Employees Training Evaluation related to the Competency Standards in the Steel and Metalworking Industry in Boyacá, Colombia

Directory of Open Access Journals (Sweden)

Carlos Guillermo Carreno-Bodensiek

2016-12-01

Full Text Available This work presents the results of a research process applied to a sample of companies in the steel and metalworking sector in Boyacá, Colombia. The active workers are evaluated over the Occupational Competency Standards related to their daily activities. It also aims to highlight the formation priority of human talent for business, according to build up a level of competitiveness. Also, seeks to meet the need to train and develop skills and competencies in the workforce, taking into account the concepts of experts about training and developing proposals for management. This research is consistent with global trends in education and the requirements of standardization of training, why diagnoses and designs are focused on the functions of the companies related to the Standards of Competency.

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

Science.gov (United States)

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

Family Medicine Maternity Care Call to Action: Moving Toward National Standards for Training and Competency Assessment.

Science.gov (United States)

Magee, Susanna R; Eidson-Ton, W Suzanne; Leeman, Larry; Tuggy, Michael; Kim, Thomas O; Nothnagle, Melissa; Breuner, Joseph; Loafman, Mark

2017-03-01

Maternity care is an integral part of family medicine, and the quality and cost-effectiveness of maternity care provided by family physicians is well documented. Considering the population health perspective, increasing the number of family physicians competent to provide maternity care is imperative, as is working to overcome the barriers discouraging maternity care practice. A standard that clearly defines maternity care competency and a systematic set of tools to assess competency levels could help overcome these barriers. National discussions between 2012 and 2014 revealed that tools for competency assessment varied widely. These discussions resulted in the formation of a workgroup, culminating in a Family Medicine Maternity Care Summit in October 2014. This summit allowed for expert consensus to describe three scopes of maternity practice, draft procedural and competency assessment tools for each scope, and then revise the tools, guided by the Family Medicine and OB/GYN Milestones documents from the respective residency review committees. The summit group proposed that achievement of a specified number of procedures completed should not determine competency; instead, a standardized competency assessment should take place after a minimum number is performed. The traditionally held required numbers for core procedures were reassessed at the summit, and the resulting consensus opinion is proposed here. Several ways in which these evaluation tools can be disseminated and refined through the creation of a learning collaborative across residency programs is described. The summit group believed that standardization in training will more clearly define the competencies of family medicine maternity care providers and begin to reduce one of the barriers that may discourage family physicians from providing maternity care.

Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

Science.gov (United States)

Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

2012-11-01

Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Resources Information Centre and Google Scholar databases. Fifty-seven peer-reviewed scientific journal articles from 2004 to 2011 were found using keyword combinations. Analysis of these articles resulted in the identification and classification of 22 elements of competencies. This outcome was compared to the American NSES, revealing gaps in the standards with respect to a lack of focus on how teachers view science teaching and themselves as teachers. We also found that elements of competencies are connected and poor mastery of one may affect a teacher's mastery of another. Therefore, we propose that standards for the Netherlands should be presented in a non-linear, holistic, competence-based model.

Exploring metadata standards for competence descriptions in the business & management domain

OpenAIRE

Stergioulas, L

2011-01-01

This paper explores the development and use of competency metadata standards. As there has recently been a surge of a number of standards to address the challenge of representing competencies and there is a rising need to develop a common methodology, as well as methods and tools for developing, reusing, adapting, integrating such standards, this research is now becoming important and timely. We explore this within the context of the OpenScout project, which is building a federation of reposi...

The New ACRL Information Literacy Competency Standards: Revising Reception

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Harris, Benjamin R.

2013-01-01

The publication of educational standards inspires a variety of responses, from wholesale acceptance and deployment to criticism and blame. The author of this paper contends that the revision of the ACRL's "Information Literacy Competency Standards for Higher Education" must be accompanied by a critical, conscious, and conscientious…

Providing support to nursing students in the clinical environment: a nursing standard requirement.

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Anderson, Carina; Moxham, Lorna; Broadbent, Marc

2016-10-01

This discussion paper poses the question 'What enables or deters Registered Nurses to take up their professional responsibility to support undergraduate nursing students through the provision of clinical education?'. Embedded within many nursing standards are expectations that Registered Nurses provide support and professional development to undergraduate nursing students undertaking clinical placements. Expectations within nursing standards that Registered Nurses provide support and professional development to nursing students are important because nursing students depend on Registered Nurses to help them to become competent practitioners. Contributing factors that enable and deter Registered Nurses from fulfilling this expectation to support nursing students in their clinical learning include; workloads, preparedness for the teaching role, confidence in teaching and awareness of the competency requirement to support students. Factors exist which can enable or deter Registered Nurses from carrying out the licence requirement to provide clinical education and support to nursing students.

Standards in Gifted Education and Their Effects on Professional Competence

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Johnsen, Susan K.

2012-01-01

Educators need to know the professional standards in their field to maintain high levels of professional competence. This article focuses on four sets of teacher preparation standards in gifted education. They address initial and advanced preparation of educators who teach students with gifts and talents. Initial preparation standards include the…

Vocational and Technical Education Performance Standards and Competencies.

Science.gov (United States)

Connecticut State Board of Education, Hartford.

These Connecticut vocational and technical performance standards and competencies are a guide for overall quality attainment in these seven vocational and technical program areas: agricultural science technology education; business and finance technology education; cooperative work education; family and consumer sciences education; marketing…

Setting Performance Standards for Technical and Nontechnical Competence in General Surgery.

Science.gov (United States)

Szasz, Peter; Bonrath, Esther M; Louridas, Marisa; Fecso, Andras B; Howe, Brett; Fehr, Adam; Ott, Michael; Mack, Lloyd A; Harris, Kenneth A; Grantcharov, Teodor P

2017-07-01

The objectives of this study were to (1) create a technical and nontechnical performance standard for the laparoscopic cholecystectomy, (2) assess the classification accuracy and (3) credibility of these standards, (4) determine a trainees' ability to meet both standards concurrently, and (5) delineate factors that predict standard acquisition. Scores on performance assessments are difficult to interpret in the absence of established standards. Trained raters observed General Surgery residents performing laparoscopic cholecystectomies using the Objective Structured Assessment of Technical Skill (OSATS) and the Objective Structured Assessment of Non-Technical Skills (OSANTS) instruments, while as also providing a global competent/noncompetent decision for each performance. The global decision was used to divide the trainees into 2 contrasting groups and the OSATS or OSANTS scores were graphed per group to determine the performance standard. Parametric statistics were used to determine classification accuracy and concurrent standard acquisition, receiver operator characteristic (ROC) curves were used to delineate predictive factors. Thirty-six trainees were observed 101 times. The technical standard was an OSATS of 21.04/35.00 and the nontechnical standard an OSANTS of 22.49/35.00. Applying these standards, competent/noncompetent trainees could be discriminated in 94% of technical and 95% of nontechnical performances (P < 0.001). A 21% discordance between technically and nontechnically competent trainees was identified (P < 0.001). ROC analysis demonstrated case experience and trainee level were both able to predict achieving the standards with an area under the curve (AUC) between 0.83 and 0.96 (P < 0.001). The present study presents defensible standards for technical and nontechnical performance. Such standards are imperative to implementing summative assessments into surgical training.

Industry-Oriented Competency Requirements for Mechatronics Technology in Taiwan

Science.gov (United States)

Shyr, Wen-Jye

2012-01-01

This study employed a three-phase empirical method to identify competency indicators for mechatronics technology according to industry-oriented criteria. In Phase I, a list of required competencies was compiled using Behavioral Event Interviews (BEI) with three engineers specializing in the field of mechatronics technology. In Phase II, the Delphi…

An Exploration of the Professional Competencies Required in Engineering Asset Management

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

2014-01-01

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

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

Application of nursing core competency standard education in the training of nursing undergraduates

OpenAIRE

Wu, Fang-qin; Wang, Yan-ling; Wu, Ying; Guo, Ming

2014-01-01

Purpose: To evaluate the effectiveness of nursing core competency standard education in undergraduate nursing training. Methods: Forty-two nursing undergraduates from the class of 2007 were recruited as the control group receiving conventional teaching methods, while 31 students from the class of 2008 were recruited as the experimental group receiving nursing core competency standard education. Teaching outcomes were evaluated using comprehensive theoretical knowledge examination and objec...

Professional Competence Standards and Frameworks in the United Kingdom

Science.gov (United States)

Lester, Stan

2014-01-01

Competence frameworks and standards are increasingly used by professions in the UK, driven by pressures for professional accountability, and particularly by the trend towards assessing practice before fully-qualified status is granted. A review of 40 UK frameworks indicated that most are concerned primarily with the ability to undertake work…

Competence prized: program sets standards and maps out oilfield career paths for the first time

International Nuclear Information System (INIS)

Taylor, R.

2000-01-01

An ambitious program to address the problems of underqualified staff and staff shortages in the oil and gas industry was initiated in 1995 by the Petroleum Services Association of Canada. The intent of the program - the Petroleum Services Competency Program - was to create a labour force recognized as competent at what it does and to demonstrate to young people considering future careers that employment in the petroleum services sector could offer a rewarding career. The key strength of the PSCP is that assessment of an individual is on the job; competency assessment measures performance under working conditions with the reality, constraints, and pressures of the working environment. The program is modelled after the British National Vocational Qualification (NVQ) system. The certification database is maintained by the Petroleum Industry Training Service (PITS) which also issues the certification to successful graduates. PITS also provides training for assessors, although training for assessors is also provided by other training vendors. Auditors will monitor both assessor proficiency and equity of assessment between companies. To date certification standards for 28 occupations have been completed in the areas of pumping, wireline, trucking, well testing and well site supervision. In all cases competency standards are upgraded on a continuous basis to keep pace with advancing technology. Participation in the program is voluntary, and a certificate is not required for someone to work in the occupation. Nevertheless, official certification is the eventual goal. There is minimal government intervention. The program is strictly performance-based with no seniority or timeline used to determine worker competence; wages are not regulated or recommended through this program. The program is supported by a large number of oil companies, but like any change, it will take time to have a clear understanding of how the program benefits the entire oil and natural gas industry

Required competencies of occupational physicians: a Delphi survey of UK customers.

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Reetoo, K N; Harrington, J M; Macdonald, E B

2005-06-01

Occupational physicians can contribute to good management in healthy enterprises. The requirement to take into account the needs of the customers when planning occupational health services is well established. To establish the priorities of UK employers, employees, and their representatives regarding the competencies they require from occupational physicians; to explore the reasons for variations of the priorities in different groups; and to make recommendations for occupational medicine training curricula in consideration of these findings. This study involved a Delphi survey of employers and employees from public and private organisations of varying business sizes, and health and safety specialists as well as trade union representatives throughout the UK. It was conducted in two rounds by a combination of computer assisted telephone interview (CATI) and postal survey techniques, using a questionnaire based on the list of competencies described by UK and European medical training bodies. There was broad consensus about the required competencies of occupational physicians among the respondent subgroups. All the competencies in which occupational physicians are trained were considered important by the customers. In the order of decreasing importance, the competencies were: Law and Ethics, Occupational Hazards, Disability and Fitness for Work, Communication, Environmental Exposures, Research Methods, Health Promotion, and Management. The priorities of customers differed from previously published occupational physicians' priorities. Existing training programmes for occupational physicians should be regularly reviewed and where necessary, modified to ensure that the emphasis of training meets customer requirements.

Effective healthcare teams require effective team members: defining teamwork competencies

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Leggat Sandra G

2007-02-01

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

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

Science.gov (United States)

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

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

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

2012-03-01

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

Deriving future oriented research and competence requirements based on scenarios

DEFF Research Database (Denmark)

Sonne, Anne-Mette; Harmsen, Hanne; Jensen, Birger Boutrup

overnight. Consequently companies need to try to be foresighted with regards to what is required to operate successfully not only today but also tomorrow and in five and ten years. Hence, companies are faced with trying to assess how to best prepare themselves for a tomorrow that they can only guess about......The key to a company's survival lies in its ability to adapt itself to an ever changing world. A company's knowledge and competencies must be fitted to the requirements of the environment in which it operates. However, the kind of competencies that ensures a company's survival are not acquired...

Standard requirements for GCP-compliant data management in multinational clinical trials

LENUS (Irish Health Repository)

Ohmann, Christian

2011-03-22

. Section IN01 is dedicated to international aspects and ST01 to the competence of a trials unit\\'s staff. Conclusions The standard is intended to provide an open and widely used set of requirements for GCP-compliant data management, particularly in academic trial units. It is the intention that ECRIN will use these requirements as the basis for the certification of ECRIN data centres.

ISO/IEC 17025–2017 "New requirements to the competence of test and calibration laboratories"

Directory of Open Access Journals (Sweden)

Baranova P. O.

2018-05-01

Full Text Available due to the continuous improvement of the regulatory framework, there is a growing demand for laboratory centers that provide services in the field of testing. The relevance of the topic lies in the transition of laboratories to the new version of ISO/IEC 17025–2017 «General requirements for the competence of test and calibration laboratories». The article compares two versions of the standard, reveals differences and similarities. And changes in the gradation of changes are also highlighted.

Processes in the development of international specialist competencies and standards: the Sports Physiotherapy for All Project.

Science.gov (United States)

Bulley, Catherine; Donaghy, Marie

2008-01-01

In a world of rapidly developing knowledge it is important that professions describe their roles and capabilities. The need for a thorough description of sports physiotherapy was addressed through collaboration between the International Federation of Sports Physiotherapy (IFSP) and five European higher education institutions. This resulted in the Sports Physiotherapy for All Project, which has been successful in developing internationally accepted competencies and standards for sports physiotherapists. This article describes and reflects on the process to communicate useful lessons. A competency model was chosen to facilitate differentiation and communication of aspects of sports physiotherapy practice. Documentation relating to sports physiotherapy practice was collected from 16 countries and analysed thematically. A cut and paste method was used by a panel of experts to allocate themes to areas of practice within the competency model. Theme groups were used to select areas of practice for description in competency form. Standards were derived from competencies following in depth discussion with the expert panel, and triangulation with themes derived from international documentation. A rigorous process of international review and revision led to the final list of 11 competencies and related standards, both accepted by the IFSP. This work provides a foundation for the development of an audit toolkit to guide demonstration and evaluation of competencies and standards. This provides a foundation for targeted career development activities, appropriate provision of training opportunities, and quality enhancement. The experiences gained during this project can inform other health professions and their specialisms when embarking on a similar journey.

393 Competencies Required by Primary School Supervisors: Basis ...

African Journals Online (AJOL)

Nekky Umera

in Onitsha Education Zone, specifically, in all the Public Primary Schools in the three Local ... the competencies instruction supervisors require for effective supervision. Mean .... that…. have little to do with actual classroom observation nor improvement ..... Table 2: t-test comparison of the mean ratings of head teachers and.

Management competencies required in the transition from a technician to a supervisor

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Sibongile R. Mahlangu (Kubheka

2015-05-01

Full Text Available Orientation: Technicians are frequently promoted to supervisory positions based on their technical abilities, with scant attention focused on developing management competencies. This oversight often poses significant challenges. The effective transition from technician to supervisor is important in any organisation. Research objective: The primary objective is to identify and verify the competencies that are required for a technician and a supervisory position; the secondary objective is to identify the gap that must be filled with relevant training interventions to enable technicians to make an effective transition to a supervisory position. Motivation for this study: The identification of the management competencies required for a technician who makes a career change to a supervisor position. Research method: The sequential mixed method approach was used to enable the twophase data collection process: phase one was the quantitative phase and phase two was the qualitative phase. Main findings: The overall findings confirm that there are indeed management competencies that technicians require training and development on before being promoted to a supervisory position. Implication: Organisations need to identify the key competencies for a technician and a supervisor and implement development or training interventions that are essential to successfully transition an employee from the level of a technician to the level of a supervisor. Contribution: Organisations need to implement essential development or training interventions focused on developing management competencies and put in place support interventions such as coaching, job shadowing, mentoring and networking.

National standards in pathology education: developing competencies for integrated medical school curricula.

Science.gov (United States)

Sadofsky, Moshe; Knollmann-Ritschel, Barbara; Conran, Richard M; Prystowsky, Michael B

2014-03-01

Medical school education has evolved from department-specific memorization of facts to an integrated curriculum presenting knowledge in a contextual manner across traditional disciplines, integrating information, improving retention, and facilitating application to clinical practice. Integration occurs throughout medical school using live data-sharing technologies, thereby providing the student with a framework for lifelong active learning. Incorporation of educational teams during medical school prepares students for team-based patient care, which is also required for pay-for-performance models used in accountable care organizations. To develop learning objectives for teaching pathology to medical students. Given the rapid expansion of basic science knowledge of human development, normal function, and pathobiology, it is neither possible nor desirable for faculty to teach, and students to retain, this vast amount of information. Courses teaching the essentials in context and engaging students in the learning process enable them to become lifelong learners. An appreciation of pathobiology and the role of laboratory medicine underlies the modern practice of medicine. As such, all medical students need to acquire 3 basic competencies in pathology: an understanding of disease mechanisms, integration of mechanisms into organ system pathology, and application of pathobiology to diagnostic medicine. We propose the development of 3 specific competencies in pathology to be implemented nationwide, aimed at disease mechanisms/processes, organ system pathology, and application to diagnostic medicine. Each competency will include learning objectives and a means to assess acquisition, integration, and application of knowledge. The learning objectives are designed to be a living document managed (curated) by a group of pathologists representing Liaison Committee on Medical Education-accredited medical schools nationally. Development of a coherent set of learning objectives will

Research on Educational Standards in German Science Education--Towards a Model of Student Competences

Science.gov (United States)

Kulgemeyer, Christoph; Schecker, Horst

2014-01-01

This paper gives an overview of research on modelling science competence in German science education. Since the first national German educational standards for physics, chemistry and biology education were released in 2004 research projects dealing with competences have become prominent strands. Most of this research is about the structure of…

Beyond competencies: using a capability framework in developing practice standards for advanced practice nursing.

Science.gov (United States)

O'Connell, Jane; Gardner, Glenn; Coyer, Fiona

2014-12-01

This paper presents a discussion on the application of a capability framework for advanced practice nursing standards/competencies. There is acceptance that competencies are useful and necessary for definition and education of practice-based professions. Competencies have been described as appropriate for practice in stable environments with familiar problems. Increasingly competencies are being designed for use in the health sector for advanced practice such as the nurse practitioner role. Nurse practitioners work in environments and roles that are dynamic and unpredictable necessitating attributes and skills to practice at advanced and extended levels in both familiar and unfamiliar clinical situations. Capability has been described as the combination of skills, knowledge, values and self-esteem which enables individuals to manage change, be flexible and move beyond competency. A discussion paper exploring 'capability' as a framework for advanced nursing practice standards. Data were sourced from electronic databases as described in the background section. As advanced practice nursing becomes more established and formalized, novel ways of teaching and assessing the practice of experienced clinicians beyond competency are imperative for the changing context of health services. Leading researchers into capability in health care state that traditional education and training in health disciplines concentrates mainly on developing competence. To ensure that healthcare delivery keeps pace with increasing demand and a continuously changing context there is a need to embrace capability as a framework for advanced practice and education. © 2014 John Wiley & Sons Ltd.

Assessing children’s competence to consent in research by a standardized tool: a validity study

Science.gov (United States)

2012-01-01

Background Currently over 50% of drugs prescribed to children have not been evaluated properly for use in their age group. One key reason why children have been excluded from clinical trials is that they are not considered able to exercise meaningful autonomy over the decision to participate. Dutch law states that competence to consent can be presumed present at the age of 12 and above; however, in pediatric practice children’s competence is not that clearly presented and the transition from assent to active consent is gradual. A gold standard for competence assessment in children does not exist. In this article we describe a study protocol on the development of a standardized tool for assessing competence to consent in research in children and adolescents. Methods/design In this study we modified the MacCAT-CR, the best evaluated competence assessment tool for adults, for use in children and adolescents. We will administer the tool prospectively to a cohort of pediatric patients from 6 to18 years during the selection stages of ongoing clinical trials. The outcomes of the MacCAT-CR interviews will be compared to a reference standard, established by the judgments of clinical investigators, and an expert panel consisting of child psychiatrists, child psychologists and medical ethicists. The reliability, criterion-related validity and reproducibility of the tool will be determined. As MacCAT-CR is a multi-item scale consisting of 13 items, power was justified at 130–190 subjects, providing a minimum of 10–15 observations per item. MacCAT-CR outcomes will be correlated with age, life experience, IQ, ethnicity, socio-economic status and competence judgment of the parent(s). It is anticipated that 160 participants will be recruited over 2 years to complete enrollment. Discussion A validity study on an assessment tool of competence to consent is strongly needed in research practice, particularly in the child and adolescent population. In this study we will establish

Assessing children’s competence to consent in research by a standardized tool: a validity study

Directory of Open Access Journals (Sweden)

Hein Irma M

2012-09-01

Full Text Available Abstract Background Currently over 50% of drugs prescribed to children have not been evaluated properly for use in their age group. One key reason why children have been excluded from clinical trials is that they are not considered able to exercise meaningful autonomy over the decision to participate. Dutch law states that competence to consent can be presumed present at the age of 12 and above; however, in pediatric practice children’s competence is not that clearly presented and the transition from assent to active consent is gradual. A gold standard for competence assessment in children does not exist. In this article we describe a study protocol on the development of a standardized tool for assessing competence to consent in research in children and adolescents. Methods/design In this study we modified the MacCAT-CR, the best evaluated competence assessment tool for adults, for use in children and adolescents. We will administer the tool prospectively to a cohort of pediatric patients from 6 to18 years during the selection stages of ongoing clinical trials. The outcomes of the MacCAT-CR interviews will be compared to a reference standard, established by the judgments of clinical investigators, and an expert panel consisting of child psychiatrists, child psychologists and medical ethicists. The reliability, criterion-related validity and reproducibility of the tool will be determined. As MacCAT-CR is a multi-item scale consisting of 13 items, power was justified at 130–190 subjects, providing a minimum of 10–15 observations per item. MacCAT-CR outcomes will be correlated with age, life experience, IQ, ethnicity, socio-economic status and competence judgment of the parent(s. It is anticipated that 160 participants will be recruited over 2 years to complete enrollment. Discussion A validity study on an assessment tool of competence to consent is strongly needed in research practice, particularly in the child and adolescent population. In

Competency-Based Education: A Framework for Measuring Quality Courses

Science.gov (United States)

Krause, Jackie; Dias, Laura Portolese; Schedler, Chris

2015-01-01

The growth of competency-based education in an online environment requires the development and measurement of quality competency-based courses. While quality measures for online courses have been developed and standardized, they do not directly align with emerging best practices and principles in the design of quality competency-based online…

Standardized patients in audiology: a proposal for a new method of evaluating clinical competence.

Science.gov (United States)

Dinsmore, Brooke Freeman; Bohnert, Carrie; Preminger, Jill E

2013-05-01

While accrediting organizations require AuD programs to provide evidence that their students are able to demonstrate knowledge and competencies in specific content areas, there are no generally accepted mechanisms for the assessment and the measurement of these proficiencies. We propose that AuD programs consider developing standardized patient (SP) cases in order to develop consistent summative assessment programs within and across universities. The purpose of this article is to provide a framework for establishing SP programs to evaluate competencies in AuD students by detailing the history of SP cases and their use, developing a rationale for this method of assessment, and outlining the steps for writing and implementing SP cases. Literature review. SPs have been used to assess clinical competence in medical students for over 50 yr. The prevalence of SP assessment in allied health professions (e.g., dentistry, psychology, pharmacy) has increased over the last two decades but has only gained a limited following in audiology. SP assessment has been implemented in medical education using the Objective Structured Clinical Examination, a multistation, timed exam that uses fictional cases to assess students' clinical abilities. To date, only one published report has been completed that evaluates the use of SPs to assess clinical abilities in audiology students. This article expands upon the work of English et al (2007) and their efforts to use SPs to evaluate counseling abilities. To this end, we describe the steps necessary to write a case, procedures to determine performance requirements, and the need to develop remediation plans. As an example, we include a case that we have developed in order to evaluate vestibular assessment and patient communication skills. Utilizing SP assessment in audiology education would provide useful means to evaluate competence in a uniform way. Future research is necessary to develop reliable and valid cases that may be implemented

Standards for Competence in Braille Literacy Skills in Teacher Preparation Programs.

Science.gov (United States)

Amato, Sheila

2002-01-01

A survey was conducted with 45 instructors from teacher training programs for teaching students with visual impairments. Respondents evidenced a strong commitment to Braille literacy and teacher preparation, however, findings indicate a lack of consistency in Braille courses with respect to standards and criteria for competence in Braille…

Global assessment of internal audit competence

African Journals Online (AJOL)

kirstam

of Accountants (IFAC) and the Global Accounting Alliance (GAA), adhere to the requirements as set out in the international education standards published by IFAC. (GAA 2015). These education standards emphasise the importance of competency- based professional development in the accounting and auditing professions ...

Competence requirements for logistics managers in the Republic of Serbia

Directory of Open Access Journals (Sweden)

Biljana Cvetic

2017-09-01

Full Text Available This paper examines the competences that the employers in the logistics and supply chain management (SCM field require most from employees in the Republic of Serbia. To reveal these competences, we conducted the study of online advertisements of logistics and SCM jobs published in the renowned national job portal Infostud. We used a deductive content analysis and related quantitative indicators to process and analyse the data. The results, among other conclusions, indicate the most required professional and fundamental competences from the logistics and supply chain managers in the Republic of Serbia. When the results of this study are compared with several earlier studies done in the US, the Great Britain and Germany, some similarities between these empirically obtained results are found. Several recommendations for educators that intend to improve study programmes and plans in the field of logistics and SCM are also offered. The results of this study can be valuable to interested educators, to individuals who are interested in logistics and supply chain career development, to human resource managers who are recruiting candidates for these jobs, and to others interested parties.

Competencies Required by Primary School Supervisors: Basis for a ...

African Journals Online (AJOL)

competencies supervisors of instruction require for a sustainable Universal Basic Education in primary schools in Anambra State. One research question and one null hypothesis guided the study. The study was carried out in Onitsha Education Zone, specifically, in all the Public Primary Schools in the three Local ...

Graduate teaching assistants' perceptions of teaching competencies required for work in undergraduate science labs

Science.gov (United States)

Deacon, Christopher; Hajek, Allyson; Schulz, Henry

2017-11-01

Many post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a review of 8 GTA manuals, we identified 20 competencies and then surveyed faculty and lab coordinators (FIS) and GTAs from a Faculty of Science at a comprehensive Canadian university to identify which of those competencies are required of GTAs who work in undergraduate science labs. GTAs and FIS did not significantly differ in the competencies they view as required for GTAs to work effectively in undergraduate labs. But, when comparing the responses of GTAs and FIS to TA manuals, 'Clearly and effectively communicates ideas and information with students' was the only competency for which there was agreement on the level of requirement. We also examined GTAs' self-efficacy for each of the identified competencies and found no overall relationship between self-efficacy and demographic characteristics, including experience and training. Our results can be used to inform the design of training programmes specifically for GTAs who work in undergraduate science labs, for example, programmes should provide strategies for GTAs to obtain feedback which they can use to enhance their teaching skills. The goal of this study is to improve undergraduate lab instruction in faculties of science and to enhance the teaching experience of GTAs by better preparing them for their role.

Management competencies in higher education: Perceived job importance in relation to level of training required

Directory of Open Access Journals (Sweden)

Ingrid L. Potgieter

2010-11-01

Research purpose: The aim of this article is to determine the relationship between a specific set of HOD managerial competencies identified as being important for the job and the level of training required in terms of these competencies. Motivation for the study: Research has provided evidence that HODs are often ill-prepared for their managerial role, which requires the development of specific management competencies to enable them to fulfil their roles effectively. Research design, approach and method: A non-experimental quantitative survey design approach was followed and correlational data analyses were performed. A cross-sectional sample of 41 HODs of 22 departments from various faculties of a higher education institution in Gauteng participated in this study. The Management Competency Inventory (MCI of Visser (2009 was applied as a measure. Main findings: The Pearson product-moment analysis indicated that there is a significant relationship between the competencies indicated as being important for the job and the level of training required. Practical/Managerial implications: Training needs of HODs should be formally assessed and the depth of training required in terms of the identified management competencies should be considered in the design of training programmes. Contributions/Value-add: The information obtained in this study may potentially serve as a foundation for the development of an HOD training programme in the South African higher education environment.

Competency measurements: testing convergent validity for two measures.

Science.gov (United States)

Cowin, Leanne S; Hengstberger-Sims, Cecily; Eagar, Sandy C; Gregory, Linda; Andrew, Sharon; Rolley, John

2008-11-01

This paper is a report of a study to investigate whether the Australian National Competency Standards for Registered Nurses demonstrate correlations with the Finnish Nurse Competency Scale. Competency assessment has become popular as a key regulatory requirement and performance indicator. The term competency, however, does not have a globally accepted definition and this has the potential to create controversy, ambiguity and confusion. Variations in meaning and definitions adopted in workplaces and educational settings will affect the interpretation of research findings and have implications for the nursing profession. A non-experimental cross-sectional survey design was used with a convenience sample of 116 new graduate nurses in 2005. The second version of the Australian National Competency Standards and the Nurse Competency Scale was used to elicit responses to self-assessed competency in the transitional year (first year as a Registered Nurse). Correlational analysis of self-assessed levels of competence revealed a relationship between the Australian National Competency Standards (ANCI) and the Nurse Competency Scale (NCS). The correlational relation between ANCI domains and NCS factors suggests that these scales are indeed used to measure related dimensions. A statistically significant relationship (r = 0.75) was found between the two competency measures. Although the finding of convergent validity is insufficient to establish construct validity for competency as used in both measures in this study, it is an important step towards this goal. Future studies on relationships between competencies must take into account the validity and reliability of the tools.

INPO JTA application: developing a competency-based training program

International Nuclear Information System (INIS)

Patrick, P.W.

1985-01-01

Developing a competency-based training program requires the support of a strong curriculum development program. The major thrust of Arkansas Power and Light Company's competency-based curriculum development program is the identification of competencies using position task analysis data, panels, and INPO JTA data. Eight steps in the curriculum development approach provide the logic and rationale of the process: (1) establish competencies, (2) conduct competency verification, (3) develop competency tests, (4) develop curriculum, (5) develop instructional media, (6) validate curriculum and conduct field testing, (7) perform training effectiveness evaluation, and (8) revise the curriculum as needed. The processes describe how INPO JTA's and NRC procedures are cross-referenced to show that standards and requirements imposed or sanctioned by NRC and INPO are met. The competency-based approach to curriculum and training development eliminates the traditional scatterload approach to training and focuses on training to the competency. The primary benefits of competency-based training include accountability, minimal job training to meet job or position requirements, and a process to document an individual's job proficiency

47 CFR 22.939 - Site availability requirements for applications competing with cellular renewal applications.

Science.gov (United States)

2010-10-01

... competing with cellular renewal applications. 22.939 Section 22.939 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) COMMON CARRIER SERVICES PUBLIC MOBILE SERVICES Cellular Radiotelephone Service § 22.939 Site availability requirements for applications competing with cellular renewal applications. In...

Newly graduated doctors' competence in managing cardiopulmonary arrests assessed using a standardized Advanced Life Support (ALS) assessment

DEFF Research Database (Denmark)

Jensen, Morten Lind; Hesselfeldt, Rasmus; Rasmussen, Maria Birkvad

2008-01-01

Aim of the study: Several studies using a variety of assessment approaches have demonstrated that young doctors possess insufficient resuscitation competence. The aims of this study were to assess newly graduated doctors’ resuscitation competence against an internationally recognised standard and...

Using Standardized Patients to Teach Interprofessional Competencies to Dental Students.

Science.gov (United States)

Anders, Patrick L; Scherer, Yvonne Krall; Hatton, Michael; Antonson, Donald; Austin-Ketch, Tammy; Campbell-Heider, Nancy

2016-01-01

The aims of this study were to develop, implement, and evaluate a novel interprofessional standardized patient exercise (ISPE) with oral-systemic and interprofessional collaborative practice (IPCP) components. Dental students and doctor of nursing practice (DNP) students at one U.S. university participated in the simulation, which was primarily designed to test their teamwork skills. In spring 2014, DNP students worked in the dental clinics with dental students under the supervision of nursing and dental faculty members. To test the teamwork outcomes for both groups of students, a standardized patient (SP) scenario was designed to include multiple chronic medical diagnoses and an oral-systemic component. The exercise was filmed for later review. Outcomes measures included SP and student self-evaluations and faculty evaluation of student documentation. The primary outcome of interest from a dental standpoint was faculty evaluation of IPCP competencies derived from the Core Competencies of Interprofessional Collaborative Practice and were deemed to be observable by faculty when viewing the videotaped scenario. Eight teams of students participated with an SP trained in the scenario. Each team consisted of a DNP student, a fourth-year dental student, and a second-year dental student. All eligible students in the DNP class (n=20) and eight students from each dental class (approximately 110 each) participated. The results showed that the teams scored highest on the role/responsibilities subscale, indicating students were respectful of each other's roles and expertise and effectively engaged each other to develop strategies to meet the patient's needs. Scores on the three other subscales (values/ethics, interprofessional communication, and teams/teamwork) were also high. These findings appeared to support IPCP as a method to foster knowledge and respect for other roles and responsibilities, improve appreciation of teamwork, and encourage better communication among health

SOFG: Standards requirements

International Nuclear Information System (INIS)

Gerganov, T.; Grigorov, S.; Kozhukharov, V.; Brashkova, N.

2005-01-01

It is well-known that Solid Oxide Fuel Cells will have industrial application in the nearest future. In this context, the problem of SOFC materials and SOFC systems standardization is of high level of priority. In the present study the attention is focused on the methods for physical and chemical characterization of the materials for SOFC components fabrication and about requirements on single SOFC cells tests. The status of the CEN, ISO, ASTM (ANSI, ASSN) and JIS class of standards has been verified. Standards regarding the test methods for physical-chemical characterization of vitreous materials (as sealing SOFC component), ceramic materials (as electrodes and electrolyte components, including alternative materials used) and metallic materials (interconnect components) are subject of overview. It is established that electrical, mechanical, surface and interfacial phenomena, chemical durability and thermal corrosion behaviour are the key areas for standardization of the materials for SOFC components

Competency to stand trial: rationalism, "contextualism" and other modest theories.

Science.gov (United States)

Jan Brakel, S

2003-01-01

Determinations of competency to stand trial in criminal cases are complicated and rendered unpredictable by two sub-surface issues that are rarely articulated: (i) the place of the defendant's rationality in the substantive standard(s) for competency and (ii) the level or degree of incompetency required to stop the criminal process. The rare references to these issues, mostly indirect, that are made in the cases, commentary, and competency testing instruments devised (including those civil as well as criminal) are examined. The conclusion that emerges is that the level of capacity and rationality required of the defendant depends much on context-the type of case, its relative complexity, and the values and stakes implicated in the outcome. Copyright 2003 John Wiley & Sons, Ltd.

Education and training requirements in the revised European Basic Safety Standards Directive

International Nuclear Information System (INIS)

Mundigl, S.

2009-01-01

The European Commission is currently developing a modified European Basic Safety Standards Directive covering two major objectives: the consolidation of existing European Radiation Protection legislation, and the revision of the European Basic Safety Standards. The consolidation will merge the following five Directives into one single Directive: the Basic Safety Standards Directive, the Medical Exposures Directive, the Public Information Directive, the Outside Workers Directive, and the Directive on the Control of high-activity sealed radioactive sources and orphan sources. The revision of the European Basic Safety Standards will take account of the latest recommendations by the International Commission on Radiological Protection (ICRP) and shall improve clarity of the requirements where appropriate. It is planned to introduce more binding requirements on natural radiation sources, on criteria for clearance, and on the cooperation between Member States for emergency planning and response, as well as a graded approach for regulatory control. One additional goal is to achieve greater harmonisation between the European BSS and the international BSS. Following a recommendation from the Article 31 Group of Experts, the current draft of the modified BSS will highlight the importance of education and training by dedicating a specific title to radiation protection education, training and information. This title will include a general requirement on the Member States to ensure the establishment of an adequate legislative and administrative framework for providing appropriate radiation protection education, training and information. In addition, there will be specific requirements on training in the medical field, on information and training of workers in general, of workers potentially exposed to orphan sources, and to emergency workers. The revised BSS directive will include requirements on the competence of a radiation protection expert (RPE) and of a radiation protection

Core competencies in clinical neuropsychology training across the world.

