of measures assessing acceptance of the message. In line with predictions, findings from both studies demonstrated that the morality affirmation precipitated greater acceptance of personally relevant health risk information compared to the competence affirmation, as reflected in more positive attitudes (Studies 1 and 2) and intentions (Study 1). Study 2's findings further suggested that the superior efficacy of the morality affirmation in health-related contexts could not simply be attributed to a general tendency for this affirmation to outperform the competence affirmation. The nature of the value affirmed may be a critical factor in determining the success of self-affirmation manipulations in health-related domains. Statement of contribution What is already known on this subject? Self-affirmation has been shown to promote openness to personally relevant health risk information across a variety of behavioural domains. The most frequently utilized self-affirmation manipulation involves participants reflecting on a personally important value; however, participants typically self-select the value they reflect on. This means that the nature of the value

Filling the gap: Developing health economics competencies for baccalaureate nursing programs.

Science.gov (United States)

Platt, Maia; Kwasky, Andrea; Spetz, Joanne

2016-01-01

The need for greater involvement of the nursing profession in cost containment efforts has been documented extensively. More thorough education of nurses in the subject of health economics (HE) is one of the factors that could contribute toward achievement of that goal. The project's main contribution is the development of the unique list of essential HE competencies for baccalaureate nursing students. The proposed competencies were developed and validated using the protocol by Lynn (1986) for two-stage content validation of psychometric instruments. An additional validation step that included a nationwide survey of nurse administrators was conducted to measure the value they place on the health economics-related skills and knowledge of their employees. A set of six HE competencies was developed. Their validity was unanimously approved by the panel of five experts and additionally supported by the survey results (with individual competencies' approval rates of 67% or higher). The incorporation of economic thinking into the nationwide standards of baccalaureate nursing education, and professional nursing competencies, will enhance the capacity of the nursing workforce to lead essential change in the delivery of high-value affordable health care nationwide. Copyright © 2016 Elsevier Inc. All rights reserved.

Exploring the cultural competence of undergraduate nursing students in Saudi Arabia.

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Halabi, Jehad O; de Beer, Jennifer

2018-03-01

To explore the cultural competence of undergraduate nursing students at a college of nursing, Saudi Arabia. A descriptive exploratory design was used to explore the Saudi undergraduate nursing students' level of cultural competency. The convenience sample included 205 nursing students affiliated with a college of nursing at a health science university in Jeddah, Saudi Arabia. Data was collected using the Inventory for Assessing the Process of Cultural Competence-Revised (IAPCC-R) consisting of 25 items. The tool reported acceptable reliability of Cronbach alpha 0.89. The majority of students were culturally aware and dealt with people from different cultures. One-third preferred to have training on culture over a period of time. Half the students preferred studying a special course related to working with people from different cultures. Cultural desire reported the highest mean while cultural knowledge scored the lowest among the cultural competence subscales despite students being exposed to some cultural knowledge content in their training. Implementing the guidelines for culturally competent care assure covering all aspects of care with consideration of cultural heritage as a main concept. Comparative study of nurses' and students' perception is further recommended. Copyright © 2017 Elsevier Ltd. All rights reserved.

Informational interference from a competing talker: a thought-provoking but elusive construct

DEFF Research Database (Denmark)

Valdés-Laribi, Huarda; Wendt, Dorothea; MacDonald, Ewen

. a matched energetic mask, at various signal-tonoise ratios (SNRs). Although object-relative sentences were more demanding than subject-relative sentences, the competing talker did not affect performance more than did energetic mask controls. This pattern was comparable for native and non-native listeners......, and across SNRs. Moreover, individual differences in working memory were not related to differences in the speeded-selection task, regardless of the mask. Eye-tracking and pupillometric versions of this experiment also yielded similar results. Thus, contrary to prior research, we found no evidence...... that a competing talker requires greater processing resources than energetic masking alone. To address this discrepancy, an ongoing study aims to determine whether the semantic content of the competing talker’s utterances modulates attention to the target....

Tag-Based Social Image Search: Toward Relevant and Diverse Results

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Yang, Kuiyuan; Wang, Meng; Hua, Xian-Sheng; Zhang, Hong-Jiang

Recent years have witnessed a great success of social media websites. Tag-based image search is an important approach to access the image content of interest on these websites. However, the existing ranking methods for tag-based image search frequently return results that are irrelevant or lack of diversity. This chapter presents a diverse relevance ranking scheme which simultaneously takes relevance and diversity into account by exploring the content of images and their associated tags. First, it estimates the relevance scores of images with respect to the query term based on both visual information of images and semantic information of associated tags. Then semantic similarities of social images are estimated based on their tags. Based on the relevance scores and the similarities, the ranking list is generated by a greedy ordering algorithm which optimizes Average Diverse Precision (ADP), a novel measure that is extended from the conventional Average Precision (AP). Comprehensive experiments and user studies demonstrate the effectiveness of the approach.

Differences between medical student and faculty perceptions of the competencies needed for the first year of residency

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Sophie Fürstenberg

2017-11-01

Full Text Available Abstract Background Different guidelines and frameworks like the CanMEDs model or entrustable professional activities (EPAs describe competencies required for successful and professional work of residents. Not all competencies are of equal importance for graduates when they start their residency. The aim of this study was to evaluate the relevance of different competencies for a first year resident from the perspective of physicians and medical students. Methods In an online study, 178 of 475 surgeons and internists including residents and attendings and 102 of 728 first and last year undergraduate medical students from the University Medical Center Hamburg-Eppendorf ranked 25 competencies according to their relevance for entrustment decisions in first year residents. The rankings of the competencies by residents and attendings and by first year and last year medical student were compared. Additionally, the rankings were also compared to the literature. Results Physicians and medical students rated ‘Responsibility’ as the most important competency for first year residents. Physicians ranked ‘Teamwork and collegiality’ and ‘Structure, work planning and priorities’ within the top 10 competencies significantly higher than medical students. The competency ranks between attendings and residents only showed one significant difference between attendings and residents, where ‘Coping with mistakes’, was ranked significantly higher by residents. Medical students ranked ‘Active listening to patients’, ‘Advising patients’ and ‘Handling emotions of patients and their relatives’ significantly higher than physicians. Final year students ranked ‘Structure, work planning and priorities’, ‘Coping with mistakes’, and ‘Verbal communication with colleagues and supervisors’ significantly higher than first year students. Conclusions Even though physicians and medical students agree that ‘Responsibility’ is the most important

[Competencies in the education of nursing technicians to implement the nursing care systematization].

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da Cruz, Andrea de Mello Pereira; Almeida, Miriam de Abreu

2010-12-01

This is a qualitative, exploratory and descriptive study whose general objective was to learn, considering the perspective of the nursing technician who works in school hospitals, the competencies developed during their educational process to implement the Nursing Care Systematization (NCS). Data collection and analysis were carried out through a focal group, with content analysis and nursing technicians. Two thematic categories emerged: The participation of the nursing technician in the NCS and The competencies in the education of the nursing technician. Each one received two subcategories: Conception of the NCS and (De)valuation of the NCS, Technical-scientific competency and Competency in the interpersonal relationship, respectively. It was observed that the NCS must be shared, discussed and made public among nursing professionals, so that they may acknowledge themselves as the leading actors of their methodology and be aware that their practices determine the results.

Informatics competencies for nurse leaders: protocol for a scoping review.

Science.gov (United States)

Kassam, Iman; Nagle, Lynn; Strudwick, Gillian

2017-12-14

Globally, health information technologies are now being used by nurses in a variety of settings. However, nurse leaders often do not have the necessary strategic and tactical informatics competencies to adequately ensure their effective adoption and use. Although informatics competencies and competency frameworks have been identified and developed, to date there has not been review or consolidation of the work completed in this area. In order to address this gap, a scoping review is being conducted. The objectives of this scoping review are to: (1) identify informatics competencies of relevance to nurse leaders, (2) identify frameworks or theories that have been used to develop informatics competencies for nurse leaders, (3) identify instruments used to assess the informatics competencies of nurse leaders and (4) examine the psychometric properties of identified instruments. Using the Arksey and O'Malley five-step framework, a literature review will be conducted using a scoping review methodology. The search will encompass academic and grey literature and include two primary databases and five secondary databases. Identified studies and documents will be independently screened for eligibility by two reviewers. Data from the studies and documents will be extracted and compiled into a chart. Qualitative data will be subject to a thematic analysis and descriptive statistics applied to the quantitative data. Ethical approval was not required for this study. Results will be used to inform a future study designed to validate an instrument used to evaluate informatics competencies for nurse leaders within a Canadian context. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

HOME-GROWN AND ABROAD-BRED ENTREPRENEURS IN CHINA: A STUDY OF THE INFLUENCES OF EXTERNAL CONTEXT ON ENTREPRENEURIAL COMPETENCIES

OpenAIRE

THOMAS WING YAN MAN; THERESA LAU; K. F. CHAN

2008-01-01

As an attempt to explore the influence of external context on entrepreneurial competencies, we conducted a comparative analysis using a sample of 16 home-grown and abroad-bred entrepreneurs in China. Through a content analysis of the critical incidents during their business development, we found that both groups demonstrated a similar set of entrepreneurial competencies, with strategic, relationship, conceptual, organizing and opportunity competencies being the most predominant types. However...

