An Emerging Technology Curriculum. Education for Technology Employment Project. Final Report.

ERIC Educational Resources Information Center

Harms, Dan; And Others

Individualized, competency-based curriculum materials were developed for a course on Principles of Technology, Units 1-6. New and updated curriculum materials in Drafting and Electronics and the Principles of Technology units were pilot tested in area vocational center settings in Illinois. A computer maintenance program was also developed but not…

TESTING TREE-CLASSIFIER VARIANTS AND ALTERNATE MODELING METHODOLOGIES IN THE EAST GREAT BASIN MAPPING UNIT OF THE SOUTHWEST REGIONAL GAP ANALYSIS PROJECT (SW REGAP)

EPA Science Inventory

We tested two methods for dataset generation and model construction, and three tree-classifier variants to identify the most parsimonious and thematically accurate mapping methodology for the SW ReGAP project. Competing methodologies were tested in the East Great Basin mapping un...

Grammatical Planning Units during Real-Time Sentence Production in Speakers with Agrammatic Aphasia and Healthy Speakers

ERIC Educational Resources Information Center

Lee, Jiyeon; Yoshida, Masaya; Thompson, Cynthia K.

2015-01-01

Purpose: Grammatical encoding (GE) is impaired in agrammatic aphasia; however, the nature of such deficits remains unclear. We examined grammatical planning units during real-time sentence production in speakers with agrammatic aphasia and control speakers, testing two competing models of GE. We queried whether speakers with agrammatic aphasia…

The development of practice manual for LSC based on job analysis in radiation measurement and analysis

NASA Astrophysics Data System (ADS)

Shin, W. H.; Park, T. J.

2017-06-01

Radiation technology is closely related to the industrial growth and the creation of employment in Korea. The techniques as radiation or/and radioactivity measurement, and the practical skills achieving a higher level analysis are required. In this study, practice manual for liquid scintillation counter were developed by job analysis. Raw data applied in job analysis are collected by on/off line survey by 420 workers employed in KOREA. Importance-priority analysis was performed to make duties and competency unit that consists of knowledge, skills as each task. Refined data was reviewed by expert who experienced actual duties on site. Classification was conducted by focus group interview to deduct duties and competency unit. From the radiation devices in measurement and analysis, liquid scintillation counter was preferentially selected because of the high demands for training. Investigation of build-up status to liquid scintillation counter in KOREA was conducted. Then technical specification and operating procedure of 2 main devices were analyzed and integrated by practice manual. Duties and competency unit were applied to integrated materials respectively. To validate effectiveness, test curriculum was designed by the advanced course to workers who engaged in radiation measurement and analysis. The developed manual is structured to take advantage of test training. This manual will be a practical handbook that can improve the knowledge, skills of radiation workers in Korea.

Food Marketing: Cashier-Checker. Student Material. Competency Based Curriculum.

ERIC Educational Resources Information Center

Froelich, Larry; And Others

This curriculum for food marketing (cashier-checking) is designed to provide entry-level employment skills. It is organized into 13 units which contain one to ten competencies. A student competency sheet provided for each competency is organized into this format: unit and competency number and name, learning steps, learning activities, and…

Drafting. Competency Based Curriculum.

ERIC Educational Resources Information Center

Everly, Al; And Others

This competency based drafting curriculum is presented in seven specialization sections with units in each section containing a competency statement, performance objective, learning activities, evaluation, and quiz or problem sheets. Some units also contain answer sheets and/or handout sheets. Sections and number of units presented are (1) basic…

Preterm birth, social disadvantage, and cognitive competence in Swedish 18- to 19-year-old men.