Science.gov (United States)

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.

Competency Standards for Bachelor of Industrial Technology Graduates for the Construction Industry in Region IV-A: Inputs For Curriculum Enhancement

Directory of Open Access Journals (Sweden)

George P. Compasivo

2015-12-01

Full Text Available The main objective of this study was to develop competency standards for Industrial Technology graduates for employment in the construction industry in Region IV-A, Philippines. It specifically identified the basic and core competency standards for industrial technology and determined the degree of importance of competencies needed in the construction industry sector. The study identified 28 common competencies for three areas of specializations in industrial technology namely: electrical, civil and drafting technology. There were 39 core competencies for electrical, 31 for drafting and 38 items for civil technology. A total of 50 panel of experts were carefully selected using the purposive sampling as respondents in the study. Experts are selected based on their technical know-how or proficiency and currently practicing their line of profession in the construction industry. The study used the descriptive-developmental method of research. The Delphi technique was applied to determine if the competency under investigation reached the general agreement of opinions by the panel of experts involved. The findings implied that the newly developed competency standards were good input for curriculum enhancement in the area of civil, drafting and electrical technology. The study recommended the newly developed competencies may be followed by the faculty in the course they teach and the new competency items suggested by the panel of experts for inclusion in the curriculum for the three areas of specializations may be considered during the curriculum revision.

Requirements of quality standards

International Nuclear Information System (INIS)

Mueller, J.

1977-01-01

The lecture traces the development of nuclear standards, codes, and Federal regulations on quality assurance (QA) for nuclear power plants and associated facilities. The technical evolution of the last twelve years, especially in the area of nuclear technology, led to different activities and regulatory initiatives, and the present result is: several nations have their own homemade standards. The lecture discusses the former and especially current activities in standard development, and gives a description of the requirements of QA-standards used in USA and Europe, especially Western Germany. Furthermore the lecture attempts to give a comparison and an evaluation of the international quality standards from the author's viewpoint. Finally the lecture presents an outlook for the future international implications of QA-standards. There is an urgent need within the nuclear industry for simplification and standardization of QA-standards. The relationship between the various standards, and the applicability of the standards need clarification and a better transparancy. To point out these problems is the purpose of the lecture. (orig.) [de

Nursing Informatics Competency Program

Science.gov (United States)

Dunn, Kristina

2017-01-01

Currently, C Hospital lacks a standardized nursing informatics competency program to validate nurses' skills and knowledge in using electronic medical records (EMRs). At the study locale, the organization is about to embark on the implementation of a new, more comprehensive EMR system. All departments will be required to use the new EMR, unlike…

MECHANISM FOR DESIGNING COMPETENCE-ORIENTED TASKS IN VARIOUS ACADEMIC SUBJECTS AND REQUIREMENTS FOR ITS IMPLEMENTATION IN HIGHER EDUCATIONAL ESTABLISHMENTS

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Natalya M. Zhukova

2015-01-01

Full Text Available The research objective is to develop a mechanism for designing competence-oriented tasks in various academic subjects and requirements for its implementation in higher educational establishments. Methods. The authors conducted a theoretical analysis of philosophical, psychological and pedagogical literature sources on the research issues to implement the objectives of the study; Russian and foreign educational experience on the use of study tasks in the study process is studied and summarized; educational and syllabus documentation and training materials are analyzed (syllabi, textbooks, manuals, task and exercise books, etc.; normative documents are studied (State Educational Standards, Federal State Educational Standards, Main Syllabi, curricula, instructional acts, etc.. Empirical research methods involve observation, testing, questioning, modeling, peer review, pedagogical experiment and statistical interpretation of the study results. The study was carried out from 2007 to 2012 in the Engineering-Pedagogical Faculty of Moscow State Agroengineering Goryachkin University. 240 students were engaged in the pedagogical experiment. The following Moscow colleges provided facilities for the peer review of the list and solution frequency of vocational education tasks by secondary vocational school teachers: Colleges of Civil Engineering No 1 and No 12, Small Business College No 48, Polytechnic College No 13, Printing and Publishing College No 56, and Electromechanical College No 55. Results. The research findings demonstrate that the competence-oriented tasks are shown as an integrative didactic unit of professional competence development. Its functions, classification, and structural components are given. The mechanism of designing competence-oriented tasks in various academic subjects is developed and tested. The proposed mechanism is an invariant for academic and teaching staff of educational establishments at all levels of professional

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

Science.gov (United States)

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…

PROBLEMS OF COMPETENCY-BASED ASSESSMENT OF APPLIED QUALIFICATIONS

Directory of Open Access Journals (Sweden)

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

Informal Assessment of Competences in the Context of Science Standards in Austria

Science.gov (United States)

Schiffl, Iris

2016-01-01

Science standards have been a topic in educational research in Austria for about ten years now. Starting in 2005, competency structure models have been developed for junior and senior classes of different school types. After evaluating these models, prototypic tasks were created to point out the meaning of the models to teachers. At the moment,…

Developing standards for malaria microscopy: external competency assessment for malaria microscopists in the Asia-Pacific.

Science.gov (United States)

Ashraf, Sania; Kao, Angie; Hugo, Cecilia; Christophel, Eva M; Fatunmbi, Bayo; Luchavez, Jennifer; Lilley, Ken; Bell, David

2012-10-24

Malaria diagnosis has received renewed interest in recent years, associated with the increasing accessibility of accurate diagnosis through the introduction of rapid diagnostic tests and new World Health Organization guidelines recommending parasite-based diagnosis prior to anti-malarial therapy. However, light microscopy, established over 100 years ago and frequently considered the reference standard for clinical diagnosis, has been neglected in control programmes and in the malaria literature and evidence suggests field standards are commonly poor. Microscopy remains the most accessible method for parasite quantitation, for drug efficacy monitoring, and as a reference of assessing other diagnostic tools. This mismatch between quality and need highlights the importance of the establishment of reliable standards and procedures for assessing and assuring quality. This paper describes the development, function and impact of a multi-country microscopy external quality assurance network set up for this purpose in Asia. Surveys were used for key informants and past participants for feedback on the quality assurance programme. Competency scores for each country from 14 participating countries were compiled for analyses using paired sample t-tests. In-depth interviews were conducted with key informants including the programme facilitators and national level microscopists. External assessments and limited retraining through a formalized programme based on a reference slide bank has demonstrated an increase in standards of competence of senior microscopists over a relatively short period of time, at a potentially sustainable cost. The network involved in the programme now exceeds 14 countries in the Asia-Pacific, and the methods are extended to other regions. While the impact on national programmes varies, it has translated in some instances into a strengthening of national microscopy standards and offers a possibility both for supporting revival of national microcopy

Developing standards for malaria microscopy: external competency assessment for malaria microscopists in the Asia-Pacific

Directory of Open Access Journals (Sweden)

Ashraf Sania

2012-10-01

Full Text Available Abstract Background Malaria diagnosis has received renewed interest in recent years, associated with the increasing accessibility of accurate diagnosis through the introduction of rapid diagnostic tests and new World Health Organization guidelines recommending parasite-based diagnosis prior to anti-malarial therapy. However, light microscopy, established over 100 years ago and frequently considered the reference standard for clinical diagnosis, has been neglected in control programmes and in the malaria literature and evidence suggests field standards are commonly poor. Microscopy remains the most accessible method for parasite quantitation, for drug efficacy monitoring, and as a reference of assessing other diagnostic tools. This mismatch between quality and need highlights the importance of the establishment of reliable standards and procedures for assessing and assuring quality. This paper describes the development, function and impact of a multi-country microscopy external quality assurance network set up for this purpose in Asia. Methods Surveys were used for key informants and past participants for feedback on the quality assurance programme. Competency scores for each country from 14 participating countries were compiled for analyses using paired sample t-tests. In-depth interviews were conducted with key informants including the programme facilitators and national level microscopists. Results External assessments and limited retraining through a formalized programme based on a reference slide bank has demonstrated an increase in standards of competence of senior microscopists over a relatively short period of time, at a potentially sustainable cost. The network involved in the programme now exceeds 14 countries in the Asia-Pacific, and the methods are extended to other regions. Conclusions While the impact on national programmes varies, it has translated in some instances into a strengthening of national microscopy standards and offers a

Can a Competence or Standards Model Facilitate an Inclusive Approach to Teacher Education?

Science.gov (United States)

Moran, Anne

2009-01-01

The paper seeks to determine whether programmes of initial teacher education (ITE) can contribute to the development of beginning teachers' inclusive attitudes, values and practices. The majority of ITE programmes are based on government prescribed competence or standards frameworks, which are underpinned by Codes of Professional Values. It is…

Systematic Assessment of Regulatory Competences (SARCON) V18a

International Nuclear Information System (INIS)

Zimmermann, Moritz

2014-01-01

Why Competence Management? • Arrangements for competence management is a key factor to: • Support the implementation of article 8 of CNS (Convention on Nuclear Safety – “regulatory body with adequate competence and human resources”); • Support the implementation of Modules 3 and 4 of the IRRS and other IAEA Safety Standards (Module 3: “Responsibilities and functions of the regulatory body”, Module 4: “Management system of the regulatory body”); • Identify gaps between regulatory required competences and the existing resources; • Develop and implement tools and programmes to fill the gaps; • Review periodically the competence needs and training programmes

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

Science.gov (United States)

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

2016-01-01

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

Competing Transnational Regimes under WTO Law

Directory of Open Access Journals (Sweden)

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.

Requirements on qualification, competence and sufficient number of personnel for NPP operation

International Nuclear Information System (INIS)

Simon, M.

2004-01-01

The safe operation of NPPs presupposes qualified personnel on site in sufficient numbers. While the acquisition and preservation of technical expertise and the qualification of the shift personnel and other staff is well regulated by regulatory guidelines in Germany, there is a lack of such regulations with the exception for shift personnel - for the minimum number of technical personnel required for safe operation of a NPP. By order of the BMU, an attempt was made with this study to work out the requirements for qualification, competence and number of personnel to be maintained at the plant, representing the minimum requirements for safe operation of a NPP. The scope of the project was restricted to requirements for technical plant personnel. The aim was to work out requirements which would be as independent as possible of the existing organisation in a particular power plant. This study therefore does not assume a given organisational structure but was rather more oriented on the work processes in a NPP which are the basis for planning and performing routine work in the plant. For the study a work process model of typical tasks in a NPP had to be developed. Then, the tasks to be performed within the so defined work processes were described (task profiles) on the basis of existing manuals for plant organisation. From these task profiles such tasks were defined or selected which shall not be delegated to external personnel for specific reasons, and which were called vital competences. To keep these vital competences at the plant, an assessment and/or calculation of the necessary number of plant technical personnel was made using the task profiles for responsible personnel, but also by the evaluation of thousands of work orders for maintenance personnel. On the basis of these data, a proposal was made for the minimal number of technical personnel which is necessary to operate a NPP unit safely. Beside of this number, general criteria were developed which should be

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

Science.gov (United States)

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.

Consensus standard requirements and guidance

International Nuclear Information System (INIS)

Putman, V.L.

1995-01-01

This report presents information from the ANS Criticality Alarm System Workshop relating to the consensus standard requirements and guidance. Topics presented include: definition; nomenclature; requirements and recommendations; purpose of criticality alarms; design criteria; signal characteristics; reliability, dependability and durability; tests; and emergency preparedness and planning

Competence preservation through education

International Nuclear Information System (INIS)

Ham, U.; Koessler, M.

2013-01-01

For fulfilling their tasks GNS depends on personnel with specific knowledge and competence. GNS answers to these challenges by various measures for education and training in order to have skilled personnel available nowadays and in the future. By these measures and the internal organisation regarding responsibilities in radiation protection requirements resulting from the expected Euratom Basic Safety Standards (BSS) are met. (orig.)

Competency Based Future Leadership Requirements

National Research Council Canada - National Science Library

Horey, Jeffrey

2004-01-01

.... A competency framework that is used consistently throughout the force and that focuses on the functions of leadership will help align training, development, and performance management processes...

Industrial training approach using GPM P5 Standard for Sustainability in Project Management: a framework for sustainability competencies in the 21st century

Science.gov (United States)

Johan, Kartina; Mohd Turan, Faiz

2016-11-01

Malaysian Engineering Accreditation (Engineering Programme Accreditation Manual, 2007) requires all bachelor degree in engineering programmes to incorporate a minimum of two months industrial training in order for the programme to be accredited by the council. The industrial training has the objective to provide students on the insights of being an engineer at the workplace hence increasing their knowledge in employability skills prior to graduation. However the current structure of industrial training is not able to inculcate good leadership ability and prepare students with sustainability competencies needed in the era of Sustainable Development (SD). This paper aims to study project management methodology as a framework to create a training pathway in industrial training for students in engineering programs using Green Project Management (GPM) P5 standard for sustainability in project management. The framework involves students as interns, supervisors from both university and industry and also participation from NonProfit Organisation (NPO). The framework focus on the development of the student's competency in employability skills, lean leadership and sustainability competencies using experiential learning approach. Deliverables of the framework include internship report, professional sustainability report using GPM P5 standard and competency assessment. The post-industrial phase of the framework is constructed for students to be assessed collaboratively by the university, industry and the sustainability practitioner in the country. The ability for the interns to act as a change agent in sustainability practices is measured by the competency assessment and the quality of the sustainability report. The framework support the call for developing holistic students based on Malaysian Education Blueprint (Higher Education) 2015-2025 and address the gap between the statuses of engineering qualification to the sustainability competencies in the 21st century in

B plant standards/requirements identification document (S/RID)

Energy Technology Data Exchange (ETDEWEB)

Maddox, B.S., Westinghouse Hanford

1996-07-29

This Standards/Requirements Identification Document (S/RID) set forth the Environmental Safety and Health (ES{ampersand}H) standards/requirements for the B Plant. This S/RID is applicable to the appropriate life cycle phases of design, construction,operation, and preparation for decommissioning. These standards/requirements are adequate to ensure the protection of the health and safety of workers, the public, and the environment.

What are the essential competencies required of a midwife at the point of registration?

Science.gov (United States)

Butler, Michelle M; Fraser, Diane M; Murphy, Roger J L

2008-09-01

to identify the essential competencies required of a midwife at the point of registration. qualitative, descriptive, extended case study and depth interviews. pre-registration midwifery education in England. 39 qualifying midwives, their assessors, midwives and midwife teachers across six higher education institutions, and 20 experienced midwives at two sites. essential competencies were identified relating to (1) being a safe practitioner; (2) having the right attitude; and (3) being an effective communicator. In order to be a safe practitioner, it was proposed that a midwife must have a reasonable degree of self-sufficiency, use up-to-date knowledge in practice, and have self and professional awareness. It was suggested that having the right attitude involves being motivated, being committed to midwifery and being caring and kind. Participants highlighted the importance of effective communication so that midwives can relate to and work in partnership with women and provide truly informed choice. Essential communication skills include active listening, providing appropriate information and flexibility. the most important requirement at registration is that a midwife is safe and will practise safely. However, this capability to be safe is further mediated by attitudes and communication skills. models of midwifery competence should always include personal attributes and effective communication in addition to the competencies required to be able to practise safely, and there should be an explicit focus in curriculum content, skills training and assessment on attitudes and communication.

ICT Competency Standards for Teachers: Competency Standards Modules

Science.gov (United States)

United Nations Educational, Scientific and Cultural Organization (UNESCO), 2008

2008-01-01

Both professional development programs for teachers currently in the classroom and programs for preparing future teachers should provide technology-rich experiences throughout all aspects of the training. Standards and resources within the United Nations Educational, Scientific, and Cultural Organization (UNESCO)'s project "Information and…

Providers and Patients Caught Between Standardization and Individualization: Individualized Standardization as a Solution Comment on "(Re) Making the Procrustean Bed? Standardization and Customization as Competing Logics in Healthcare".

Science.gov (United States)

Ansmann, Lena; Pfaff, Holger

2017-08-12

In their 2017 article, Mannion and Exworthy provide a thoughtful and theory-based analysis of two parallel trends in modern healthcare systems and their competing and conflicting logics: standardization and customization. This commentary further discusses the challenge of treatment decision-making in times of evidence-based medicine (EBM), shared decision-making and personalized medicine. From the perspective of systems theory, we propose the concept of individualized standardization as a solution to the problem. According to this concept, standardization is conceptualized as a guiding framework leaving room for individualization in the patient physician interaction. The theoretical background is the concept of context management according to systems theory. Moreover, the comment suggests multidisciplinary teams as a possible solution for the integration of standardization and individualization, using the example of multidisciplinary tumor conferences and highlighting its limitations. The comment also supports the authors' statement of the patient as co-producer and introduces the idea that the competing logics of standardization and individualization are a matter of perspective on macro, meso and micro levels. © 2018 The Author(s); Published by Kerman University of Medical Sciences. This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Towards a Competency Model: A Review of the Literature and the Competency Standards

Science.gov (United States)

El Asame, Maryam; Wakrim, Mohamed

2018-01-01

Competency-based approaches using information and communication technologies have been the main solution of the organization's expectations in all fields (public and private) to increase the products' quality and employees' capacity. Furthermore, the concept of competency can have several different definitions, which may make it difficult to…

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.

Standardizing assessment practices of undergraduate medical competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda.

Science.gov (United States)

Mubuuke, Aloysius Gonzaga; Mwesigwa, Catherine; Maling, Samuel; Rukundo, Godfrey; Kagawa, Mike; Kitara, David Lagoro; Kiguli, Sarah

2014-01-01

Health professions education is gradually moving away from the more traditional approaches to new innovative ways of training aimed at producing professionals with the necessary competencies to address the community health needs. In response to these emerging trends, Medical Education for Equitable Services to All Ugandans (MESAU), a consortium of Ugandan medical schools developed key competencies desirable of graduates and successfully implemented Competency Based Education (CBE) for undergraduate medical students. To examine the current situation and establish whether assessment methods of the competencies are standardized across MESAU schools as well as establish the challenges, opportunities and lessons learned from the MESAU consortium. It was a cross-sectional descriptive study involving faculty of the medical schools in Uganda. Data was collected using focus group discussions and document reviews. Findings were presented in form of themes. Although the MESAU schools have implemented the developed competencies within their curricular, the assessment methods are still not standardized with each institution having its own assessment procedures. Lack of knowledge and skills regarding assessment of the competencies was evident amongst the faculty. The fear for change amongst lecturers was also noted as a major challenge. However, the institutional collaboration created while developing competencies was identified as key strength. Findings demonstrated that despite having common competencies, there is no standardized assessment blue print applicable to all MESAU schools. Continued collaboration and faculty development in assessment is strongly recommended.

Psychotherapy Training for Residents: Reconciling Requirements with Evidence-Based, Competency-Focused Practice

Science.gov (United States)

Weerasekera, Priyanthy; Manring, John; Lynn, David John

2010-01-01

Objective: The Accreditation Council for Graduate Medical Education (ACGME) and the Royal College of Physicians and Surgeons of Canada (RCPSC) changed the training requirements in psychotherapy, moving toward evidence-based therapies and emphasizing competence and proficiency as outcomes of training. This article examines whether the therapies…

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

Science.gov (United States)

Lutz, Kristina; Yazdani, Arjang; Ross, Douglas

2015-01-01

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

Academy of Nutrition and Dietetics: standards of practice and standards of professional performance for registered dietitian nutritionists (competent, proficient, and expert) in adult weight management.

Science.gov (United States)

Jortberg, Bonnie; Myers, Eileen; Gigliotti, Linda; Ivens, Barbara J; Lebre, Monica; Burke March, Susan; Nogueira, Isadora; Nwankwo, Robin; Parkinson, Meredith R; Paulsen, Barbara; Turner, Tonya

2015-04-01

Weight management encompasses the inter-relationship of nutrition, physical activity, and health behavior change. Nutrition is key for the prevention and treatment of obesity and chronic disease and maintenance of overall health. Thus, the Weight Management Dietetic Practice Group, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, has developed Standards of Practice and Standards of Professional Performance for Registered Dietitian Nutritionists (RDNs) in Adult Weight Management as a resource for RDNs working in weight management. This document allows RDNs to assess their current skill levels and to identify areas for further professional development in this expanding practice area. This document describes the current standards for weight management practice for RDNs. The Standards of Practice represent the four steps in the Nutrition Care Process as applied to the care of patients/clients. The Standards of Professional Performance consist of six domains of professionalism: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources. Within each standard, specific indicators provide measurable action statements that illustrate how the standard can be applied to practice. The indicators describe three skill levels (competent, proficient, and expert) for RDNs working in weight management. The Standards of Practice and Standards of Professional Performance are complementary resources for the Registered Dietitian Nutritionist in weight management. Copyright © 2015 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Standardizing assessment practices of undergraduate medical competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda

Science.gov (United States)

Mubuuke, Aloysius Gonzaga; Mwesigwa, Catherine; Maling, Samuel; Rukundo, Godfrey; Kagawa, Mike; Kitara, David Lagoro; Kiguli, Sarah

2014-01-01

Introduction Health professions education is gradually moving away from the more traditional approaches to new innovative ways of training aimed at producing professionals with the necessary competencies to address the community health needs. In response to these emerging trends, Medical Education for Equitable Services to All Ugandans (MESAU), a consortium of Ugandan medical schools developed key competencies desirable of graduates and successfully implemented Competency Based Education (CBE) for undergraduate medical students. Objectives To examine the current situation and establish whether assessment methods of the competencies are standardized across MESAU schools as well as establish the challenges, opportunities and lessons learned from the MESAU consortium. Methods It was a cross-sectional descriptive study involving faculty of the medical schools in Uganda. Data was collected using focus group discussions and document reviews. Findings were presented in form of themes. Results Although the MESAU schools have implemented the developed competencies within their curricular, the assessment methods are still not standardized with each institution having its own assessment procedures. Lack of knowledge and skills regarding assessment of the competencies was evident amongst the faculty. The fear for change amongst lecturers was also noted as a major challenge. However, the institutional collaboration created while developing competencies was identified as key strength. Conclusion Findings demonstrated that despite having common competencies, there is no standardized assessment blue print applicable to all MESAU schools. Continued collaboration and faculty development in assessment is strongly recommended. PMID:25995778

Qualifications of persons working in radiation user's organization and radiation protection training required for competence

International Nuclear Information System (INIS)

2004-04-01

The Guide sets out the requirements governing the qualifications of persons working in userAes organizations and the radiation protection training required for such competence. It also sets out the requirements for training organizations arranging radiation safety officer training and exams. The Guide applies only to uses of radiation requiring a afety licence. The requirements for userAes organizations are set out in Guide ST 1.4

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

From the Analysis of Work-Processes to Designing Competence-Based Occupational Standards and Vocational Curricula

Science.gov (United States)

Tutlys, Vidmantas; Spöttl, Georg

2017-01-01

Purpose: This paper aims to explore methodological and institutional challenges on application of the work-process analysis approach in the design and development of competence-based occupational standards for Lithuania. Design/methodology/approach: The theoretical analysis is based on the review of scientific literature and the analysis of…

Measuring Course Competencies in a School of Business: The Use of Standardized Curriculum and Rubrics

Science.gov (United States)

Gibson, Jane Whitney

2011-01-01

This paper examines the growing emphasis on measurement of course competencies by individual college students through two course examples, an undergraduate course in managing change and conflict and a graduate course in human resource management. The author explains how standardized curriculum and assignment rubrics are being used to measure…

Emergency Management. Functional Area Qualification Standard

National Research Council Canada - National Science Library

2004-01-01

.... In support of this goal, the competency requirements defined in the Technical Qualification Standards should be aligned with and integrated into the recruitment and staffing processes for technical positions...

Safety Culture for Regulator Competence Management in Embarking States

International Nuclear Information System (INIS)

Kandil, M.

2016-01-01

Full text: Safety is based on preventive actions where the ability of a regulatory body to fulfill its responsibilities depends largely on the competence of its staff. Building employees’ skills and knowledge is an investment for each employee and in the future of the organization. This building must be the competence of its staff integration with their safety culture, the essential to ensure competent human resources as required in the IAEA safety standards and other documents, in which the need and importance of ensuring regulatory competence is emphasized. As it involves both operational and management issues, safety culture is a sensitive topic for regulators whose role is to ensure compliance with safety requirements and not to intervene in management decisions. A number of embarking States are aspiring to develop nuclear power generation and this means that, among other things, regulatory bodies have to be established and rapidly expanded. This paper reports major considerations on the integration of safety culture with an adequate competence management system for regulators in embarking states. (author

Curricular analysis of competency-based osteopathic medical education: application of a matrix for quality enhancement to a standardized patient encounter example.

Science.gov (United States)

Lockwood, Michael D; Tucker-Potter, Stacy; Sargentini, Neil J

2009-09-01

With the formal adoption of the seven core competencies, the American Osteopathic Association's Commission on Osteopathic College Accreditation instructed osteopathic medical educators to guide curricular development with these goals in mind. Tools to facilitate and monitor these purposes have been under development separately at each of the nation's colleges of osteopathic medicine. To demonstrate the utility of a checklist-based curriculum assessment tool, the Matrix for Quality Enhancement, as developed at Kirksville (Mo) College of Osteopathic Medicine-A.T. Still University. APPLICATION of the Matrix is illustrated using examples selected from our analysis of a set of 16 standardized patient encounters provided as part of a first-year basic science course in medical microbiology. Encounters were developed to improve student understanding of infectious disease entities while also providing a variety of clinical experiences. Feedback on professionalism and humanistic behaviors was also provided. A novel aspect of the Matrix is the inclusion of a component dealing with patient safety. Adding standardized patient encounters to the medical microbiology teaching program at Kirksville College of Osteopathic Medicine was an effective means of integrating educational experiences with the seven core competencies, the requirements of Comprehensive Osteopathic Medical Licensing Examination-USA Level 2-PE (Performance Evaluation), and patient safety issues. The Matrix is a valuable tool for evaluating or developing curricular components that maintain osteopathic integrity while working toward standards for medical education specified by the commission.

The use of standardized patients in the plastic surgery residency curriculum: teaching core competencies with objective structured clinical examinations.

Science.gov (United States)

Davis, Drew; Lee, Gordon

2011-07-01

As of 2006, the Accreditation Council for Graduate Medical Education had defined six "core competencies" of residency education: interpersonal communication skills, medical knowledge, patient care, professionalism, practice-based learning and improvement, and systems-based practice. Objective structured clinical examinations using standardized patients are becoming effective educational tools, and the authors developed a novel use of the examinations in plastic surgery residency education that assesses all six competencies. Six plastic surgery residents, two each from postgraduate years 4, 5, and 6, participated in the plastic surgery-specific objective structured clinical examination that focused on melanoma. The examination included a 30-minute videotaped encounter with a standardized patient actor and a postencounter written exercise. The residents were scored on their performance in all six core competencies by the standardized patients and faculty experts on a three-point scale (1 = novice, 2 = moderately skilled, and 3 = proficient). Resident performance was averaged for each postgraduate year, stratified according to core competency, and scored from a total of 100 percent. Residents overall scored well in interpersonal communications skills (84 percent), patient care (83 percent), professionalism (86 percent), and practice-based learning (84 percent). Scores in medical knowledge showed a positive correlation with level of training (86 percent). All residents scored comparatively lower in systems-based practice (65 percent). The residents reported unanimously that the objective structured clinical examination was realistic and educational. The objective structured clinical examination provided comprehensive and meaningful feedback and identified areas of strengths and weakness for the residents and for the teaching program. The examination is an effective assessment tool for the core competencies and a valuable adjunct to residency training.

APPROACHES TO STANDARDIZATION OF STUDENTS INFORMATION AND COMMUNICATION COMPETENCE DEVELOPMENT: THE POLISH EXPERIENCE

Directory of Open Access Journals (Sweden)

Mariya P. Leshchenko

2014-09-01

Full Text Available In the article foreign, in particular, the Polish experience of diagnostic of students information and communication competencies is characterized. Foreign scientists focuse their modern searches on identifying students skills of using the Internet. Standards defined by Polish researchers are multifunctional and enable the determination of the cognitive, appraisal, creative and social students skills to function in the network. Structure of seven standards (literate and successful information search, critical evaluation of information, creation, transformation and presentation of information content, legal principles of creation and distribution of information content, empathy and imagemaking, security and privacy; participation in the online communities, their components and related parameters are characterized. General results of Polish scientists researches are presented.

Higher order thinking skills competencies required by outcomes-based education from learners

Directory of Open Access Journals (Sweden)

MM Chabeli

2006-09-01

Full Text Available Outcomes-Based Education (OBE brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content, to focusing on learner outcomes. OBE is moving away from ‘transmission’ models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30. Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000. Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000. The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005.

Higher order thinking skills competencies required by outcomes-based education from learners.

Science.gov (United States)

Chabeli, M M

2006-08-01

Outcomes-Based Education (OBE) brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content), to focusing on learner outcomes. OBE is moving away from 'transmission' models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30). Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000). Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000). The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA) is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005).

Assessment of Quality Assurance Measures for Radioactive Material Transport Packages not Requiring Competent Authority Design Approval - 13282

International Nuclear Information System (INIS)

Komann, Steffen; Groeke, Carsten; Droste, Bernhard

2013-01-01

The majority of transports of radioactive materials are carried out in packages which don't need a package design approval by a competent authority. Low-active radioactive materials are transported in such packages e.g. in the medical and pharmaceutical industry and in the nuclear industry as well. Decommissioning of NPP's leads to a strong demand for packages to transport low and middle active radioactive waste. According to IAEA regulations the 'non-competent authority approved package types' are the Excepted Packages and the Industrial Packages of Type IP-1, IP-2 and IP-3 and packages of Type A. For these types of packages an assessment by the competent authority is required for the quality assurance measures for the design, manufacture, testing, documentation, use, maintenance and inspection (IAEA SSR 6, Chap. 306). In general a compliance audit of the manufacturer of the packaging is required during this assessment procedure. Their regulatory level in the IAEA regulations is not comparable with the 'regulatory density' for packages requiring competent authority package design approval. Practices in different countries lead to different approaches within the assessment of the quality assurance measures in the management system as well as in the quality assurance program of a special package design. To use the package or packaging in a safe manner and in compliance with the regulations a management system for each phase of the life of the package or packaging is necessary. The relevant IAEA-SSR6 chap. 801 requires documentary verification by the consignor concerning package compliance with the requirements. (authors)

Assessment of Quality Assurance Measures for Radioactive Material Transport Packages not Requiring Competent Authority Design Approval - 13282

Energy Technology Data Exchange (ETDEWEB)

Komann, Steffen; Groeke, Carsten; Droste, Bernhard [BAM Federal Institute for Materials Research and Testing, Unter den Eichen 44-46, 12203 Berlin (Germany)

2013-07-01

The majority of transports of radioactive materials are carried out in packages which don't need a package design approval by a competent authority. Low-active radioactive materials are transported in such packages e.g. in the medical and pharmaceutical industry and in the nuclear industry as well. Decommissioning of NPP's leads to a strong demand for packages to transport low and middle active radioactive waste. According to IAEA regulations the 'non-competent authority approved package types' are the Excepted Packages and the Industrial Packages of Type IP-1, IP-2 and IP-3 and packages of Type A. For these types of packages an assessment by the competent authority is required for the quality assurance measures for the design, manufacture, testing, documentation, use, maintenance and inspection (IAEA SSR 6, Chap. 306). In general a compliance audit of the manufacturer of the packaging is required during this assessment procedure. Their regulatory level in the IAEA regulations is not comparable with the 'regulatory density' for packages requiring competent authority package design approval. Practices in different countries lead to different approaches within the assessment of the quality assurance measures in the management system as well as in the quality assurance program of a special package design. To use the package or packaging in a safe manner and in compliance with the regulations a management system for each phase of the life of the package or packaging is necessary. The relevant IAEA-SSR6 chap. 801 requires documentary verification by the consignor concerning package compliance with the requirements. (authors)

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.

Training Requirements in OSHA Standards. Revised.

Science.gov (United States)

Occupational Safety and Health Administration, Washington, DC.

This booklet contains excerpts of the training-related requirements of the standards promulgated by the Occupational Safety and Health Administration (OSHA). It is designed as an aid for employers, safety and health professionals, and others who need to know training requirements. (References to training may be difficult to locate in the long and…

The main requirements of the International Basic Safety Standards

International Nuclear Information System (INIS)

Webb, G.A.M.

1998-01-01

The main requirements of the new international basic safety standards are discussed, including such topics as health effects of ionizing radiations, the revision of basic safety standards, the requirements for radiation protection practices, the requirements for intervention,and the field of regulatory infrastructures. (A.K.)

Ultrasonography for rheumatologists: the development of specific competency based educational outcomes.

Science.gov (United States)

Brown, A K; O'Connor, P J; Roberts, T E; Wakefield, R J; Karim, Z; Emery, P

2006-05-01

A competency based approach to the education of rheumatologists in musculoskeletal ultrasonography (MSK US) ensures standards are documented, transparent, accountable, and defensible, with clear benefit to all stakeholders. Specific competency outcomes will facilitate informed development of a common curriculum and structured programme of training and assessment. To determine explicit competency based learning outcomes for rheumatologists undertaking MSK US. International experts in MSK US, satisfying specific selection criteria, were asked to define the minimum standards required by a rheumatologist to be judged competent in MSK US. They reviewed 115 MSK US skills, comprising bone and soft tissue pathology, in seven joints regions of the upper and lower limbs, and rated their relative importance according to specific criteria. These data are presented as specific educational outcomes within designated competency categories. 57 expert MSK US practitioners were identified and 35 took part in this study. Ten generic core competency outcomes were recognised including physics, anatomy, technique, and interpretation. Regarding specific regional competencies, 53% (61/115) were considered "must know" core learning outcomes, largely comprising inflammatory joint/tendon/bone pathology and guided procedures; 45% (52/115) were required at an intermediate/advanced level (18/115 "should know", 34/115 "could know"), and 2% (2/115) were deemed inappropriate/unnecessary for rheumatologist ultrasonographers. This is the first study to developing a competency model for the education of rheumatologists in MSK US based on the evidence of international experts. A specific set of learning outcomes has been defined, which will facilitate future informed education and practice development and provide a blueprint for a structured rheumatology MSK US curriculum and assessment process.

75 FR 51016 - Third Party Testing for Certain Children's Products; Clothing Textiles: Requirements for...

Science.gov (United States)

2010-08-18

... (ISO)/International Electrotechnical Commission (IEC) Standard 17025:2005, ``General Requirements for... and of the requirements of the ISO/IEC 17025:2005 laboratory accreditation standard is provided in the... must be to ISO Standard ISO/IEC 17025:2005, ``General Requirements for the Competence of Testing and...

The Final Year Project (FYP) in Social Sciences: Establishment of Its Associated Competences and Evaluation Standards

Science.gov (United States)

Mateo, Joan; Escofet, Anna; Martinez, Francesc; Ventura, Javier; Vlachopoulos, Dimitrios

2012-01-01

This paper presents the fundamental characteristics of the Final Year Project (FYP), its associated competences and some evaluation standards that derived from a research conducted by the regional government of Catalonia (Spain) and the Catalan University Quality Assurance Agency. More analytically, the paper begins with the definition of the…

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

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

2014-01-01

Objective This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice–theory gap. Design A cross-sectional, comparative design using the Nurse Competence Scale was applied. Subjects The sample comprised nurse educators (n = 86) and nurse managers (n = 141). Methods Descriptive and inferential statistics were used in the data analysis. Main outcome measures Educators assessed novice nurses' competence to a significantly higher level than managers in all competence areas (p competencies related to immediate patient care, commitment to ethical values, maintaining professional skills and nurses' care of the self. The biggest differences were in competencies related to developmental and evaluation tasks, coaching activities, use of evidence-based knowledge and in activities which required mastering a comprehensive view of care situations. However, differences between educators' and managers' assessments were strongly associated with their age and work experience. Active and improved collaboration should be focused on areas in which the differences between educators' and managers' assessments greatly differ in ensuring novice nurses′ fitness for practice. PMID:24512685

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

Science.gov (United States)

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

2014-12-01

This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice-theory gap. A cross-sectional, comparative design using the Nurse Competence Scale was applied. The sample comprised nurse educators (n = 86) and nurse managers (n = 141). Descriptive and inferential statistics were used in the data analysis. Educators assessed novice nurses' competence to a significantly higher level than managers in all competence areas (p competencies related to immediate patient care, commitment to ethical values, maintaining professional skills and nurses' care of the self. The biggest differences were in competencies related to developmental and evaluation tasks, coaching activities, use of evidence-based knowledge and in activities which required mastering a comprehensive view of care situations. However, differences between educators' and managers' assessments were strongly associated with their age and work experience. Active and improved collaboration should be focused on areas in which the differences between educators' and managers' assessments greatly differ in ensuring novice nurses' fitness for practice. © 2014 The Authors. Scandinavian Journal of Caring Sciences published by John Wiley & Sons Ltd on behalf of Nordic College of Caring Science.