Designing meaningful educational spaces for the development of competencies in childhood

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Yenny Otálora Sevilla

2010-11-01

Full Text Available A meaningful educational space is a learning environment that promotes and strengthens the development of social and cognitive competencies in children. This article offers conceptual and methodological elements from Educational Psychology that facilitates the design of significant educational spaces for the development of child competencies, both in and out of school. On the one hand, the learning environment is defined as a dynamic and complex space of construction of knowledge. On the other it takes into account some considerations about child development which help set five criteria to characterize learning environments as meaningful educational spaces: They are structured, intensive, extensive, generative and interactive situations. Each of these criteria is illustrated through learning environments designed by educators in Colombia, based on the use of cultural practices inherent their communities of origin. Cultural practices were found to be relevant to the development of their children’s competencies.

Evaluation of the level of the competence development in the field of disease prevention and healthy lifestyle among medical students

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N. V. Sivas

2014-01-01

Full Text Available The principles of competent approach in the teaching of the medical university students in the disease prevention and healthy lifestyle are given in the article. For the formation of competence in the disease prevention and healthy lifestyles the pedagogical integral technology is used, developed by integrating content and disciplines of the medical education and Physical Culture. Further formation of competences in the preventive medicine and healthy lifestyle is being accomplished through the project method of teaching based on active projects. Advantages of the assessment of the competence of the medical university students in disease prevention and healthy lifestyle in the form of an authentic representational portfolio are given in the article. Modern assessment activity in education is focused on personal achievements of students, which may be reflected in different versions of portfolio. Authentic assessment is the most convenient and reliable in the case of the competence assessment, since it focuses primarily on the practical results of activity takes into account and promotes initiative, personal potential of the student, provides an opportunity to see the results and to obtain an assessment of achievements, allows not only to generate individual educational trajectory, but also to monitor the level of development of the educational content. The article reveals the content of the authentic representational portfolio and provides recommendations on its design and evaluation.

Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty

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Lavadia, Linda

Earlier studies concluded that technology's strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators' reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers' (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

Competence articulation: Alignment of competences and responsibilities in synchronous telemedical collaboration

DEFF Research Database (Denmark)

Larsen, Simon Bo; Bardram, Jakob Eyvind

2008-01-01

. In particular, we want to look at the dynamic quality of competences, and investigate how competence is mutually developed in coordinated work. We have termed this process competence articulation, a concept which tries to emphasize competence as well as social development of competence as part of cooperation......Many studies and concepts within CSCW deal with the temporal, spatial, social, and computational aspects of supporting collaborative work. In this paper we want to pay attention to another central aspect to the achievement of collaborative work, namely the competence of the people involved...... communication options for competence articulation, which again improve collaboration and thus the quality of the treatment....

THE DEVELOPMENT OF ENGLISH LANGUAGE TEACHING (ELT COMPETENCY-BASED SYLLABUS IN SENIOR HIGH SCHOOL

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Besral Besral

2012-07-01

Full Text Available Although competency has long been the major concern in ELT either in the EFL or ESL contexts, the rise of competency-based syllabus launched by the Ministry of National Education (2006 brought about significant issue among the English teachers in the country. One of the crucial issues is that how to transfer the concepts of competences into the syllabus design.  Since a syllabus does not only contain a list of subject content, but also how curriculum planners (teachers reflect their understanding and belief about nature of language and of language teaching and learning, the ELT must be carried out to achieve communicative competence. Current investigation on the practices of ELT, however, indicates that English teachers are still walking in place, leaving the CC as a big slogan in their jobs.

Relevance in the science classroom: A multidimensional analysis

Science.gov (United States)

Hartwell, Matthew F.

While perceived relevance is considered a fundamental component of adaptive learning, the experience of relevance and its conceptual definition have not been well described. The mixed-methods research presented in this dissertation aimed to clarify the conceptual meaning of relevance by focusing on its phenomenological experience from the students' perspective. Following a critical literature review, I propose an identity-based model of perceived relevance that includes three components: a contextual target, an identity target, and a connection type, or lens. An empirical investigation of this model that consisted of two general phases was implemented in four 9th grade-biology classrooms. Participants in Phase 1 (N = 118) completed a series of four open-ended writing activities focused on eliciting perceived personal connections to academic content. Exploratory qualitative content analysis of a 25% random sample of the student responses was used to identify the main meaning-units of the proposed model as well as different dimensions of student relevance perceptions. These meaning-units and dimensions provided the basis for the construction of a conceptual mapping sentence capturing students' perceived relevance, which was then applied in a confirmatory analysis to all other student responses. Participants in Phase 2 (N = 139) completed a closed survey designed based on the mapping sentence to assess their perceived relevance of a biology unit. The survey also included scales assessing other domain-level motivational processes. Exploratory factor analysis and non-metric multidimensional scaling indicated a coherent conceptual structure, which included a primary interpretive relevance dimension. Comparison of the conceptual structure across various groups (randomly-split sample, gender, academic level, domain-general motivational profiles) provided support for its ubiquity and insight into variation in the experience of perceived relevance among students of different

Arts Integration: A Strategy to Improve Teaching and Learning, Promote Personal Competencies, and Turn Around Low-Performing Schools

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Biscoe, Belinda; Wilson, Kirk

2015-01-01

This paper connects the dots between arts integration, students' personal competencies, and school turnaround. Its thesis is that by intertwining art forms and methods with content in all subject areas, students learn more about art and the other subjects and build their personal competencies for learning. The paper includes the story of an…

Competency champions in the clinical competency committee: a successful strategy to implement milestone evaluations and competency coaching.

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Ketteler, Erika R; Auyang, Edward D; Beard, Kathy E; McBride, Erica L; McKee, Rohini; Russell, John C; Szoka, Nova L; Nelson, M Timothy

2014-01-01

To create a clinical competency committee (CCC) that (1) centers on the competency-based milestones, (2) is simple to implement, (3) creates competency expertise, and (4) guides remediation and coaching of residents who are not progressing in milestone performance evaluations. We created a CCC that meets monthly and at each meeting reviews a resident class for milestone performance, a competency (by a faculty competency champion), a resident rotation service, and any other resident or issue of concern. University surgical residency program. The CCC members include the program director, associate program directors, director of surgical curriculum, competency champions, departmental chair, 2 at-large faculty members, and the administrative chief residents. Seven residents were placed on remediation (later renamed as coaching) during the academic year after falling behind on milestone progression in one or more competencies. An additional 4 residents voluntarily placed themselves on remediation for medical knowledge after receiving in-training examination scores that the residents (not the CCC membership) considered substandard. All but 2 of the remediated/coached residents successfully completed all area milestone performance but some chose to stay on the medical knowledge competency strategy. Monthly meetings of the CCC make milestone evaluation less burdensome. In addition, the expectations of the residents are clearer and more tangible. "Competency champions" who are familiar with the milestones allow effective coaching strategies and documentation of clear performance improvements in competencies for successful completion of residency training. Residents who do not reach appropriate milestone performance can then be placed in remediation for more formal performance evaluation. The function of our CCC has also allowed us opportunity to evaluate the required rotations to ensure that they offer experiences that help residents achieve competency performance necessary

Designing Class Activities to Meet Specific Core Training Competencies: A Developmental Approach

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Guth, Lorraine J.; McDonnell, Kelly A.