(Re Making the Procrustean Bed? Standardization and Customization as Competing Logics in Healthcare

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Russell Mannion

2017-06-01

Full Text Available Recent years have witnessed a parallel and seemingly contradictory trend towards both the standardization and the customization of healthcare and medical treatment. Here, we explore what is meant by ‘standardization’ and ‘customization’ in healthcare settings and explore the implications of these changes for healthcare delivery. We frame the paradox of these divergent and opposing factors in terms of institutional logics – the socially constructed rules, practices and beliefs which perpetuate institutional behaviour. As the tension between standardization and customization is fast becoming a critical fault-line within many health systems, there remains an urgent need for more sustained work exploring how these competing logics are articulated, adapted, resisted and co-exist on the front line of care delivery.

Cultural competency assessment tool for hospitals: evaluating hospitals' adherence to the culturally and linguistically appropriate services standards.

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Weech-Maldonado, Robert; Dreachslin, Janice L; Brown, Julie; Pradhan, Rohit; Rubin, Kelly L; Schiller, Cameron; Hays, Ron D

2012-01-01

The U.S. national standards for culturally and linguistically appropriate services (CLAS) in health care provide guidelines on policies and practices aimed at developing culturally competent systems of care. The Cultural Competency Assessment Tool for Hospitals (CCATH) was developed as an organizational tool to assess adherence to the CLAS standards. First, we describe the development of the CCATH and estimate the reliability and validity of the CCATH measures. Second, we discuss the managerial implications of the CCATH as an organizational tool to assess cultural competency. We pilot tested an initial draft of the CCATH, revised it based on a focus group and cognitive interviews, and then administered it in a field test with a sample of California hospitals. The reliability and validity of the CCATH were evaluated using factor analysis, analysis of variance, and Cronbach's alphas. Exploratory and confirmatory factor analyses identified 12 CCATH composites: leadership and strategic planning, data collection on inpatient population, data collection on service area, performance management systems and quality improvement, human resources practices, diversity training, community representation, availability of interpreter services, interpreter services policies, quality of interpreter services, translation of written materials, and clinical cultural competency practices. All the CCATH scales had internal consistency reliability of .65 or above, and the reliability was .70 or above for 9 of the 12 scales. Analysis of variance results showed that not-for-profit hospitals have higher CCATH scores than for-profit hospitals in five CCATH scales and higher CCATH scores than government hospitals in two CCATH scales. The CCATH showed adequate psychometric properties. Managers and policy makers can use the CCATH as a tool to evaluate hospital performance in cultural competency and identify and target improvements in hospital policies and practices that undergird the provision

ISO 15189 accreditation: Requirements for quality and competence of medical laboratories, experience of a laboratory I.

Science.gov (United States)

Guzel, Omer; Guner, Ebru Ilhan

2009-03-01

Medical laboratories are the key partners in patient safety. Laboratory results influence 70% of medical diagnoses. Quality of laboratory service is the major factor which directly affects the quality of health care. The clinical laboratory as a whole has to provide the best patient care promoting excellence. International Standard ISO 15189, based upon ISO 17025 and ISO 9001 standards, provides requirements for competence and quality of medical laboratories. Accredited medical laboratories enhance credibility and competency of their testing services. Our group of laboratories, one of the leading institutions in the area, had previous experience with ISO 9001 and ISO 17025 Accreditation at non-medical sections. We started to prepared for ISO 15189 Accreditation at the beginning of 2006 and were certified in March, 2007. We spent more than a year to prepare for accreditation. Accreditation scopes of our laboratory were as follows: clinical chemistry, hematology, immunology, allergology, microbiology, parasitology, molecular biology of infection serology and transfusion medicine. The total number of accredited tests is 531. We participate in five different PT programs. Inter Laboratory Comparison (ILC) protocols are performed with reputable laboratories. 82 different PT Program modules, 277 cycles per year for 451 tests and 72 ILC program organizations for remaining tests have been performed. Our laboratory also organizes a PT program for flow cytometry. 22 laboratories participate in this program, 2 cycles per year. Our laboratory has had its own custom made WEB based LIS system since 2001. We serve more than 500 customers on a real time basis. Our quality management system is also documented and processed electronically, Document Management System (DMS), via our intranet. Preparatory phase for accreditation, data management, external quality control programs, personnel related issues before, during and after accreditation process are presented. Every laboratory has

Revision of the Competency Standards for Occupational Therapy Driver Assessors: An overview of the evidence for the inclusion of cognitive and perceptual assessments within fitness-to-drive evaluations.

Science.gov (United States)

Fields, Sally M; Unsworth, Carolyn A

2017-08-01

Determination of fitness-to-drive after illness or injury is a complex process typically requiring a comprehensive driving assessment, including off-road and on-road assessment components. The competency standards for occupational therapy driver assessors (Victoria, Australia) define the requirements for performance of a comprehensive driving assessment, and we are currently revising these. Assessment of cognitive and perceptual skills forms an important part of the off-road assessment. The aim of this systematic review of systematic reviews (known as an overview) is to identify what evidence exists for including assessment of cognitive and perceptual skills within fitness-to-drive evaluations to inform revision of the competency standards. Five electronic databases (MEDLINE, CINAHL, PsycINFO, The Cochrane Library, OT Seeker) were systematically searched. Systematic review articles were appraised by two authors for eligibility. Methodological quality was independently assessed using the AMSTAR tool. Narrative analysis was conducted to summarise the content of eligible reviews. A total of 1228 results were retrieved. Fourteen reviews met the inclusion criteria. Reviews indicated that the components of cognition and perception most frequently identified as being predictive of fitness-to-drive were executive function (n = 13), processing speed (n = 12), visuospatial skills, attention, memory and mental flexibility (n = 11). Components less indicative were perception, concentration (n = 10), praxis (n = 9), language (n = 7) and neglect (n = 6). This overview of systematic reviews supports the inclusion of assessment of a range of cognitive and perceptual skills as key elements in a comprehensive driver assessment and therefore should be included in the revised competency standards for occupational therapy driver assessors. © 2017 Occupational Therapy Australia.

Westinghouse Hanford Company (WHC) standards/requirements identification document (S/RID)

Energy Technology Data Exchange (ETDEWEB)

Bennett, G.L.

1996-03-15

This Standards/Requirements Identification Document (S/RID) set forth the Environmental Safety and Health (ES&H) standards/requirements for Westinghouse Hanford Company Level Programs, where implementation and compliance is the responsibility of these organizations. These standards/requirements are adequate to ensure the protection of the health and safety of workers, the public, and the environment.

Westinghouse Hanford Company (WHC) standards/requirements identification document (S/RID)

International Nuclear Information System (INIS)

Bennett, G.L.

1996-01-01

This Standards/Requirements Identification Document (S/RID) set forth the Environmental Safety and Health (ES ampersand amp;H) standards/requirements for Westinghouse Hanford Company Level Programs, where implementation and compliance is the responsibility of these organizations. These standards/requirements are adequate to ensure the protection of the health and safety of workers, the public, and the environment

Findings and recommendations of the competency based standards project for radiography

International Nuclear Information System (INIS)

Egan, Ingrid

1993-01-01

In February 1992, the National Office of Overseas Skills Recognition funded a $150,000 research project for the development of Competency Based Standards for the professions of Medical Radiation Science (MRS). The four professions of MRS are now considered to be: Radiography, Radiation Therapy, Nuclear Medicine Science and Sonography. The four national documents have aimed at describing the performances of the MRS practitioner at entry level to the profession. Findings from survey and interviews indicate that the existing structure of the undergraduate courses should be reviewed with emphasis on: problem solving skills, theater radiography, paediatric radiography, image interpretation or radiography pathology as well as venepuncture, if accepted nationally. . 5 refs., 1 tab., 5 figs

Accounting firms’ managers’ and trainees’ perceptions of managerial competencies required to manage diversity in KwaZulu-Natal, South Africa

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Msizi V. Mkhize

2017-10-01

Full Text Available Background: In South Africa, there is a shortage of black chartered accountants, with some progress being made in transforming the industry. Accounting firms’ managers must be prepared to effectively manage the increasing diversity of the profession. Aim: The purpose of the study was to identify the managerial competencies required by accounting firms managers to effectively manage diversity in KwaZulu-Natal. Setting: The setting for this study is accounting firms in KwaZulu-Natal. Methods: A prospective, descriptive and analytical, cross-sectional design using systematic sampling was employed. The responses of 45 accounting firms’ managers and 114 trainees were analysed. Results: Both managers and trainees perceived the six managerial competencies important in managing diversity, but the ranking order of perceived importance indicated that there are variations in ratings. Teamwork and self-management competencies were highly rated by managers, while communication and teamwork competencies were highly rated by trainees. Conclusion: The managerial competencies are vital for the accounting firms’ managers. The study suggests that the accounting firms’ managers should consider the importance given by trainees and by themselves in prioritising the most important competencies they require in managing diversity. Accounting firms are encouraged to incorporate the six managerial competencies into the job descriptions or job advertisements and in the firms’ management development programme or training and development programme as the managerial competencies will assist managers in managing the diverse workforce effectively.

UNIVERSITIES WORLDSKILLS RUSSIA COMPETITIONS AS A MEANS OF DEVELOPING BACHELOR’S COMPETENCIES ON SPECIALTY “TOURISM”

Directory of Open Access Journals (Sweden)

Olga Victorovna Kandyba

2018-01-01

Full Text Available The relevance of the inclusion of the universities competitions in accordance with WorldSkills Russia standards (hereinafter – WSR is determined by the problematic situation that has developed in the higher education system and the modern requirements of the tourist industry labor market for graduates. Universities competitions in accordance with international standards are a new direction in the WSR movement, which can enhance the status of vocational education. This is the first experience in Russia, which, first, requires reflection, understanding and, accordingly, acceptance by the university teaching community of the WSR movement itself. Secondly, the conducted competitions have revealed a number of problems that must be solved on the way to effective implementation of WSR standards in the educational process. The article presents the matrix of professional competencies, compiled on the basis of the Federal State Educational Standard of the Higher Professional Education in “Tourism” training area 43.03.02 and the Skill WSR “Tourism” standards. On the basis of the developed matrix of competences, the correlation between the professional competencies of HPE FSES and competencies shown in the modules of the Skill WSR “Tourism” is revealed. Purpose Conducting a comparative analysis of the competencies of the HPE FSES in “Tourism” training area with competencies based on the modules of the competition task of the WSR Championship. Methodology In the article methods of included observation, peer review and comparative analysis were used. Results A comparative analysis of the competencies of the HPE FSES in “Tourism” training area with competencies necessary to complete the modules of the competition task of the WSR competition is conducted, recommendations on the expansion of the elements of the competition tasks for the university championship WSR are given. Practical implications The results obtained should be used to

Plutonium Finishing Plant (PFP) Standards/Requirements Identification Document (S/RID)

Energy Technology Data Exchange (ETDEWEB)

Maddox, B.S.

1996-01-01

This Standards/Requirements Identification Document (S/RID) sets forth the Environmental Safety and Health (ESH) standards/requirements for the Plutonium Finishing Plant (PFP). This S/RID is applicable to the appropriate life cycle phases of design, construction, operation, and preparation for decommissioning. These standards/requirements are adequate to ensure the protection of the health and safety of workers, the public, and the environment.

Plutonium Finishing Plant (PFP) Standards/Requirements Identification Document (S/RID)

International Nuclear Information System (INIS)

Maddox, B.S.

1996-01-01

This Standards/Requirements Identification Document (S/RID) sets forth the Environmental Safety and Health (ESH) standards/requirements for the Plutonium Finishing Plant (PFP). This S/RID is applicable to the appropriate life cycle phases of design, construction, operation, and preparation for decommissioning. These standards/requirements are adequate to ensure the protection of the health and safety of workers, the public, and the environment

Dosimetry requirements derived from the sterilization standards

DEFF Research Database (Denmark)

Miller, A.

1998-01-01

The main standards for radiation sterilization, ISO 11137 and EN 552, rest the documentation for the properly executed sterilization process on dosimetry. Both standards describe general requirements to the dosimetry system: The dose measurements must be traceable to national standards...... and documented uncertainty limits of the dose measurements can be used to specify process control limits. This is also useful, for example, when dose setting experiments are carried out according to the methods described in ISO 11137, where product samples shall be irradiated within narrow limits......., the uncertainty of the dose measurement and the environmental influences must be known. This paper discusses how to obtain and maintain traceability and how to document measurement uncertainty. The implications of these requirements in the process control of radiation sterilization are further discussed. Known...

When should I attempt my centrally administered summative assessments in the RANZCP competency-based training program?

Science.gov (United States)

Kealy-Bateman, Warren; Kotze, Beth; Lampe, Lisa

2016-12-01

To provide information relevant to decision-making around the timing of attempting the centrally administered summative assessments in the Royal Australian and New Zealand College of Psychiatrists (RANZCP) 2012 Fellowship Program. We consider the new Competency-Based Fellowship Program of the RANZCP and its underlying philosophy, the trainee trajectory within the program and the role of the supervisor. The relationship between workplace-based and external assessments is discussed. The timing of attempting centrally administered summative assessments is considered within the pedagogical framework of medical competencies development. Although successful completion of all the centrally administered summative assessments requires demonstration of a junior consultant standard of competency, the timing at which this standard will most commonly be achieved is likely to vary from assessment to assessment. There are disadvantages attendant upon prematurely attempting assessments, and trainees are advised to carefully consider the requirements of each assessment and match this against their current level of knowledge and skills. Trainees and supervisors need to be clear about the competencies required for each of the external assessments and match this against the trainee's current competencies to assist in decision-making about the timing of assessments and planning for future learning. © The Royal Australian and New Zealand College of Psychiatrists 2016.

Systematic approach to training for competence building in radiation safety

International Nuclear Information System (INIS)

Asiamah, S.D.; Schandorf, C.; Darko, E.O.

2003-01-01

Competence building involves four main attributes, namely, knowledge, skills, operating experience and attitude to radiation safety. These multi-attribute requirements demand a systematic approach to education and training of regulatory staff, licensees/registrants and service providers to ensure commensurate competence in performance of responsibilities and duties to specified standards. In order to address issues of competencies required in radiation safety a national programme for qualification and certification has been initiated for regulatory staff, operators, radiation safety officers and qualified experts. Since the inception of this programme in 1993, 40 training events have been organized involving 423 individuals. This programme is at various levels of implementation due to financial and human resource constraints. A department for Human Resource Development and Research was established in 2000 to enhance and ensure the sustainability of the effectiveness of capacity building in radiation safety. (author)

Standards/requirements identification documents (S/RIDS)

International Nuclear Information System (INIS)

Beckman, W.H.; Alhadeff, N.

1994-01-01

This paper describes the Fernald Environmental Restoration Management Corporation's (FERMCO) Standards/Requirement Identification Documents (S/RIDs) Development Program, the unique process used to implement it, and the status of the program. We will also discuss the lessons learned as the development program was implemented. The Department of Energy (DOE) established the Fernald site to produce uranium metals for the nation's defense programs in 1953. In 1989, DOE suspended production and, in 1991, the mission of the site was formally changed to one of environmental cleanup and restoration. The site was renamed the Fernald Environmental Management Project (FEMP) to reflect this change. From its inception until November 1992, the site was managed under a Management and Operating contract. As a result in the change in mission, DOE awarded an Environmental Restoration Management Contract (ERMC), focusing on restoration. FERMCO assumed management of the site December 1, 1992. The joint DOE/FERMCO mission is to protect human health and the environment through the safe, early, and least-cost final clean-up of the site in compliance with all applicable regulations and commitments while addressing stakeholder concerns. DOE has managed nuclear facilities primarily through its oversight of Management and Operating contractors. These contractors were responsible for formulating, selecting, and administering standards controlling design, construction, operations, and maintenance. The DOE Operations Office Manager was responsible for approving individual contractor practices and the governing site standards and requirements to be met. Due to the absence of comprehensive nuclear industry standards when most DOE sites were first established, Management and Operating contractors had to apply existing non-nuclear industry standards and, in many cases, formulate new technical standards to address unique applications

Design of a Competency Evaluation Model for Clinical Nursing Practicum, Based on Standardized Language Systems: Psychometric Validation Study.

Science.gov (United States)

Iglesias-Parra, Maria Rosa; García-Guerrero, Alfonso; García-Mayor, Silvia; Kaknani-Uttumchandani, Shakira; León-Campos, Álvaro; Morales-Asencio, José Miguel

2015-07-01

To develop an evaluation system of clinical competencies for the practicum of nursing students based on the Nursing Interventions Classification (NIC). Psychometric validation study: the first two phases addressed definition and content validation, and the third phase consisted of a cross-sectional study for analyzing reliability. The study population was undergraduate nursing students and clinical tutors. Through the Delphi technique, 26 competencies and 91 interventions were isolated. Cronbach's α was 0.96. Factor analysis yielded 18 factors that explained 68.82% of the variance. Overall inter-item correlation was 0.26, and total-item correlation ranged between 0.66 and 0.19. A competency system for the nursing practicum, structured on the NIC, is a reliable method for assessing and evaluating clinical competencies. Further evaluations in other contexts are needed. The availability of standardized language systems in the nursing discipline supposes an ideal framework to develop the nursing curricula. © 2015 Sigma Theta Tau International.

Tactical Decision Competency of Preservice Physical Education Teacher Education Students

Science.gov (United States)

Williams, Skip M.; Coleman, Margo M.; Henninger, Mary L.; Carlson, Kristin B.

2013-01-01

The most recent publication of the "National Standards and Guidelines for Physical Education Teacher Education" (National Association for Sport and Physical Education [NASPE], 2009) requires physical education teacher education (PETE) programs to demonstrate that teacher candidates display both tactical knowledge and physical competence.…

Explaining standard dominance : The effect of influential network positions and structural holes

NARCIS (Netherlands)

van de Kaa, G.

2017-01-01

Innovative systems and infrastructures such as smart grids, the internet of things, cities, or highways require generally accepted common compatibility standards to enable components of such systems to interoperate. In some cases, various standards aredeveloped by competing standards organizations,

Acquired and Required Competencies in Interactive Computer in Labour Market Sector from the Employers

Science.gov (United States)

Adodo, S. O.; Adewole, Timothy

2013-01-01

This study investigated acquired and required competencies in interactive computer technology (ICT) in labour data were collected from employers' and employees'. The study is a descriptive research of the survey type. The population of the study consisted of unemployed graduates, employed graduates and various parastatal where graduates seek for…

A guide to defining the competence required of a consultant in clinical chemistry and laboratory medicine.

Science.gov (United States)

Beastall, Graham; Kenny, Desmond; Laitinen, Paivi; ten Kate, Joop

2005-01-01

A definition has been agreed for the most senior professional (consultant) in clinical chemistry and laboratory medicine. A model job description for a consultant has been determined, which is intended to act as a toolkit to assist employing authorities and professional bodies to define the role of individual consultant posts. A total of 86 competences for a consultant have been designated and expressed in the form of simple generic proficiency standards. These competences have been allocated to six broad areas: clinical [13]; scientific [15]; technical [12]; communication [12]; management and leadership [20]; professional autonomy and accountability [14]. The competences are intended to be illustrative rather than definitive and to enable the duties of any consultant post to be defined. Assessment of competence is likely to entail consideration of qualifications, registration status, continuing professional development and performance review. The project is intended as a guide to European societies of clinical chemistry and laboratory medicine. The guide should be capable of local interpretation to encourage a greater degree of commonality in the role of the consultant whilst protecting national identity. The guide should stimulate international understanding and collaboration and contribute to an overall improvement in the quality of practice.

Cultural Competence Revisited

Science.gov (United States)

Garran, Ann Marie; Werkmeister Rozas, Lisa

2013-01-01

In 2001, the National Association of Social Workers (NASW) adopted 10 discrete standards of culturally competent practice which undergird our commitment to diversity and social justice. The concept of intersectionality is newly emerging in social work, though, causing us to reflect on our current conceptualizations of cultural competence.…

'Chasing the numbers': Australian Bachelor of Midwifery students' experiences of achieving midwifery practice requirements for registration.

Science.gov (United States)

Licqurish, Sharon; Seibold, Camel

2013-06-01

to explore one aspect of the findings from a qualitative study exploring Australian Bachelor of Midwifery students' experiences of achieving competency for beginning practice. a qualitative study using grounded theory, incorporating situational analysis. Data were collected by interviews, field observation and students' documents. one university in Victoria, Australia, which was a member of a consortium of universities that first implemented Bachelor of Midwifery curricula. 19 women, aged 20-40 years, completing the Bachelor of Midwifery course between the years 2005 and 2008. data analysis revealed an overarching social process of assimilation, and three related subprocesses namely realisation, adaptation and consolidation. This paper focuses on consolidation in terms of competency achievement in relation to set requirements. while generally found competent for beginning practice, the Bachelor of Midwifery students in this study felt that their ability to achieve competency according to professional midwifery standards, was constrained by the restricted nature of midwifery practice and medical dominance in the hospitals where they were placed. Furthermore, they found it challenging to achieve the minimum midwifery experience requirements, as well as their own personal learning objectives, within the clinical practicum hours provided in the curriculum. a review of the clinical hours provided by Bachelor of Midwifery curricula is required, with a view to ensure that clinical hours are consistent with recommended hours suggested by Australian Bachelor of Midwifery course accreditation standards. Universities implementing midwifery curricula in Australia need to be cognisant of the theory-practice gap and therefore the applicability of professional competency standards to the education of midwives. The concerns about the reliability of competency standards need to be addressed. Finally, further research is required to validate the current number of, minimum practice

Competency Based Assessment in Fashion Design

Science.gov (United States)

Russanti, Irma; Nurlaela, Lutfiyah; Basuki, Ismet; Munoto

2018-04-01

Professional certification is a form of stipulation on certain competency standards provided by one professional organization to the performance of a person through assessment. For that an assessment needs to be standardized so that there exists a general standardized scale to measure competence. In the professional certification of fashion design department, an instrument of competency based assessment is essential to be developed. The purpose of this review is to know the application of competency based assessment in the field of fashion design. The literature reviews were found by journal searching with keywords competency based assessment and fashion design in Google scholar, of which was gotten over 20 journals from 2006 to 2016. Afterwards, the search of the free-downloaded e-books in libgen was conducted under competency based assessment and fashion design, which is then found some related references. The obtained literatures were used to review the definition, approach, and implementation of competency based assessment in the field of fashion design. Results show that it is important to develop an assessment sheet in the field of fashion design covering garment, apparel and embroidery sectors by patterning the criteria of performers along with the qualifications.

Cardiovascular and Energy Requirements of Parents Watching Their Child Compete: A Pilot Mixed-Methods Investigation

Directory of Open Access Journals (Sweden)

Marc Lochbaum

2017-11-01

Full Text Available Purpose: Researchers have extensively documented the cardiovascular and metabolic demands for sports participation. To date, researchers have ignored the same requirements of competitor’s parents. Hence, our purpose was to document parent cardiovascular and metabolic responses to watching their child compete while also paying particular attention to their thoughts before and after the competition. Achievement Goal Theory (AGT drove interpretation of parent thoughts. Materials: Parents wore a device, made by Firstbeat Technologies, which continuously monitored heart rate. The parents wore the device the night before the competition to be acclimated to the technology and during the event until later in the day. Parents also completed two open-ended questions, one before the tournament and one after the contest. Results: Before the contest, the dad expected that his son won the event (Croatian National Championships for juniors. Conversely, the mother’s expectations centered more on her son’s enjoyment and competing to the best of his abilities. Parents had differing cardiovascular and energy requirement responses to watching their son compete. In addition, post-competition reflections differed as the father expressed disappointment whereas the mother expressed sadness. Conclusions: The data presented are unique and a first in the sports literature. The parents varied in the intensity of their cardiovascular responses and calories burned while watching their son compete. The father’s cardiovascular response over the course of watching was that of an aerobic workout. Whether this pattern is unique or universal are a critical research question. Last, AGT appears relevant when assessing the parent’s expectations.

Training Requirements in OSHA Standards and Training Guidelines.

Science.gov (United States)

Occupational Safety and Health Administration, Washington, DC.

This booklet contains Occupational Safety and Health Administration (OSHA) training requirements, excerpted from OSHA standards. The booklet is designed to help employers, safety and health professionals, training directors, and others who need to know training requirements. (Requirements for posting information, warning signs, labels, and the…

Academy of nutrition and dietetics: revised 2014 standards of practice and standards of professional performance for registered dietitian nutritionists (competent, proficient, and expert) in sports nutrition and dietetics.

Science.gov (United States)

Steinmuller, Patricia L; Kruskall, Laura J; Karpinski, Christine A; Manore, Melinda M; Macedonio, Michele A; Meyer, Nanna L

2014-04-01

Sports nutrition and dietetics addresses relationships of nutrition with physical activity, including weight management, exercise, and physical performance. Nutrition plays a key role in the prevention and treatment of obesity and chronic disease and for maintenance of health, and the ability to engage in physical activity, sports, and other aspects of physical performance. Thus, the Sports, Cardiovascular, and Wellness Nutrition Dietetic Practice Group, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, has developed the Revised 2014 Standards of Practice and Standards of Professional Performance as a resource for Registered Dietitian Nutritionists working in sports nutrition and dietetics to assess their current skill levels and to identify areas for further professional development in this emerging practice area. The revised document reflects advances in sports nutrition and dietetics practice since the original standards were published in 2009 and replaces those standards. The Standards of Practice represents the four steps in the Nutrition Care Process as applied to the care of patients/clients. The Standards of Professional Performance covers six standards of professional performance: quality in practice, competence and accountability, provision of services, application of research, communication and application of knowledge, and utilization and management of resources. Within each standard, specific indicators provide measurable action statements that illustrate how the standards can be applied to practice. The indicators describe three skill levels (competent, proficient, and expert) for Registered Dietitian Nutritionists working in sports nutrition and dietetics. The Standards of Practice and Standards of Professional Performance are complementary resources for Registered Dietitian Nutritionists in sports nutrition and dietetics practice. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc

Influence of firm size on the competencies required to management engineers in the Jordanian telecommunications sector

Science.gov (United States)

Conchado Peiró, Andrea; Bas Cerdá, María del Carmen; Gharaibeh, Khaled M.; Kaylani, Hazem

2017-09-01

The objective of this study is to identify the competencies required to achieve success in the transition from higher education to the labour market based on the perceptions of employers. This paper analyses the assessments made by a group of engineering company employers. An item-battery of 20 competencies was grouped into 3 dimensions by using factor analysis. Subsequently, respondents' scores were also clustered into three groups and characterised through contingency tables. The competencies demanded by employers were grouped into business and finance, problem-solving and strategic planning. Significant differences were found between responses from employers working in medium and small companies, who placed more importance on competencies related to problem-solving and strategic planning, and employers in big companies, who were more concerned about the difficulties of finding well-trained graduates. The findings from this paper have important implications for research in the areas of higher education and organisations that usually employ graduate engineers.

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

Science.gov (United States)

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

2017-03-01

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

(Re) Making the Procrustean Bed? Standardization and Customization as Competing Logics in Healthcare.

Science.gov (United States)

Mannion, Russell; Exworthy, Mark

2017-03-28

Recent years have witnessed a parallel and seemingly contradictory trend towards both the standardization and the customization of healthcare and medical treatment. Here, we explore what is meant by 'standardization' and 'customization' in healthcare settings and explore the implications of these changes for healthcare delivery. We frame the paradox of these divergent and opposing factors in terms of institutional logics - the socially constructed rules, practices and beliefs which perpetuate institutional behaviour. As the tension between standardization and customization is fast becoming a critical fault-line within many health systems, there remains an urgent need for more sustained work exploring how these competing logics are articulated, adapted, resisted and co-exist on the front line of care delivery. © 2017 The Author(s); Published by Kerman University of Medical Sciences. This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Intercultural Competence – Key Competence of Multicultural Teams

Directory of Open Access Journals (Sweden)

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.

2010 Canadian Cardiovascular Society/Canadian Heart Rhythm Society Training Standards and Maintenance of Competency in Adult Clinical Cardiac Electrophysiology.

Science.gov (United States)

Green, Martin S; Guerra, Peter G; Krahn, Andrew D

2011-01-01

The last guidelines on training for adult cardiac electrophysiology (EP) were published by the Canadian Cardiovascular Society in 1996. Since then, substantial changes in the knowledge and practice of EP have mandated a review of the previous guidelines by the Canadian Heart Rhythm Society, an affiliate of the Canadian Cardiovascular Society. Novel tools and techniques also now allow electrophysiologists to map and ablate increasingly complex arrhythmias previously managed with pharmacologic or device therapy. Furthermore, no formal attempt had previously been made to standardize EP training across the country. The 2010 Canadian Cardiovascular Society/Canadian Heart Rhythm Society Training Standards and Maintenance of Competency in Adult Clinical Cardiac Electrophysiology represent a consensus arrived at by panel members from both societies, as well as EP program directors across Canada and other select contributors. In describing program requirements, the technical and cognitive skills that must be acquired to meet training standards, as well as the minimum number of procedures needed in order to acquire these skills, the new guidelines provide EP program directors and committee members with a template to develop an appropriate curriculum for EP training for cardiology fellows here in Canada. Copyright © 2011 Canadian Cardiovascular Society. Published by Elsevier Inc. All rights reserved.

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

OpenAIRE

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

2016-01-01

Aim: To present the qualitative findings from a study on the development of scheme(s) to give evidence of maintenance of professional competence for nurses and midwives. Background: Key issues in maintenance of professional competence include notions of self- assessment, verification of engagement and practice hours, provision of an evidential record, the role of the employer and articulation of possible consequences for non-adherence with the requirements. Schemes to demonstrate the maintena...

Recommending a minimum English proficiency standard for entry-level nursing.

Science.gov (United States)

O'Neill, Thomas R; Tannenbaum, Richard J; Tiffen, Jennifer

2005-01-01

When nurses who are educated internationally immigrate to the United States, they are expected to have English language proficiency in order to function as a competent nurse. The purpose of this research was to provide sufficient information to the National Council of State Boards of Nursing (NCSBN) to make a defensible recommended passing standard for English proficiency. This standard was based upon the Test of English as a Foreign Language (TOEFL). A large panel of nurses and nurse regulators (N = 25) was convened to determine how much English proficiency is required to be minimally competent as an entry-level nurse. Two standard setting procedures, the Simulated Minimally Competent Candidate (SMCC) procedure and the Examinee Paper Selection Method, were combined to produce recommendations for each panelist. In conjunction with collateral information, these recommendations were reviewed by the NCSBN Examination Committee, which decided upon an NCSBN recommended standard, a TOEFL score of 220. Because the adoption of this standard rests entirely with the individual state, NCSBN has little more to do with implementing the standard, other than answering questions and providing documentation about the standard.

HOW ROMANIAN FINANCIAL AND INTERNAL AUDITORS ACQUIRE ACCOUNTING INFORMATION SYSTEMS KNOWLEDGE AND COMPETENCES?

OpenAIRE

Cardos Vasile - Daniel

2011-01-01

Research theme - in this article we investigate how Romanian financial and internal auditors acquire accounting information systems knowledge and competences and how they use this knowledge to improve their activity in order to fulfill their mission as required by the professional standards. Objectives - our main purpose is to establish through what type of courses Romanian financial and internal auditors acquiring accounting information systems knowledge and competences and how useful these ...

Professional competences in school health promotion

DEFF Research Database (Denmark)

Carlsson, Monica Susanne

2015-01-01

shows that ‘a production logic’ and economic values are emphasized in the motivation of the project and in the knowledge base underpinning the competency-framework. The discussion of the responsiveness of the formulations in relation to school health promotion points out that there are matches between......The purpose of the study is to critically explore the formulations of competencies and standards in the European project “Developing Competencies and Professional Standards for Health Promotion Capacity Building in Europe”, and to discuss them in relation to school health promotion. The analysis...... these formulations, and essential values and approaches in school health promotion. However, by underemphasizing the potential of education and learning, and reducing changes at individual and group level to behavioral change, the formulations of competencies and standards are not in concert with essential values...

Academy of Nutrition and Dietetics: Revised 2017 Standards of Practice and Standards of Professional Performance for Registered Dietitian Nutritionists (Competent, Proficient, and Expert) in Diabetes Care.

Science.gov (United States)

Davidson, Patricia; Ross, Tamara; Castor, Chimene

2018-05-01

There are 30.3 million people with diabetes and 86 million with prediabetes in the United States, underscoring the growing need for comprehensive diabetes care and nutrition for the management of diabetes and diabetes-related conditions. Management of diabetes is also critical for the prevention of diabetes-related complications such as cardiovascular and renal disease. The Diabetes Care and Education Dietetic Practice Group along with the Academy of Nutrition and Dietetics Quality Management Committee have updated the Standards of Practice (SOP) and Standards of Professional Performance (SOPP) for Registered Dietitian Nutritionists (RDNs) in Diabetes Care. The SOP and SOPP for RDNs in Diabetes Care provide indicators that describe three levels of practice: competent, proficient, and expert. The SOP utilizes the Nutrition Care Process and clinical workflow elements for care and management of those with diabetes and prediabetes. The SOPP describes six domains that focus on professionalism: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources. Specific indicators outlined in the SOP and SOPP depict how these standards apply to practice. The SOP and SOPP are complementary resources for RDNs caring for individuals with diabetes or specializing in diabetes care or practicing in other diabetes-related areas, including research. The SOP and SOPP are intended to be used for RDN self-evaluation for ensuring competent practice and for determining potential education and training needs for advancement to a higher practice level in a variety of settings. Copyright © 2018 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Issues in competence and pre-service teacher education. Part 1.Can ...

African Journals Online (AJOL)

The Department of Education's Norms and standards for educators (Department of. Education 2000) require that higher education institutions design and implement outcomes-based teacher education programmes to enable novice teachers to demonstrate their competence across a range of teacher roles. In this article the

Smart grid standards specifications, requirements, and technologies

CERN Document Server

Sato, Takuro; Duan, Bin; Macuha, Martin; Zhou, Zhenyu; Wu, Jun; Tariq, Muhammad; Asfaw, Solomon A

2015-01-01

With numerous existing Smart Grid standards, it is clear that governments and industrial organizations world-wide have understood and acknowledged the critical role they play. This timely book is a useful guide for Smart Grid professionals in easily classifying fundamental Smart Grid standards, and to quickly find the building blocks they need to analyse and implement a Smart Grid system. The standards are organized in a systematic manner that aids identification, according to grid requirements. It also covers broader Smart Grid areas including, but not limited to, the following: A fully c

Fluor Daniel Hanford contract standards/requirements identification document

Energy Technology Data Exchange (ETDEWEB)

Bennett, G.L.

1997-04-24

This document, the Standards/Requirements Identification Document (S/RID) for the Fluor Daniel Hanford Contract, represents the necessary and sufficient requirements to provide an adequate level of protection of the worker, public health and safety, and the environment.

Fluor Daniel Hanford company standards requirements identification document

International Nuclear Information System (INIS)

Bennett, G.L.

1997-01-01

This document, the Standards/Requirements Identification Document (S/RID) for the Fluor Daniel Hanford Contract, represents the necessary and sufficient requirements to provide an adequate level of protection of the worker, public health and safety, and the environment

How changes in consumer behaviour and retailing affect competence requirements for food producers and processors

DEFF Research Database (Denmark)

Grunert, Klaus G.

2006-01-01

are singled out as especially important: consumer understanding, relationship management, and new product development. The development of market-related competencies aimed at exploiting trends in consumer behaviour and retailing will also entail changing forms of cooperation among members of the value chain......This paper analyses the changing competence requirements which members of the food chain face in their pursuit of competitive advantage. Two groups of trends serve as point of departure: more dynamic and heterogeneous consumer demands, which can be analysed in terms of consumer demands for sensory......, which favour both new ways of adding value but also new ways of matching consumer heterogeneity with heterogeneity in agricultural raw materials....

How changes in consumer behaviour and retailing affect competence requirements for food producers and processors

DEFF Research Database (Denmark)

Grunert, Klaus G.

are singled out as especially important: consumer understanding, relationship management, and new product development. The development of market-related competencies aimed at exploiting trends in consumer behaviour and retailing will also entail changing forms of cooperation among members of the value chain......This paper analyses the changing competence requirements which members of the food chain face in their pursuit of competitive advantage. Two groups of trends serve as point of departure: more dynamic and heterogeneous consumer demands, which can be analysed in terms of consumer demands for sensory......, which favour both new ways of adding value but also new ways of matching consumer heterogeneity with heterogeneity in agricultural raw materials....

Validation and standardization of the Emotional Skills and Competence Questionnaire (ESCQ among Indian university students

Directory of Open Access Journals (Sweden)

Tabassum Rashid

2009-11-01

Full Text Available There is a seeming theoretical incoherence surrounding the construct emotional intelligence (EI, as well as the problematic issues related to its measurement. The development of the psychometrically sound measurement tools based on the coherent theoretical models is fundamental for the EI to be considered as a valid construct. The current research is aimed to reexamine the psychometric properties and the factor structure of the Emotional Skills and Competence Questionnaire (ESCQ, as well as to evaluate the convergent validity in terms of its relationship with the multidimensional Emotional Intelligence Scale (EIS developed and standardized in the Indian cultural settings. The results indicated that the self-report measure of emotional competence is reliable and valid. Moreover, the factor structure of the questionnaire is confirmed, and other psychometric properties are found to be much in line with the earlier studies conducted in various cultural backgrounds.

Radioactive material package test standards and performance requirements - public perception

International Nuclear Information System (INIS)

Pope, R.B.; Shappert, L.B.; Rawl, R.R.

1992-01-01

This paper addresses issues related to the public perception of the regulatory test standards and performance requirements for packaging and transporting radioactive material. Specifically, it addresses the adequacy of the package performance standards and testing for Type B packages, which are those packages designed for transporting the most hazardous quantities and forms of radioactive material. Type B packages are designed to withstand accident conditions in transport. To improve public perception, the public needs to better understand: (a) the regulatory standards and requirements themselves, (b) the extensive history underlying their development, and (c) the soundness of the technical foundation. The public needs to be fully informed on studies, tests, and analyses that have been carried out worldwide and form the basis of the regulatory standards and requirements. This paper provides specific information aimed at improving the public perception of packages test standards

Requirements for a quality measurement instrument for semantic standards

NARCIS (Netherlands)

Folmer, E.J.A.; Krukkert, D.; Oude Luttighuis, P.; Hillegersberg van, J. van

2010-01-01

This study describes requirements for an instrument to measure the quality of semantic standards. A situational requirements engineering method was used, resulting in a goal-tree in which requirements are structured. This structure shows requirements related to the input of the instrument; stating

Waste encapsulation storage facility (WESF) standards/requirements identification document (S/RIDS)

Energy Technology Data Exchange (ETDEWEB)

Maddox, B.S., Westinghouse Hanford

1996-07-29

This Standards/Requirements Identification Document (S/RID) sets forth the Environmental Safety and Health (ES{ampersand}H) standards/requirements for the Waste Encapsulation Storage Facility (WESF). This S/RID is applicable to the appropriate life cycle phases of design, construction, operation, and preparation for decommissioning. These standards/requirements are adequate to ensure the protection of the health and safety of workers, the public, and the environment.

COMMUNICATIVE COMPETENCE AS THE SUBJECT OF EDUCATIONAL RESEARCH

Directory of Open Access Journals (Sweden)

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

Adult educators' core competences

DEFF Research Database (Denmark)

Wahlgren, Bjarne

2016-01-01

” requirements, organising them into four thematic subcategories: (1) communicating subject knowledge; (2) taking students’ prior learning into account; (3) supporting a learning environment; and (4) the adult educator’s reflection on his or her own performance. At the end of his analysis of different competence......Abstract Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators’ required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural...... environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or “core...

Obstetric and Gynecologic Ultrasound Curriculum and Competency Assessment in Residency Training Programs

DEFF Research Database (Denmark)

Abuhamad, Alfred; Minton, Katherine K; Benson, Carol B

2018-01-01

in Medicine assembled a multisociety task force to develop a consensus-based, standardized curriculum and competency assessment tools for obstetric and gynecologic ultrasound training in residency programs. The curriculum and competency assessment tools were developed based on existing national...... and international guidelines for the performance of obstetric and gynecologic ultrasound examinations and thus are intended to represent the minimum requirement for such training. By expert consensus, the curriculum was developed for each year of training, criteria for each competency assessment image were...... that the criteria set forth in this document will evolve with time. The task force also encourages use of ultrasound simulation in residency training and expects that simulation will play a significant part in the curriculum and the competency assessment process. Incorporating this training curriculum...

Obstetric and gynecologic ultrasound curriculum and competency assessment in residency training programs

DEFF Research Database (Denmark)

Abuhamad, Alfred; Minton, Katherine K; Benson, Carol B

2018-01-01

in Medicine assembled a multisociety task force to develop a consensus-based, standardized curriculum and competency assessment tools for obstetric and gynecologic ultrasound training in residency programs. The curriculum and competency assessment tools were developed based on existing national...... and international guidelines for the performance of obstetric and gynecologic ultrasound examinations and thus are intended to represent the minimum requirement for such training. By expert consensus, the curriculum was developed for each year of training, criteria for each competency assessment image were...... that the criteria set forth in this document will evolve with time. The task force also encourages use of ultrasound simulation in residency training and expects that simulation will play a significant part in the curriculum and the competency assessment process. Incorporating this training curriculum...

REFLECTION OF A COMPETENCE-PROFESSIONAL MODEL OF THE UNIVERSITY GRADUATE IN THE STRUCTURE OF UNIVERSITY TEXTBOOKS

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Ю В Фролов

2016-12-01

Full Text Available The article discusses the process of designing an interdisciplinary tutorial on the basics of business informatics in the context of the requirements Federal state educational and professional standards. Proposed by competence-professional model, which describes the requirements for the training of specialists in the IT industry. Shown comparison between the hierarchy of educational results, which are reflected in the structural elements of the textbook, and levels of skill requirements in the professional standard.

Competencies and Their Assessment

Science.gov (United States)

Drisko, James W.

2014-01-01

This article explores competencies and methods for their assessment in higher education and in social work's accreditation standards. Many contemporary policy and educational accreditation efforts employ the model of competency assessment. The current emphasis on accountability in higher education, including the Council on Social Work…

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

Science.gov (United States)

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

2016-10-01

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

An Organization's Extended (Soft) Competencies Model

Science.gov (United States)

Rosas, João; Macedo, Patrícia; Camarinha-Matos, Luis M.

One of the steps usually undertaken in partnerships formation is the assessment of organizations’ competencies. Typically considered competencies of a functional or technical nature, which provide specific outcomes can be considered as hard competencies. Yet, the very act of collaboration has its specific requirements, for which the involved organizations must be apt to exercise other type of competencies that affect their own performance and the partnership success. These competencies are more of a behavioral nature, and can be named as soft-competencies. This research aims at addressing the effects of the soft competencies on the performance of the hard ones. An extended competencies model is thus proposed, allowing the construction of adjusted competencies profiles, in which the competency levels are adjusted dynamically according to the requirements of collaboration opportunities.

42 CFR 436.811 - Medically needy income standard: General requirements.

Science.gov (United States)

2010-10-01

... THE VIRGIN ISLANDS Financial Requirements for the Medically Needy Medically Needy Income Standard... groups that meets the requirements of this section. (b) The income standard must take into account the... the State's covered medically needy group or groups of individuals under § 436.301. (d) The income...

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

Science.gov (United States)

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

2006-01-01

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

National Survey Assessing Perceived Multicultural Competence in Art Therapy Graduate Students

Science.gov (United States)

Robb, Megan

2014-01-01

Multicultural competence is essential to contemporary art therapy practice. Current education standards require that culturally sound theories and practices be taught along with self-awareness, but there is little research on the effects of such training in art therapy. The current study examined data from the Multicultural Awareness, Knowledge,…

The development of national standards for adult educators in Namibia

Science.gov (United States)

Ellis, Justin; Richardson, Brent H.

2012-06-01

Since gaining independence from South Africa in 1990, Namibia has placed considerable emphasis on education, including adult learning. As a means of improving the quality of adult learning, the Namibian Ministry of Education commissioned the development of national standards in 2010 to express competency requirements for adult educators. Particular attention was paid to the views of adult learners who participated through thirty focus groups. The participatory process revealed that the work of an adult educator is more complex and demanding than had previously been appreciated. The required competencies were categorised under four headings: (1) Knowledge as an adult educator, (2) Practice as an adult educator, (3) Relationships as an adult educator and (4) Ethics and professionalism as an adult educator. The Namibia Qualifications Authority, acting under its legislative mandate of setting occupational standards for occupations, jobs, posts and positions, approved the national standards in 2011.

Inspire and develop people, two key competence for safety leadership

International Nuclear Information System (INIS)

Gonzalez, F.; Perez, O.; Fernandez, M.; Alvarez, N.; Villadoniga, J. I.

2014-01-01

Developing leadership skills in organizations is key to ensuring the sustainability of excellent results in industries with high standards of safety and reliability element. In order to have a model of development of specific leadership for these organizations, Tecnatom in 2011, we initiated an internal project to find and adapt a competency model to these requirements. (Author)

Competency-based medical education and continuing professional development: A conceptualization for change.

Science.gov (United States)

Lockyer, Jocelyn; Bursey, Ford; Richardson, Denyse; Frank, Jason R; Snell, Linda; Campbell, Craig

2017-06-01

Competency-based medical education (CBME) is as important in continuing professional development (CPD) as at any other stage of a physician's career. Principles of CBME have the potential to revolutionize CPD. Transitioning to CBME-based CPD will require a cultural change to gain commitment from physicians, their employers and institutions, CPD providers, professional organizations, and medical regulators. It will require learning to be aligned with professional and workplace standards. Practitioners will need to develop the expertise to systematically examine their own clinical performance data, identify performance improvement opportunities and possibilities, and develop a plan to address areas of concern. Health care facilities and systems will need to produce data on a regular basis and to develop and train CPD educators who can work with physician groups. Stakeholders, such as medical regulatory authorities who are responsible for licensing physicians and other standard-setting bodies that credential and develop maintenance-of-certification systems, will need to change their paradigm of competency enhancement through CPD.

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

Directory of Open Access Journals (Sweden)

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.

Assuring the competence of nuclear power plant contractor personnel

International Nuclear Information System (INIS)

2001-07-01

This report was prepared in response to a recommendation by the IAEA International Working Group on Training and Qualification of NPP Personnel (JWG-T and Q) and supported by a number of IAEA meetings on NPP personnel training. IAEA publications on NPP training are the only international documents available to all Member States with nuclear programmes. This report complements the following IAEA publications on NPP personnel training: Technical Reports Series No. 380, Nuclear Power Plant Personnel Training and its Evaluation, A Guidebook; IAEA-TECDOC-1057, Experience in the Use of Systematic Approach to Training (SAT) for Nuclear Power Plant Personnel and IAEA-TECDOC-1063, IAEA World Survey on Nuclear Power Plant Personnel Training. This TECDOC also supplements the IAEA Safety Guide 50-SG-O1 (Rev. 1), Staffing of Nuclear Power Plants and the Recruitment Training and Authorization of Operating Personnel and Safety Standards Series No. NS-R-2, Safety of Nuclear Power Plants. Operation. Within the context of this report NPP contractors are defined as any personnel working for a nuclear power plant who are not directly employed by the nuclear power plant. Competence is the ability to perform to identified standards; it comprises skills, knowledge and attitudes and may be developed through education, experience and training. Qualification is a formal statement of achievement, resulting from an auditable assessment; if competence is assessed, the qualification becomes a formal statement of competence and may be shown on a certificate, diploma, etc. It is recognized that personnel are used to perform tasks that are of a specialised or temporary nature where it is not feasible to hire or maintain a full-time NPP employee. Accordingly, contractors may be used in a variety of situations to support NPPs. Typical situations include: supplies and services being delivered by the contractors that are subject to different quality standards based on a graded approach to assuring

Assuring the competence of nuclear power plant contractor personnel

Energy Technology Data Exchange (ETDEWEB)

NONE

2001-07-01

This report was prepared in response to a recommendation by the IAEA International Working Group on Training and Qualification of NPP Personnel (JWG-T and Q) and supported by a number of IAEA meetings on NPP personnel training. IAEA publications on NPP training are the only international documents available to all Member States with nuclear programmes. This report complements the following IAEA publications on NPP personnel training: Technical Reports Series No. 380, Nuclear Power Plant Personnel Training and its Evaluation, A Guidebook; IAEA-TECDOC-1057, Experience in the Use of Systematic Approach to Training (SAT) for Nuclear Power Plant Personnel and IAEA-TECDOC-1063, IAEA World Survey on Nuclear Power Plant Personnel Training. This TECDOC also supplements the IAEA Safety Guide 50-SG-O1 (Rev. 1), Staffing of Nuclear Power Plants and the Recruitment Training and Authorization of Operating Personnel and Safety Standards Series No. NS-R-2, Safety of Nuclear Power Plants. Operation. Within the context of this report NPP contractors are defined as any personnel working for a nuclear power plant who are not directly employed by the nuclear power plant. Competence is the ability to perform to identified standards; it comprises skills, knowledge and attitudes and may be developed through education, experience and training. Qualification is a formal statement of achievement, resulting from an auditable assessment; if competence is assessed, the qualification becomes a formal statement of competence and may be shown on a certificate, diploma, etc. It is recognized that personnel are used to perform tasks that are of a specialised or temporary nature where it is not feasible to hire or maintain a full-time NPP employee. Accordingly, contractors may be used in a variety of situations to support NPPs. Typical situations include: supplies and services being delivered by the contractors that are subject to different quality standards based on a graded approach to assuring

Comparison study of judged clinical skills competence from standard setting ratings generated under different administration conditions.

Science.gov (United States)

Roberts, William L; Boulet, John; Sandella, Jeanne

2017-12-01

When the safety of the public is at stake, it is particularly relevant for licensing and credentialing exam agencies to use defensible standard setting methods to categorize candidates into competence categories (e.g., pass/fail). The aim of this study was to gather evidence to support change to the Comprehensive Osteopathic Medical Licensing-USA Level 2-Performance Evaluation standard setting design and administrative process. Twenty-two video recordings of candidates assessed for clinical competence were randomly selected from the 2014-2015 Humanistic domain test score distribution ranging from the highest to lowest quintile of performance. Nineteen panelists convened at the same site to receive training and practice prior to generating judgments of qualified or not qualified performance to each of the twenty videos. At the end of training, one panel remained onsite to complete their judgments and the second panel was released and given 1 week to observe the same twenty videos and complete their judgments offsite. The two one-sided test procedure established equivalence between panel group means at the 0.05 confidence level, controlling for rater errors within each panel group. From a practical cost-effective and administrative resource perspective, results from this study suggest it is possible to diverge from typical panel groups, who are sequestered the entire time onsite, to larger numbers of panelists who can make their judgments offsite with little impact on judged samples of qualified performance. Standard setting designs having panelists train together and then allowing those to provide judgments yields equivalent ratings and, ultimately, similar cut scores.

Towards identifying nurse educator competencies required for simulation-based learning: A systemised rapid review and synthesis.

Science.gov (United States)

Topping, Anne; Bøje, Rikke Buus; Rekola, Leena; Hartvigsen, Tina; Prescott, Stephen; Bland, Andrew; Hope, Angela; Haho, Paivi; Hannula, Leena

2015-11-01

This paper presents the results of a systemised rapid review and synthesis of the literature undertaken to identify competencies required by nurse educators to facilitate simulation-based learning (SBL). An international collaboration undertook a protocol-based search, retrieval and critical review. Web of Science, PubMed, CINAHL Plus, PsycInfo, ERIC, the Cochrane Library and Science Direct. The search was limited to articles published in English, 2002-2012. The search terms used: nurse*, learn*, facilitator, simula*, lecturer, competence, skill*, qualificat*, educator, health care, "patient simulation", "nursing education" and "faculty". The search yielded 2156 "hits", following a review of the abstracts, 72 full-text articles were extracted. These were screened against predetermined inclusion/exclusion criteria and nine articles were retained. Following critical appraisal, the articles were analyzed using an inductive approach to extract statements for categorization and synthesis as competency statements. This review confirmed that there was a modest amount of empirical evidence on which to base a competency framework. Those papers that provided descriptions of educator preparation identified simulation-based workshops, or experiential training, as the most common approaches for enhancing skills. SBL was not associated with any one theoretical perspective. Delivery of SBL appeared to demand competencies associated with planning and designing simulations, facilitating learning in "safe" environments, expert nursing knowledge based on credible clinical realism, reference to evidence-based knowledge and demonstration of professional values and identity. This review derived a preliminary competency framework. This needs further development as a model for educators delivering SBL as part of nursing curricula. Copyright © 2015. Published by Elsevier Ltd.

The TENCompetence Personal Competence Manager

NARCIS (Netherlands)

Kew, Christopher

2007-01-01

The European Network for Lifelong Competence Development is an Integrated Project funded by the EU. Its goal is to establish an innovative technical and organizational infrastructure using open-source, standards-based technology to support lifelong competence development. In this paper

RAISING INFORMATION AND COMMUNICATION TECHNOLOGIES COMPETENCE OF SCIENTIFIC AND PEDAGOGICAL EMPLOYEES - A KEY REQUIREMENT OF THE QUALITY OF EDUCATIONAL PROCESS

Directory of Open Access Journals (Sweden)

Nataliia V. Morze

2017-06-01

Full Text Available In the article it was analyzed one of the basic conditions of providing the quality of higher education according to the system of internal quality assurance standards ESG (European quality assurance standards and guidelines to increase the ICT competence of scientific-pedagogical staff of the University. It was described the modular system of training for scientific and pedagogical staff of the Borys Grinchenko Kyiv University. Special attention is paid to the description of the system of raising the level of formation the ICT competence as one of the key competences of the modern teacher. The system of professional development, which is based on creating mixed studying and technology of "flipped classroom", formative assessment, innovative educational and ICT technologies according to the specially designed informative module "Informational and communication technologies", which allows scientific-pedagogical staff to use modern ICT and educational technologies effectively for their further applying in the provision of educational services and the development of quality of open educational content and open educational e-environment available to the student at any convenient time, which will significantly improve the quality of the educational process.

Using Simulation-Based Medical Education to Meet the Competency Requirements for the Single Accreditation System.

Science.gov (United States)

Riley, Bernadette

2015-08-01

Simulation-based medical education can provide medical training in a nonjudgmental, patient-safe, and effective environment. Although simulation has been a relatively new addition to medical education, the aeronautical, judicial, and military fields have used simulation training for hundreds of years, with positive outcomes. Simulation-based medical education can be used in a variety of settings, such as hospitals, outpatient clinics, medical schools, and simulation training centers. As the author describes in the present article, residencies currently accredited by the American Osteopathic Association can use a simulation-based medical education curriculum to meet training requirements of the 6 competencies identified by the Accreditation Council for Graduate Medical Education. The author also provides specific guidance on providing training and assessment in the professionalism competency.

Competency-Based Assignment & Promotion to Meet Air Force Senior Leader Requirements

National Research Council Canada - National Science Library

Steele, Jr., Robert G; Fletcher, Kelly E; Nadoiski, William F; Buckman, Emily A; Oliver, Jr., Stephen W

2006-01-01

.... The third component, competencies, are occupational skill sets and enduring leadership competencies Air Force leaders develop as they progress along the tactical, operational and strategic levels...

75 FR 35282 - Third Party Testing for Certain Children's Products; Infant Walkers: Requirements for...

Science.gov (United States)

2010-06-21

... requirements of the ISO/IEC 17025:2005 laboratory accreditation standard is provided in the CPSC staff briefing... to ISO Standard ISO/IEC 17025:2005, ``General Requirements for the Competence of Testing and... tested by a third party conformity assessment body that was ISO/IEC 17025 accredited by an ILAC-MRA...

Competency-based training model for human resource management and development in public sector

Science.gov (United States)

Prabawati, I.; Meirinawati; AOktariyanda, T.

2018-01-01

Human Resources (HR) is a very important factor in an organization so that human resources are required to have the ability, skill or competence in order to be able to carry out the vision and mission of the organization. Competence includes a number of attributes attached to the individual which is a combination of knowledge, skills, and behaviors that can be used as a mean to improve performance. Concerned to the demands of human resources that should have the knowledge, skills or abilities, it is necessary to the development of human resources in public organizations. One form of human resource development is Competency-Based Training (CBT). CBT focuses on three issues, namely skills, competencies, and competency standard. There are 5 (five) strategies in the implementation of CBT, namely: organizational scanning, strategic planning, competency profiling, competency gap analysis, and competency development. Finally, through CBT the employees within the organization can reduce or eliminate the differences between existing performance with a potential performance that can improve the knowledge, expertise, and skills that are very supportive in achieving the vision and mission of the organization.

Adult educators' core competences

Science.gov (United States)

Wahlgren, Bjarne

2016-06-01

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

DEVELOPMENT OF METHODOLOGY FOR DESIGNING TESTABLE COMPONENT STRUCTURE OF DISCIPLINARY COMPETENCE

Directory of Open Access Journals (Sweden)

Vladimir I. Freyman

2014-01-01

Full Text Available The aim of the study is to present new methods of quality results assessment of the education corresponding to requirements of Federal State Educational Standards (FSES of the Third Generation developed for the higher school. The urgency of search of adequate tools for quality competency measurement and its elements formed in the course of experts’ preparation are specified. Methods. It is necessary to consider interference of competency components such as knowledge, abilities, possession in order to make procedures of assessment of students’ achievements within the limits of separate discipline or curriculum section more convenient, effective and exact. While modeling of component structure of the disciplinary competence the testable design of components is used; the approach borrowed from technical diagnostics. Results. The research outcomes include the definition and analysis of general iterative methodology for testable designing component structure of the disciplinary competence. Application of the proposed methodology is illustrated as the example of an abstract academic discipline with specified data and index of labour requirement. Methodology restrictions are noted; practical recommendations are given. Scientific novelty. Basic data and a detailed step-by-step implementation phase of the proposed common iterative approach to the development of disciplinary competence testable component structure are considered. Tests and diagnostic tables for different options of designing are proposed. Practical significance. The research findings can help promoting learning efficiency increase, a choice of adequate control devices, accuracy of assessment, and also efficient use of personnel, temporal and material resources of higher education institutions. Proposed algorithms, methods and approaches to procedure of control results organization and realization of developed competences and its components can be used as methodical base while

BACHELOR OF INFORMATICS COMPETENCE IN PROGRAMMING

Directory of Open Access Journals (Sweden)

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.

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

Science.gov (United States)

Cappiello, Joyce; Levi, Amy; Nothnagle, Melissa

2016-05-01

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

Survey of forensic mental health experts on pro se competence after Indiana v. Edwards.

Science.gov (United States)

Kaufman, Andrew R; Knoll, James L; Way, Bruce B; Leonard, Cecilia; Widroff, Jacob

2011-01-01

In Indiana v. Edwards (2008) the U.S. Supreme Court held that a higher standard may be required for pro se competence (PSC) than for competence to stand trial (CST), but provided little guidance for the trial court judge. This survey of forensic mental health experts studied potential PSC criteria. Sixty-eight (22.7%) forensic evaluators replied. Three McGarry criteria were reported as requiring a much higher standard for PSC: to appraise the available legal defenses (45.6%), to plan a legal strategy (51.5%), and to question and challenge witnesses (44.1%). Sixty percent agreed that standby counsel should be mandatory. Respondents opined that average abilities were sufficient for intelligence (77.9%), literacy (69.1%), and verbal ability (70.6%) were sufficient. PSC examiners may wish to assess appraisal of available legal defenses, planning a legal strategy, and questioning and challenging witnesses for a higher standard than CST. Evaluators should also assess the defendant's willingness to accept standby counsel (SBC) and the defendant's motivation for attempting a pro se defense.

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 ...

PRAXIOCENTRALISM IN THE PROFESSIONAL STANDARD OF THE TEACHER

Directory of Open Access Journals (Sweden)

L. Y. Monakhova

2017-01-01

Full Text Available Introduction. The main objective of the professional standard, systematizing the work function of a teacher, is to describe not personal qualities of teachers but the process and outcome of their activities. The logic of the development of the professional standard involves the analysis of teaching activities and evaluation of its results, which should possess the properties of measurability and diagnosability.The aim of the present publication is to identify praxiological foundations of the professional standard of the teacher via a comparative analysis of the requirements and fundamental concepts of praxeology – a General theory of successful activities developed by domestic and foreign authors and reflected in monographic and dissertation researches.Methodology and methods of research. Methodological basis of research is the ideas of system, activity and praxiological approaches.Results. The authors prove that pedagogical praxeology as the science and practice of effective organization of pedagogical activity is a new mechanism to describe the characteristics of pedagogical activity and formation of complex of professional portrait of the teacher. Pedagogical praxeology as the mechanism: establishes the framework of competences of the teacher; defines the requirements for structured content, conditions and quality of work of the teacher, their qualifications and competences in the field of professional activity; provides the necessary compliance awareness of teacher’s requirements; describes methods of assessing the development of competencies of teachers; promotes the involvement of the teacher in the task of improving the quality of education; serves as the basis for constructing a continuous trajectory of increasing level of professional training of each teacher.Scientific novelty. The content of professional standards from the standpoint of the praxiological approach is investigated; conceptual ideas of praxeology, defining role and

Competence-based coaching supervision: based on the project to develop a Russian National coaching professional Standard

OpenAIRE

Airey, Sally-anne

2014-01-01

My article is essentially a reflection of an experience I shared with an audience of around 80 Russian coaches in Moscow, in March this year. I was a guest of the Association of Russian Coaches, who had invited me to demonstrate a 30-minute coaching session at one of their weekly competence-based coaching supervision events. These events are organized by a volunteer working group, who have tasked themselves to develop the “Standard for the Russian Coaching Profession”. These particular events...

Surgical competence.

Science.gov (United States)

Patil, Nivritti G; Cheng, Stephen W K; Wong, John

2003-08-01

Recent high-profile cases have heightened the need for a formal structure to monitor achievement and maintenance of surgical competence. Logbooks, morbidity and mortality meetings, videos and direct observation of operations using a checklist, motion analysis devices, and virtual reality simulators are effective tools for teaching and evaluating surgical skills. As the operating theater is also a place for training, there must be protocols and guidelines, including mandatory standards for supervision, to ensure that patient care is not compromised. Patients appreciate frank communication and honesty from surgeons regarding their expertise and level of competence. To ensure that surgical competence is maintained and keeps pace with technologic advances, professional registration bodies have been promoting programs for recertification. They evaluate performance in practice, professional standing, and commitment to ongoing education.

Towards identifying nurse educator competencies required for simulation-based learning: A systemised rapid review and synthesis

DEFF Research Database (Denmark)

Bøje, Rikke Buus; Topping, Annie; Rekola, Leena

2015-01-01

Objectives: This paper presents the results of a systemised rapid reviewand synthesis of the literature undertaken to identify competencies required by nurse educators to facilitate simulation-based learning (SBL). Design: An international collaboration undertook a protocol-based search, retrieva...... further development as a model for educators delivering SBL as part of nursing curricula....

Juvenile offenders: competence to stand trial.

Science.gov (United States)

Soulier, Matthew

2012-12-01

This article details the legal background and assists the reader in the preparation and practical conduct of evaluations regarding juvenile adjudicative competency. The material is presented to be useful as a guide to direct questions of competency and covers aspects of evaluation that include: legal standard for competency to stand trial, developmental immaturity, current practice in juvenile competency to stand trial, forensic evaluation of juvenile competency to stand trial, organizing the evaluation, collateral sources of information, psychiatric evaluation of juvenile adjudicative competency, assessment of mental disorder and intellectual disability, assessment of developmental status, assessment of functional abilities for adjudicative competence, and reaching the forensic opinion. Copyright © 2012 Elsevier Inc. All rights reserved.

CNEN, IAEA and ISO normative requirements for measurement management

International Nuclear Information System (INIS)

Kibrit, Eduardo

2009-01-01

International standard ISO 10012:2003 establishes requirements for measurement management systems, including requirements for measurement processes and measuring equipment. ISO 9001:2008 presents requirements for quality management systems, including requirements for the control of monitoring and measuring equipment. ISO 17025:2005 presents general requirements for the competence of testing and calibration laboratories. In the nuclear field the requirements for measurement management are established by standards published by the International Atomic Energy Agency (IAEA), and in Brazil, by the National Nuclear Energy Commission (CNEN). The present paper presents and discusses the normative requirements for measurement management, considering requirements established by National Nuclear Energy Commission (CNEN), International Atomic Energy Agency (IAEA), and International Organisation for Standardisation (ISO). (author)

Towards a Taxonomy for Project Management Competences

NARCIS (Netherlands)

Nijhuis, S.A.; Vrijhoef, R.; Kessels, Joseph

2015-01-01

Recent research on project management competences did not use a standard set of competences. Twenty-five publications, published in or after 2000, show little agreement on their competences: of the 353 only twelve percent is named more than once. Of the 353, 31 are linked to communication, but a

Pattern and security requirements engineering-based establishment of security standards

CERN Document Server

Beckers, Kristian

2015-01-01

Security threats are a significant problem for information technology companies today. This book focuses on how to mitigate these threats by using security standards and provides ways to address associated problems faced by engineers caused by ambiguities in the standards. The security standards are analysed, fundamental concepts of the security standards presented, and the relations to the elementary concepts of security requirements engineering (SRE) methods explored. Using this knowledge, engineers can build customised methods that support the establishment of security standards. Standard

Modeling the Competence Acquiring Process in Higher Education Institution

DEFF Research Database (Denmark)

Malinowska, Magdelena; Kusztina, Emma; Zaikin, Oleg

2013-01-01

Changes in human capital management, new requirements regarding knowledge and skills of employees compel higher education institutions to redefine their learning programmes. This requires evaluation of the didactic process realization, which should be oriented on competences. In the article authors...... presents an approach to competence modeling. New tools and collaboration mechanisms are proposed, which allow defining the structure of competence, analyzing the level of competence development, and assessing the competence process realization in relation “expected benefit-required expense”....

High level waste storage tanks 242-A evaporator standards/requirement identification document

International Nuclear Information System (INIS)

Biebesheimer, E.

1996-01-01

This document, the Standards/Requirements Identification Document (S/RIDS) for the subject facility, represents the necessary and sufficient requirements to provide an adequate level of protection of the worker, public health and safety, and the environment. It lists those source documents from which requirements were extracted, and those requirements documents considered, but from which no requirements where taken. Documents considered as source documents included State and Federal Regulations, DOE Orders, and DOE Standards

FORMATION OF RESPONSIBILITY AS A BEHAVIORAL SPECIALIST COMPETENCE IN PROJECT MANAGEMENT

Directory of Open Access Journals (Sweden)

Олександр Семенович ПОНОМАРЬОВ

2016-02-01

Full Text Available The essence of the phenomenon of responsibility is considered. It plays an important role in the life of man and society. A sense of personal responsibility is essential for professional project management. However, with respect to the standard IPMA behavioral competencies of the specialist does not consider responsibility as a competence. This article explains the need to consider the responsibility of one of the most important behavioral competencies of project management specialists. The paper analyzes the problem of studying the phenomenon of responsibility. Examples of his studies in philosophy, psychology, and pedagogy. The approaches to the formation and development of students' responsibility. Emphasized the lack of an integrated system of education accountability in higher education. Illuminated by the author's practical experience in the formation and development of responsibility in the process of teaching of the discipline "managerial competence". In particular, the standard program is supplemented with important topics of the course on the philosophy of management, psychology, management and culture management. It is shown that the effective formation of responsibility of students is necessary to ensure the integrity of the system of educational process and consistently apply active learning methods. It was stressed that the responsibility is required professionally and socially important personal characteristics of a person. This primarily relates to the project and to the members of his project team. It is proposed to include responsibility in behavioral specialist competencies in project management as one of the most important components.

Importance of pharmaceutical laboratory compliance with international standard requirements in respect of raising their competitiveness

Directory of Open Access Journals (Sweden)

Božanić Vojislav N.

2009-01-01

Full Text Available Current Good Manufacturing Practice (cGMP being a legal regulation in developed countries will become a legal regulation in Republic of Serbia starting with March 2010. In this paper comparative analysis between requirements of standard ISO/IEC 17025 and requirements of cEU GMP is shown. Considering the fact that in Republic of Serbia no pharmaceutical industry laboratory has been accredited according to requirements of ISO/IEC 17025, while keeping in mind that more than 90% of these laboratories have not fulfilled cEU GMP requirements, this paper aimed at pointing to the possibility of fulfilling both of mentioned requirements at the same time, which would open the way to different types of interlaboratory cooperation for pharmaceutical quality control laboratories and contribute to improving competitiveness of pharmaceutical companies. Accreditation, especially in the case of pharmaceutical quality control laboratories, is important because it guaranties the level of organizational and technical competency. It could easily be said that accreditation is becoming a must in quality control of products in order for the organization to be able to gain a leading role in the global market. Both accreditation and cGMP show the organization's commitment to having products of highest quality level. Considering the above mentioned facts, it is of greatest advantage for pharmaceutical quality control laboratories to fulfill both requirements of ISO/IEC 17025 and cGMP and reach total compliance. The aim of doing this lies in an easier acceptance of pharmaceutical products in different markets, overcoming technical barriers and affirmation of quality as key factor in reaching competitiveness, while keeping in mind the importance of strategic and competitive positioning in the global market.

A Research Agenda for Identifying and Developing Required Competencies in Software Engineering

Directory of Open Access Journals (Sweden)

Yvonne Sedelmaier

2013-04-01

Full Text Available 0 0 1 130 820 Hochschule Coburg 6 1 949 14.0 96 Normal 0 21 false false false DE JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Normale Tabelle"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} Various issues make learning and teaching software engineering a challenge for both students and instructors. Since there are no standard curricula and no cookbook recipes for successful software engineering, it is fairly hard to figure out which specific topics and competencies should be learned or acquired by a particular group of students. Furthermore, it is not clear which particular didactic approaches might work well for a specific topic and a particular group of students. This contribution presents a research agenda that aims at identifying relevant competencies and environmental constraints as well as their effect on learning and teaching software engineering. To that end, an experimental approach will be taken. As a distinctive feature, this approach iteratively introduces additional or modified didactical methods into existing courses and carefully evaluates their appropriateness. Thus, it continuously improves these methods.

Competence: Commodification of Human Ability

Science.gov (United States)

Han, Soonghee

2008-01-01

The purpose of this article is to analyze the meaning and presumptions of competence in the concrete context of knowledge capitalism. First, the nature of competence as a "commodification of human ability" that obtains a standardized monetary value to sell in the labor market, is elucidated by applying Karl Marx's critical theory. Second, it is…

Codes, standards, and requirements for DOE facilities: natural phenomena design

International Nuclear Information System (INIS)

Webb, A.B.

1985-01-01

The basic requirements for codes, standards, and requirements are found in DOE Orders 5480.1A, 5480.4, and 6430.1. The type of DOE facility to be built and the hazards which it presents will determine the criteria to be applied for natural phenomena design. Mandatory criteria are established in the DOE orders for certain designs but more often recommended guidance is given. National codes and standards form a great body of experience from which the project engineer may draw. Examples of three kinds of facilities and the applicable codes and standards are discussed. The safety program planning approach to project management used at Westinghouse Hanford is outlined. 5 figures, 2 tables

[The practice of development and implementation of quality management systems in medical laboratories. The GOST R ISO 15189-2009 "medical laboratories. The detailed requirements to quality and competence". Particular difficulties of global nature].

Science.gov (United States)

Emanuel', A V; Ivanov, G A; Fleganova, I N; Emanuel', V L

2012-12-01

The article discusses the methodological issues related to the implementation of international principles of standardization in the format of GOST R ISO 9001-2008 "Quality management systems. Requirements", GOST R ISO 15189-2009 "Medical laboratories. The detailed requirements to quality and competence" and GOST R ISO 18113.1-5 "Medical items for diagnostics in vitro. Information provided by manufacturer (marking)". This approach legibly assigns the responsibility concerning the support of metrological correctness of laboratory measurements. The lacking of both full-value public and sectorial normative documentation and coordinated positions of Rosstandard and Minzdrav of Russia on functioning of medical laboratories is noted.

Cultural competency training in psychiatry.