2004-01-01

This article presents a developmental model for designing and utilizing class activities to meet specific Association for Specialists in Group Work (ASGW) core training competencies for group workers. A review of the relevant literature about teaching group work and meeting core training standards is provided. The authors suggest a process by…

Chomsky and Wittgenstein on Linguistic Competence

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Thomas McNally

2012-11-01

Full Text Available In his Wittgenstein on Rules and Private Language, Saul Kripke presents his influential reading of Wittgenstein’s later writings on language. One of the largely unexplored features of that reading is that Kripke makes a small number of suggestive remarks concerning the possible threat that Wittgenstein’s arguments pose for Chomsky’s linguistic project. In this paper, we attempt to characterise the relevance of Wittgenstein’s later work on meaning and rule-following for transformational linguistics, and in particular to identify the potentially negative impact it has on that project. Although we use Kripke’s remarks to articulate some of the pertinent issues, we return to Wittgenstein’s later writings to address them. We argue that Wittgenstein’s main target in the relevant sections of the Philosophical Investigations is the notion of ‘logical compulsion’, which involves assuming that there is more to applying a word or rule than how we are naturally or “psychologically” compelled to apply. We characterise two of the main lines of argument in the Investigations in terms of the rejection of logical compulsion. We thus propose to address the relevance of Wittgenstein’s writings for Chomsky by considering whether Chomsky’s linguistics presupposes the targeted notion of logical compulsion. We argue that Chomsky’s conception of linguistic competence in terms of successive states of the “language faculty” (containing the principles of universal grammar does presuppose this problematic notion. Chomsky responded to Kripke by devoting a chapter of his Knowledge of Language to defending this conception of linguistic competence against the Wittgensteinian arguments. We evaluate his response and argue that he has misidentified the threat to his linguistic project as consisting in the attack on its ‘individual psychology’ standpoint, rather than its commitment to logical compulsion. We conclude by arguing that Chomsky�

Timespacing competence

DEFF Research Database (Denmark)

Laursen, Helle Pia; Mogensen, Naja Dahlstrup

2016-01-01

-generated activity My linguistic world 2014, they are invited to map and talk about their lived experiences as multiple language users seen in the light of place and movement. By demythifying themselves and their linguistic worlds, the children also raise important questions about the notion of linguistic competence....... By perceiving competences from a subjective child perspective, we learn how children do what we call timespacing competence. On that basis, we suggest paying attention to how children themselves timespace competence by focusing (more consistently) on the subjective, social, spatial and temporal dimensions...

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

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Paula Maria Fazendeiro Batista

2011-06-01

used procedures of content analysis. The results show us the fragile structure that still characterizes the field of the sports professional, although common traits come to the surface, starting to reveal a unique identity centred on knowledge and ethics competence seconded by personal and social competence in close connection with functional competence. Meta-competencies and motivation are highly valued factors and act as warrants of professional competence.

Patient-centered care: the key to cultural competence.

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Epner, D E; Baile, W F

2012-04-01

Much of the early literature on 'cultural competence' focuses on the 'categorical' or 'multicultural' approach, in which providers learn relevant attitudes, values, beliefs, and behaviors of certain cultural groups. In essence, this involves learning key 'dos and don'ts' for each group. Literature and educational materials of this kind focus on broad ethnic, racial, religious, or national groups, such as 'African American', 'Hispanic', or 'Asian'. The problem with this categorical or 'list of traits' approach to clinical cultural competence is that culture is multidimensional and dynamic. Culture comprises multiple variables, affecting all aspects of experience. Cultural processes frequently differ within the same ethnic or social group because of differences in age cohort, gender, political association, class, religion, ethnicity, and even personality. Culture is therefore a very elusive and nebulous concept, like art. The multicultural approach to cultural competence results in stereotypical thinking rather than clinical competence. A newer, cross cultural approach to culturally competent clinical practice focuses on foundational communication skills, awareness of cross-cutting cultural and social issues, and health beliefs that are present in all cultures. We can think of these as universal human beliefs, needs, and traits. This patient centered approach relies on identifying and negotiating different styles of communication, decision-making preferences, roles of family, sexual and gender issues, and issues of mistrust, prejudice, and racism, among other factors. In the current paper, we describe 'cultural' challenges that arise in the care of four patients from disparate cultures, each of whom has advanced colon cancer that is no longer responding to chemotherapy. We then illustrate how to apply principles of patient centered care to these challenges.

Water Education: An e-learning platform for water-related competence development

DEFF Research Database (Denmark)

Eriksson, Eva; Arvin, Erik; Ucendo, Inmaculada Maria Buendia

2011-01-01

The Danish water sector is in dire need for competence development to accommodate the changes in Danish water governance (decentralisation,privatisation and larger entities) and the implementation of relevant EuropeanUnion (EU) directives. In parallel, the number of international students enrolled......, DTUEnvironment has created an e-learning platform called Water Education (WatEdu) scheduled to be operational in 2011....

Structural Equation Modeling of Cultural Competence of Nurses Caring for Foreign Patients.

Science.gov (United States)

Ahn, Jung-Won

2017-03-01

This study aimed to construct and test a hypothetical model including factors related to the cultural competence of nurses caring for foreign patients. The transcultural nursing immersion experience model and anxiety/uncertainty management theory were used to verify the paths between the variables. The exogenous variables were multicultural experience, ethnocentric attitude, and organizational cultural competence support. The endogenous variables were intercultural anxiety, intercultural uncertainty, coping strategy, and cultural competence. Participants were 275 nurses working in general hospitals in Seoul and Kyung-Gi Do, Korea. Each nurse in this study had experience of caring for over 10 foreign patients. Data were collected using a structured questionnaire and analyzed with SPSS statistical software with the added AMOS module. The overall fitness indices of the hypothetical model were a good fit. Multicultural experience, ethnocentric attitude, organizational cultural competence support, and intercultural uncertainty were found to have a direct and indirect effect on the cultural competence of nurses while coping strategy only had a direct effect. Intercultural anxiety did not have a significant effect on cultural competence. This model explained 59.1% of the variance in the nurses' cultural competence when caring for foreign patients. Nurses' cultural competence can be developed by offering multicultural nursing education, increasing direct/indirect multicultural experience, and sharing problem-solving experience to promote the coping ability of nurses. Organizational support can be achieved by preparing relevant personnel and resources. Subsequently, the quality of nursing care for foreign patients' will be ultimately improved. Copyright © 2017. Published by Elsevier B.V.

Cultural competence education for health professionals.

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

2014-05-05

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

Accuracy of the MacArthur competence assessment tool for clinical research (MacCAT-CR) for measuring children's competence to consent to clinical research.

Science.gov (United States)

Hein, Irma M; Troost, Pieter W; Lindeboom, Robert; Benninga, Marc A; Zwaan, C Michel; van Goudoever, Johannes B; Lindauer, Ramón J L

2014-12-01

An objective assessment of children's competence to consent to research participation is currently not possible. Age limits for asking children's consent vary considerably between countries, and, to our knowledge, the correlation between competence and children's age has never been systematically investigated. To test a standardized competence assessment instrument for children by modifying the MacArthur Competence Assessment Tool for Clinical Research (MacCAT-CR), to investigate its reliability and validity, and to examine the correlation of its assessment with age and estimate cutoff ages. This prospective study included children and adolescents aged 6 to 18 years in the inpatient and outpatient departments of allergology, gastroenterology, oncology, ophthalmology, and pulmonology from January 1, 2012, through January 1, 2014. Participants were eligible for clinical research studies, including observational studies and randomized clinical trials. Competence judgments by experts aware of the 4 relevant criteria-understanding, appreciation, reasoning, and choice-were used to establish the reference standard. The index test was the MacCAT-CR, which used a semistructured interview format. Interrater reliability, validity, and dimensionality of the MacCAT-CR and estimated cutoff ages for competence. Of 209 eligible patients, we included 161 (mean age, 10.6 years; 47.2% male). Good reproducibility of MacCAT-CR total and subscale scores was observed (intraclass correlation coefficient range, 0.68-0.92). We confirmed unidimensionality of the MacCAT-CR. By the reference standard, we judged 54 children (33.5%) to be incompetent; by the MacCAT-CR, 61 children (37.9%). Criterion-related validity of MacCAT-CR scores was supported by high overall accuracy in correctly classifying children as competent against the reference standard (area under the receiver operating characteristics curve, 0.78). Age was a good predictor of competence on the MacCAT-CR (area under the receiver

Online cultural competency education for millennial dental students.

Science.gov (United States)

Evans, Lorraine; Hanes, Philip J

2014-06-01

Teaching cultural competence is now an educational requirement for U.S. dental curricula to meet 2013 accreditation standards. The question now is, given time restrictions, limited resources, and budget constraints faced by the majority of dental schools, how can they provide effective cultural competency education to prepare future dental professionals? An additional concern regarding instruction is the recent focus on techniques to engage Millennial learners since this generation is characterized as technologically savvy with a preference for multimedia and general dislike of traditional lectures. With these issues in mind, Georgia Regents University developed Healthy Perspectives, an online, interactive course in cultural competence designed to engage Millennial students. Both before and after the course, the students were asked to complete a modified version of the Clinical Cultural Competency Questionnaire. Of the eighty-eight students in the course (eighty-one first-year dental students and seven entering radiology students), seventy-one completed the questionnaire both before and after the course, for an 81 percent response rate. Seventy-five students also completed the course evaluation. The pre and post questionnaires showed statistically significant gains for students across the four primary areas of self-awareness, knowledge, attitudes, and skills. Student evaluations of the course were generally positive, particularly regarding content, but somewhat surprisingly their assessment of the interactive components (which were designed to meet generational expectations) was ambivalent.

Pathology Competencies for Medical Education and Educational Cases

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Barbara E. C. Knollmann-Ritschel MD

2017-07-01

Full Text Available Current medical school curricula predominantly facilitate early integration of basic science principles into clinical practice to strengthen diagnostic skills and the ability to make treatment decisions. In addition, they promote life-long learning and understanding of the principles of medical practice. The Pathology Competencies for Medical Education (PCME were developed in response to a call to action by pathology course directors nationwide to teach medical students pathology principles necessary for the practice of medicine. The PCME are divided into three competencies: 1 Disease Mechanisms and Processes, 2 Organ System Pathology, and 3 Diagnostic Medicine and Therapeutic Pathology. Each of these competencies is broad and contains multiple learning goals with more specific learning objectives. The original competencies were designed to be a living document, meaning that they will be revised and updated periodically, and have undergone their first revision with this publication. The development of teaching cases, which have a classic case-based design, for the learning objectives is the next step in providing educational content that is peer-reviewed and readily accessible for pathology course directors, medical educators, and medical students. Application of the PCME and cases promotes a minimum standard of exposure of the undifferentiated medical student to pathophysiologic principles. The publication of the PCME and the educational cases will create a current educational resource and repository published through Academic Pathology .

Teenagers' perceptions of factors affecting decision-making competence in the management of type 1 diabetes.

Science.gov (United States)

Viklund, Gunnel; Wikblad, Karin

2009-12-01

Decision-making is an important prerequisite for empowerment. The aim of this study was to explore teenagers' perceptions of factors affecting decision-making competence in diabetes management. A previous study that assessed an empowerment programme for teenagers with diabetes showed no effects on metabolic control or empowerment outcomes, which is not in accordance with results from studies on adult diabetes patients. The definition of empowerment highlights the patient's own responsibility for decision-making. Earlier studies have shown that many teenagers' may not be mature in decision-making competence until late adolescence. To explore the significance of decision-making competence on the effectiveness of empowerment education we wanted to explore teenagers' own view on factors affecting this competence. An explorative, qualitative interview study was conducted with 31 teenagers with type 1 diabetes, aged 12-17 years. The teenagers were interviewed two weeks after completing an empowerment education programme. The interviews were analysed using qualitative content analysis. Five categories stood out as important for decision-making competence: cognitive maturity, personal qualities, experience, social network and parent involvement. Based on the content in the interviews and the five categories, we made an interpretation and formulated an overall theme: 'Teenagers deserve respect and support for their short-comings during the maturity process'. Our conclusion is that teenagers deserve respect for their immature decision-making competence. Decision-making competence was described as cognitive abilities, personal qualifications and experience. To compensate for the deficiencies the teenagers deserve constructive support from their social network and the essential support is expected to come from their parents. These findings can be useful for diabetes team members in supporting teenagers with diabetes and their parents both in individual meetings and when

Living well with disability: needs, values and competing factors.

Science.gov (United States)

Mudge, Suzie; Kayes, Nicola M; Stavric, Verna A; Channon, Alexis S; Kersten, Paula; McPherson, Kathryn M

2013-08-21

Obesity is more prevalent for disabled people (estimated as being between 27-62%) compared to the general population (17-22%). Disabled people are more likely to report poorer general health and acquire a range of obesity-related secondary conditions. Although there are many physical activity and nutrition initiatives aimed at obesity prevention, little is known about whether these options are relevant and accessible for disabled people. The Living Well Study aimed to better understand the issues faced by disabled people when engaging in physical activity and healthy eating. The study drew on a participatory action research design involving key stakeholders. There were two core cyclical phases (A and B), in which data collection was followed by a period of analysis, reflection and refinement. Focus groups and interviews were held with individuals who experience a range of disabilities, family members, service providers and representatives from disability advocacy groups. We sought to explore the importance and meaning of physical activity and healthy eating and factors that influenced engagement in these. Data in phase A were analysed using conventional content analysis drawing on constant comparative methods to identify themes of importance. In phase B, data analysis occurred alongside data collection, using a structured template to summarise participants' agreement or disagreement with the draft themes and recommendations, until the themes and recommendations were refined based on participants' corroboration. 146 participants aged between 10-69 years, from both rural and urban areas and of different cultural backgrounds participated. Seven interconnecting themes that related to engagement in living well behaviours emerged with a wide range of external factors (such as people, knowledge, time, cost, identity and the environment) impacting on living well options. The central theme - It depends: needs, values and competing factors - emphasised the complexity faced

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

Science.gov (United States)

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

2015-01-01

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

JOURNALISTIC COMPETENCE AS A CONDITION OF FORMATION EROTIC CULTURE IN NATIONAL JOURNALISM

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Andrey Evgenevich Petropavlovsky

2014-11-01

Full Text Available Purpose of the article:- analysis of the professional competence of  Russian journalists in the erotic industry;- a comparison of the factors affecting the development of professionalism in the erotic themes in Russian journalism;- formulation of the criteria to be met by a modern journalist while covering an erotic theme.The novelty of this work lies in the fact that the value of erotic themes in modern journalism is a problem little studied by science.In the article the following conclusions.The importance of competence journalist on erotic themes in coverage erotic sphere is a scientific problem.The question of raising the level of training of journalists in educational institutions in view of specialization is very relevant in Russia.Covering and analysis erotic culture of modern Russia should only highly competent media professionals.In modern Russia journalism often refers to the erotic category just for economic gain. Professional and competent journalist can find a compromise between the financial side and the quality coverage of the problem.

Chinese primiparous women's experiences of early motherhood: factors affecting maternal role competence.

Science.gov (United States)

Ngai, Fei-Wan; Chan, Sally W C; Holroyd, Eleanor

2011-05-01

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

A Framework for Enhancing and Assessing Cultural Competency Training

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Désirée Lie

2009-09-01

Full Text Available The globalization of medical practice using accepted evidence-based approaches is matched by a growing trend for shared curricula in medicine and other health professions across international boundaries. Interest in the common challenges of curricular design, delivery and assessment is expressed in conferences and dialogues focused on topics such as teaching of professionalism, humanism, integrative medicine, bioethics and cultural competence. The spirit of collaboration, sharing, acknowledgment and mutual respect is a guiding principle in cross-cultural teaching. This paper uses the Tool for Assessing Cultural Competency Training to explore methods for designing and implementing cultural competency curricula. The intent is to identify elements shared across institutional, national and cross-cultural borders and derive common principles for the assessment of learners and the curricula. Two examples of integrating new content into existing clerkships are provided to guide educators interested in an integrated and learner-centered approach to assimilate cultural competency teaching into existing required courses, clerkships and elective experiences. The paper follows an overarching principle that “every patient–doctor encounter is a cross-cultural encounter”, whether based on ethnicity, age, socioeconomic status, sex, religious values, disability, sexual orientation or other differences; and whether the differences are explicit or implicit.

Lean engineering education driving content and competency mastery

CERN Document Server

Flumerfelt, Shannon

2015-01-01

Recent studies by professional organizations devoted to engineering education, such as Vision 2030 (ASME) and Vision 2025 (ASCE), highlight the need for the restructuring of engineering education. Deficiencies of many engineering graduates include poor systems thinking and systems analysis skills, lack of sensitivity for sustainability issues, poorly developed problem solving skills and lack of training to work in (multi- disciplinary) teams, as well as a lack of leadership, entrepreneurship, innovation, and project management skills. The book's contents include an analysis of current shortfalls in engineering education and education related to professional practice in engineering. Further, the authors describe desirable improvements as well as advocacy for the use of lean tenets and tools to create a new future for engineering education. This book presents, for the first time, an outside-in lean engineering perspective of how this commonly accepted and widely practiced and adapted engineering perspecti...