Science.gov (United States)

Qureshi, A; Collazos, F; Ramos, M; Casas, M

2008-01-01

Recent reports indicate that the quality of care provided to immigrant and ethnic minority patients is not at the same level as that provided to majority group patients. Although the European Board of Medical Specialists recognizes awareness of cultural issues as a core component of the psychiatry specialization, few medical schools provide training in cultural issues. Cultural competence represents a comprehensive response to the mental health care needs of immigrant and ethnic minority patients. Cultural competence training involves the development of knowledge, skills, and attitudes that can improve the effectiveness of psychiatric treatment. Cognitive cultural competence involves awareness of the various ways in which culture, immigration status, and race impact psychosocial development, psychopathology, and therapeutic transactions. Technical cultural competence involves the application of cognitive cultural competence, and requires proficiency in intercultural communication, the capacity to develop a therapeutic relationship with a culturally different patient, and the ability to adapt diagnosis and treatment in response to cultural difference. Perhaps the greatest challenge in cultural competence training involves the development of attitudinal competence inasmuch as it requires exploration of cultural and racial preconceptions. Although research is in its infancy, there are increasing indications that cultural competence can improve key aspects of the psychiatric treatment of immigrant and minority group patients.

Addiction Competencies in the 2009 CACREP Clinical Mental Health Counseling Program Standards

Science.gov (United States)

Lee, Tiffany K.; Craig, Stephen E.; Fetherson, Bianca T. L.; Simpson, C. Dennis

2013-01-01

The Council for Accreditation of Counseling and Related Educational Programs developed addiction competencies for clinical mental health counseling students. This article highlights these competencies, provides an overview of current addiction training, and describes methods to integrate addiction education into curricula.

Developing Competency of Teachers in Basic Education Schools

Science.gov (United States)

Yuayai, Rerngrit; Chansirisira, Pacharawit; Numnaphol, Kochaporn

2015-01-01

This study aims to develop competency of teachers in basic education schools. The research instruments included the semi-structured in-depth interview form, questionnaire, program developing competency, and evaluation competency form. The statistics used for data analysis were percentage, mean, and standard deviation. The research found that…

A snapshot of cultural competency education in US dental schools.

Science.gov (United States)

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.

Job competencies for the malaysian consultant project managers

Directory of Open Access Journals (Sweden)

Dr. Ilias Said

2009-12-01

Full Text Available Architects, engineers and quantity surveyors are among the main players in construction.Coming from different background and professional background, these professionals bring in their own respective styles and methods of project management practices. There is now a body of opinion among industry people and academics alike that the industry needs to establish competency standard especially for project managers. Irrespective of their professional background, competent project managers should hypothetically deliver high quality services to the clients. A study was conducted at the School of Housing, Building and Planning, University of Science Malaysia (USM, to develop a job competence model for Consultant Project Managers (CPMs. It attempts to determine a set of minimum standards of skills and competencies for CPMs. This paper reports the findings of the study. It provides an insight into the type of competencies needed by CPMs based on the “Job Competence Model for Consultant Project Managers” developed from the study.

Nursing Competency: Definition, Structure and Development

OpenAIRE

Fukada, Mika

2018-01-01

Nursing competency includes core abilities that are required for fulfilling one’s role as a nurse. Therefore, it is important to learly define nursing competency to　establish a foundation for nursing education curriculum. However, while the concepts surrounding nursing competency are important for improving nursing quality, they are still not yet completely developed. Thus, challenges remain in establishing finitions and structures for nursing competency, competency levels necessary for　nurs...

Competence and Capacity-Building Requirements in Transport and Logistics Market

Directory of Open Access Journals (Sweden)

Bazaras Darius

2016-03-01

Full Text Available The article analyses theoretical aspects of the qualitative assessment of logistics and transport specialists’ potential, as well as provides research results on competence and capacity-building process in preparation of logistics and transport specialists. The results enabled to identify problematic areas of graduate integration in the labour market and foresee the possible requirements for professional development. In some cases, internal motivation is related to problematic points or negative view from the environment, as well as poor understanding of knowledge benefits in the person’s practical life. Training and education is objectively at the meeting point between research, technological and organisational systems. In such conditions the objective of the education on logistics is to offer the customers the best possible service in the field of the transfer of knowledge in harmony with the trend in logistics programme development. The main problems and perspectives of logistics education and training process are discussed in this article.

34 CFR 668.175 - Alternative standards and requirements.

Science.gov (United States)

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false Alternative standards and requirements. 668.175 Section 668.175 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS Financial Responsibility...

42 CFR 436.840 - Medically needy resource standard: General requirements.

Science.gov (United States)

2010-10-01

... THE VIRGIN ISLANDS Financial Requirements for the Medically Needy Medically Needy Resource Standard... eligibility under the cash assistance programs that are related to the State's covered medically needy group or groups of individuals under § 436.301. (b) The resource standard established under paragraph (a...

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.

Moral competency: meta-competence of nursing care

Science.gov (United States)

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

On Competence Clusters and Great Masters

Directory of Open Access Journals (Sweden)

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

[How to promote health competence at work].

Science.gov (United States)

Eickholt, Clarissa; Hamacher, W; Lenartz, N

2015-09-01

Health competence is a key concept in occupational health and safety and workplace health promotion for maintaining and enhancing health resources. The effects of governmental or occupational measures to protect or improve health fall short of what is required with regard to the challenges of a changing workplace, e.g., due to the delimitation of work. To secure employability it is becoming more and more important to encourage the personal responsibility of employees. To offer new conclusions on how employers and employees can promote health competence, a survey is required of the research within the fields of health competence and competence development, and of the status quo in enterprises. In this context, a Delphi Study provides an important contribution, with a focus on small and medium-sized enterprises. The development of an extensive understanding of health competence is essential in a work-related context. Beyond knowledge-based health literacy, an action-oriented concept of competence implies the ability and willingness to act in a reasonable and creative manner in complex situations. The development of health competence requires learning embedded in working processes, which challenges competent behaviour. Enabling informal learning is a promising innovative approach and therefore coordinated operational activities are necessary. Ultimately, this is a matter of suitable organisational measures being implemented to meet the health competence needs of an enterprise. Even though the each individual employee bears his or her own health competence, the development potential lies largely within the prevailing working conditions.

Nursing Competency: Definition, Structure and Development.

Science.gov (United States)

Fukada, Mika

2018-03-01

Nursing competency includes core abilities that are required for fulfilling one's role as a nurse. Therefore, it is important to clearly define nursing competency to establish a foundation for nursing education curriculum. However, while the concepts surrounding nursing competency are important for improving nursing quality, they are still not yet completely developed. Thus, challenges remain in establishing definitions and structures for nursing competency, competency levels necessary for nursing professionals, training methods and so on. In the present study, we reviewed the research on definitions and attributes of nursing competency in Japan as well as competency structure, its elements and evaluation. Furthermore, we investigated training methods to teach nursing competency.

Cost Accounting Standards: Determining an Institution's Disclosure Requirements.

Science.gov (United States)

Bruce, Janet D.

1995-01-01

This article discusses the implications of recently adopted U.S. Cost Accounting Standards (CAS) that apply to educational institutions that contract with or receive grants from the federal government. It focuses on the disclosure requirements that colleges and universities must follow to comply with CAS. (MDM)

A taxonomy of psychology standards and training, and their relevance for psychiatrists.

Science.gov (United States)

Hunt, Caroline; Hyde, Judy

2013-04-01

The aim of the article is to describe the current standards for psychology registration and pathways to training that operate in Australia today, to compare these with international requirements, and to discuss how they relate to the work and training of psychiatrists. The standards and training for practice in psychology involve multiple pathways that are not straightforward for the public or other health practitioners to understand. Most developed nations other than Australia require higher entry requirements into the profession. New national standards set by the Psychology Board of Australia, such as endorsed areas of practice, will lead to greater consistency in standards and make the task of referring to psychologists with the appropriate competencies more straightforward, allowing for greater collaboration between clinical psychology and psychiatry practitioners.

Nuclear energy can compete, industry watchers say

International Nuclear Information System (INIS)

Cash, C.J.

1995-01-01

Nuclear power plants with outstanding operating records and cost-conscious management can continue to compete with other forms of generation as the electricity business becomes more competitive. Natural gas-fired units will set the pricing standard with which nuclear power plants must compete

Competency development and labour remuneration system

Directory of Open Access Journals (Sweden)

T. V. Sabetova

2016-01-01

Full Text Available This article addresses the problems of competency development and of competency-based approach to labour stimulation. The objective of the performed research was to determine the key types of professional competencies, their influence upon work performance, and way of their development. Two variants of competency understanding are outlined depending on the actual performance enabled by the competency presence and maturity: competency as an employee’s potential, and competency as the measure of labour activity goal achievement, which is in fact the realization of the potential. The system of labour remuneration based on the competency approach and including three types of bonuses was worked out. It includes minimum bonus applied for one-time reward of an employee’s success, qualification bonus requiring formal proof of the qualification level, bonus rewarding successful competency appliance. The competency classification based on three key features was suggested for more efficient analysis of competency appliance opportunities: maturity, or development degree; source or way of acquire ment; scope of possible appliance. The need to spend time and effort for obtaining and developing nearly all possible competencies was po inted out. Special attention is paid to forming labour competencies during the period of a person’s life when he is emp loyed. The sources of the competency formation for the employees were discussed and the problem of performing competency development activities at the expense of other types of activities was stressed out. The conclusion was made, that the employers and em ployees need to share the weight of means and efforts required for competency formation and development to enable the latter to perfo rm their duties more effectively in the future.

E-Competent Teacher and Principal as the Foundation of E-Competent School E-Education, the Largest School Informatization Project in Slovenia 2008-2013

Science.gov (United States)

Šverc, Magdalena; Flogie, Andrej; Krabonja, Maja Vicic; Percic, Kristjan

2013-01-01

During the years 2008-2013 Ministry of Education in the Republic of Slovenia prepared largest project of informatization of educational institutions. One of the main goals of the project E-Education is the development of the standard E-Competent Teacher, School Principal and IT Expert. The standard E-Competent Teacher, Principal and IT Expert…

Nursing Competency: Definition, Structure and Development

Science.gov (United States)

Fukada, Mika

2018-01-01

Nursing competency includes core abilities that are required for fulfilling one’s role as a nurse. Therefore, it is important to clearly define nursing competency to establish a foundation for nursing education curriculum. However, while the concepts surrounding nursing competency are important for improving nursing quality, they are still not yet completely developed. Thus, challenges remain in establishing definitions and structures for nursing competency, competency levels necessary for nursing professionals, training methods and so on. In the present study, we reviewed the research on definitions and attributes of nursing competency in Japan as well as competency structure, its elements and evaluation. Furthermore, we investigated training methods to teach nursing competency. PMID:29599616

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.

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

Science.gov (United States)

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

Competency profile of PR professional in sport

OpenAIRE

Gazdíková, Lenka

2013-01-01

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

A competency framework for librarians involved in systematic reviews.

Science.gov (United States)

Townsend, Whitney A; Anderson, Patricia F; Ginier, Emily C; MacEachern, Mark P; Saylor, Kate M; Shipman, Barbara L; Smith, Judith E

2017-07-01

The project identified a set of core competencies for librarians who are involved in systematic reviews. A team of seven informationists with broad systematic review experience examined existing systematic review standards, conducted a literature search, and used their own expertise to identify core competencies and skills that are necessary to undertake various roles in systematic review projects. The team identified a total of six competencies for librarian involvement in systematic reviews: "Systematic review foundations," "Process management and communication," "Research methodology," "Comprehensive searching," "Data management," and "Reporting." Within each competency are the associated skills and knowledge pieces (indicators). Competence can be measured using an adaptation of Miller's Pyramid for Clinical Assessment, either through self-assessment or identification of formal assessment instruments. The Systematic Review Competencies Framework provides a standards-based, flexible way for librarians and organizations to identify areas of competence and areas in need of development to build capacity for systematic review integration. The framework can be used to identify or develop appropriate assessment tools and to target skill development opportunities.

Revisiting purchasing competence - In a project context

DEFF Research Database (Denmark)

Lutz, Salla

2015-01-01

purchasing and competences required undertaking these activities. Four overall purchasing competence areas were identified. Hence, four propositions related to the purchasing competence were developed by iteratively combining elements from the purchasing literature with an empirical inquiry in an offshore...

Job requirements compared to dental school education: impact of a case-based learning curriculum.

Science.gov (United States)

Keeve, Philip L; Gerhards, Ute; Arnold, Wolfgang A; Zimmer, Stefan; Zöllner, Axel

2012-01-01

Case-based learning (CBL) is suggested as a key educational method of knowledge acquisition to improve dental education. The purpose of this study was to assess graduates from a patient-oriented, case-based learning (CBL)-based curriculum as regards to key competencies required at their professional activity. 407 graduates from a patient-oriented, case-based learning (CBL) dental curriculum who graduated between 1990 and 2006 were eligible for this study. 404 graduates were contacted between 2007 and 2008 to self-assess nine competencies as required at their day-to-day work and as taught in dental school on a 6-point Likert scale. Baseline demographics and clinical characteristics were presented as mean ± standard deviation (SD) for continuous variables. To determine whether dental education sufficiently covers the job requirements of physicians, we calculated the mean difference ∆ between the ratings of competencies as required in day-to-day work and as taught in medical school by subtracting those from each other (negative mean difference ∆ indicates deficit; positive mean difference ∆ indicates surplus). Spearman's rank correlation coefficient was calculated to reveal statistical significance (statistical significance plearning/working" (∆+0.08), whereas "Problem-solving skills" (∆-0.07), "Psycho-social competence" (∆-0.66) and "Business competence" (∆-2.86) needed improvement in the CBL-based curriculum. CBL demonstrated benefits with regard to competencies which were highly required in the job of dentists. Psycho-social and business competence deserve closer attention in future curricular development.

Competence and lastingness in specialized clinical laboratories: technical report about requirements concerning quality of users competence and used processes in immunochemical diagnostic procedures using isotopic and non-isotopic tracer technologies

International Nuclear Information System (INIS)

Wiegel, B.

2005-01-01

From the citizens view this technical report about immunochemical diagnostic procedures using radioactive and nonradioactive tracer technologies describes the requirements in special laboratory diagnostics concerning competency and process control. Governmental or administrational obligations of inspecting both skill and sites to guarantee patients security are pointed out. (orig.)

Standards for midwife practitioners of external cephalic version: A Delphi study.

Science.gov (United States)

Walker, Shawn; Perilakalathil, Prasanth; Moore, Jenny; Gibbs, Claire L; Reavell, Karen; Crozier, Kenda

2015-05-01

expansion of advanced and specialist midwifery practitioner roles across professional boundaries requires an evidence-based framework to evaluate achievement and maintenance of competency. In order to develop the role of Breech Specialist Midwife to include the autonomous performance of external cephalic version within one hospital, guidance was required on standards of training and skill development, particularly in the use of ultrasound. a three-round Delphi survey was used to determine consensus among an expert panel, including highly experienced obstetric and midwife practitioners, as well as sonographers. The first round used mostly open-ended questions to gather data, from which statements were formed and returned to the panel for evaluation in subsequent rounds. standards for achieving and maintaining competence to perform ECV, and in the use of basic third trimester ultrasound as part of this practice, should be the same for midwives and doctors. The maintenance of proficiency requires regular practice. midwives can appropriately expand their sphere of practice to include ECV and basic third trimester ultrasound, according to internal guidelines, following the completion of a competency-based training programme roughly equivalent to those used to guide obstetric training. Ideally, ECV services should be offered in organised clinics where individual practitioners in either profession are able to perform approximately 30 or more ECVs per year in order to maintain an appropriate level of skill. Copyright © 2015 Elsevier Ltd. All rights reserved.

How to Improve Engineering Competencies for Students with Special Needs?

Science.gov (United States)

Maknun, J.; Barliana, M. S.; Cahyani, D.

2018-02-01

The problem of vocational education for Children with Special Needs (CSN) is not only about the service profile, spectrum relevance and competency level, but also the carrying capacity of educational facilities. In this regard, two important things are highlighted. First, the different characteristics of the design of educational facilities between regular and exceptional schools. Second, the distinctive characteristics of the design of the school facilities are extraordinary for general education (academic) and vocational education. The purpose of this study is to describe the level of suitability of the architectural design of educational facilities with the needs of vocational learning behavior for children with special needs in West Java, Indonesia. The entire research used the Education Research and Development (R & D) method of Developing the Architectural Facility Design Guide to Support the Vocational Competence of Crew Competence in accordance with the stages developed by Thiagarajan (1974) known as Four-D Model. To achieve the above objectives, then the stages of the R & D method that is done is the define, design and develop stage. Evaluation results show the infrastructure of education of Special School (SLB) Cicendo, Indonesia has met the standards set by the government, especially on aspects of land and building areas have met the standards. Most aspects of accessibility such as the basic size of space, pedestrian pathways, and doors have been met. But other aspects such as guiding lines, ram, ladders, toilets, showers, sinks, furniture and signs do not meet accessibility requirements. The conclusion is the educational infrastructure of the school in general has met the standards set by the government.

77 FR 593 - Enhanced Prudential Standards and Early Remediation Requirements for Covered Companies

Science.gov (United States)

2012-01-05

... standards include risk-based capital and leverage requirements, liquidity standards, requirements for overall risk management (including establishing a risk committee), single-counterparty credit limits...-counterparty credit limits; (iv) overall risk management and risk committees; (v) stress tests; and (vi) a debt...

78 FR 13294 - Enhanced Prudential Standards and Early Remediation Requirements for Foreign Banking...

Science.gov (United States)

2013-02-27

... Prudential Standards and Early Remediation Requirements for Foreign Banking Organizations and Foreign Nonbank... 166 of the Act for foreign banking organizations and foreign nonbank financial companies supervised by... Prudential Standards and Early Remediation Requirements for Foreign Banking Organizations and Foreign Nonbank...

Office Employability Competencies Needed by Business Education ...

African Journals Online (AJOL)

Office Employability Competencies Needed by Business Education Graduates for Effective Job Performance in Modern Organisations in Nigeria. ... Mean-scores and standard deviation were used in the analysis of data. The study revealed that amongst others that 10 of the core office employability competencies and 13 ...

Teaching portfolios and a competence framework aimed to build faculty teaching competencies

DEFF Research Database (Denmark)

Dolin, Jens; Kobayashi, Sofie

as a need for a common language and reference. Main barriers are scepticism towards the teaching portfolio for assessment of competencies, fear of extra work load, possible use as control measures, and fear that standards will narrow teaching development. In a research intensive university it is very......The University of Copenhagen has decided to introduce teaching portfolios and a competence framework as initiatives aimed to address the relatively low status of teaching compared to research. The two measures have been designed in a bottom-up process and are also backed by university leadership...

The Streptococcus sanguinis Competence Regulon Is Not Required for Infective Endocarditis Virulence in a Rabbit Model

OpenAIRE

Callahan, Jill E.; Munro, Cindy L.; Kitten, Todd

2011-01-01

Streptococcus sanguinis is an important component of dental plaque and a leading cause of infective endocarditis. Genetic competence in S. sanguinis requires a quorum sensing system encoded by the early comCDE genes, as well as late genes controlled by the alternative sigma factor, ComX. Previous studies of Streptococcus pneumoniae and Streptococcus mutans have identified functions for the >100-gene com regulon in addition to DNA uptake, including virulence. We investigated this possibility i...

Evaluation of the organizational cultural competence of a community health center: a multimethod approach.

Science.gov (United States)

Cherner, Rebecca; Olavarria, Marcela; Young, Marta; Aubry, Tim; Marchant, Christina

2014-09-01

Cultural competence is an important component of client-centered care in health promotion and community health services, especially considering the changing demographics of North America. Although a number of tools for evaluating cultural competence have been developed, few studies have reported on the results of organizational cultural competence evaluations in health care or social services settings. This article aims to fill this gap by providing a description of a cultural competence evaluation of a community health center serving a diverse population. Data collection included reviewing documents, and surveying staff, management, and the Board of Directors. The organization fully met 28 of 53 standards of cultural competence, partially met 21 standards, and did not meet 2 standards, and 2 standards could not be assessed due to missing information. The advantages and lessons learned from this organizational cultural competence evaluation are discussed. © 2014 Society for Public Health Education.

Rapid Prototyping in Instructional Design: Creating Competencies

Science.gov (United States)

Fulton, Carolyn D.

2010-01-01

Instructional designers working in rapid prototyping environments currently do not have a list of competencies that help to identify the knowledge, skills, and attitudes (KSAs) required in these workplaces. This qualitative case study used multiple cases in an attempt to identify rapid prototyping competencies required in a rapid prototyping…

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.

2010 Canadian Cardiovascular Society/Canadian Society of Echocardiography Guidelines for Training and Maintenance of Competency in Adult Echocardiography.

Science.gov (United States)

Burwash, Ian G; Basmadjian, Arsene; Bewick, David; Choy, Jonathan B; Cujec, Bibiana; Jassal, Davinder S; MacKenzie, Scott; Nair, Parvathy; Rudski, Lawrence G; Yu, Eric; Tam, James W

2011-01-01

Guidelines for the provision of echocardiography in Canada were jointly developed and published by the Canadian Cardiovascular Society and the Canadian Society of Echocardiography in 2005. Since their publication, recognition of the importance of echocardiography to patient care has increased, along with the use of focused, point-of-care echocardiography by physicians of diverse clinical backgrounds and variable training. New guidelines for physician training and maintenance of competence in adult echocardiography were required to ensure that physicians providing either focused, point-of-care echocardiography or comprehensive echocardiography are appropriately trained and proficient in their use of echocardiography. In addition, revision of the guidelines was required to address technological advances and the desire to standardize echocardiography training across the country to facilitate the national recognition of a physician's expertise in echocardiography. This paper summarizes the new Guidelines for Physician Training and Maintenance of Competency in Adult Echocardiography, which are considerably more comprehensive than earlier guidelines and address many important issues not previously covered. These guidelines provide a blueprint for physician training despite different clinical backgrounds and help standardize physician training and training programs across the country. Adherence to the guidelines will ensure that physicians providing echocardiography have acquired sufficient expertise required for their specific practice. The document will also provide a framework for other national societies to standardize their training programs in echocardiography and will provide a benchmark by which competency in adult echocardiography may be measured. Copyright © 2011 Canadian Cardiovascular Society. Published by Elsevier Inc. All rights reserved.

New requirements on safety of nuclear power plants according to the IAEA safety standards

International Nuclear Information System (INIS)

Misak, J.

2005-01-01

In this presentation author presents new requirements on safety of nuclear power plants according to the IAEA safety standards. It is concluded that: - New set of IAEA Safety Standards is close to completion: around 40 standards for NPPs; - Different interpretation of IAEA Safety Standards at present: best world practices instead of previous 'minimum common denominator'; - A number of safety improvements required for NPPs; - Requirements related to BDBAs and severe accidents are the most demanding due to degradation of barriers: hardware modifications and accident management; - Large variety between countries in implementation of accident management programmes: from minimum to major hardware modifications; -Distinction between existing and new NPPs is essential from the point of view of the requirements; WWER 440 reactors have potential to reflect IAEA Safety Standards for existing NPPs; relatively low reactor power offers broader possibilities

76 FR 18645 - Third Party Testing for Certain Children's Products; Notice of Requirements for Accreditation of...

Science.gov (United States)

2011-04-05

... to the International Standards Organization (ISO)/International Electrotechnical Commission (IEC) Standard ISO/IEC 17025:2005, ``General Requirements for the Competence of Testing and Calibration... paint ban and 16 CFR part 1303, it must be accredited to ISO/IEC 17025- 2005 by an accreditation body...

Standards in chestnut coppice system: cultural heritage or coltural requirement?

Directory of Open Access Journals (Sweden)

Manetti MC

2012-12-01

Full Text Available Standards in chestnut coppice system: cultural heritage or coltural requirement? This paper aims at evaluating the role of standards in chestnut coppices from a biological and functional perspective. In addition to a detailed analysis of Italian regulations on the issue, the technical definition of the term is analysed: (i as for the functional role of standards; (ii to assess whether the required functions are technically necessary and are being actually performed. In this contex, the results of an experimental trial are reported. The goal of the trial were to assess the shoots’ parameters, the stand productivity, the dynamics of canopy cover in coppices with or without standards. In 2001, at harvesting operations in a coppice aged 30 with standards managed by the local community, two experimental plots 2500 m2 each were established. The two theses being compared were: simple coppice and coppixce with standards (100 standards per hectare. The released standards were qualified immediately after final harvesting. Sprouting ability, growth pattern and stool vitality were surveyed in March 2004 (at age 2, in May 2008 (at age 6 and in April 2010 (at age 8. First results highlighted the evidence of statistically significant differences between the two thesis. The high number of standards effected negatively both vitality and growth pattern of the stools. Simple coppice recorded a lower shoot mortality, a higher diametrical growth and canopy cover degree as well; the heigth growth was, on the opposite, significantly lower. These results, although referred to a limited lifespan (1/3 of the rotation time and to one site only, underline productive, ecological and environmental benefits and as a consequence suggest the widening of the experimental network and the development of new, more relevant and consistent rules, making acceptable the simple coppice as a possible silvicultural choice to be applied to chestnut coppices.

Forming engineers' sociocultural competence: Engineering ethics at tomsk polytechnic university

Science.gov (United States)

Galanina, E.; Dulzon, A.; Schwab, A.

2015-10-01

The aim of the present research is to discuss Tomsk Polytechnic University in respect of forming engineers’ sociocultural competence and teaching engineering ethics. Today international standards of training engineers cover efficient communication skills, ability to understand societal and environment context, professional and ethical responsibility. This article deals with the problem of contradiction between the need to form engineers’ sociocultural competence in Russian higher education institutions in order to meet the requirements of international accreditation organizations and the real capabilities of existing engineering curricula. We have described ethics teaching experience of TPU, studied the engineering master programs of TPU to see how the planned results are achieved. We have also given our recommendations to alter the structure of TPU educational curricula, which can also be applied in other higher education institutions.

The common core mathematics standards transforming practice through team leadership

CERN Document Server

Hull, Ted H; Balka, Don S

2012-01-01

Transform math instruction with effective CCSS leadership The Common Core State Standards for mathematics describe the "habits of mind" that teachers should develop in their students without which the content standards cannot be successfully implemented. This professional development resource helps principals and math leaders grapple with the changes that must be addressed so that teachers can implement the practices required by the CCSS. Included are: A clear explanation of the CCSS for Mathematical Practice  Techniques to help leadership teams collaboratively implement and maintain the new standards A proficiency matrix with examples of instructional strategies for helping students reach competency in each standard.

Nursing satisfaction and Web-based competencies.

Science.gov (United States)

McCarthy, Kathleen A; Kuhr, Monica; Buderer, Nancy

2010-01-01

This article describes the study of nursing satisfaction with Web-based learning and competency assignment given the learning management system (LMS) change from one LMS to another in 1 year. An anonymous paper-pencil survey was distributed to nursing staff after completing a year with two LMSs and prior to assigning Web-based competency requirements in the newer system (pre) and again after completing requirements (post). Nursing satisfaction and ease of use improved with assignment of requirements. Implications for staff development are described.

Standardizing instream flow requirements at hydropower projects in the Cascade Mountains, Washington

Energy Technology Data Exchange (ETDEWEB)

Smith, I.M.; Sale, M.J.

1993-06-01

Instream flow requirements are common mitigation measures instituted in the bypassed reaches of hydroelectric diversion projects. Currently, there are two extremes among the ways to determine instream flow requirements: generic standard-setting methods and detailed, habitat-based, impact assessment methods such as the Instream Flow Incremental Methodology (IFIM). Data from streams in Washington state show a consistent pattern in the instream flow requirements resulting from the IFIM. This pattern can be used to refine the simpler standard-setting approaches and thereby provide better estimates of flow needs during early stages of project design.

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

Directory of Open Access Journals (Sweden)

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. 

Nuclear safety and human competence

International Nuclear Information System (INIS)

Stefanescu, Petre

2001-01-01

Competence represents a very well defined ensemble of knowledge and skills, behavior modalities, standard procedures and judgement types that can be used in a given situation, without a priori learning. It is obvious that a person competence should fulfill the needs of the company he works for. For a Nuclear Power Plant operator competence is a constitutive part of his individuality. Competence includes: 1. Knowledge that can be classified in three main items: - procedural and declarative knowledge; - practical knowledge and skills; - fundamental knowledge. 2. 'Non cognitive' knowledge components, such as 'social information', team collective competence, safety education, risks perception and management. The last item presents a special interest for nuclear safety. On the other hand, competence level defines the quality of procedures applied in different operational situations. Competence - procedures relations are presented. Competence fundament results from operator activity analysis. The analyst has to take into consideration several phases of activity in which competence is highlighted like: - genesis, during formation; - transformation, during adaptation to a technical modification; - transfer, from expert to probationer. Competence is subject to a continuous transformation process due to technical and organizational evolutions and 'operator ageing'. Cognitive ageing of operators or the technical ageing of competence often appear to be superimposed. Technical progress acceleration increases the ageing effects of competence. Knowledge - skills dynamic relations are discussed. The changing of organizational form determines appearance of new competence gained from others domains or defined by multidisciplinary studies. Ergonomics can help the changing of organizational form through analysis of operators evolution activity which will generate new competence. Ergonomics can contribute to identify means of raising competence starting from learning process

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

Science.gov (United States)

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

2016-01-01

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

Unnoticed Professional Competence in Day Care Work

DEFF Research Database (Denmark)

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

2013-01-01

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

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

DEFF Research Database (Denmark)

Skirton, Heather; Lewis, Celine; Kent, Alastair

2010-01-01

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

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....

FORMATION OF INFORMATIONAL-COMMUNICATIVE COMPETENCE OF SUBJECT TEACHERS

Directory of Open Access Journals (Sweden)

Svitlana G. Lytvynova

2010-08-01

Full Text Available New ways of the development of the informational competence have been determined in the work. Core general standards for the teachers of subjects have been defined. The definition of informational – communicative competence and its components have been discovered.

Quality assurance requirements in various codes and standards

International Nuclear Information System (INIS)

Shaaban, H.I.; EL-Sayed, A.; Aly, A.E.

1987-01-01

The quality assurance requirements in various countries and according to various international codes and standards are presented, compared and critically discussed. Cases of developing countries are also discussed, and the use of IAEA code of practice and other codes for quality assurance in these countries is reviewed. Recommendations are made regarding the quality assurance system to be applied for Egypt's nuclear power plants

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

Competency-Based Evaluation in Higher Education--Design and Use of Competence Rubrics by University Educators

Science.gov (United States)

Velasco-Martínez, Leticia-Concepción; Tójar-Hurtado, Juan-Carlos

2018-01-01

Competency-based learning requires making changes in the higher education model in response to current socio-educational demands. Rubrics are an innovative educational tool for competence evaluation, for both students and educators. Ever since arriving at the university systems, the application of rubrics in evaluation programs has grown…

Study to validate the outcome goal, competencies and educational objectives for use in intensive care orientation programs.

Science.gov (United States)

Boyle, M; Butcher, R; Kenney, C

1998-03-01

Intensive care orientation programs have become an accepted component of intensive care education. To date, however, there have been no Australian-based standards defining the appropriate level of competence to be attained upon completion of orientation. The aim of this study was to validate a set of aims, competencies and educational objectives that could form the basis of intensive care orientation and which would ensure an outcome standard of safe and effective practice. An initial document containing a statement of the desired outcome goal, six competency statements and 182 educational objectives was developed through a review of the orientation programs developed by the investigators. The Delphi technique was used to gain consensus among 13 nurses recognised for their expertise in intensive care education. The expert group rated the acceptability of each of the study items and provided suggestions for objectives to be included. An approval rating of 80 per cent was required to retain each of the study items, with the document refined through three Delphi rounds. The final document contains a validated statement of outcome goal, competencies and educational objectives for intensive care orientation programs.

Competency-based education and training in internal medicine.

Science.gov (United States)

Weinberger, Steven E; Pereira, Anne G; Iobst, William F; Mechaber, Alex J; Bronze, Michael S

2010-12-07

Recent efforts to improve medical education include adopting a new framework based on 6 broad competencies defined by the Accreditation Council for Graduate Medical Education. In this article, the Alliance for Academic Internal Medicine Education Redesign Task Force II examines the advantages and challenges of a competency-based educational framework for medical residents. Efforts to refine specific competencies by developing detailed milestones are described, and examples of training program initiatives using a competency-based approach are presented. Meeting the challenges of a competency-based framework and supporting these educational innovations require a robust faculty development program. Challenges to competency-based education include teaching and evaluating the competencies related to practice-based learning and improvement and systems-based practice, as well as implementing a flexible time frame to achieve competencies. However, the Alliance for Academic Internal Medicine Education Redesign Task Force II does not favor reducing internal medicine training to less than 36 months as part of competency-based education. Rather, the 36-month time frame should allow for remediation to address deficiencies in achieving competencies and for diverse enrichment experiences in such areas as quality of care and practice improvement for residents who have demonstrated skills in all required competencies.

Standards for midwife Practitioners of external cephalic version: A Delphi study

OpenAIRE

Walker, Shawn; Perilakalathil, Prasanth; Moore, Jenny; Gibbs, Claire; Reavell, Karen; Crozier, Kenda

2015-01-01

Introduction: Expansion of advanced and specialist midwifery practitioner roles across professional boundaries requires an evidence-based framework to evaluate achievement and maintenance of competency. In order to develop the role of Breech Specialist Midwife to include the autonomous performance of external cephalic version within one hospital, guidance was required on standards of training and skill development, particularly in the use of ultrasound. Methods: A three-round Delphi survey wa...

An insight on the nuclear competence building pillars

Energy Technology Data Exchange (ETDEWEB)

Wieland, P. [Comissao Nacional de Energia Nuclear, Rua General eertano, 90 - 22.290-901 - Rio de Janeiro (Brazil)]. e-mail: pwieland@cnen.gov.br

2007-07-01

Innovation, creativity, knowledge sharing, learn with others and team work. We all know what that set means but we rarely see it in practice. The organizations that are- open to the worker's creativity are raked as the most efficient ones and with better working conditions. Knowledge management increments the organization efficiency by sharing information and-reducing re-work. Moreover, the decision process tends to be faster with greater chances of giving priority to technical arguments rather than to short-sighted political wishes. In an ethical and well organized workplace, the professional relationships are reinforced. Searching for efficiency is a common feature not only for industrial manufactures or services sectors, but also for academia and regulatory agencies. Organizations are investing in workers (collaborators) more than ever. Building competence is a must. Competence is the individual productive capacity that is defined and measured in terms of real and demonstrated performance. The set of required competencies include those related to knowledge, skills and attitudes. For each task, aligned with the organization: strategic objectives, it is possible to define a set of required competencies. Training needs come from the comparison of the existing and the required competency. To build competence it is necessary to recognize the potentials, to develop and to retain the talents. Moreover, nowadays, personal certification is required in many professional specializations, based on a formally accredited and accepted evaluation system. Human resources management is a challenge in most of the organizations. Attracting the best professionals, training them to acquire the required competence and keeping them motivated assure the success of any project. There is an obvious difference between the working capability of someone with the required knowledge and someone without it. However, a much greater difference exists between two workers with the same basic

An insight on the nuclear competence building pillars

International Nuclear Information System (INIS)

Wieland, P.

2007-01-01

Innovation, creativity, knowledge sharing, learn with others and team work. We all know what that set means but we rarely see it in practice. The organizations that are- open to the worker's creativity are raked as the most efficient ones and with better working conditions. Knowledge management increments the organization efficiency by sharing information and-reducing re-work. Moreover, the decision process tends to be faster with greater chances of giving priority to technical arguments rather than to short-sighted political wishes. In an ethical and well organized workplace, the professional relationships are reinforced. Searching for efficiency is a common feature not only for industrial manufactures or services sectors, but also for academia and regulatory agencies. Organizations are investing in workers (collaborators) more than ever. Building competence is a must. Competence is the individual productive capacity that is defined and measured in terms of real and demonstrated performance. The set of required competencies include those related to knowledge, skills and attitudes. For each task, aligned with the organization: strategic objectives, it is possible to define a set of required competencies. Training needs come from the comparison of the existing and the required competency. To build competence it is necessary to recognize the potentials, to develop and to retain the talents. Moreover, nowadays, personal certification is required in many professional specializations, based on a formally accredited and accepted evaluation system. Human resources management is a challenge in most of the organizations. Attracting the best professionals, training them to acquire the required competence and keeping them motivated assure the success of any project. There is an obvious difference between the working capability of someone with the required knowledge and someone without it. However, a much greater difference exists between two workers with the same basic

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

Science.gov (United States)

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

2013-01-01

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

IPMA STANDARD ELEMENTS AND FEEDBACK IN PROJECT MANAGEMENT TEACHING

Directory of Open Access Journals (Sweden)

BARTOŠKA, Jan

2011-09-01

Full Text Available The paper proposes the concept of project management teaching including the International Project Management Association (IPMA standard. The concept of teaching is theoretical and derives from the notion of competence, which the IPMA standard is based on. The paper presents a brief description of the IPMA standard and endeavours to define the notion of competence. The competence is worked with in respect to hierarchical recognition. The proposed teaching concept works with the concepts of information, knowledge and skills. The teaching proposal stems from the structure and contents of the IPMA standard elements. Furthermore, the paper elaborates the issue of embedding the elements of the IPMA standard competences into training courses. In the article, the eye of the IPMA competences is further enhanced with possible training courses and specialist areas in which the standard elements can thematically be included. The paper states that the competence elements and training courses cross one another and overlap in a manifold way. The authors also propose a way which could verify into what extent the students have actually acquired taught IPMA competence elements. The paper contains the proposal of feedback quantification for the IPMA standard and project management teaching. The results of the paper can be used as a starting premise for future research. Both the verification proposal and the embedding of the elements into teaching are derived from on-going academic experience of the authors of the article.

[Competency: general principles and applicability in dementia].

Science.gov (United States)

Alvaro, L C

2012-06-01

Competency means the capacity to make responsible and balanced decisions. This may be performed in clinical settings (decision-making abilities on treatment or risky diagnostic procedures) and also in daily-life activities (financial matters, nursing home admittance, contracts, etc.). Competency is linked to the ethical principle of autonomy and to a horizontal doctor-patient interaction, far from ancient paternalistic relationships. It is contemplated in the Spanish law as the patient's right to be informed and to make free choices, particularly in cases of dementia. The competency that we assess is the so-called natural or working capacity. It is specific for an action or task. The level of required capacity depends on the decision: higher for critical ones, lower for low-risk decisions. The assessment process requires noting the patient's capacity to understand, analyse, self-refer and apply the information. There are some guides available that may be useful in competency assessments, but nevertheless the final statement must be defined by the physician in charge of the patient and clinical judgement. Capacity is directly related to the level of cognitive deterioration. Nevertheless, specific cognitive tests like MMSE (mini-mental) have a low predictive value. The loss of competency is more associated with the so-called legal standards of incapacity (LS). These encompass a five steps range (LS1-LS5), which may detect the incapacity from the mild levels of dementia. The cortical functions that are the best predictors of incapacity are language and executive dysfunctions. These explain the incapacity in cases of Alzheimer's and Parkinson's disease, and have been studied more. Incapacity is common and it influences the clinical decision-making process. We must be particularly cautious with clinical trials of dementia. It also involves other areas of daily life, particularly financially related ones, where limitations are present from the mild cognitive impairment

Air kerma standardization for diagnostic radiology, and requirements proposal for calibration laboratories

International Nuclear Information System (INIS)

Ramos, Manoel Mattos Oliveira

2009-01-01

The demand for calibration services and quality control in diagnostic radiology has grown in the country since the publication of the governmental regulation 453, issued by the Ministry of Health in 1998. At that time, to produce results facing the new legislation, many laboratories used different standards and radiation qualities, some of which could be inadequate. The international standards neither supplied consistent radiation qualities and standardization for the different types of equipment available. This situation changed with the publication of the new edition of the IEC 61267 standard, published in 2005. A metrology network was created, but it is not yet accredited by the accreditation organism of the country, INMETRO. The objective of this work was to implement the standardization of the air kerma for the un attenuated qualities (RQR) of IEC 61267, and to develop a requirement proposal for instruments calibration laboratories. Results of interlaboratory comparisons demonstrate that the quantity is standardized and internationally traceable. A laboratory requirement proposal was finalized and it shall be submitted to INMETRO to be used as auxiliary normative document in laboratory accreditation. (author)

Competences possessed and required by European graduates. REFLEX Report to HEFCE No 4

OpenAIRE

Little, Brenda; Braun, Edith; Tang, Win-Yee

2008-01-01

The report is based on the results of a major international study of graduate employment some five years after graduation. It presents an analysis of graduates' perceptions of what competences they need to do their current jobs and whether they possess these competences.

Method for efficient establishment of technical biodosimetry competence

International Nuclear Information System (INIS)

Stricklin, D.; Jaworska, Alicja; Arvidsson, E.

2007-01-01

The current gold standard in biodosimetry, the dicentric assay, requires documented technical competence. Expertise is developed over time by evaluation of thousands of metaphases. Competence is documented through establishment of a dose-response curve, required by any service laboratory performing biodosimetry. Consistent and reliable evaluations must be established for new observers that might contribute to analyses for biological dose assessments. Discrepancies in evaluations jeopardize the reliability of assessments. The Swedish Defence Research Agency (FOI) together with the Norwegian Radiation Protection Authority (NRPA) conducted an inter-calibration exercise for the purpose of establishing comparable scoring criteria for evaluation of aberrations in metaphases. The exercise revealed specific aberrations that were difficult to identify and were consistent sources of uncertainty. Subsequently, a report detailing the FOI's scoring criteria was developed with visual examples and a strategy for establishing technical competence in metaphase scoring in an efficient manner evolved. Key components of the strategy are the review of guidance for biodosimetry, performance of inter-calibration exercises with previously established data sets, review of incongruous evaluations with a well-established observer, follow-up exercises depending on the initial outcome, and inter-comparisons to document agreement. Methods suggested here could be applied in training of new personnel. Documentation of methods in other laboratories could facilitate more consistent scoring criteria among the biodosimetry community, a problem observed in previous international inter-comparisons. Improved consistency among biodosimetry laboratories could facilitate reliably sharing the work load among different members of the biodosimetry community in the event of a mass casualty accident

MAINTENANCE OF SOCIAL AND PEDAGOGICAL SPACE OF HIGHER EDUCATION INSTITUTION AND DEVELOPMENT OF COMMON CULTURAL COMPETENCES

Directory of Open Access Journals (Sweden)

Tatyana Lvovna Stenina

2015-10-01

Full Text Available The purpose of research work – search of new ways of educational work, corresponding to requirements of federal state educational standards of higher education about formation of common cultural competences.The author suggests to use a method of social design for the solution of a task. The maintenance of social and pedagogical space of higher education institution is a complex of socially important ideas, projects and innovations. Participation in projects will allow students to seize competences which labor market demands.The author gives useful examples of use of design technologies for application in educational work of higher educational institutions.

NASA Standard for Models and Simulations: Philosophy and Requirements Overview

Science.gov (United States)

Blattnig, Steve R.; Luckring, James M.; Morrison, Joseph H.; Sylvester, Andre J.; Tripathi, Ram K.; Zang, Thomas A.

2013-01-01

Following the Columbia Accident Investigation Board report, the NASA Administrator chartered an executive team (known as the Diaz Team) to identify those CAIB report elements with NASA-wide applicability and to develop corrective measures to address each element. One such measure was the development of a standard for the development, documentation, and operation of models and simulations. This report describes the philosophy and requirements overview of the resulting NASA Standard for Models and Simulations.

Minimum Requirements for Core Competency in Pediatric Pharmacy Practice.

Science.gov (United States)

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

2015-01-01

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

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 and competency of high school teacher as the components of his innovative development

Directory of Open Access Journals (Sweden)

I. K. Yarmola

2013-10-01

Full Text Available Priority direction of state policy concerning the development of higher education inUkraineis to prepare qualified and competitive staff in the labor market. The high level of competence and scientific competence along with pedagogical craftsmanship and psychological culture of teachers is condition for improving the efficiency of the educational process in higher education. Aim of research was theoretical justification importance of competence and competency of high school teacher for the establishment his innovation potential. In the article the analysis of interpretation of the terms competence and competency in various scientific sources and scientific works of individual authors were presented. Moreover important are ability to creativity, solving of problem’s tasks, ingenuity, flexibility and criticality mind, intuition, originality and self-confidence; ability to formulate and solve non-standard tasks; ability to analyse, synthesis and combination, to share experiences, predictions, etc.. Emotionally-shaped quality represented by the following components as spirituality, the emotional upsurge in creative situations; associativity, imagination, sense of novelty, sensitivity to contradictions, empathy; insight, ability to see the familiar in an unfamiliar; overcome the stereotypes; risk appetite, desire for freedom. The general regularities of formation of research competence have been detected. In particular, the formation carried out through the development of competencies invariant character and increasing of specialized skills. It is proved that scientific and research competence is determined primarily by the system of teacher's professional education and self-education. The most important objective characteristics that reflect the competence of teachers in the field R & D is the total number of publications, number of scientific articles, monographs, and also won grants, competitions, etc. Moreover the level of competence in the

Developing a culturally competent health network: a planning framework and guide.

Science.gov (United States)

Gertner, Eric J; Sabino, Judith N; Mahady, Erica; Deitrich, Lynn M; Patton, Jarret R; Grim, Mary Kay; Geiger, James F; Salas-Lopez, Debbie

2010-01-01

The number of cultural competency initiatives in healthcare is increasing due to many factors, including changing demographics, quality improvement and regulatory requirements, equitable care missions, and accreditation standards. To facilitate organization-wide transformation, a hospital or healthcare system must establish strategic goals, objectives, and implementation tasks for culturally competent provision of care. This article reports the largely successful results of a cultural competency program instituted at a large system in eastern Pennsylvania. Prior to the development of its cultural competency initiative, Lehigh Valley Health Network, Allentown, Pennsylvania, saw isolated activities producing innovative solutions to diversity and culture issues in the provision of equitable care. But it took a transformational event to support an organization-wide program in cultural competency by strengthening leadership buy-in and providing a sense of urgency, excitement, and shared vision among multiple stakeholders. A multidisciplinary task force, including senior leaders and a diverse group of employees, was created with the authority and responsibility to enact changes. Through a well-organized strategic planning process, existing patient and community demographic data were reviewed to describe existing disparities, a baseline assessment was completed, a mission statement was created, and clear metrics were developed. The strategic plan, which focused on five key areas (demographics, language-appropriate services, employees, training, and education/communication), was approved by the network's chief executive officer and senior managers to demonstrate commitment prior to implementation. Strategic plan implementation proceeded through a project structure consisting of subproject teams charged with achieving the following specific objectives: develop a cultural material repository, enhance employee recruitment/retention, establish a baseline assessment

Nurses’ Competencies in Disaster Nursing: Implications for Curriculum Development and Public Health

Science.gov (United States)

Loke, Alice Yuen; Fung, Olivia Wai Man

2014-01-01

The purpose of this study was to explore Hong Kong nurses’ perceptions of competencies required for disaster nursing. Focus group interviews and written inquiry were adopted to solicit nurses’ perceived required competencies for disaster care. A total of 15 nurses were interviewed and 30 nurses completed the written inquiry on their perceived competencies related to disaster nursing. The International Council for Nurses’ (ICN) framework of disaster nursing competencies, consisting of four themes and ten domains, was used to tabulate the perceived competencies for disaster nursing reported by nurses. The most mentioned required competencies were related to disaster response; with the ethical and legal competencies for disaster nursing were mostly neglected by nurses in Hong Kong. With the complexity nature of disasters, special competencies are required if nurses are to deal with adverse happenings in their serving community. Nurses’ perceived disaster nursing competencies reported by nurses were grossly inadequate, demonstrating the needs to develop a comprehensive curriculum for public health. The establishment of a set of tailor-made disaster nursing core competencies for the community they served is the first step in preparing nurses to deal with disastrous situations for the health of the public. PMID:24658409

76 FR 22030 - Third Party Testing for Certain Children's Products; Toddler Beds: Requirements for Accreditation...

Science.gov (United States)

2011-04-20

... and content of the ILAC-MRA approach and of the requirements of the ISO/IEC 17025:2005 laboratory... to ISO Standard ISO/IEC 17025:2005, ``General Requirements for the Competence of Testing and.... The product \\1\\ was tested by a third party conformity assessment body that was ISO/IEC 17025...

Transition of the Russian federation to new educational standard: independent work of students as a factor in the quality of educational process*

Directory of Open Access Journals (Sweden)

Kremlev Artem

2016-01-01

Full Text Available The paper is devoted to changes in the organization of independent work of students. These changes are associated with transition of the Russian Federation to new educational standards. In this regard, systemically-active approach to educational process, which is also called competence-based approach, comes to replace the knowledge-based model of education. Independent work of students as one of the main components of the competence-based approach is aimed not only at achieving of educational goals, but mainly on the formation of personal qualities of the future specialist - self-knowledge, self-development and self-realization. These qualities form a new competent person who meets the requirements of the labor market. The research includes consideration of issues such as organization, planning, monitoring methods of self-dependent student work taking into account the requirements of the educational standard.

Tactical medicine--competency-based guidelines.

Science.gov (United States)

Schwartz, Richard Bruce; McManus, John G; Croushorn, John; Piazza, Gina; Coule, Phillip L; Gibbons, Mark; Bollard, Glenn; Ledrick, David; Vecchio, Paul; Lerner, E Brooke

2011-01-01

Tactical emergency medical support (TEMS) is a rapidly growing area within the field of prehospital medicine. As TEMS has grown, multiple training programs have emerged. A review of the existing programs demonstrated a lack of competency-based education. To develop educational competencies for TEMS as a first step toward enhancing accountability. As an initial attempt to establish accepted outcome-based competencies, the National Tactical Officers Association (NTOA) convened a working group of subject matter experts. This working group drafted a competency-based educational matrix consisting of 18 educational domains. Each domain included competencies for four educational target audiences (operator, medic, team commander, and medical director). The matrix was presented to the American College of Emergency Physicians (ACEP) Tactical Emergency Medicine Section members. A modified Delphi technique was utilized for the NTOA and ACEP groups, which allowed for additional expert input and consensus development. The resultant matrix can serve as the basic educational standard around which TEMS training organizations can design programs of study for the four target audiences.

Adaptation and Disadaptation of Pupils in the Context of the Requirements of the New Federal Education Standards

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Leonova E.V.,

2015-02-01

Full Text Available We discuss the problem of adaptation and disadaptation enrolled in the new educational environment in the context of the requirements of the new federal educational standards. We present a new approach to the problem, based on the differentiation of the causes and indicators of students disadaptation. We test hypotheses of the importance of the students’ components of personal competence for the success of adaptation in the new educational environment: individual-psychological, motivational-value, activity and communicative. On the basis of the approach of B.F. Lomov, we defined the criteria and indicators for adaptation / disadaptation of students: information and communication (school performance, regulatory and communicative (behavior, affective communication (emotional well-being. On a sample of first-graders (n = 81, using multiple regression analysis, we reveal the psychological factors of students’ disadaptation. It is shown that the dominant factor of students’ disadaptation is immature communicative skills. We grounded and empirically approbated the content of psychological support of first-graders, based on the idea of the development of creative abilities of students in the game and cognitive activity.

78 FR 13835 - Harmonization of Airworthiness Standards-Miscellaneous Structures Requirements

Science.gov (United States)

2013-03-01

... Airworthiness Standards--Miscellaneous Structures Requirements AGENCY: Federal Aviation Administration (FAA... and Dynamics Harmonization Working Group (LDHWG) and the General Structures Harmonization Working Group (GSHWG) to review existing structures regulations and recommend changes that would eliminate...

Skills and Competencies

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Nasios Orinos

2013-07-01

Full Text Available This article presents the results of a study aimed to investigate the requirements of the business sector in light of the skills and competencies students should have in order to be recruited. In this fashion, the study intended to measure the importance of the skills and competencies sought by the business world, revealing ways through which students can develop such skills. This project portrayed that, some of the required classes will certainly give students a strong theoretical background but they will neither completely prepare this student with all possible skills or competencies nor provide the student with any practical experience that will enable him/her to be more competitive when entering the business market. In some classes, however, like Public Speaking, which is designed to teach presentation skills, successful students are able to build good communication and interpersonal skills. Additionally, an English writing class will certainly attempt to provide them with strong writing skills, and a business class will possibly demand reading skills. Moreover, a calculus and a statistics class will provide basic arithmetic/mathematical skills. However, through this project it is proven that all of these classes will neglect the indoctrination of creative thinking in students, or make students believe in their own self-worth (self-esteem skills; the courses will also fail to develop the sense of urgency, drive and determination that students should possess not just to compete but also to survive in a business world.

DOE standard: Integration of environment, safety, and health into facility disposition activities. Volume 1 of 2: Technical standard

International Nuclear Information System (INIS)

1998-05-01

This Department of Energy (DOE) technical standard (referred to as the Standard) provides guidance for integrating and enhancing worker, public, and environmental protection during facility disposition activities. It provides environment, safety, and health (ES and H) guidance to supplement the project management requirements and associated guidelines contained within DOE O 430.1A, Life-Cycle Asset Management (LCAM), and amplified within the corresponding implementation guides. In addition, the Standard is designed to support an Integrated Safety Management System (ISMS), consistent with the guiding principles and core functions contained in DOE P 450.4, Safety Management System Policy, and discussed in DOE G 450.4-1, Integrated Safety Management System Guide. The ISMS guiding principles represent the fundamental policies that guide the safe accomplishment of work and include: (1) line management responsibility for safety; (2) clear roles and responsibilities; (3) competence commensurate with responsibilities; (4) balanced priorities; (5) identification of safety standards and requirements; (6) hazard controls tailored to work being performed; and (7) operations authorization. This Standard specifically addresses the implementation of the above ISMS principles four through seven, as applied to facility disposition activities

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

Science.gov (United States)

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

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

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.

Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

NARCIS (Netherlands)

Alake - Tuenter, E.; Biemans, H.J.A.; Tobi, H.; Wals, A.E.J.; Oosterheert, I.; Mulder, M.

2012-01-01

Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils’ application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach

ACCP Clinical Pharmacist Competencies.

Science.gov (United States)

Saseen, Joseph J; Ripley, Toni L; Bondi, Deborah; Burke, John M; Cohen, Lawrence J; McBane, Sarah; McConnell, Karen J; Sackey, Bryan; Sanoski, Cynthia; Simonyan, Anahit; Taylor, Jodi; Vande Griend, Joseph P

2017-05-01

The purpose of the American College of Clinical Pharmacy (ACCP) is to advance human health by extending the frontiers of clinical pharmacy. Consistent with this mission and its core values, ACCP is committed to ensuring that clinical pharmacists possess the knowledge, skills, attitudes, and behaviors necessary to deliver comprehensive medication management (CMM) in team-based, direct patient care environments. These components form the basis for the core competencies of a clinical pharmacist and reflect the competencies of other direct patient care providers. This paper is an update to a previous ACCP document and includes the expectation that clinical pharmacists be competent in six essential domains: direct patient care, pharmacotherapy knowledge, systems-based care and population health, communication, professionalism, and continuing professional development. Although these domains align with the competencies of physician providers, they are specifically designed to better reflect the clinical pharmacy expertise required to provide CMM in patient-centered, team-based settings. Clinical pharmacists must be prepared to complete the education and training needed to achieve these competencies and must commit to ongoing efforts to maintain competence through ongoing professional development. Collaboration among stakeholders will be needed to ensure that these competencies guide clinical pharmacists' professional development and evaluation by educational institutions, postgraduate training programs, professional societies, and employers. © 2017 Pharmacotherapy Publications, Inc.

Competing Logics and Healthcare Comment on "(Re) Making the Procrustean Bed? Standardization and Customization as Competing Logics in Healthcare".

Science.gov (United States)

Saks, Mike

2017-08-20

This paper offers a short commentary on the editorial by Mannion and Exworthy. The paper highlights the positive insights offered by their analysis into the tensions between the competing institutional logics of standardization and customization in healthcare, in part manifested in the conflict between managers and professionals, and endorses the plea of the authors for further research in this field. However, the editorial is criticized for its lack of a strong societal reference point, the comparative absence of focus on hybridization, and its failure to highlight structural factors impinging on the opposing logics in a broader neo-institutional framework. With reference to the Procrustean metaphor, it is argued that greater stress should be placed on the healthcare user in future health policy. Finally, the case of complementary and alternative medicine is set out which - while not explicitly mentioned in the editorial - most effectively concretizes the tensions at the heart of this analysis of healthcare. © 2018 The Author(s); Published by Kerman University of Medical Sciences. This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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

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Mariya B. Shashkina

2015-01-01

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

Children's competence for assent and consent: a review of empirical findings.

Science.gov (United States)

Miller, Victoria A; Drotar, Dennis; Kodish, Eric

2004-01-01

This narrative review summarizes the empirical literature on children's competence for consent and assent in research and treatment settings. Studies varied widely regarding methodology, particularly in the areas of participant sampling, situational context studied (e.g., psychological versus medical settings), procedures used (e.g., lab-based vs. real-world approaches), and measurement of competence. This review also identifies several fundamental dilemmas underlying approaches to children's informed consent. These dilemmas, including autonomy versus best interest approaches, legal versus psychological or ethical approaches, child- versus family-based approaches, and approaches that emphasize consent versus those that emphasize assent, have implications for the measurement of children's competence and interpretation of findings. Recommendations for future research in the area of children's informed consent include the use of diverse samples and control groups, development of multidimensional and standardized measures of competence, utilization of multidimensional and standardized measures of competence, utilization of observational methods and longitudinal designs, examination of noncognitive aspects of children's competence and comparison of children's competence for treatment and research decisions.

Presumptions respecting mental competence.

Science.gov (United States)

Madigan, K V; Checkland, D; Silberfeld, M

1994-04-01

This paper addresses the role(s) played by presumptions regarding mental competence in the context of clinical assessment of decision-making capacity. In particular, the issue of whether or not the usual common law presumption of competence is appropriate and applicable in cases of reassessment of persons previously found incompetent is discussed. Arguments can be made for either retaining a presumption of competence or adopting a presumption of incompetence in reassessment cases. In addressing the issue and the arguments, the authors conclude that the question is really a public policy issue which requires legislative resolution. In writing this paper, the authors have drawn on their joint clinical experience at the Baycrest Competency Clinic. Though the authors' jurisdiction is the province of Ontario, their intent is to raise awareness and to prompt consideration of this issue both inside and outside Ontario.

Substantiation of the necessity to develop a competency model of training specialist in pharmacy on the basis of intellectual educational system

Directory of Open Access Journals (Sweden)

V. O. Demchenko

2014-08-01

Full Text Available The pharmaceutical market of Ukraine, in which various subjects of drug turnover operate, is gradually moving to basically new level. The development is taking place due tothe fundamental factors such as competence and the quality of pharmaceutical activities. The changes on the pharmaceutical market, tough competitive conditions, transforming of the managerial culture intensity, the problems of not always appropriate competence of specialists and require fundamental changes in the system of pharmaceutical education. The purpose. To conduct research of the links in social and economic relations between higher educational institutions and employers in the labor market through the analysis of future graduates`professional competence for the pharmaceutical industry and substantiate the necessity for the development of competency-based training model on the basis of adaptive intellectual computer system of training. Materials and methods. The study was conducted using the methods of semantic evaluation of legal and scientific documents, comparison, systemic and structural logical analysis. Results and discussion. Competence approach has been implemented in most European countries at the level of national educational standards. The current system of pharmaceutical education in Ukraine is normative and it is based on the branch standards of higher education-educational qualification characteristics and educational and vocational program. Market conditions encourage employers to determine and order specialists with a definite set of professional competencies, constantly updating and upgrading knowledge who fully meet the requirements of the position defined independent on the subjects of the system of drug provision. Therefore, it is necessary to synchronize "production" of the education system and "demand" of the labor market. It`s obvious, the solution of this problem is possible only with the introduction of new educational technologies to create a

Emotional Intelligence Competencies and the Army Leadership Requirements Model

Science.gov (United States)

2015-06-12

cultural stereotype in the military that suggests the display of emotions is less than desirable, however the ability for military leaders to regulate...2004) found that older participants rated higher in emotional intelligence competencies than younger participants. Additionally, women scored...manage conflict within the workplace enhances his or her ability to Build Trust among followers and Create s Positive Environment. Conflict management

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

Directory of Open Access Journals (Sweden)

N. S. Bushmakina

2013-01-01

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

Comparison of exertion required to perform standard and active compression-decompression cardiopulmonary resuscitation.

Science.gov (United States)

Shultz, J J; Mianulli, M J; Gisch, T M; Coffeen, P R; Haidet, G C; Lurie, K G

1995-02-01

Active compression-decompression (ACD) cardiopulmonary resuscitation (CPR) utilizes a hand-held suction device with a pressure gauge that enables the operator to compress as well as actively decompress the chest. This new CPR method improves hemodynamic and ventilatory parameters when compared with standard CPR. ACD-CPR is easy to perform but may be more labor intensive. The purpose of this study was to quantify and compare the work required to perform ACD and standard CPR. Cardiopulmonary testing was performed on six basic cardiac life support- and ACD-trained St. Paul, MN fire-fighter personnel during performance of 10 min each of ACD and standard CPR on a mannequin equipped with a compression gauge. The order of CPR techniques was determined randomly with > 1 h between each study. Each CPR method was performed at 80 compressions/min (timed with a metronome), to a depth of 1.5-2 inches, and with a 50% duty cycle. Baseline cardiopulmonary measurements were similar at rest prior to performance of both CPR methods. During standard and ACD-CPR, respectively, rate-pressure product was 18.2 +/- 3.0 vs. 23.8 +/- 1.7 (x 1000, P CPR compared with standard CPR. Both methods require subanaerobic energy expenditure and can therefore be sustained for a sufficient length of time by most individuals to optimize resuscitation efforts. Due to the slightly higher work requirement, ACD-CPR may be more difficult to perform compared with standard CPR for long periods of time, particularly by individuals unaccustomed to the workload requirement of CPR, in general.

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.

How to Measure Critical Health Competences: Development and Validation of the Critical Health Competence Test (CHC Test)

Science.gov (United States)

Steckelberg, Anke; Hulfenhaus, Christian; Kasper, Jurgen; Rost, Jurgen; Muhlhauser, Ingrid

2009-01-01

Consumers' autonomy regarding health increasingly requires competences to critically appraise health information. Critical health literacy refers to the concept of evidence-based medicine. Instruments to measure these competences in curriculum evaluation and surveys are lacking. We aimed to develop and validate an instrument to measure critical…

75 FR 52616 - Third Party Testing for Certain Children's Products; Youth All-Terrain Vehicles: Requirements for...

Science.gov (United States)

2010-08-27

... content of the ILAC-MRA approach and of the requirements of the ISO/IEC 17025:2005 laboratory... must be to ISO Standard ISO/IEC 17025:2005, General Requirements for the Competence of Testing and... that at that time was ISO/IEC 17025 accredited by an ILAC-MRA signatory. For firewalled conformity...

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

Science.gov (United States)

Curtis, Tammy

2015-01-01

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

Standards for deuterium analysis requirements of heavy water plants (Preprint No. CA-1)

Energy Technology Data Exchange (ETDEWEB)

Rathi, B N; Gopalakrishnan, V T; Alphonse, K P; Pawar, P L; Sadhukhan, H K [Bhabha Atomic Research Centre, Bombay (India). Heavy Water Div.

1989-04-01

Accurate analysis of deuterium, covering the entire range, is of great importance in production of heavy water. Most of the methods for determination of deuterium in gas or liquid samples require appropriate standards. Since density of pure protium oxide and pure deuterium oxide has been determined very accurately by a large number of workers and density of mixtures of H{sub 2}O and D{sub 2}O follows a linear relation, it is possible to use accurate density determination for measurement of deuterium content. Float method for density measurements was improved further and used for the preparation of primary heavy water standards in high and low deuterium ranges. Heavy water plant laboratories require gas standards (ammonia synthesis gas matrix), in addition to low deuterium water standards, for calibration of mass spectrometers. SLAP (Standard Light Antarctic Precipitation, D/D+H = 89.02+-0.05ppm) and SMOW (Standard Mean Ocean Water, D/D+H =155.76+-0.05ppm) available from IAEA, Vienna, along with water practically free from deuterium, were used as standards to prepare secondary liquid standards. These secondary standards were subsequently reduced and mixed with pure nitrogen to obtain D/D+H standards in syngas matrix. (author). 8 refs., 2 figs.

Energy Auditor and Quality Control Inspector Competency Model

Energy Technology Data Exchange (ETDEWEB)

Head, Heather R [National Renewable Energy Laboratory (NREL), Golden, CO (United States); Kurnik, Charles W [National Renewable Energy Laboratory (NREL), Golden, CO (United States); Schroeder, Derek [U.S. Department of Energy; Cutchin, Kelly [Simonson Management Services

2018-05-02

The Energy Auditor (EA) and Quality Control Inspector (QCI) Competency model was developed to identify the soft skills, foundational competencies and define the levels of Knowledge, Skills, and Abilities (KSAs) required to successfully perform the tasks defined in the EA and QCI Job Task Analysis (JTAs), the U.S. Department of Energy (DOE) used the U.S. Department of Labor's (DOL) Competency Model Clearinghouse resources to develop a QCI and EA Competency Model. To keep the QCI and EA competency model consistent with other construction and energy management competency models, DOE and the National Renewable Energy Laboratory used the existing 'Residential Construction Competency Model' and the 'Advanced Commercial Building Competency Model' where appropriate.

Technical standards in nuclear area

International Nuclear Information System (INIS)

Grimberg, M.

1978-01-01

The technical standardization in nuclear area is discussed. Also, the competence of CNEN in standardization pursuit is analysed. Moreover, the process of working up of technical standards is explained; in addition, some kinds of technical standards are discussed. (author) [pt

DIAGNOSTICS OF POLYCULTURAL COMPETENCE OF FUTURE TEACHERS

Directory of Open Access Journals (Sweden)

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

Developing a competency framework for academic physicians.

Science.gov (United States)

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.

A Student Assessment Tool for Standardized Patient Simulations (SAT-SPS): Psychometric analysis.

Science.gov (United States)

Castro-Yuste, Cristina; García-Cabanillas, María José; Rodríguez-Cornejo, María Jesús; Carnicer-Fuentes, Concepción; Paloma-Castro, Olga; Moreno-Corral, Luis Javier

2018-05-01

The evaluation of the level of clinical competence acquired by the student is a complex process that must meet various requirements to ensure its quality. The psychometric analysis of the data collected by the assessment tools used is a fundamental aspect to guarantee the student's competence level. To conduct a psychometric analysis of an instrument which assesses clinical competence in nursing students at simulation stations with standardized patients in OSCE-format tests. The construct of clinical competence was operationalized as a set of observable and measurable behaviors, measured by the newly-created Student Assessment Tool for Standardized Patient Simulations (SAT-SPS), which was comprised of 27 items. The categories assigned to the items were 'incorrect or not performed' (0), 'acceptable' (1), and 'correct' (2). 499 nursing students. Data were collected by two independent observers during the assessment of the students' performance at a four-station OSCE with standardized patients. Descriptive statistics were used to summarize the variables. The difficulty levels and floor and ceiling effects were determined for each item. Reliability was analyzed using internal consistency and inter-observer reliability. The validity analysis was performed considering face validity, content and construct validity (through exploratory factor analysis), and criterion validity. Internal reliability and inter-observer reliability were higher than 0.80. The construct validity analysis suggested a three-factor model accounting for 37.1% of the variance. These three factors were named 'Nursing process', 'Communication skills', and 'Safe practice'. A significant correlation was found between the scores obtained and the students' grades in general, as well as with the grades obtained in subjects with clinical content. The assessment tool has proven to be sufficiently reliable and valid for the assessment of the clinical competence of nursing students using standardized patients

The competent community: toward a vital reformulation of professional ethics.

Science.gov (United States)

Johnson, W Brad; Barnett, Jeffrey E; Elman, Nancy S; Forrest, Linda; Kaslow, Nadine J

2012-10-01

Psychologists are ethically obligated to ensure their own competence. When problems of professional competence occur, psychologists must take appropriate steps to regain competence while protecting those they serve. Yet conceptualizations of the competence obligation are thoroughly intertwined with Western ideals of individualism and a model of the person as self-contained, self-controlled, and perpetually rational. Research in health care, education, and multicultural and social psychology raise serious doubts about psychologists' capacity for consistently accurate self-assessments of competence. To address this problem, the authors advocate that education, training, professional ethics standards, and credentialing criteria be infused with a robust communitarian ethos and a culturally pervasive ethic of care. The authors propose a shift in discourse about competence to incorporate both competent individuals and competent communities.

The CompHP Core Competencies Framework for Health Promotion in Europe

Science.gov (United States)

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

2012-01-01

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

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...

Process-Based Development of Competence Models to Computer Science Education

Science.gov (United States)

Zendler, Andreas; Seitz, Cornelia; Klaudt, Dieter

2016-01-01

A process model ("cpm.4.CSE") is introduced that allows the development of competence models in computer science education related to curricular requirements. It includes eight subprocesses: (a) determine competence concept, (b) determine competence areas, (c) identify computer science concepts, (d) assign competence dimensions to…

Tutorial in biostatistics: competing risks and multi-state models

NARCIS (Netherlands)

Putter, H.; Fiocco, M.; Geskus, R. B.

2007-01-01

Standard survival data measure the time span from some time origin until the occurrence of one type of event. If several types of events occur, a model describing progression to each of these competing risks is needed. Multi-state models generalize competing risks models by also describing

Sociolinguistic Competence and Malaysian Students' English Language Proficiency

Science.gov (United States)

Muniandy, Mohan K.; Nair, Gopala Krishnan Sekharan; Shanmugam, Shashi Kumar Krishnan; Ahmad, Irma; Noor, Norashikin Binte Mohamed

2010-01-01

This paper aims to highlight the importance of teaching sociolinguistic competence to ESL learners in Malaysian schools. Sociolinguistic competence is the knowledge of socio cultural rules of language and of discourse. This type of competence requires an understanding of the socio context in which language is used. It is proposed that carefully…

40 CFR 61.12 - Compliance with standards and maintenance requirements.

Science.gov (United States)

2010-07-01

... Provisions § 61.12 Compliance with standards and maintenance requirements. (a) Compliance with numerical... otherwise specified in an individual subpart. (b) Compliance with design, equipment, work practice or... pollution control, in a manner consistent with good air pollution control practice for minimizing emissions...

76 FR 49286 - Third Party Testing for Certain Children's Products; Notice of Requirements for Accreditation of...

Science.gov (United States)

2011-08-10

... history and content of the ILAC-MRA approach and of the requirements of the ISO/IEC 17025:2005 laboratory... be to ISO Standard ISO/IEC 17025:2005, ``General Requirements for the Competence of Testing and..., the product was tested by a third party conformity assessment body that was ISO/IEC 17025 accredited...

Synergistic relationships between Analytical Chemistry and written standards

International Nuclear Information System (INIS)

Valcárcel, Miguel; Lucena, Rafael

2013-01-01

Graphical abstract: -- Highlights: •Analytical Chemistry is influenced by international written standards. •Different relationships can be established between them. •Synergies can be generated when these standards are conveniently managed. -- Abstract: This paper describes the mutual impact of Analytical Chemistry and several international written standards (norms and guides) related to knowledge management (CEN-CWA 14924:2004), social responsibility (ISO 26000:2010), management of occupational health and safety (OHSAS 18001/2), environmental management (ISO 14001:2004), quality management systems (ISO 9001:2008) and requirements of the competence of testing and calibration laboratories (ISO 17025:2004). The intensity of this impact, based on a two-way influence, is quite different depending on the standard considered. In any case, a new and fruitful approach to Analytical Chemistry based on these relationships can be derived

Synergistic relationships between Analytical Chemistry and written standards

Energy Technology Data Exchange (ETDEWEB)

Valcárcel, Miguel, E-mail: qa1vacam@uco.es; Lucena, Rafael

2013-07-25

Graphical abstract: -- Highlights: •Analytical Chemistry is influenced by international written standards. •Different relationships can be established between them. •Synergies can be generated when these standards are conveniently managed. -- Abstract: This paper describes the mutual impact of Analytical Chemistry and several international written standards (norms and guides) related to knowledge management (CEN-CWA 14924:2004), social responsibility (ISO 26000:2010), management of occupational health and safety (OHSAS 18001/2), environmental management (ISO 14001:2004), quality management systems (ISO 9001:2008) and requirements of the competence of testing and calibration laboratories (ISO 17025:2004). The intensity of this impact, based on a two-way influence, is quite different depending on the standard considered. In any case, a new and fruitful approach to Analytical Chemistry based on these relationships can be derived.