Nurses' competences in the critical care of children undergoing hematopoietic stem cell transplantation

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Marianna Ferreira

2017-11-01

Full Text Available This is a descriptive study, with qualitative data analysis, in order to identify and analyze the experiences and competencies required by nurses in the care of transplanted child, who demand critical care. Nine nurses were interviewed. We analyzed the data according to the procedures for qualitative content analysis, and then we elaborated the following themes: Critical care to the transplanted child: a double challenge for the nurse; Nurses' competences for the care towards the critically ill child submitted to hematopoietic stem cell transplantation (HSCT. The identified competencies based on scientific knowledge, skills and natural abilities and relate to specific knowledge about pediatric HSCT; technical-scientific, interactive and communication skills; management of material resources and equipment; emotional control, empathy and leadership. Such competences help in the construction of a specific profile for the care offered to this clientele, with a view to therapeutic success.

Structural Equation Modeling of Cultural Competence of Nurses Caring for Foreign Patients

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Jung-Won Ahn, PhD

2017-03-01

Conclusion: Nurses' cultural competence can be developed by offering multicultural nursing education, increasing direct/indirect multicultural experience, and sharing problem-solving experience to promote the coping ability of nurses. Organizational support can be achieved by preparing relevant personnel and resources. Subsequently, the quality of nursing care for foreign patients' will be ultimately improved.

Associations among Teachers' Attitudes towards Computer-Assisted Education and TPACK Competencies

Science.gov (United States)

Baturay, Meltem Huri; Gökçearslan, Sahin; Sahin, Semsettin

2017-01-01

The current study investigates the attitudes of teachers towards Computer-Assisted Education (CAE) and their knowledge of technology, pedagogy and content via TPACK model that assesses the competencies for developing and implementing successful teaching. There were 280 participants in the study. The results of the study indicate that teachers'…

Identifying 21st Century STEM Competencies Using Workplace Data

Science.gov (United States)

Jang, Hyewon

2016-04-01

Gaps between science, technology, engineering, and mathematics (STEM) education and required workplace skills have been identified in industry, academia, and government. Educators acknowledge the need to reform STEM education to better prepare students for their future careers. We pursue this growing interest in the skills needed for STEM disciplines and ask whether frameworks for 21st century skills and engineering education cover all of important STEM competencies. In this study, we identify important STEM competencies and evaluate the relevance of current frameworks applied in education using the standardized job-specific database operated and maintained by the US Department of Labor. Our analysis of the importance of 109 skills, types of knowledge and work activities, revealed 18 skills, seven categories of knowledge, and 27 work activities important for STEM workers. We investigate the perspectives of STEM and non-STEM job incumbents, comparing the importance of each skill, knowledge, and work activity for the two groups. We aimed to condense dimensions of the 52 key areas by categorizing them according to the Katz and Kahn (1978) framework and testing for inter-rater reliability. Our findings show frameworks for 21st century skills and engineering education do not encompass all important STEM competencies. Implications for STEM education programs are discussed, including how they can bridge gaps between education and important workplace competencies.

Competence Building

DEFF Research Database (Denmark)

Borrás, Susana; Edquist, Charles

The main question that guides this paper is how governments are focusing (and must focus) on competence building (education and training) when designing and implementing innovation policies. With this approach, the paper aims at filling the gap between the existing literature on competences...... on the one hand, and the real world of innovation policy-making on the other, typically not speaking to each other. With this purpose in mind, this paper discusses the role of competences and competence-building in the innovation process from a perspective of innovation systems; it examines how governments...... and public agencies in different countries and different times have actually approached the issue of building, maintaining and using competences in their innovation systems; it examines what are the critical and most important issues at stake from the point of view of innovation policy, looking particularly...

Necessary Conditions for Improving Civic Competence: A Scientific Perspective

OpenAIRE

Arthur Lupia

2005-01-01

Many attempts to increase civic competence are based on premises about communication and belief change that are directly contradicted by important insights from microeconomic theory and social psychology. At least two economic literatures are relevant to my effort to improve matters. One is the literature on strategic communication, which includes Spence (1974), Crawford and Sobel (1982), Banks (1991), and Lupia and McCubbins (1998). The other is the literature on mechanism design, which incl...

Competence-based education to develop digital competence

NARCIS (Netherlands)

Wesselink, R.; Giaffredo, Silvio

2015-01-01

The competence approach to learning and teaching has been described by several theoretical models. These formal models are often not integrated with concrete educational activity. On the contrary, this article proposes a practical implementation of the competence approach in education. The model of

[The role of "competent physician" for prevention of accidents at work].

Science.gov (United States)

Ramistella, E; Bergamaschi, A; Mosconi, G; Rossi, O; Sallese, D

2008-01-01

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.

Moving Towards Culturally Competent Health Systems: Organizational and Market Factors

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Weech-Maldonado, Robert; Elliott, Marc; Pradhan, Rohit; Schiller, Cameron; Dreachslin, Janice; Hays, Ron D.

2012-01-01

Cultural competency has been proposed as an organizational strategy to address racial/ethnic disparities in the health care system; disparities are a long-standing policy challenge whose relevance is only increasing with the increasing population diversity of the US and across the world. Using an integrative conceptual framework based on the resource dependency and institutional theories, we examine the relationship between organizational and market factors and hospitals’ degree of cultural competency. Our sample consists of 119 hospitals located in the state of California (US) and is constructed using the following datasets for the year 2006: Cultural Competency Assessment Tool of Hospitals (CCATH) Survey, California’s Office of Statewide Health Planning & Development’s Hospital Inpatient Discharges and Annual Hospital Financial Data, American Hospital Association’s Annual Survey, and the Area Resource File. The dependent variable consists of the degree of hospital cultural competency, as assessed by the CCATH overall score. Organizational variables include ownership status, teaching hospital, payer mix, size, system membership, financial performance, and the proportion of inpatient racial/ethnic minorities. Market characteristics included hospital competition, the proportion of racial/ethnic minorities in the area, metropolitan area, and per capita income. Regression analyses were conducted to assess the relationship between the CCATH overall score and organizational and market variables. Our results show that hospitals which are not-for-profit, serve a more diverse inpatient population, and are located in more competitive and affluent markets exhibit a higher degree of cultural competency. Our results underscore the importance of both institutional and competitive market pressures in guiding hospital behavior. For instance, while not-for-profit may adopt innovative/progressive policies like cultural competency simply as a function of their organizational

Moving towards culturally competent health systems: organizational and market factors.

Science.gov (United States)

Weech-Maldonado, Robert; Elliott, Marc N; Pradhan, Rohit; Schiller, Cameron; Dreachslin, Janice; Hays, Ron D

2012-09-01

Cultural competency has been proposed as an organizational strategy to address racial/ethnic disparities in the healthcare system; disparities are a long-standing policy challenge whose relevance is only increasing with the increasing population diversity of the US and across the world. Using an integrative conceptual framework based on the resource dependency and institutional theories, we examine the relationship between organizational and market factors and hospitals' degree of cultural competency. Our sample consists of 119 hospitals located in the state of California (US) and is constructed using the following datasets for the year 2006: Cultural Competency Assessment Tool of Hospitals (CCATH) Survey, California's Office of Statewide Health Planning & Development's Hospital Inpatient Discharges and Annual Hospital Financial Data, American Hospital Association's Annual Survey, and the Area Resource File. The dependent variable consists of the degree of hospital cultural competency, as assessed by the CCATH overall score. Organizational variables include ownership status, teaching hospital, payer mix, size, system membership, financial performance, and the proportion of inpatient racial/ethnic minorities. Market characteristics included hospital competition, the proportion of racial/ethnic minorities in the area, metropolitan area, and per capita income. Regression analyses were conducted to assess the relationship between the CCATH overall score and organizational and market variables. Our results show that hospitals which are not-for-profit, serve a more diverse inpatient population, and are located in more competitive and affluent markets exhibit a higher degree of cultural competency. Our results underscore the importance of both institutional and competitive market pressures in guiding hospital behavior. For instance, while not-for-profit may adopt innovative/progressive policies like cultural competency simply as a function of their organizational goals

Student interest in cultural content of a foreign country

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Katarina Krželj

2016-02-01

Full Text Available The paper presents results of a study on the interest of students of non-philological faculties (of universities in Serbia in contents from foreign cultures and how high importance students attach to learning about the target culture in foreign language teaching and learning at non-philological faculties. The goal of modern foreign language teaching at non-philological faculties, in addition to the development of communicative competence in the profession, is also to develop pluricultural competence. In order to test the chances of attaining this goal, it is necessary to perform an analysis of the legislative framework in which teaching foreign languages for special purposes takes place, an analysis of learning aims and the possibility of developing cross-cultural sensitization. An analysis of the needs for and interests in the contents of the target culture must be precededed by an analysis of the specificities of intercultural learning and intercultural competence. Based on these results, it is possible to establish the correlation between the elements of the culture already present in the existing teaching material and the interests and needs of the target group which these materials are intended for.The data thus obtained will serve as a basis for defining the guidelines for selecting contents of the target culture, which, on one hand, will be based on methodological and didactical principles of interculturally oriented foreign language teaching, and on the other hand, will reflect the real needs and interests of the students from a number of non-philological faculties.