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

Directory of Open Access Journals (Sweden)

Mark Ragg

2017-08-01

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

Trainees' perceptions of practitioner competence during patient transfer.

Science.gov (United States)

Grierson, Lawrence; Dubrowski, Adam; So, Steph; Kistner, Nicole; Carnahan, Heather

2012-01-01

Technical and communicative skills are both important features for one's perception of practitioner competence. This research examines how trainees' perceptions of practitioner competence change as they view health care practitioners who vary in their technical and communicative skill proficiencies. Occupational therapy students watched standardized encounters of a practitioner performing a patient transfer in combinations of low and high technical and communicative proficiency and then reported their perceptions of practitioner competence. The reports indicate that technical and communicative skills have independently identifiable impacts on the perceptions of practitioner competency, but technical proficiency has a special impact on the students' perceptions of practitioner communicative competence. The results are discussed with respect to the way in which students may evaluate their own competence on the basis of either technical or communicative skill. The issue of how this may lead trainees to dedicate their independent learning efforts to an incomplete set of features needed for the development of practitioner competency is raised.

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

Science.gov (United States)

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

2009-01-01

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

High-level waste storage tank farms/242-A evaporator Standards/Requirements Identification Document (S/RID)

Energy Technology Data Exchange (ETDEWEB)

1994-04-01

The High-Level Waste Storage Tank Farms/242-A Evaporator Standards/Requirements Identification Document (S/RID) is contained in multiple volumes. This document (Volume 3) presents the standards and requirements for the following sections: Safeguards and Security, Engineering Design, and Maintenance.

High-level waste storage tank farms/242-A evaporator Standards/Requirements Identification Document (S/RID)

International Nuclear Information System (INIS)

1994-04-01

The High-Level Waste Storage Tank Farms/242-A Evaporator Standards/Requirements Identification Document (S/RID) is contained in multiple volumes. This document (Volume 3) presents the standards and requirements for the following sections: Safeguards and Security, Engineering Design, and Maintenance

A competency framework for the business rescue practitioner profession

Directory of Open Access Journals (Sweden)

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.

Safety-at-work competences as a driver of corporate social responsibility

Directory of Open Access Journals (Sweden)

Górny Adam

2017-01-01

Full Text Available In order to operate effectively in a continuously changing and frequently turbulent markets, companies must account for the needs and expectations of both their management and lower-ranking employees. To that end, it is essential that business organizations identify ways to adopt changes that will guarantee their success. One way to improve the market position of a company is to employ the principles of corporate social responsibility. A key requirements as well as a key area of such responsibility is occupational health and safety, whose guidelines fall within the scope of the overall practices enshrined in labor law. A prerequisite for the effective fulfillment of such requirements is to secure competent contractors who will undertake all measures associated with this field. The article notes the issue and examines it against the standards set forth in ISO 26000. The author demonstrates the need to acquire competences that will enable the concerned company to ensure the safe performance of work and the fulfillment of occupational health and safety requirements in conformity with the principles of corporate social responsibility. Only by embracing the rules of CSR under such an approach will a business be able to achieve the desired outcomes.

Determining a Criminal Defendant's Competency to Proceed With an Extradition Hearing.

Science.gov (United States)

Piel, Jennifer; Finkle, Michael J; Giske, Megan; Leong, Gregory B

2015-06-01

When a criminal defendant flees from one state (often referred to as the requesting state) to another (often referred to as the asylum state), the requesting state can demand that the asylum state return the defendant through a process called extradition. Only a handful of states have considered a fugitive's right to be competent to proceed with an extradition hearing. Those states fall into three categories. Some states apply the same standard as in criminal trial competency cases. Others apply a more limited competency standard. Two have found that a fugitive has no right to be competent to proceed in an extradition hearing. The particular legal test adopted affects the nature and scope of the competency evaluation conducted by the psychiatrist or psychologist in the extradition hearing. In addition, we are not aware of any state that has considered what happens to the fugitive if he is ultimately found not competent to proceed. Legislation, either state by state or through amendments to the Uniform Criminal Extradition Act, can provide the legal and psychiatric communities with guidance in assessing competency initially and in taking appropriate steps if the fugitive is ultimately found not competent. © 2015 American Academy of Psychiatry and the Law.

DTU-ESA millimeter-wave validation standard antenna – requirements and design

DEFF Research Database (Denmark)

Pivnenko, Sergey; Kim, Oleksiy S.; Breinbjerg, Olav

2014-01-01

from a validation campaign is achieved when a dedicated Validation Standard (VAST) antenna specifically designed for this purpose is available. The driving requirements to VAST antennas are their mechanical stability with respect to any orientation of the antenna in the gravity field and thermal...... are briefly reviewed and the baseline design is described. The emphasis is given to definition of the requirements for the mechanical and thermal stability of the antenna, which satisfy the stringent stability requirement for the mm-VAST electrical characteristics....

Design Of Measurements For Evaluating Readiness Of Technoware Components To Meet The Required Standard Of Products

Science.gov (United States)

Fauzi, Ilham; Muharram Hasby, Fariz; Irianto, Dradjad

2018-03-01

Although government is able to make mandatory standards that must be obeyed by the industry, the respective industries themselves often have difficulties to fulfil the requirements described in those standards. This is especially true in many small and medium sized enterprises that lack the required capital to invest in standard-compliant equipment and machineries. This study aims to develop a set of measurement tools for evaluating the level of readiness of production technology with respect to the requirements of a product standard based on the quality function deployment (QFD) method. By combining the QFD methodology, UNESCAP Technometric model [9] and Analytic Hierarchy Process (AHP), this model is used to measure a firm’s capability to fulfill government standard in the toy making industry. Expert opinions from both the governmental officers responsible for setting and implementing standards and the industry practitioners responsible for managing manufacturing processes are collected and processed to find out the technological capabilities that should be improved by the firm to fulfill the existing standard. This study showed that the proposed model can be used successfully to measure the gap between the requirements of the standard and the readiness of technoware technological component in a particular firm.

CH2M Hill Hanford Group, Inc., Standards and Requirements Identification Document (SRID) Requirements Management System and Requirements Specification

International Nuclear Information System (INIS)

JOHNSON, A.L.

2000-01-01

The current Tank Farm Contractor (TFC) for the U. S. Department of Energy, Office of River Protection (ORP), River Protection Project (RPP), CH2M Hill Hanford Group, Inc. (CHG), will use a computer based requirements management system. The system will serve as a tool to assist in identifying, capturing, and maintaining the Standards/Requirements Identification Document (S/RID) requirements and links to implementing procedures and other documents. By managing requirements as one integrated set, CHG will be able to carry out its mission more efficiently and effectively. CHG has chosen the Dynamic Object Oriented Requirements System (DOORS(trademark)) as the preferred computer based requirements management system. Accordingly, the S/RID program will use DOORS(trademark). DOORS(trademark) will replace the Environmental Requirements Management Interface (ERMI) system as the tool for S/RID data management. The DOORS(trademark) S/RID test project currently resides on the DOORSTM test server. The S/RID project will be migrated to the DOORS(trademark) production server. After the migration the S/RID project will be considered a production project and will no longer reside on the test server

The Health Information Technology Competencies Tool: Does It Translate for Nursing Informatics in the United States?

Science.gov (United States)

Sipes, Carolyn; Hunter, Kathleen; McGonigle, Dee; West, Karen; Hill, Taryn; Hebda, Toni

2017-12-01

Information technology use in healthcare delivery mandates a prepared workforce. The initial Health Information Technology Competencies tool resulted from a 2-year transatlantic effort by experts from the US and European Union to identify approaches to develop skills and knowledge needed by healthcare workers. It was determined that competencies must be identified before strategies are established, resulting in a searchable database of more than 1000 competencies representing five domains, five skill levels, and more than 250 roles. Health Information Technology Competencies is available at no cost and supports role- or competency-based queries. Health Information Technology Competencies developers suggest its use for curriculum planning, job descriptions, and professional development.The Chamberlain College of Nursing informatics research team examined Health Information Technology Competencies for its possible application to our research and our curricular development, comparing it originally with the TIGER-based Assessment of Nursing Informatics Competencies and Nursing Informatics Competency Assessment of Level 3 and Level 4 tools, which examine informatics competencies at four levels of nursing practice. Additional analysis involved the 2015 Nursing Informatics: Scope and Standards of Practice. Informatics is a Health Information Technology Competencies domain, so clear delineation of nursing-informatics competencies was expected. Researchers found TIGER-based Assessment of Nursing Informatics Competencies and Nursing Informatics Competency Assessment of Level 3 and Level 4 differed from Health Information Technology Competencies 2016 in focus, definitions, ascribed competencies, and defined levels of expertise. When Health Information Technology Competencies 2017 was compared against the nursing informatics scope and standards, researchers found an increase in the number of informatics competencies but not to a significant degree. This is not surprising

12 CFR 22.6 - Required use of standard flood hazard determination form.

Science.gov (United States)

2010-01-01

... 12 Banks and Banking 1 2010-01-01 2010-01-01 false Required use of standard flood hazard determination form. 22.6 Section 22.6 Banks and Banking COMPTROLLER OF THE CURRENCY, DEPARTMENT OF THE TREASURY... the Act. The standard flood hazard determination form may be used in a printed, computerized, or...

78 FR 41339 - Electric Reliability Organization Proposal To Retire Requirements in Reliability Standards

Science.gov (United States)

2013-07-10

...] Electric Reliability Organization Proposal To Retire Requirements in Reliability Standards AGENCY: Federal... Reliability Standards identified by the North American Electric Reliability Corporation (NERC), the Commission-certified Electric Reliability Organization. FOR FURTHER INFORMATION CONTACT: Kevin Ryan (Legal Information...

The consumer competence of young adults

DEFF Research Database (Denmark)

Grønhøj, Alice

2007-01-01

of consumer competence in actual consumption decisions, however more competent approaches were reported when respondents were faced with hypothetical purchase situations. The young consumers' own understanding of what consumer competence requires showed some degree of correspondence with traditional notions...... of 'desirable consumer socialization', but also added a fundamental consumer competence to the list: to carefully consider one's need to make a purchase. Research limitations/implications The study included only a certain segment of young consumers. Future studies of consumer competence may include consumers......, particularly with respect to how new, complex buying decisions are managed. Findings Guidance from family and friends was found to be of major significance as regards complex consumer decisions made in the transition period from home to first household. The young adults did not display very high levels...

Professional Competence of Teachers in the Age of Globalization

Science.gov (United States)

Orazbayeva, Kuldarkhan O.

2016-01-01

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

Competing Values in Software Process Improvement

DEFF Research Database (Denmark)

Mûller, Sune Dueholm; Nielsen, Peter Axel

2013-01-01

Purpose The purpose of the article is to investigate the impact of organizational culture on software process improvement (SPI). Is cultural congruence between an organization and an adopted process model required? How can the level of congruence between an organizational culture and the values...... and assumptions underlying an adopted process model be assessed? How can cultural incongruence be managed to facilitate success of software process improvement? Design/methodology/approach The competing values framework and its associated assessment instrument are used in a case study to establish......-step process, SPI managers establish and compare culture profiles and decide how to address identified problems. To that end the text analysis technique is offered as a web service that allows for analysis of all text-based process models and standards, and of internal process documentation. Originality...

The competences postulated as requirements for occupational medicine training in Europe as viewed by Polish specialists.

Science.gov (United States)

Boczkowski, A

2001-01-01

A questionnaire has been developed and disseminated in several European countries to determine common key competences required of occupational medicine specialists. The questionnaire contained 115 subjects relating to eight fields of activity of an occupational medicine physician (occupational hazards to health, assessment of disability and fitness for work, communications, research methods, management, environmental medicine, occupational health law and ethics, and health promotion). Items in each part were classified into three categories: knowledge, skills and experience. For each of the subjects respondents were asked to allocate a score from 0 (not necessary) to 5 (most important or essential). In Poland the questionnaire was distributed among two groups of specialists: (1) chief administrators of occupational health services, and (2) relatively young occupational medicine physicians attending a specialist training. A comprehensive analysis of the completed questionnaires had three dimensions: (a) substantive (classification of the importance of particular key competences, as perceived by Polish specialists in occupational medicine); (b) personal (differences in opinions among occupational medicine physicians and an attempt to explain these differences in sociological terms); and (c) comparative (evaluation and interpretation of similarities and differences between two groups).

Definitions of midwifery competence: implications for professional learning

OpenAIRE

Butler, Michelle

2001-01-01

This study explores the nature of competence required to fulfil the role of the midwife, learning to become competent, and professional learning beyond registration. The research was undertaken through a qualitative, case study approach, exploring competence as a phenomenon, as experienced by thirty-nine student midwives as they went through the final stages of pre-registration midwifery education programmes, were assessed to be competent, and took on the role of the midwife. The views of the...

An Electronic Competency-Based Evaluation Tool for Assessing Humanitarian Competencies in a Simulated Exercise.

Science.gov (United States)

Evans, Andrea B; Hulme, Jennifer M; Nugus, Peter; Cranmer, Hilarie H; Coutu, Melanie; Johnson, Kirsten

2017-06-01

The evaluation tool was first derived from the formerly Consortium of British Humanitarian Agencies' (CBHA; United Kingdom), now "Start Network's," Core Humanitarian Competency Framework and formatted in an electronic data capture tool that allowed for offline evaluation. During a 3-day humanitarian simulation event, participants in teams of eight to 10 were evaluated individually at multiple injects by trained evaluators. Participants were assessed on five competencies and a global rating scale. Participants evaluated both themselves and their team members using the same tool at the end of the simulation exercise (SimEx). All participants (63) were evaluated. A total of 1,008 individual evaluations were completed. There were 90 (9.0%) missing evaluations. All 63 participants also evaluated themselves and each of their teammates using the same tool. Self-evaluation scores were significantly lower than peer-evaluations, which were significantly lower than evaluators' assessments. Participants with a medical degree, and those with humanitarian work experience of one month or more, scored significantly higher on all competencies assessed by evaluators compared to other participants. Participants with prior humanitarian experience scored higher on competencies regarding operating safely and working effectively as a team member. This study presents a novel electronic evaluation tool to assess individual performance in five of six globally recognized humanitarian competency domains in a 3-day humanitarian SimEx. The evaluation tool provides a standardized approach to the assessment of humanitarian competencies that cannot be evaluated through knowledge-based testing in a classroom setting. When combined with testing knowledge-based competencies, this presents an approach to a comprehensive competency-based assessment that provides an objective measurement of competency with respect to the competencies listed in the Framework. There is an opportunity to advance the use of

Synergistic relationships between Analytical Chemistry and written standards.

Science.gov (United States)

Valcárcel, Miguel; Lucena, Rafael

2013-07-25

This paper describes the mutual impact of Analytical Chemistry and several international written standards (norms and guides) related to knowledge management (CEN-CWA 14924:2004), social responsibility (ISO 26000:2010), management of occupational health and safety (OHSAS 18001/2), environmental management (ISO 14001:2004), quality management systems (ISO 9001:2008) and requirements of the competence of testing and calibration laboratories (ISO 17025:2004). The intensity of this impact, based on a two-way influence, is quite different depending on the standard considered. In any case, a new and fruitful approach to Analytical Chemistry based on these relationships can be derived. Copyright © 2013 Elsevier B.V. All rights reserved.

40 CFR 80.520 - What are the standards and dye requirements for motor vehicle diesel fuel?

Science.gov (United States)

2010-07-01

... requirements for motor vehicle diesel fuel? 80.520 Section 80.520 Protection of Environment ENVIRONMENTAL... Diesel Fuel; Nonroad, Locomotive, and Marine Diesel Fuel; and ECA Marine Fuel Motor Vehicle Diesel Fuel Standards and Requirements § 80.520 What are the standards and dye requirements for motor vehicle diesel...

Examining Multimedia Competencies for Educational Technologists in Higher Education

Science.gov (United States)

Iqdami, Muhammad Nazil; Branch, Robert Maribe

2016-01-01

The authors investigated educational technology multimedia competencies for professionals who work in higher education institutions. Similar studies have been proposed, but none of them have focused on competencies required in the context of higher education. An online survey adapting sixteen competency factors from a study conducted by Rizhaupt…

18 CFR 284.504 - Standard requirements for market-power authorizations.

Science.gov (United States)

2010-04-01

... Commission within 10 days of acquiring knowledge of significant changes occurring in its market power status... 18 Conservation of Power and Water Resources 1 2010-04-01 2010-04-01 false Standard requirements for market-power authorizations. 284.504 Section 284.504 Conservation of Power and Water Resources...

A competency framework for librarians involved in systematic reviews

Directory of Open Access Journals (Sweden)

Whitney A. Townsend

2017-07-01

Conclusions: The Systematic Review Competencies Framework provides a standards-based, flexible way for librarians and organizations to identify areas of competence and areas in need of development to build capacity for systematic review integration. The framework can be used to identify or develop appropriate assessment tools and to target skill development opportunities.

Competency-based continuing professional development.

Science.gov (United States)

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.

Canadian energy standards : residential energy code requirements

Energy Technology Data Exchange (ETDEWEB)

Cooper, K. [SAR Engineering Ltd., Burnaby, BC (Canada)

2006-09-15

A survey of residential energy code requirements was discussed. New housing is approximately 13 per cent more efficient than housing built 15 years ago, and more stringent energy efficiency requirements in building codes have contributed to decreased energy use and greenhouse gas (GHG) emissions. However, a survey of residential energy codes across Canada has determined that explicit demands for energy efficiency are currently only present in British Columbia (BC), Manitoba, Ontario and Quebec. The survey evaluated more than 4300 single-detached homes built between 2000 and 2005 using data from the EnerGuide for Houses (EGH) database. House area, volume, airtightness and construction characteristics were reviewed to create archetypes for 8 geographic areas. The survey indicated that in Quebec and the Maritimes, 90 per cent of houses comply with ventilation system requirements of the National Building Code, while compliance in the rest of Canada is much lower. Heat recovery ventilation use is predominant in the Atlantic provinces. Direct-vent or condensing furnaces constitute the majority of installed systems in provinces where natural gas is the primary space heating fuel. Details of Insulation levels for walls, double-glazed windows, and building code insulation standards were also reviewed. It was concluded that if R-2000 levels of energy efficiency were applied, total average energy consumption would be reduced by 36 per cent in Canada. 2 tabs.

Turn around when possible: mapping European communication competences

NARCIS (Netherlands)

Tench, R.; Verhoeven, P.; Juma, H.

2015-01-01

Purpose: This synopsis of the European Communication Professional Skills and Innovation (ECOPSI) benchmarking Interim Report explains the complex landscape of competencies required by European communication practitioners and explores the underlying constructs that contribute to competence namely

Inquiry-Based Science Education Competencies of Primary School Teachers: A Literature Study and Critical Review of the American National Science Education Standards

Science.gov (United States)

Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

2012-01-01

Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a…

Competing risks and time-dependent covariates

DEFF Research Database (Denmark)

Cortese, Giuliana; Andersen, Per K

2010-01-01

Time-dependent covariates are frequently encountered in regression analysis for event history data and competing risks. They are often essential predictors, which cannot be substituted by time-fixed covariates. This study briefly recalls the different types of time-dependent covariates......, as classified by Kalbfleisch and Prentice [The Statistical Analysis of Failure Time Data, Wiley, New York, 2002] with the intent of clarifying their role and emphasizing the limitations in standard survival models and in the competing risks setting. If random (internal) time-dependent covariates...

77 FR 52692 - NIST Federal Information Processing Standard (FIPS) 140-3 (Second Draft), Security Requirements...

Science.gov (United States)

2012-08-30

...-03] NIST Federal Information Processing Standard (FIPS) 140-3 (Second Draft), Security Requirements....'' Authority: Federal Information Processing Standards (FIPS) are issued by the National Institute of Standards... Standards and Technology (NIST) seeks additional comments on specific sections of Federal Information...

Development of new core competencies for Taiwanese Emergency Medical Technicians

Directory of Open Access Journals (Sweden)

Chang YT

2018-03-01

Full Text Available Yu-Tung Chang,1,2 Kuang-Chau Tsai,2 Brett Williams1,3 1Department of Community Emergency Health and Paramedic Practice, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, VIC, Australia; 2Department of Emergency Medicine, Far Eastern Memorial Hospital, New Taipei City, Taiwan; 3Division of Paramedicine, University of Tasmania, Hobart, TAS, Australia Objectives: Core competencies are considered the foundation for establishing Emergency Medical Technician (EMT and paramedic curricula, and for ensuring performance standards in the delivery of prehospital care. This study surveyed EMT instructors and medical directors to identify the most desirable core competencies for all levels of EMTs in Taiwan. Methods: A principal components analysis with Varimax rotation was conducted. An online questionnaire was distributed to obtain perspectives of EMT instructors and medical directors on the most desirable core competencies for EMTs. The target population was EMT training-course instructors and medical directors of fire departments in Taiwan. The questionnaire comprised 61 competency items, and multiple-choice and open-ended questions were used to obtain respondents’ perspectives of the Taiwanese EMT training and education system. Results: The results identified three factors at EMT-1 and EMT-2 levels and five factors at the EMT-Paramedic level. The factors for EMT-1 and EMT-2 were similar, and those for EMT-Paramedics identified further comprehensive competence perspectives. The key factors that appear to influence the development of the Taiwanese Emergency Medical Services (EMS education system are the attitude of authorities, the licensure system, and legislation. Conclusion: The findings present new core competencies for the Taiwanese EMT system and provide capacity to redesign curricula and reconsider roles for EMT-1 and EMT-2 technicians. At the EMT-Paramedic level, the findings demonstrate the importance of

Clinical Case Vignettes: A Promising Tool to Assess Competence in the Management of Agitation.

Science.gov (United States)

Sowden, Gillian L; Vestal, Heather S; Stoklosa, Joseph B; Valcourt, Stephanie C; Peabody, John W; Keary, Christopher J; Nejad, Shamim H; Caminis, Argyro; Huffman, Jeff C

2017-06-01

While standardized patients (SPs) remain the gold standard for assessing clinical competence in a standardized setting, clinical case vignettes that allow free-text, open-ended written responses are more resource- and time-efficient assessment tools. It remains unknown, however, whether this is a valid method for assessing competence in the management of agitation. Twenty-six psychiatry residents partook in a randomized controlled study evaluating a simulation-based teaching intervention on the management of agitated patients. Competence in the management of agitation was assessed using three separate modalities: simulation with SPs, open-ended clinical vignettes, and self-report questionnaires. Performance on clinical vignettes correlated significantly with SP-based assessments (r = 0.59, p = 0.002); self-report questionnaires that assessed one's own ability to manage agitation did not correlate with SP-based assessments (r = -0.06, p = 0.77). Standardized clinical vignettes may be a simple, time-efficient, and valid tool for assessing residents' competence in the management of agitation.

MODERN REQUIREMENTS TO THE GENERAL EDUCATIONAL ESTABLISHMENTS LEADERS IN FOREIGN COUNTRIES (FOREIGN EXPERIENCE

Directory of Open Access Journals (Sweden)

I. Malitskaya

2010-08-01

Full Text Available As a result of ICT integration into the school educational and administrative process, ICT competence is being included in normative educational documents and standards. In the article it has been considered modern requirements to the school leaders in foreign countries (The USA, Lithuania, European countries, it is presented the National educational technological standards (NETS•A. Performance indicators for administrators developed by International society for technology in education ISTE, which is used for development of their own standards in different foreign countries.

36 CFR 223.218 - Consistency with plans, environmental standards, and other management requirements.

Science.gov (United States)

2010-07-01

..., environmental standards, and other management requirements. 223.218 Section 223.218 Parks, Forests, and Public... Special Forest Products § 223.218 Consistency with plans, environmental standards, and other management... with applicable land management plans. Each contract, permit, or other authorizing instrument shall...

Providing the meta-model of development of competency using the meta-ethnography approach: Part 2. Synthesis of the available competency development models

Directory of Open Access Journals (Sweden)

Shahram Yazdani

2016-12-01

Full Text Available Background and Purpose: ConsideringBackground and Purpose: Considering the importance and necessity of competency-based education at a global level and with respect to globalization and the requirement of minimum competencies in medical fields, medical education communities and organizations worldwide have tried to determine the competencies, present frameworks and education models to respond to be sure of the ability of all graduates. In the literature, we observed numerous competency development models that refer to the same issues with different terminologies. It seems that evaluation and synthesis of all these models can finally result in designing a comprehensive meta-model for competency development.Methods: Meta-ethnography is a useful method for synthesis of qualitative research that is used to develop models that interpret the results in several studies. Considering that the aim of this study is to ultimately provide a competency development meta-model, in the previous section of the study, the literature review was conducted to achieve competency development models. Models obtained through the search were studied in details, and the key concepts of the models and overarching concepts were extracted in this section, models’ concepts were reciprocally translated and the available competency development models were synthesized.Results: A presentation of the competency development meta-model and providing a redefinition of the Dreyfus brothers model.Conclusions: Given the importance of competency-based education at a global level and the need to review curricula and competency-based curriculum design, it is required to provide competency development as well as meta-model to be the basis for curriculum development. As there are a variety of competency development models available, in this study, it was tried to develop the curriculum using them.Keywords: Meta-ethnography, Competency development, Meta-model, Qualitative synthesis

Robotics/Automated Systems Task Analysis and Description of Required Job Competencies Report. Task Analysis and Description of Required Job Competencies of Robotics/Automated Systems Technicians.

Science.gov (United States)

Hull, Daniel M.; Lovett, James E.

This task analysis report for the Robotics/Automated Systems Technician (RAST) curriculum project first provides a RAST job description. It then discusses the task analysis, including the identification of tasks, the grouping of tasks according to major areas of specialty, and the comparison of the competencies to existing or new courses to…

A tool for assessing cultural competence training in dental education.

Science.gov (United States)

Holyfield, Lavern J; Miller, Barbara H

2013-08-01

Policies exist to promote fairness and equal access to opportunities and services that address basic human needs of all U.S. citizens. Nonetheless, health disparities continue to persist among certain subpopulations, including those of racial, ethnic, geographic, socioeconomic, and other cultural identity groups. The Commission on Dental Accreditation (CODA) has added standards to address this concern. According to the most recent standards, adopted in 2010 for implementation in July 2013, CODA stipulates that "students should learn about factors and practices associated with disparities in health." Thus, it is imperative that dental schools develop strategies to comply with this addition. One key strategy for compliance is the inclusion of cultural competence training in the dental curriculum. A survey, the Dental Tool for Assessing Cultural Competence Training (D-TACCT), based on the Association of American Medical Colleges' Tool for Assessing Cultural Competence Training (TACCT), was sent to the academic deans at seventy-one U.S. and Canadian dental schools to determine best practices for cultural competence training. The survey was completed by thirty-seven individuals, for a 52 percent response rate. This article describes the use of this survey as a guide for developing culturally competent strategies and enhancing cultural competence training in dental schools.

The APA Ethical Principles as a foundational competency: application to rehabilitation psychology.

Science.gov (United States)

Hanson, Stephanie L; Kerkhoff, Thomas R

2011-08-01

Competence is a core component of ethical conduct as reflected in its addition as an ethical standard in the 2002 APA Ethics Code. Successfully operationalizing and assessing competence provides psychologists a means to improve education and training, advance the field of practice, and create a framework for accountability to the public. Much of the recent competency discussion has been in response to a proposed Cube Model, with its three axes being foundational competencies (practice building blocks, such as scientific knowledge, ethical standards), functional competencies (attributes of providing services, such as assessment, intervention), and developmental progression (acquiring increasing competence over the course of one's education and career). Ethics is included on the foundational competency axis and has been operationalized to the extent that subcomponents and benchmarks have been promulgated. The competency model as proposed faces multiple challenges, including gaining consensus regarding its components, addressing reliable and valid assessment over time, and creating a culture of acceptance. We propose the Ethical Principles as an alternative framework for conceptualizing ethics as a foundational competency given the Ethics Code is already time tested and includes a serial review process for broad discipline input and adaptability. We apply the Ethical Principles as foundational components to rehabilitation psychology training at internship, postdoctoral, and specialty levels to illustrate the model. Rehabilitation psychology should engage in the competency movement at the predoctoral and postdoctoral level. The application of the Ethical Principles as a foundational competency to rehabilitation psychology represents a first step in this dialog.

Competence to consent to voluntary psychiatric hospitalization: a test of a standard proposed by APA. American Psychiatric Association.

Science.gov (United States)

Appelbaum, B C; Appelbaum, P S; Grisso, T

1998-09-01

In the wake of the U.S. Supreme Court's 1990 decision in Zinermon v. Burch, renewed attention has been given to capacities patients must have to be considered competent to consent to voluntary hospitalization. An American Psychiatric Association (APA) task force suggested that strong policy interests support the establishment of a low threshold for competence in this situation. The study examined whether, as previous research suggested, patients would have difficulty meeting even this lenient standard. One hundred voluntarily hospitalized psychiatric patients were read two brief paragraphs, one explaining the purposes of psychiatric hospitalization and and the other explaining policies for discharge. The paragraphs' readability measured about eighth-grade level. After each paragraph, participants were read two sets of questions, one testing recall of the presented information and the other testing recognition of the information in a true-false format. The scores of patients grouped by selected demographic and clinical variables were compared. The vast majority of patients were able to comprehend the information that the APA task force suggested was relevant to their decision. However, a subgroup of patients who were initially admitted involuntarily had significantly poorer performance and may constitute a group who need special educational efforts focused on the consequences of voluntary admission.

Engineering qualifications for competence

International Nuclear Information System (INIS)

Levy, J.C.

1990-01-01

The Engineering Council has a responsibility across all fields of engineering to set standards for those who are registered as Chartered Engineers, Incorporated Engineers or Engineering Technicians. These standards amount to a basic specification of professional competence to which must be added the features needed in each different branch of engineering, such as nuclear, and each particular occupation, such as quality assurance. This article describes The Engineering Council's general standards and includes a guide to the roles and responsibilities which should lie within the domain of those who are registered with the Council. The concluding section describes the title of European Engineer and its relationship to the European Community directive governing the movement of professionals across community frontiers. (author)

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

DEFF Research Database (Denmark)

Skirton, Heather; Lewis, Celine; Kent, Alastair

2010-01-01

in professional education and regulation between European countries, setting curricula may not be practical. Core competences are used as a basis for health professional education in many fields and settings. An Expert Group working under the auspices of the EuroGentest project and European Society of Human...... and professions has resulted in an adaptable framework for both pre-registration and continuing professional education. This competence framework has the potential to improve the quality of genetic health care for patients globally.......The use of genetics and genomics within a wide range of health-care settings requires health professionals to develop expertise to practise appropriately. There is a need for a common minimum standard of competence in genetics for health professionals in Europe but because of differences...

Directory of national competent authorities' approval certificates for package design, special form material and shipment of radioactive material. 2003 ed

International Nuclear Information System (INIS)

2003-10-01

This is the fourteenth annual report being published by the Secretariat of the International Atomic Energy Agency since implementing its database on package approval certificates (PACKTRAM) at the recommendation of the Transport Safety Standards Committee (TRANSSC). It supersedes IAEA-TECDOC-1302 'Directory of National Competent Authorities' Approval Certificates for Package Design, Special Form Material and Shipment of Radioactive Material, 2002 Edition'. Through the database, the Secretariat collects administrative and technical information provided by the issuing competent authority about package approval certificates. Such data are used mainly by national competent authorities and port and customs officials to assist in regulating radioactive material movements in their country, and also by manufacturers and shippers of radioactive material. The database carries information on extant certificates and those that expired within the last complete calendar year. The PACKTRAM database only contains information that has been provided to the IAEA. The data are not complete nor guaranteed to be accurate. If detailed information is required, the original package approval certificates must be consulted. If information is required about package approval certificates that are not contained in the database, the issuing competent authority must be consulted

Directory of national competent authorities' approval certificates for package design, special form material and shipment of radioactive material. 2003 ed

Energy Technology Data Exchange (ETDEWEB)

NONE

2003-10-01

This is the fourteenth annual report being published by the Secretariat of the International Atomic Energy Agency since implementing its database on package approval certificates (PACKTRAM) at the recommendation of the Transport Safety Standards Committee (TRANSSC). It supersedes IAEA-TECDOC-1302 'Directory of National Competent Authorities' Approval Certificates for Package Design, Special Form Material and Shipment of Radioactive Material, 2002 Edition'. Through the database, the Secretariat collects administrative and technical information provided by the issuing competent authority about package approval certificates. Such data are used mainly by national competent authorities and port and customs officials to assist in regulating radioactive material movements in their country, and also by manufacturers and shippers of radioactive material. The database carries information on extant certificates and those that expired within the last complete calendar year. The PACKTRAM database only contains information that has been provided to the IAEA. The data are not complete nor guaranteed to be accurate. If detailed information is required, the original package approval certificates must be consulted. If information is required about package approval certificates that are not contained in the database, the issuing competent authority must be consulted.

Competence of newly qualified registered nurses from a nursing college

Directory of Open Access Journals (Sweden)

BG Morolong

2005-09-01

Full Text Available The South African education and training system, through its policy of outcomesbased education and training, has made competency a national priority. In compliance to this national requirement of producing competent learners, the South African Nursing Council ( 1999 B require that the beginner professional nurse practitioners and midwives have the necessary knowledge, skills, attitudes and values which will enable them to render efficient professional service. The health care system also demands competent nurse practitioners to ensure quality in health care. In the light of competency being a national priority and a statutory demand, the research question that emerges is, how competent are the newly qualified registered nurses from a specific nursing college in clinical nursing education? A quantitative, non-experimental contextual design was used to evaluate the competence of newly qualified registered nurses from a specific nursing college. The study was conducted in two phases. The first phase dealt with the development of an instrument together with its manual through the conceptualisation process. The second phase focused on the evaluation of the competency of newly qualified nurses using the instrument based on the steps of the nursing process. A pilot study was conducted to test the feasibility of the items of the instrument. During the evaluation phase, a sample of twenty-six newly qualified nurses was selected by simple random sampling from a target population of thirty-six newly qualified registered nurses. However, six participants withdrew from the study. Data was collected in two general hospitals where the newly qualified registered nurses were working. Observation and questioning were used as data collection techniques in accordance with the developed instrument. Measures were taken to ensure internal validity and reliability of the results. To protect the rights of the participants, the researcher adhered to DENOSA’S (1998

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

Directory of Open Access Journals (Sweden)

Orjola Pampuri

2015-12-01

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

It Takes Two to Tango: Customization and Standardization as Colluding Logics in Healthcare Comment on "(Re) Making the Procrustean Bed Standardization and Customization as Competing Logics in Healthcare".

Science.gov (United States)

Greenfield, David; Eljiz, Kathy; Butler-Henderson, Kerryn

2017-06-28

The healthcare context is characterized with new developments, technologies, ideas and expectations that are continually reshaping the frontline of care delivery. Mannion and Exworthy identify two key factors driving this complexity, 'standardization' and 'customization,' and their apparent resulting paradox to be negotiated by healthcare professionals, managers and policy makers. However, while they present a compelling argument an alternative viewpoint exists. An analysis is presented that shows instead of being 'competing' logics in healthcare, standardization and customization are long standing 'colluding' logics. Mannion and Exworthy's call for further sustained work to understand this complex, contested space is endorsed, noting that it is critical to inform future debates and service decisions. © 2018 The Author(s); Published by Kerman University of Medical Sciences. This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Competence for Democracy: Participation and Decision-Making in Classroom Interaction

Science.gov (United States)

Manzel, Sabine

2016-01-01

In this keynote address given at the International Association for Citizenship, Social and Economics Education (IACSEE) Conference in July 2015, Sabine Manzel focused on participation and decision-making as key competences for democracy. She analysed with standardized videography how both of these competences are realized in classroom interaction.

A Delphi Study and Initial Validation of Counselor Supervision Competencies

Science.gov (United States)

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…

Identifying Competences and Their Sources in a Not-for-Profit Organization

DEFF Research Database (Denmark)

Vega, Diego; Sanchez, Ron

2017-01-01

Effective competence-based management (CBM) requires in the first instance an ability to identify an organization’s competences and the sources of those competences. Identifying competences can be especially challenging in the context of not-for-profit organizations, which have often been...... characterized as being “different” from for-profit organizations. In this paper we argue that not-for-profit organizations have fundamentally the same systemic requirements for survival and success as for-profit organizations – and therefore that not-for-profits ought to be amenable to competence identification...... and analysis through use of CBM concepts and theory in essentially the same way as for-profit organizations. We support this basic proposition through a case study of competence identification and analysis in a humanitarian relief organization (HRO), an increasingly important kind of not-for-profit...