Role and responsibilities of management in NPP personnel training and competence. Working material

International Nuclear Information System (INIS)

1994-01-01

The main aim and result of this seminar was imparting knowledge to various levels of Paks NPP management on their special tasks and responsibilities to achieve personnel competence, which include: meeting relevant regulatory and other requirements; defining the qualifications for NPP personnel jobs; training using systematic approach to training to attain the required level of qualification and competence of all NPP personnel, which includes management, operations, maintenance and technical support personnel and others; recruiting and retaining qualified personnel, including career development; supporting the training of all personnel on their responsibilities for introducing, maintaining and improving safety. Refs, figs and tabs

Competência Informacional: um olhar para a Dimensão Estética

OpenAIRE

Orelo,Eliane Rodrigues Mota; Vitorino,Elizete Vieira

2012-01-01

A Competência Informacional é uma temática que vem se destacando nos últimos anos, dada a sua relevância para a sociedade. Ser competente em informação significa desenvolver um conjunto de habilidades para o uso eficiente dos recursos informacionais, o aprendizado ao longo da vida e o pensamento crítico. Para ser desenvolvida em plenitude, a Competência Informacional precisa fundar-se em quatro dimensões: Técnica, Estética, Ética e Política, mantendo-se o equilíbrio entre elas. Dá ênfase à Di...

How Australian and New Zealand schools of optometry prepare students for culturally competent practice.

Science.gov (United States)

Truong, Mandy; Bentley, Sharon A; Napper, Genevieve A; Guest, Daryl J; Anjou, Mitchell D

2014-11-01

This study is an investigation of how Australian and New Zealand schools of optometry prepare students for culturally competent practice. The aims are: (1) to review how optometric courses and educators teach and prepare their students to work with culturally diverse patients; and (2) to determine the demographic characteristics of current optometric students and obtain their views on cultural diversity. All Australian and New Zealand schools of optometry were invited to participate in the study. Data were collected with two surveys: a curriculum survey about the content of the optometric courses in relation to cultural competency issues and a survey for second year optometry students containing questions in relation to cultural awareness, cultural sensitivity and attitudes to cultural diversity. Four schools of optometry participated in the curriculum survey (Deakin University, Flinders University, University of Melbourne and University of New South Wales). Sixty-three students (22.3 per cent) from these four schools as well as the University of Auckland participated in the student survey. Cultural competency training was reported to be included in the curriculum of some schools, to varying degrees in terms of structure, content, teaching method and hours of teaching. Among second year optometry students across Australia and New Zealand, training in cultural diversity issues was the strongest predictor of cultural awareness and sensitivity after adjusting for school, age, gender, country of birth and language other than English. This study provides some evidence that previous cultural competency-related training is associated with better cultural awareness and sensitivity among optometric students. The variable approaches to cultural competency training reported by the schools of optometry participating in the study suggest that there may be opportunity for further development in all schools to consider best practice training in cultural competency. © 2014 The

Exploring organisational competences in Human Factors and UX project work: managing careers, project tactics and organisational strategy.

Science.gov (United States)

Furniss, Dominic; Curzon, Paul; Blandford, Ann

2018-06-01

Organisational competence in Human Factors and UX (user experience) has not been looked at before despite its relevance to project success. We define organisational competence as the collective competence of the individuals, bringing together their complementary abilities to deliver an outcome that is typically more than the sum of its parts. Twenty-two UX and Human Factors practitioners were interviewed about their project work in two contrasting domains: web design and safety-critical systems to explore organisational competences. Through doing a FRAM analysis, 29 functions and 6 main areas of competences were identified: the central project process; the process of learning about the problem; maintaining and developing client relations; staff development; evolving practices; and the management of documentation for audit and quality control. These dynamic and situated competences form a web of interactions. Managing competences is essential for project success. Implications for managing careers, project tactics and organisational strategy are discussed. Practitioner Summary: Organisational competences impact how routine and non-routine project work is performed, but these have received little attention in the literature. Six key areas of competences in Human Factors and UX project work were identified from practitioner interviews. Managing combinations of adaptive competences is important for developing careers, project tactics and organisational strategies.

Mappability of drug-like space: towards a polypharmacologically competent map of drug-relevant compounds

Science.gov (United States)

Sidorov, Pavel; Gaspar, Helena; Marcou, Gilles; Varnek, Alexandre; Horvath, Dragos

2015-12-01

Intuitive, visual rendering—mapping—of high-dimensional chemical spaces (CS), is an important topic in chemoinformatics. Such maps were so far dedicated to specific compound collections—either limited series of known activities, or large, even exhaustive enumerations of molecules, but without associated property data. Typically, they were challenged to answer some classification problem with respect to those same molecules, admired for their aesthetical virtues and then forgotten—because they were set-specific constructs. This work wishes to address the question whether a general, compound set-independent map can be generated, and the claim of "universality" quantitatively justified, with respect to all the structure-activity information available so far—or, more realistically, an exploitable but significant fraction thereof. The "universal" CS map is expected to project molecules from the initial CS into a lower-dimensional space that is neighborhood behavior-compliant with respect to a large panel of ligand properties. Such map should be able to discriminate actives from inactives, or even support quantitative neighborhood-based, parameter-free property prediction (regression) models, for a wide panel of targets and target families. It should be polypharmacologically competent, without requiring any target-specific parameter fitting. This work describes an evolutionary growth procedure of such maps, based on generative topographic mapping, followed by the validation of their polypharmacological competence. Validation was achieved with respect to a maximum of exploitable structure-activity information, covering all of Homo sapiens proteins of the ChEMBL database, antiparasitic and antiviral data, etc. Five evolved maps satisfactorily solved hundreds of activity-based ligand classification challenges for targets, and even in vivo properties independent from training data. They also stood chemogenomics-related challenges, as cumulated responsibility

Regulation and registration as drivers of continuous professional competence for Irish pre-hospital practitioners: a discussion paper.

Science.gov (United States)

Knox, S; Dunne, S S; Hughes, M; Cheeseman, S; Dunne, C P

2016-05-01

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.

Tasteful Brands: Products of Brands Perceived to be Warm and Competent Taste Subjectively Better

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Boyka Bratanova

2015-06-01

Full Text Available Using survey and experimental data, the present research examines the effect of brand perception on experienced taste. The content of brand perception can be organized along the two social perception dimensions of warmth and competence. We use these two dimensions to systematically investigate the influence of brand perception on experienced taste and consumer behavior toward food products. The brand’s perceived warmth and competence independently influenced taste, both when it was measured as a belief and as an embodied experience following consumption. Taste mediated the link between brand’s warmth and competence perceptions and three consumer behavioral tendencies crucial for the marketing success of brands: buying intentions, brand loyalty, and support for the brand.

Intercultural competency in public health: a call for action to incorporate training into public health education

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Julia eFleckman

2015-09-01

Full Text Available Due to increasing national diversity, programs addressing cultural competence have multiplied in U.S. medical training institutions. Little progress has been made to translate cultural competency training from the clinical setting into the public health setting where the focus is on population-based health, preventative programming, and epidemiological and behavioral research. The need for culturally relevant public health programming and culturally sensitive public health research is more critical than ever. Awareness of differing cultural roles needs to be included in all processes of planning, implementation and evaluation. In focusing on community-based health program planning and research, cultural competence implies that it is possible for public health professionals to completely know another culture, whereas intercultural competence implies it is a dual-sided process. Public health professionals need a commitment toward intercultural competence and skills that demonstrate flexibility, openness and self-reflection so that cultural learning is possible. In this article, the authors recommend a number of elements to develop, adapt and strengthen intercultural competence education in public health educational institutions.

The Development of Communicative Competence in Adolescents by Means of Dialogue with a Virtual Interlocutor

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Lubovsky D.V.

2017-01-01

Full Text Available The possibilities of the development of communicative competence of the modern teenager with software modeling dialogue, such as virtual interlocutors and expert systems were considered. The principles of organization of information resources useful for the formation of communicative competence of adolescents were shown. Analyzed communication difficulties of adolescence, identified in the survey of students of a private school "Depository" in Moscow, highlighted certain categories of problems that adolescents face in interpersonal relationships. Based on the research of communicative difficulties teens composed communicative tasks that include teen virtual interlocutor and act as a mediation of communicative competence of the teenager. Revealed content is used when filling an information resource, created as a means of communication, the success of which is due to the level of development of communicative competence of the teenager.