Control Systems Security Center Comparison Study of Industrial Control System Standards against the Control Systems Protection Framework Cyber-Security Requirements

Energy Technology Data Exchange (ETDEWEB)

Robert P. Evans

2005-09-01

Cyber security standards, guidelines, and best practices for control systems are critical requirements that have been delineated and formally recognized by industry and government entities. Cyber security standards provide a common language within the industrial control system community, both national and international, to facilitate understanding of security awareness issues but, ultimately, they are intended to strengthen cyber security for control systems. This study and the preliminary findings outlined in this report are an initial attempt by the Control Systems Security Center (CSSC) Standard Awareness Team to better understand how existing and emerging industry standards, guidelines, and best practices address cyber security for industrial control systems. The Standard Awareness Team comprised subject matter experts in control systems and cyber security technologies and standards from several Department of Energy (DOE) National Laboratories, including Argonne National Laboratory, Idaho National Laboratory, Pacific Northwest National Laboratory, and Sandia National Laboratories. This study was conducted in two parts: a standard identification effort and a comparison analysis effort. During the standard identification effort, the Standard Awareness Team conducted a comprehensive open-source survey of existing control systems security standards, regulations, and guidelines in several of the critical infrastructure (CI) sectors, including the telecommunication, water, chemical, energy (electric power, petroleum and oil, natural gas), and transportation--rail sectors and sub-sectors. During the comparison analysis effort, the team compared the requirements contained in selected, identified, industry standards with the cyber security requirements in ''Cyber Security Protection Framework'', Version 0.9 (hereafter referred to as the ''Framework''). For each of the seven sector/sub-sectors listed above, one standard was

A competence executive coaching model

Directory of Open Access Journals (Sweden)

Pieter Koortzen

2010-07-01

Research purpose: The purpose of this article is to address the training and development needs of these consulting psychologists by presenting a competence executive coaching model for the planning, implementation and evaluation of executive coaching interventions. Research design, approach and method: The study was conducted while one of the authors was involved in teaching doctoral students in consulting psychology and executive coaching, specifically in the USA. The approach involved a literature review of executive coaching models and a qualitative study using focus groups to develop and evaluate the competence executive coaching model. Main findings: The literature review provided scant evidence of competence executive coaching models and there seems to be a specific need for this in the training of coaches in South Africa. Hence the model that was developed is an attempt to provide trainers with a structured model for the training of coaches. Contribution/value-add: The uniqueness of this competence model is not only described in terms of the six distinct coaching intervention phases, but also the competencies required in each.

Estimation of the standardized risk difference and ratio in a competing risks framework: application to injection drug use and progression to AIDS after initiation of antiretroviral therapy.

Science.gov (United States)

Cole, Stephen R; Lau, Bryan; Eron, Joseph J; Brookhart, M Alan; Kitahata, Mari M; Martin, Jeffrey N; Mathews, William C; Mugavero, Michael J

2015-02-15

There are few published examples of absolute risk estimated from epidemiologic data subject to censoring and competing risks with adjustment for multiple confounders. We present an example estimating the effect of injection drug use on 6-year risk of acquired immunodeficiency syndrome (AIDS) after initiation of combination antiretroviral therapy between 1998 and 2012 in an 8-site US cohort study with death before AIDS as a competing risk. We estimate the risk standardized to the total study sample by combining inverse probability weights with the cumulative incidence function; estimates of precision are obtained by bootstrap. In 7,182 patients (83% male, 33% African American, median age of 38 years), we observed 6-year standardized AIDS risks of 16.75% among 1,143 injection drug users and 12.08% among 6,039 nonusers, yielding a standardized risk difference of 4.68 (95% confidence interval: 1.27, 8.08) and a standardized risk ratio of 1.39 (95% confidence interval: 1.12, 1.72). Results may be sensitive to the assumptions of exposure-version irrelevance, no measurement bias, and no unmeasured confounding. These limitations suggest that results be replicated with refined measurements of injection drug use. Nevertheless, estimating the standardized risk difference and ratio is straightforward, and injection drug use appears to increase the risk of AIDS. © The Author 2014. Published by Oxford University Press on behalf of the Johns Hopkins Bloomberg School of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

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

Science.gov (United States)

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

2017-06-01

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

PhD competences of food studies

Directory of Open Access Journals (Sweden)

Chelo Gonzalez-Martinez

2014-10-01

Full Text Available In European Higher Education, learning outcomes and competences have been used sometimes with different meanings and sometimes with the same meaning. But both terms have been more commonly used to refer to knowledge, understanding and abilities a student must demonstrate at the end of a learning experience.  Their use is a consequence of the paradigm shift of the Bologna Process to a learner centered education environment. The definition of standards of competences (or learning outcomes for the PhD degree is thus a need for the quality assurance of this degree. In this work, subject-specific and generic competences for the PhD in Food Science and Technology and their alignment with the European Qualifications Framework (EQF level descriptors for quality assurance purposes have been identified.

Comparison of selected DOE and non-DOE requirements, standards, and practices for Low-Level Radioactive Waste Disposal

International Nuclear Information System (INIS)

Cole, L.; Kudera, D.; Newberry, W.

1995-12-01

This document results from the Secretary of Energy's response to Defense Nuclear Facilities Safety Board Recommendation 94--2. The Secretary stated that the US Department of Energy (DOE) would ''address such issues as...the need for additional requirements, standards, and guidance on low-level radioactive waste management. '' The authors gathered information and compared DOE requirements and standards for the safety aspects Of low-level disposal with similar requirements and standards of non-DOE entities

Competency-based assessment in surgeon-performed head and neck ultrasonography

DEFF Research Database (Denmark)

Todsen, Tobias; Melchiors, Jacob; Charabi, Birgitte

2017-01-01

and to establish validity evidence for an objective structured assessment of ultrasound skills (OSAUS) used for competency-based assessment. STUDY DESIGN: A prospective experimental study. METHODS: Six otolaryngologists and 11 US novices were included in a standardized test setup for which they had to perform...... and the diagnostic accuracy was found (Spearman's ρ, 0.85; P competence with good reliability, significant discrimination between US competence levels, and a strong...... correlation of assessment score to diagnostic accuracy. An OSAUS pass/fail score was established and could be used for competence-based assessment in surgeon-performed HNUS. LEVEL OF EVIDENCE: NA. Laryngoscope, 2017....

Promoting Intercultural Competencies

International Nuclear Information System (INIS)

Bachner, Katherine M.

2014-01-01

What is culture? • Culture is the acquired knowledge people use to interpret experience and generate behavior. • It is the way of life a people pass down from one generation to the next through learning. • It is the rules for living and functioning in society that come from growing up in a specific society, and it is a set of acquired skills, habits and society-specific training that gives a group of people its identity. What is intercultural competency? • Cultures can have widely varying perspectives. • These perspectives influence the way that a person develops relationships, responds to situations, and operates in a professional setting. • Intercultural competency is the ability to comprehend and navigate the ways that culture can influence behavior, relationships, and the results of collaboration and interaction. What does becoming interculturally competent entail? • Intercultural preparedness is not merely travelling, learning a foreign language, or being exposed to other cultures. • Developing competency requires thinking about the challenges posed to our work by a multi-cultural workforce in a way that prepares employees and staff for potential incidents or misunderstandings. • It is impossible to avoid all intercultural misunderstandings, but learning to anticipate them and deal with them is key to developing any training program on culture

Promoting Intercultural Competencies

Energy Technology Data Exchange (ETDEWEB)

Bachner, Katherine M., E-mail: kbachner@bnl.gov [Brookhaven National Laboratory (United States)

2014-07-01

What is culture? • Culture is the acquired knowledge people use to interpret experience and generate behavior. • It is the way of life a people pass down from one generation to the next through learning. • It is the rules for living and functioning in society that come from growing up in a specific society, and it is a set of acquired skills, habits and society-specific training that gives a group of people its identity. What is intercultural competency? • Cultures can have widely varying perspectives. • These perspectives influence the way that a person develops relationships, responds to situations, and operates in a professional setting. • Intercultural competency is the ability to comprehend and navigate the ways that culture can influence behavior, relationships, and the results of collaboration and interaction. What does becoming interculturally competent entail? • Intercultural preparedness is not merely travelling, learning a foreign language, or being exposed to other cultures. • Developing competency requires thinking about the challenges posed to our work by a multi-cultural workforce in a way that prepares employees and staff for potential incidents or misunderstandings. • It is impossible to avoid all intercultural misunderstandings, but learning to anticipate them and deal with them is key to developing any training program on culture.

Understanding vs. Competency: The Case of Accuracy Checking Dispensed Medicines in Pharmacy

Science.gov (United States)

James, K. Lynette; Davies, J. Graham; Kinchin, Ian; Patel, Jignesh P.; Whittlesea, Cate

2010-01-01

Ensuring the competence of healthcare professionals' is core to undergraduate and post-graduate education. Undergraduate pharmacy students and pre-registration graduates are required to demonstrate competence at dispensing and accuracy checking medicines. However, competence differs from understanding. This study determined the competence and…

Electronic Health Record in Occupational Medicine: Specific Aspects and Requirements of Data Structuring and Standardization

Directory of Open Access Journals (Sweden)

Dorin TRIFF

2009-07-01

Full Text Available The service of occupational medicine of a specific economic agent, as integrated part of the System of Labor Health and Safety, requires efficient, well-organized information management through standardized and computerized data processing and exploitation. Legal requirements and practical aspects of information management in occupational medicine trigger necessary operational modifications in the Electronic Health File. The goal of the paper is to present basic requirements of structuring the electronic health file and the necessary standards in recording specific data.

International standardization of safety requirements for fast reactors

International Nuclear Information System (INIS)

2011-06-01

Japan Atomic Energy Agency (JAEA) is conducting the FaCT (Fast Reactor Cycle Technology Development) project in cooperation with Japan Atomic Power Company (JAPC) and Mitsubishi FBR systems inc. (MFBR), where an advanced loop-type fast reactor named JSFR (Japan Sodium-cooled Fast Reactor) is being developed. It is important to develop software technologies (a safety guideline, safety design criteria, safety design standards etc.) of FBRs as well as hardware ones (a reactor plant itself) in order to address prospective worldwide utilization of FBR technology. Therefore, it is expected to establish a rational safety guideline applicable to the JSFR and harmonized with national nuclear-safety regulations as well, including Japan, the United States and the European Union. This report presents domestic and international status of safety guideline development for sodium-cooled fast reactors (SFRs), results of comparative study for safety requirements provided in existing documents and a proposal for safety requirements of future SFRs with a roadmap for their refinement and worldwide utilization. (author)

CORE COMPETENCIES AND PHASES OF THE ORGANIZATIONAL LIFE CYCLE

OpenAIRE

Ahmed, Selma Zone Fekih; Koubaa, Manel Belguith

2013-01-01

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

Successful chronic disease care for Aboriginal Australians requires cultural competence.

Science.gov (United States)

Liaw, Siaw Teng; Lau, Phyllis; Pyett, Priscilla; Furler, John; Burchill, Marlene; Rowley, Kevin; Kelaher, Margaret

2011-06-01

To review the literature to determine the attributes of culturally appropriate healthcare to inform the design of chronic disease management (CDM) models for Aboriginal patients in urban general practice. A comprehensive conceptual framework, drawing on the Access to Care, Pathway to Care, Chronic Care, Level of Connectedness, and Cultural Security, Cultural Competency and Cultural Respect models, was developed to define the search strategy, inclusion criteria and appraisal methods for the literature review. Selected papers were reviewed in detail if they examined a chronic disease intervention for an Aboriginal population and reported on its evaluation, impacts or outcomes. In the 173 papers examined, only 11 programs met the inclusion criteria. All were programs conducted in rural and remote Aboriginal community-controlled health services. Successful chronic disease care and interventions require adequate Aboriginal community engagement, utilising local knowledge, strong leadership, shared responsibilities, sustainable resources and integrated data and systems. These success factors fitted within the conceptual framework developed. Research and development of culturally appropriate CDM models concurrently in both urban and rural settings will enable more rigorous evaluation, leading to stronger evidence for best practice. A partnership of mainstream and Aboriginal-controlled health services is essential to successfully 'close the gap'. Findings will inform and guide the development, implementation and evaluation of culturally appropriate CDM in mainstream general practice and primary care. © 2011 The Authors. ANZJPH © 2011 Public Health Association of Australia.

The applies specific technical requirements to the services of radiological protection according to the 17025

Energy Technology Data Exchange (ETDEWEB)

Marrero Garcia, M.; Fernandez Gomez, I. M.; Prendes Alonso, M.; Molina Perez, D.

2004-07-01

The employment in the Center of Radiation Protection and Hygiene (CRPH) of Cuba, of the standard 17025 for the administration of the quality of the calibration laboratories and test that offer services of radiological protection requires of a technical complement to really determine the technical competence. In the standard 17025, the specific requirements, are mentioned in the annex B (with informative character), where it points out that: {sup T}he requirements specified in the standard 17025 are established in general terms and, although they can be applied to all the test laboratories and applications, they could be necessary applications{sup .} In the CRPH these applications are translated in indispensable technical requirements to evaluate the performance of the services of radiological protection that offers, specifically those of personal monitoring, the calibration of instruments and the metrology of radionuclides. Although the standard 17025 is quite rigorous in the evaluation of technical requirements, to have specific materials not serves alone of tool to the laboratories, but also for the body of accreditation . In the CRPH the permanent employment of this tool has not constituted a practice, but had been good before our clients certain nonconformities to evaluate the performance of the laboratory and to achieve the recovery of the trust in its results. With this work we seek to expose some of these experiences. The experiences of the application of some of the technical requirements, in our case, they have been applied to the service of personal monitoring that offers the Laboratory of Personal Dosimetry. This laboratory is accredited by the National Accreditation Board of the Republic of Cuba (NABC) and besides fulfilling that settled down in 17025, the Approaches of Accreditation for test laboratories and calibration and it should also implant that settled down as specific technical requirements for the recognition of technical competence. (Author

Pharmacist provision of primary health care: a modified Delphi validation of pharmacists' competencies

Directory of Open Access Journals (Sweden)

Kennie-Kaulbach Natalie

2012-03-01

Full Text Available Abstract Background Pharmacists have expanded their roles and responsibilities as a result of primary health care reform. There is currently no consensus on the core competencies for pharmacists working in these evolving practices. The aim of this study was to develop and validate competencies for pharmacists' effective performance in these roles, and in so doing, document the perceived contribution of pharmacists providing collaborative primary health care services. Methods Using a modified Delphi process including assessing perception of the frequency and criticality of performing tasks, we validated competencies important to primary health care pharmacists practising across Canada. Results Ten key informants contributed to competency drafting; thirty-three expert pharmacists replied to a second round survey. The final primary health care pharmacist competencies consisted of 34 elements and 153 sub-elements organized in seven CanMeds-based domains. Highest importance rankings were allocated to the domains of care provider and professional, followed by communicator and collaborator, with the lower importance rankings relatively equally distributed across the manager, advocate and scholar domains. Conclusions Expert pharmacists working in primary health care estimated their most important responsibilities to be related to direct patient care. Competencies that underlie and are required for successful fulfillment of these patient care responsibilities, such as those related to communication, collaboration and professionalism were also highly ranked. These ranked competencies can be used to help pharmacists understand their potential roles in these evolving practices, to help other health care professionals learn about pharmacists' contributions to primary health care, to establish standards and performance indicators, and to prioritize supports and education to maximize effectiveness in this role.

Competences for climate education in a virtual mobility setting

NARCIS (Netherlands)

Pérez Salgado, Francisca; De Kraker, Joop; Boon, Jo; Van der Klink, Marcel

2012-01-01

Students, citizens and professional practitioners have significant roles in addressing climate change issues. This requires additional competences over and above disciplinary scientific knowledge and related technical skills. This paper introduces two innovative, complementary competences in

Developing competencies for medical librarians in Pakistan.

Science.gov (United States)

Ullah, Midrar; Anwar, Mumtaz A

2013-03-01

To identify competencies for medical librarians and get these validated from head librarians and employers. The survey method was used. A structured questionnaire, listing 84 competency statements, covering eight areas, prepared after extensive literature review, expert scrutiny and pilot testing, using a 5-point Likert scale was distributed among the head librarians and chairpersons of library committees (CLC) in 115 medical libraries. Sixty seven (58%) useable responses were received from head librarians and 63 (55%) from CLC. Of the 84 competency statements 83 were validated by the head librarians, 44 receiving four or higher mean score while the other 39 statements getting mean scores in the range of 3.97 and 3.06. The CLC validated 80 statements. Only 27 statements received four or higher mean score from CLC while the other 53 got mean scores in the range of 3.97 and 3.22. Medical librarians are required to be well versed with all those competencies which are needed for general librarianship. In addition, they are expected to have adequate knowledge of health sciences environment including medical terminologies and concepts. Sound knowledge of some competencies specific for medical libraries is an additional requirement for library personnel. © 2012 The authors. Health Information and Libraries Journal © 2012 Health Libraries Group.

Contemporary Issues Impacting European Communication Competencies

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Ana Tkalac Verčič

2013-06-01

Full Text Available Although there is research focusing on skills, knowledge and personal attributes of communication professionals, there is no definitive research that brings these elements together in a European study. The article examines: (1 how socio-economic issues have shaped the communications profession in Turkey; (2 the disconnect between the competencies required by professional associations and educational institutions in the Netherlands; (3 the competencies required by managers and the need for practitioners to invest in further education in Germany; (4 how crisis communication emerged as a dominant specialization in Spain and the necessary competencies associated with this role; (5 the professionalization of public relations in the UK; and (6 how communication gained a reputation for conspicuous consumption in government and the public sector in Croatia and the consequences for the profession and the challenges for practitioners. The findings are based on the work of the European Communication Professionals Skills and Innovation Programme – ECOPSI (ERASMUS 2011 Ref No: 517691-LLP-1-2011-1-UK-ERASMUS-ECUE.

Revision of the energy conservation requirements in the manufactured home construction and safety standards

Energy Technology Data Exchange (ETDEWEB)

Conner, C C; Lee, A D; Lucas, R G; Taylor, Z T

1992-02-01

Thermal requirements were developed for manufactured (mobile) homes in response to legislation requiring the US Department of Housing and Urban Development (HUD) to revise its thermal standards for manufactured homes. A life-cycle cost minimization from the home owner's perspecetive was used to establish an optimum in a large number of cities for several prototype homes. The development of the economic, financial, and energy conservation measure parameters input into the life-cycle cost analysis was documented. The optimization results were aggregated to zones which were expressed as a maximum overall home U-value (thermal transmittance) requirement. The revised standard's costs, benefits, and net value to the consumer were quantified. 50 refs.

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…

Teaching Pragmatic Competence: A Journey from Teaching Cultural Facts to Teaching Cultural Awareness

Science.gov (United States)

Lenchuk, Iryna; Ahmed, Amer

2013-01-01

Pragmatic competence is one of the essential competences taught in the second language classroom. The Canadian Language Benchmarks (CCLB, 2012a), the standard document referred to in any federally funded program of ESL teaching in Canada, acknowledges the importance of this competence, yet at the same time notes the limited resources available to…

Brain correlates of mathematical competence in processing mathematical representations

Directory of Open Access Journals (Sweden)

Roland H. Grabner

2011-11-01

Full Text Available The ability to extract numerical information from different representation formats (e.g., equations, tables, or diagrams is a key component of mathematical competence but little is known about its neural correlate. Previous studies comparing mathematically less and more competent adults have focused on mental arithmetic and reported differences in left angular gyrus activity which were interpreted to reflect differential reliance on arithmetic fact retrieval during problem solving. The aim of the present functional magnetic resonance imaging (fMRI study was to investigate the brain correlates of mathematical competence in a task requiring the processing of typical mathematical representations. Twenty-eight adults of lower and higher mathematical competence worked on a representation matching task in which they had to evaluate whether the numerical information of a symbolic equation matches that of a bar chart. Two task conditions without and one condition with arithmetic demands were administered. Both competence groups performed equally well in the non-arithmetic conditions and only differed in accuracy in the condition requiring calculation. Activation contrasts between the groups revealed consistently stronger left angular gyrus activation in the more competent individuals across all three task conditions. The finding of competence-related activation differences independently of arithmetic demands suggests that more and less competent individuals differ in a cognitive process other than arithmetic fact retrieval. Specifically, it is argued that the stronger left angular gyrus activity in the more competent adults may reflect their higher proficiency in processing mathematical symbols. Moreover, the study demonstrates competence-related parietal activation differences that were not accompanied by differential experimental performance.

HRM, technology and innovation: new HRM competences for old business challenges?

NARCIS (Netherlands)

Bondarouk, Tatiana; Marsman, Eline; Rekers, Marc; Bondarouk, Tanya; Olivas-Luján, Mguel R.

2014-01-01

Purpose: The goal of this chapter is to explore the requirements modern companies expect of HR professionals’ competences. Design/Methodology/Approach: Departing from the widely acknowledged HR competence studies of Ulrich and associates, we extended them with the continuous learning competence

Development of Behavioral Indicators of Competences for Safety Culture of Nuclear Power Plants: A Preliminary Study

International Nuclear Information System (INIS)

Moon, Kwangsu; Kim, Sa Kil; Oh, Yeon Ju; Shin, Youmin; Lee, Yong-Hee; Jang, Tong Il

2015-01-01

determine the method of measurement. Mainly used tools for behavior observations are Critical Behavior Checklist (CBC), Behaviorally Anchored Rating Scale (BARS), Behavior Observation Scale (BOS), and Mixed Standard Scale (MSS). Each measure is used differently depending on the occurrence likelihood and dimension of behavior. Therefore, further study is needed in order to determine the most appropriate technique for effective and efficient measuring behavioral indicators in practice. In the future study, there are additional considerations to apply the suggested set of safety culture competences to any specific NPP. In general, five to seven core competences are recommended for efficient competence management, it is required to prioritize the importance of each competence among all competences through the field validation including actual behavior observation and discussion with incumbents. Moreover, it is better to select core competences across various types of jobs (operator, maintenance/repair, experiment and so on) because the priority of each competence may be different across job types. In addition, only the safety culture competence for field employees was proposed in this study

Development of Behavioral Indicators of Competences for Safety Culture of Nuclear Power Plants: A Preliminary Study

Energy Technology Data Exchange (ETDEWEB)

Moon, Kwangsu; Kim, Sa Kil; Oh, Yeon Ju; Shin, Youmin; Lee, Yong-Hee; Jang, Tong Il [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of)

2015-10-15

determine the method of measurement. Mainly used tools for behavior observations are Critical Behavior Checklist (CBC), Behaviorally Anchored Rating Scale (BARS), Behavior Observation Scale (BOS), and Mixed Standard Scale (MSS). Each measure is used differently depending on the occurrence likelihood and dimension of behavior. Therefore, further study is needed in order to determine the most appropriate technique for effective and efficient measuring behavioral indicators in practice. In the future study, there are additional considerations to apply the suggested set of safety culture competences to any specific NPP. In general, five to seven core competences are recommended for efficient competence management, it is required to prioritize the importance of each competence among all competences through the field validation including actual behavior observation and discussion with incumbents. Moreover, it is better to select core competences across various types of jobs (operator, maintenance/repair, experiment and so on) because the priority of each competence may be different across job types. In addition, only the safety culture competence for field employees was proposed in this study.

Determining Competencies for Frontline Sales Managers in For-Profit Organizations

Science.gov (United States)

Busch, Tina Killough

2012-01-01

Practice in the sales profession and current competency research indicate salesperson competence is key to organizational competitive advantage. With models of selling evolving to respond to the marketplace, there are changes in the competency requirements and roles people must play for future success, resulting in the emergence of new kinds of…

Identification and Validation of ESP Teacher Competencies: A Research Design

Science.gov (United States)

Venkatraman, G.; Prema, P.

2013-01-01

The paper presents the research design used for identifying and validating a set of competencies required of ESP (English for Specific Purposes) teachers. The identification of the competencies and the three-stage validation process are also discussed. The observation of classes of ESP teachers for field-testing the validated competencies and…

What Does Competence Entail in Interventional Radiology?

International Nuclear Information System (INIS)

Ahmed, Kamran; Keeling, Aoife N.; Khan, Reenam S.; Ashrafian, Hutan; Arora, Sonal; Nagpal, Kamal; Burrill, Joshua; Darzi, Ara; Athanasiou, Thanos; Hamady, Mohamad

2010-01-01

Interventional radiology is a relatively new speciality and may be referred to as 'image-guided surgery without a scalpel.' Training and accreditation bodies regard interventional radiology training as being 'different' from general radiology because of the additional need for dexterity and clinical acumen. Due to the multidimensional role of an interventional radiologist, a practitioner in this discipline must have a number of the competencies of anesthetists, surgeons, and radiologists. The attributes required of an interventional radiologist are akin to those required of a surgeon. This paper gives an overview of the skills required to be a competent interventional radiologist along with a succinct introduction to methods of assessment of technical and non-technical skills.

DEVELOPING COMPETENCES AT THE BASIC EDUCATIONAL PROGRAM IMPLEMENTATION

Directory of Open Access Journals (Sweden)

Efim L. Kon

2013-01-01

Full Text Available The article holds suggested approaches to the solutions of some private tasks within the actual problem – the realization of competence-based approach to higher education within third generation of the Federal state educational standards. The competence model of a graduate is analyzed. The formal methods of the competence component structure and forming tools for different kinds of the students class work and self work interaction description are offered. The suggested approaches are on a probation stage of Bachelors and Masters basic education programs on 210700 «The infocommunication technologies and communication systems» designing and realization process at Perm National Research Polytechnical University. 

Development of new core competencies for Taiwanese Emergency Medical Technicians.

Science.gov (United States)

Chang, Yu-Tung; Tsai, Kuang-Chau; Williams, Brett

2018-01-01

Core competencies are considered the foundation for establishing Emergency Medical Technician (EMT) and paramedic curricula, and for ensuring performance standards in the delivery of prehospital care. This study surveyed EMT instructors and medical directors to identify the most desirable core competencies for all levels of EMTs in Taiwan. A principal components analysis with Varimax rotation was conducted. An online questionnaire was distributed to obtain perspectives of EMT instructors and medical directors on the most desirable core competencies for EMTs. The target population was EMT training-course instructors and medical directors of fire departments in Taiwan. The questionnaire comprised 61 competency items, and multiple-choice and open-ended questions were used to obtain respondents' perspectives of the Taiwanese EMT training and education system. The results identified three factors at EMT-1 and EMT-2 levels and five factors at the EMT-Paramedic level. The factors for EMT-1 and EMT-2 were similar, and those for EMT-Paramedics identified further comprehensive competence perspectives. The key factors that appear to influence the development of the Taiwanese Emergency Medical Services (EMS) education system are the attitude of authorities, the licensure system, and legislation. The findings present new core competencies for the Taiwanese EMT system and provide capacity to redesign curricula and reconsider roles for EMT-1 and EMT-2 technicians. At the EMT-Paramedic level, the findings demonstrate the importance of incorporating competency standards in the current skills-based curriculum. Moreover, the core-competencies gap that exists between Taiwanese EMT-1s, EMT-2s, and EMT-Paramedics and internationally recognized core competencies needs to be addressed. By identifying the key factors that potentially impact the development of the EMS education system, such as the attitude of authorities, the licensure system, and legislation, these findings will inform

CASE STUDIES ON THE ASSESSMENT OF A REAL ESTATE IN TOURISM BY APPLYING THE 2017 PROPERTY VALUATION STANDARDS AS COMPARED TO 2016 GOODS VALUATION STANDARDS

Directory of Open Access Journals (Sweden)

ENEA CONSTANTIN

2017-12-01

Full Text Available By means of evaluation, in the Romanian legislation, is the value estimation activity, materialized in a document, called an evaluation report, carried out in accordance with the standards specific to this activity and with professional ethics, by an authorized evaluator. By law, the competent authority to organize, coordinate and authorize the evaluation activity in Romania is the National Association of Authorized Assessors in Romania (ANEVAR or the Association, as an autonomous legal entity, Authorized evaluators are part of it. Due to the dynamic nature of the profession of assessor, the Romanian legislation and other professions with an impact on evaluation, evaluation standards require periodic review. The Standards Collection, 2017, is called the 2017 Property Valuation Standards and will enter into force on May 1, 2017. The structure of the standards of the previous edition has been retained in this edition.

40 CFR 131.8 - Requirements for Indian Tribes to administer a water quality standards program.

Science.gov (United States)

2010-07-01

... administer a water quality standards program. 131.8 Section 131.8 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) WATER PROGRAMS WATER QUALITY STANDARDS General Provisions § 131.8 Requirements for Indian Tribes to administer a water quality standards program. (a) The Regional Administrator, as...

Competence Model and Modern Trends of Development of the Russian Institute of Technical Customer

Directory of Open Access Journals (Sweden)

Mishlanova Marina

2017-01-01

Full Text Available Article considers modern maintenance and development of the management actor by the investment-construction projects of the technical customer. Urgent problems of the formation of Institute of the technical customer establishment are allocated. Elementary competence model is presented: based competences of technical customer, model of the primary competence, example of the operational level of the model. Analysis of the development of the Institute of the technical customer was performed: compliance with current realities of investment-construction activities, improvement of contractual relations, compliance with international standards, state participation, creation of the single technical customer. Necessity of development of competence models for the urgent justification of professional standards is assessed. The possibility of modeling of the competencies and functions of technical customer in approach to the FIDIC-model was revealed. Possibility of usage of the competence model of the technical customer on the stage of building in terms of public-private partnership. Results show the direction for further researches.

Some comments on the substituted judgement standard.

Science.gov (United States)

Egonsson, Dan

2010-02-01

On a traditional interpretation of the substituted judgement standard (SJS) a person who makes treatment decisions on behalf of a non-competent patient (e.g. concerning euthanasia) ought to decide as the patient would have decided had she been competent. I propose an alternative interpretation of SJS in which the surrogate is required to infer what the patient actually thought about these end-of-life decisions. In clarifying SJS it is also important to differentiate the patient's consent and preference. If SJS is part of an autonomy ideal of the sort found in Kantian ethics, consent seems more important than preference. From a utilitarian perspective a preference-based reading of SJS seems natural. I argue that the justification of SJS within a utilitarian framework will boil down to the question whether a non-competent patient can be said to have any surviving preferences. If we give a virtue-ethical justification of SJS the relative importance of consent and preferences depends on which virtue one stresses--respect or care. I argue that SJS might be an independent normative method for extending the patient's autonomy, both from a Kantian and a virtue ethical perspective.

A mechanism for revising accreditation standards: a study of the process, resources required and evaluation outcomes.

Science.gov (United States)

Greenfield, David; Civil, Mike; Donnison, Andrew; Hogden, Anne; Hinchcliff, Reece; Westbrook, Johanna; Braithwaite, Jeffrey

2014-11-21

The study objective was to identify and describe the process, resources and expertise required for the revision of accreditation standards, and report outcomes arising from such activities. Secondary document analysis of materials from an accreditation standards development agency. The Royal Australian College of General Practitioners' (RACGP) documents, minutes and reports related to the revision of the accreditation standards were examined. The RACGP revision of the accreditation standards was conducted over a 12 month period and comprised six phases with multiple tasks, including: review methodology planning; review of the evidence base and each standard; new material development; constructing field trial methodology; drafting, trialling and refining new standards; and production of new standards. Over 100 individuals participated, with an additional 30 providing periodic input and feedback. Participants were drawn from healthcare professional associations, primary healthcare services, accreditation agencies, government agencies and public health organisations. Their expertise spanned: project management; standards development and writing; primary healthcare practice; quality and safety improvement methodologies; accreditation implementation and surveying; and research. The review and development process was shaped by five issues: project expectations; resource and time requirements; a collaborative approach; stakeholder engagement; and the product produced. The RACGP evaluation was that participants were positive about their experience, the standards produced and considered them relevant for the sector. The revision of accreditation standards requires considerable resources and expertise, drawn from a broad range of stakeholders. Collaborative, inclusive processes that engage key stakeholders helps promote greater industry acceptance of the standards.

The European standard on planetary protection requirements.

Science.gov (United States)

Debus, André

2006-01-01

Since the beginning of solar system exploration, numerous spacecrafts have been sent towards others worlds, and one of the main goals of such missions is the search for extraterrestrial forms of life. It is known that, under certain conditions, some terrestrial entities are able to survive during cruises in space and that they may contaminate other planets (forward contamination). At another level, possible extraterrestrial life forms are unknown and their ability to contaminate the Earth's biosphere (back contamination) in the frame of sample return missions cannot be excluded. Article IX of the Outer Space Treaty (London/Washington, January 27, 1967) requires the preservation of planets and the Earth from contamination. All nations taking part in this Treaty must prevent forward and back contamination during missions exploring our solar system. Consequently, the United Nations (UN-COPUOS) has delegated COSPAR (Committee of Space Research) to take charge of planetary protection and, at present, all space-faring nations must comply with COSPAR policy and consequently with COSPAR planetary protection recommendations. Starting from these recommendations and the "CNES Planetary Protection Standard" document, a working group has been set up in the framework of the "European Cooperation for Space Standardization" (ECSS) to establish the main specifications for preventing cross-contamination between target bodies within the solar system and the Earth-moon system.

Providers and Patients Caught Between Standardization and Individualization: Individualized Standardization as a Solution

Science.gov (United States)

Ansmann, Lena; Pfaff, Holger

2018-01-01

In their 2017 article, Mannion and Exworthy provide a thoughtful and theory-based analysis of two parallel trends in modern healthcare systems and their competing and conflicting logics: standardization and customization. This commentary further discusses the challenge of treatment decision-making in times of evidence-based medicine (EBM), shared decision-making and personalized medicine. From the perspective of systems theory, we propose the concept of individualized standardization as a solution to the problem. According to this concept, standardization is conceptualized as a guiding framework leaving room for individualization in the patient physician interaction. The theoretical background is the concept of context management according to systems theory. Moreover, the comment suggests multidisciplinary teams as a possible solution for the integration of standardization and individualization, using the example of multidisciplinary tumor conferences and highlighting its limitations. The comment also supports the authors’ statement of the patient as co-producer and introduces the idea that the competing logics of standardization and individualization are a matter of perspective on macro, meso and micro levels. PMID:29626403

78 FR 69543 - Record Requirements in the Mechanical Power Presses Standard

Science.gov (United States)

2013-11-20

... program). In such cases, OSHA would treat the weekly inspection as part of the periodic inspection.... OSHA-2013-0010] RIN 1218-AC80 Record Requirements in the Mechanical Power Presses Standard AGENCY: Occupational Safety and Health Administration (OSHA), Labor. ACTION: Direct final rule; request for comments...

78 FR 69606 - Record Requirements in the Mechanical Power Presses Standard

Science.gov (United States)

2013-11-20

... the inspection program). In such cases, OSHA would treat the weekly inspection as part of the periodic.... OSHA-2013-0010] RIN 1218-AC80 Record Requirements in the Mechanical Power Presses Standard AGENCY: Occupational Safety and Health Administration (OSHA), Labor. ACTION: Proposed rule; request for comments...

Computer system validation: an overview of official requirements and standards.

Science.gov (United States)

Hoffmann, A; Kähny-Simonius, J; Plattner, M; Schmidli-Vckovski, V; Kronseder, C

1998-02-01

A brief overview of the relevant documents for companies in the pharmaceutical industry, which are to be taken into consideration to fulfil computer system validation requirements, is presented. We concentrate on official requirements and valid standards in the USA, European Community and Switzerland. There are basically three GMP-guidelines. their interpretations by the associations of interests like APV and PDA as well as the GAMP Suppliers Guide. However, the three GMP-guidelines imply the same philosophy about computer system validation. They describe more a what-to-do approach for validation, whereas the GAMP Suppliers Guide describes a how-to-do validation. Nevertheless, they do not contain major discrepancies.

IMPROVEMENT EFFORTS TO LEARN LESSONS ACTIVITIES CHASSIS POWER TRANSFER STANDARD COMPETENCE AND CORRECT STEERING SYSTEM WITH LEARNING METHOD DISCOVERY INQUIRY CLASS XIB SMK MUHAMMADIYAH GAMPING ACADEMIC YEAR 2013/2014