INFORMATION SYSTEMS AUDIT CURRICULA CONTENT MATCHING

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Vasile-Daniel CARDOȘ

2014-11-01

Full Text Available Financial and internal auditors must cope with the challenge of performing their mission in technology enhanced environment. In this article we match the information technology description found in the International Federation of Accountants (IFAC and the Institute of Internal Auditors (IIA curricula against the Model Curriculum issued by the Information Systems Audit and Control Association (ISACA. By reviewing these three curricula, we matched the content in the ISACA Model Curriculum with the IFAC International Education Practice Statement 2 and the IIAs’ Global Model Internal Audit Curriculum. In the IFAC and IIA Curriculum there are 16 content elements, out of 19 possible, which match, in their description, the ISACA Model Curriculum’s content. We noticed that a candidate who graduates an IFAC or IIA compliant program acquire IS auditing competences similar to the specific content of the ISACA model curriculum but less than the requirements for a professional information systems auditor.

Andragogical Content Knowledge as a Key Component in the Training of the Instructors of Nonformal Education

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Nurhayati, Sri

2015-01-01

Currently, professionals and academics of non-formal education in Indonesia have began to question the competences of the non-formal education instructors. Non-formal education is a profession that requires knowledge (subject-content area), skill (ability to deliver content in regard to the needs of society) and programme content (the content…

On Verbal Competence

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Zhongxin Dai

2014-04-01

Full Text Available This paper explored a new concept, verbal competence, to present a challenge to Chomsky’s linguistic competence and Hymes’ communicative competence. It is generally acknowledged that Chomsky concerned himself only with the syntactic/grammatical structures, and viewed the speaker’s generation and transformation of syntactic structures as the production of language. Hymes challenged Chomsky’s conception of linguistic competence and argued for an ethnographic or sociolinguistic concept, communicative competence, but his concept is too broad to be adequately grasped and followed in such fields as linguistics and second language acquisition. Communicative competence can include abilities to communicate with nonverbal behaviors, e.g. gestures, postures or even silence. The concept of verbal competence concerns itself with the mental and psychological processes of verbal production in communication. These processes originate from the speaker’s personal experience, in a certain situation of human communication, and with the sudden appearance of the intentional notion, shape up as the meaning images and end up in the verbal expression.

Building competence in radiation protection and the safe use of radiation sources. Safety guide (Spanish ed.)

International Nuclear Information System (INIS)

2010-01-01

This Safety Guide makes recommendations concerning the building of competence in protection and safety within a national radiation protection infrastructure and provides guidance for setting up the structure for a national strategy. It relates to the training and assessment of qualification of new personnel and the retraining of existing personnel in order to develop and maintain appropriate levels of competence. It provides the necessary guidance to meet the requirements laid down in Safety Series No. 115, International Basic Safety Standards for Protection against Ionizing Radiation and for the Safety of Radiation Sources. Contents: 1. Introduction; 2. Responsibilities for building competence in protection and safety; 3. Education, training and work experience; 4. A national strategy for building competence in protection and safety.

Building competence in radiation protection and the safe use of radiation sources. Safety guide (Arabic ed.)

International Nuclear Information System (INIS)

2006-01-01

This Safety Guide makes recommendations concerning the building of competence in protection and safety within a national radiation protection infrastructure and provides guidance for setting up the structure for a national strategy. It relates to the training and assessment of qualification of new personnel and the retraining of existing personnel in order to develop and maintain appropriate levels of competence. It provides the necessary guidance to meet the requirements laid down in Safety Series No. 115, International Basic Safety Standards for Protection against Ionizing Radiation and for the Safety of Radiation Sources. Contents: 1. Introduction; 2. Responsibilities for building competence in protection and safety; 3. Education, training and work experience; 4. A national strategy for building competence in protection and safety.

The Interrelations between Competences for Sustainable Development and Research Competences

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Lambrechts, Wim; Van Petegem, Peter

2016-01-01

Purpose: The purpose of this paper is to explore how competences for sustainable development and research interrelate within a context of competence-based higher education. Specific focus is oriented towards strengthening research competences for sustainability. Design/methodology/approach: Following a hermeneutic-interpretive methodology, this…

A competency based selection procedure for Dutch postgraduate GP training: a pilot study on validity and reliability.

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Vermeulen, Margit I; Tromp, Fred; Zuithoff, Nicolaas P A; Pieters, Ron H M; Damoiseaux, Roger A M J; Kuyvenhoven, Marijke M

2014-12-01

Abstract Background: Historically, semi-structured interviews (SSI) have been the core of the Dutch selection for postgraduate general practice (GP) training. This paper describes a pilot study on a newly designed competency-based selection procedure that assesses whether candidates have the competencies that are required to complete GP training. The objective was to explore reliability and validity aspects of the instruments developed. The new selection procedure comprising the National GP Knowledge Test (LHK), a situational judgement tests (SJT), a patterned behaviour descriptive interview (PBDI) and a simulated encounter (SIM) was piloted alongside the current procedure. Forty-seven candidates volunteered in both procedures. Admission decision was based on the results of the current procedure. Study participants did hardly differ from the other candidates. The mean scores of the candidates on the LHK and SJT were 21.9 % (SD 8.7) and 83.8% (SD 3.1), respectively. The mean self-reported competency scores (PBDI) were higher than the observed competencies (SIM): 3.7(SD 0.5) and 2.9(SD 0.6), respectively. Content-related competencies showed low correlations with one another when measured with different instruments, whereas more diverse competencies measured by a single instrument showed strong to moderate correlations. Moreover, a moderate correlation between LHK and SJT was found. The internal consistencies (intraclass correlation, ICC) of LHK and SJT were poor while the ICC of PBDI and SIM showed acceptable levels of reliability. Findings on content validity and reliability of these new instruments are promising to realize a competency based procedure. Further development of the instruments and research on predictive validity should be pursued.

Mathematics teachers' knowledge of the subject content and ...

African Journals Online (AJOL)

This paper discusses the need of the mathematics teacher to be equipped adequately in the content areas in mathematics, vis-a-vis the recent concerns about the poor performance of students in the pre-tertiary schools, and the competence of mathematics teachers in the field. The low performance in mathematics at the ...

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

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

2016-01-01

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

ROLE OF COMPUTER ORIENTED LABORATORY TRAINING COURSE IN PHYSICS FOR DEVELOPMENT OF KEY COMPETENCES OF FUTURE ENGINEERS

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Iryna Slipukhina

2014-06-01

Full Text Available In the article the features of the core competencies, which are formed in the course study of Physics at the Technical University are described. Some features and examples of the use of computer-oriented laboratory work for the formation of technological competencies engineering students are highlighted. Definitely possible elements of interactive content notebook integrated with software analysis of the experimental data.

Future directions in leadership training of MCH professionals: cross-cutting MCH leadership competencies.

Science.gov (United States)

Mouradian, Wendy E; Huebner, Colleen E

2007-05-01

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.

Individual and cultural-diversity competency: focus on the therapist.

Science.gov (United States)

Daniel, Jessica Henderson; Roysircar, Gargi; Abeles, Norman; Boyd, Cyndy

2004-07-01

The Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology was held in Arizona in November 2002. One of the workshops, Individual and Cultural Differences (ICD), focused on racism, homophobia, and ageism. The consensus was that self-awareness and knowledge about the three "isms" are critical components in the education and training of psychologists. This article, authored by four of the workshop attendees, is a review of the current research and theoretical literature. Implications that address both content and context in graduate programs and training sites are presented. This is one of a series of articles published in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference will appear in Professional Psychology: Research and Practice and The Counseling Psychologist. Copyright 2004 Wiley Periodicals, Inc.

A User-Centered Approach to Adaptive Hypertext Based on an Information Relevance Model

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Mathe, Nathalie; Chen, James

1994-01-01

Rapid and effective to information in large electronic documentation systems can be facilitated if information relevant in an individual user's content can be automatically supplied to this user. However most of this knowledge on contextual relevance is not found within the contents of documents, it is rather established incrementally by users during information access. We propose a new model for interactively learning contextual relevance during information retrieval, and incrementally adapting retrieved information to individual user profiles. The model, called a relevance network, records the relevance of references based on user feedback for specific queries and user profiles. It also generalizes such knowledge to later derive relevant references for similar queries and profiles. The relevance network lets users filter information by context of relevance. Compared to other approaches, it does not require any prior knowledge nor training. More importantly, our approach to adaptivity is user-centered. It facilitates acceptance and understanding by users by giving them shared control over the adaptation without disturbing their primary task. Users easily control when to adapt and when to use the adapted system. Lastly, the model is independent of the particular application used to access information, and supports sharing of adaptations among users.

FORMATION OF RESEARCH COMPETENCE IN TECHNICAL COLLEGE POSTGRADUATES

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Dmitry Vladimirovich Katchalov

2015-05-01

Full Text Available The modern model of professional education is geared to meet the challenges of innovation development of economy and society and is an important element in the training of specialists who are ready to the transformation of the world and reality.Until recently, the goals of higher education formulated by studying a set of knowledge and skills. But today’s situation is that now the order of the society is fixed on reclaiming the gra-duates who are ready to actively participate in the production process, showing the ability to solve practical problems that they faced with.In order to solve the existing contradictions between society’s need for qualified professionals and the existing system of training modern higher professional education is focused on achieving the goal of quality of education, the result of which is the formation of a strong knowledge and skills, the ability to operate in a rapidly changing environment, readiness to implement continuing education. This leads to the fact that amplifies an urgent need in the formation at university students general and professional competencies.Despite the large number of studies devoted to the problems of formation of general and professional competences, the question of determining the specificity of the content, conditions, ways and means of forming research competence of postgraduates remains open. There is a need for scientific substantiation and development of pedagogical bases of formation of research competence in technical college postgraduates.

INFLATION OF THE COMPETENCE-BASED APPROACH IN THE RUSSIAN PEDAGOGICAL SCIENCE AND PRACTICAL TEACHING

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A. P. Usol'tsev

2017-01-01

Full Text Available Introduction. In the last one and a half decades in Russian education competence-based approach has widely extended. Competence-based approach arose in the 1970s in the USA and gained development for the solution of problems of professional education. During mass realization of this approach in the system of the Russian education its idea began to be emasculated and turned into own contrast gradually. As a result, the advantages of the competence-based concept were leveled down, and it lost its practical importance.The aim of the present publication is to prepare the empirical bases of competence- based approach, to open an essence of its theoretical kernel – the term "competence", to define limits of its applicability and expediency of use.Methods. Competence-based approach is considered by the author according to the general methodological structure of the scientific theory. The analysis and synthesis of theses of normative documents (Federal State Educational Standards, contents of the scientific and methodical works and scientific publications devoted to the practical application of competence-based approach are performed.Results and scientific novelty. From critical positions various definitions of competence as a key concept of competence-based approach are analysed. The general scheme of formation of competence is presented. The need of accurate localization of its content which provides speed of achievement of the required results and a possibility of their diagnostics is emphasized. The framework of application of competence-based approach is designated: it is effective if trainees are trained for performance of unambiguously described, algorithmic professional functions; it is of little use for training of specialists whose future professional activity means a big share of a productive, creative component; it is irrational in school education which is aimed at the general development, but not at early narrow

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

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Curtis, Tammy

2015-01-01

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

Competence Map of Regulatory Body: Personal and Interpersonal Effectiveness Competencies

International Nuclear Information System (INIS)

Volkov, E.

2016-01-01

Full text: The paper presents implementation stages and outcomes of the project “Nuclear Facility Competences” fulfilled in JSC “Rosenergoatom” and outcomes of the project “Knowledge Management, Training and Staff Retention” fulfilled for Romania regulatory authority. The goal of the project was a development of competence profiles for nuclear power plant and corporate inspectorate key job positions. The paper is focused on personal and interpersonal effectiveness competencies for inspectorate job positions which are a part of well-known 4-Quadrant Competence Model. Each competence is described by one or two behavior scales. One can consider those competencies like common ones for organizations implementing inspection activity and could be used in human resource management processes like personnel selection, job assessment, career planning, training, mentoring. (author

Mobility care in nursing homes: development and psychometric evaluation of the kinaesthetics competence self-evaluation (KCSE) scale.

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Gattinger, Heidrun; Senn, Beate; Hantikainen, Virpi; Köpke, Sascha; Ott, Stefan; Leino-Kilpi, Helena

2017-01-01

Impaired mobility is a prevalent condition among care-dependent persons living in nursing homes. Therefore, competence development of nursing staff in mobility care is important. This study aimed to develop and initially test the Kinaesthetics Competence Self-Evaluation (KCSE) scale for assessing nursing staff's competence in mobility care. The KCSE scale was developed based on an analysis of the concept of nurses' competence in kinaesthetics. Kinaesthetics is a training concept that provides theory and practice about movement foundations that comprise activities of daily living. The scale contains 28 items and four subscales (attitude, dynamic state, knowledge and skills). Content validity was assessed by determining the content validity index within two expert panels. Internal consistency and construct validity were tested within a cross-sectional study in three nursing homes in the German-speaking region of Switzerland between September and November 2015. The content validity index for the entire scale was good (0.93). Based on a sample of nursing staff ( n  = 180) the internal consistency results were good for the whole scale (Cronbach's alpha = 0.91) and for the subscales knowledge and skills (α = 0.91, 0.86), acceptable for the subscale attitude (α = 0.63) and weak for the subscale dynamic state (α = 0.54). Most items showed acceptable inter-item and item-total correlations. Based on the exploratory factor analysis, four factors explaining 52% of the variance were extracted. The newly developed KCSE scale is a promising instrument for measuring nursing staff's attitude, dynamic state, knowledge, and skills in mobility care based on kinaesthetics. Despite the need for further psychometric evaluation, the KCSE scale can be used in clinical practice to evaluate competence in mobility care based on kinaesthetics and to identify educational needs for nursing staff.

Matching of Developed Generic Competences of Graduates in Higher Education with Labour Market Needs

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Pukelis, Kestutis; Pileicikiene, Nora

2012-01-01

Higher education provides graduates with both monetary and non-monetary benefits. Globalization and technological developments foster utilitarian approach, therefore the transmission of competences that are relevant in labour market is an important target for higher education institutions. The paper presents findings of research on the match of…

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

Science.gov (United States)

Masalimova, Alfiya R.; Ivanov, Valery G.

2016-01-01

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

The Confusion of Content Marketing : a study to clarify the key dimensions of content marketing

OpenAIRE

Claesson, Amanda; Jonsson, Albin

2017-01-01

Content marketing is a popular marketing strategy, which has increased significantly during the last years. The term content marketing is new but companies have been working with parts of the strategy for decades. The new digital era changed the communication from a one-way to a two-way communica- tion. Customers now have a demand for relevant content that is valuable for them. The purpose of this dissertation is to develop an understanding of this marketing strategy, and clarify the key dime...

Science Teachers’ Pedagogical Content Knowledge and Integrated Approach

Science.gov (United States)

Adi Putra, M. J.; Widodo, A.; Sopandi, W.

2017-09-01

The integrated approach refers to the stages of pupils’ psychological development. Unfortunately, the competences which are designed into the curriculum is not appropriate with the child development. This Manuscript presents PCK (pedagogical content knowledge) of teachers who teach science content utilizing an integrated approach. The data has been collected by using CoRe, PaP-eR, and interviews from six elementary teachers who teach science. The paper informs that high and stable teacher PCKs have an impact on how teachers present integrated teaching. Because it is influenced by the selection of important content that must be submitted to the students, the depth of the content, the reasons for choosing the teaching procedures and some other things. So for teachers to be able to integrate teaching, they should have a balanced PCK.

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

Science.gov (United States)

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

2013-01-01

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

LOGICAL CONDITIONS ANALYSIS METHOD FOR DIAGNOSTIC TEST RESULTS DECODING APPLIED TO COMPETENCE ELEMENTS PROFICIENCY

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V. I. Freyman

2015-11-01

Full Text Available Subject of Research.Representation features of education results for competence-based educational programs are analyzed. Solution importance of decoding and proficiency estimation for elements and components of discipline parts of competences is shown. The purpose and objectives of research are formulated. Methods. The paper deals with methods of mathematical logic, Boolean algebra, and parametrical analysis of complex diagnostic test results, that controls proficiency of some discipline competence elements. Results. The method of logical conditions analysis is created. It will give the possibility to formulate logical conditions for proficiency determination of each discipline competence element, controlled by complex diagnostic test. Normalized test result is divided into noncrossing zones; a logical condition about controlled elements proficiency is formulated for each of them. Summarized characteristics for test result zones are imposed. An example of logical conditions forming for diagnostic test with preset features is provided. Practical Relevance. The proposed method of logical conditions analysis is applied in the decoding algorithm of proficiency test diagnosis for discipline competence elements. It will give the possibility to automate the search procedure for elements with insufficient proficiency, and is also usable for estimation of education results of a discipline or a component of competence-based educational program.