PubMed

Ekeus, Cecilia; Lindström, Karolina; Lindblad, Frank; Rasmussen, Finn; Hjern, Anders

2010-01-01

The aim was to study the impact of a range of gestational ages (GAs) on cognitive competence in late adolescence and how this effect is modified by contextual social adversity in childhood. This was a register study based on a national cohort of 119664 men born in Sweden from 1973 to 1976. Data on GA and other perinatal factors were obtained from the Medical Birth Register, and information on cognitive test scores was extracted from military conscription at the ages of 18 to 19 years. Test scores were analyzed as z scores on a 9-point stanine scale, whereby each unit is equivalent to 0.5 SD. Socioeconomic indicators of the childhood household were obtained from the Population and Housing Census of 1990. The data were analyzed by multivariate linear regression. The mean cognitive test scores decreased in a stepwise manner with GA. In unadjusted analysis, the test scores were 0.63 stanine unit lower in men who were born after 24 to 32 gestational weeks than in those who were born at term. The difference in global scores between the lowest and highest category of socioeconomic status was 1.57. Adjusting the analysis for the childhood socioeconomic indicators decreased the effect of GA on cognitive test scores by 26% to 33%. There was also a multiplicative interaction effect of social adversity and moderately preterm birth on cognitive test scores. This study confirms previous claims of an incremental association of cognitive competence with GA. Socioeconomic indicators in childhood modified this effect at all levels of preterm birth.

Improving care of patients with diabetes and CKD: a pilot study for a cluster-randomized trial.

PubMed

Cortés-Sanabria, Laura; Cabrera-Pivaral, Carlos E; Cueto-Manzano, Alfonso M; Rojas-Campos, Enrique; Barragán, Graciela; Hernández-Anaya, Moisés; Martínez-Ramírez, Héctor R

2008-05-01

Family physicians may have the main role in managing patients with type 2 diabetes mellitus with early nephropathy. It is therefore important to determine the clinical competence of family physicians in preserving renal function of patients. The aim of this study is to evaluate the effect of an educational intervention on family physicians' clinical competence and subsequently determine the impact on kidney function of their patients with type 2 diabetes mellitus. Pilot study for a cluster-randomized trial. Primary health care units of the Mexican Institute of Social Security, Guadalajara, Mexico. The study group was composed of 21 family physicians from 1 unit and a control group of 19 family physicians from another unit. 46 patients treated by study physicians and 48 treated by control physicians also were evaluated. An educative strategy based on a participative model used during 6 months in the study group. Allocation of units to receive or not receive the educative intervention was randomly established. Clinical competence of family physicians and kidney function of patients. To evaluate clinical competence, a validated questionnaire measuring family physicians' capability to identify risk factors, integrate diagnosis, and correctly use laboratory tests and therapeutic resources was applied to all physicians at the beginning and end of educative intervention (0 and 6 months). In patients, serum creatinine level, estimated glomerular filtration rate, and albuminuria were evaluated at 0, 6, and 12 months. At the end of the intervention, more family physicians from the study group improved clinical competence (91%) compared with controls (37%; P = 0.001). Family physicians in the study group who increased their competence improved renal function significantly better than physicians in the same group who did not increase competence and physicians in the control group (with or without increase in competence): change in estimated glomerular filtration rate, 0.9 versus -33, -21, and -16 mL/min/1.73 m(2) (P < 0.05); and change in urinary albumin excretion of -18 versus 226, 142, and 288 mg/d, respectively (P < 0.05). Compared with other groups, study family physicians with clinical competence also controlled systolic blood pressure significantly better and were more likely to increase the use of angiotensin-converting enzyme inhibitors, angiotensin receptor blockers, and statins and to discontinue nonsteroidal anti-inflammatory drugs. Our analysis did not adjust for clustering. Physicians in only 2 units were randomly assigned; thus, it is not possible to distinguish the effect of the intervention from the effect of the unit. Educative intervention to primary physicians is feasible. Our data may be the basis for additional prospective studies with a cluster-randomized trial design and larger numbers of centers, physicians, and patients.

Competency Index. [Health Technology Cluster.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This competency index lists the competencies included in the 62 units of the Tech Prep Competency Profiles within the Health Technologies Cluster. The unit topics are as follows: employability skills; professionalism; teamwork; computer literacy; documentation; infection control and risk management; medical terminology; anatomy, physiology, and…

Tractor Mechanic--Student Material. Competency Based Education Curriculum.

ERIC Educational Resources Information Center

McCann, Edward W.

Developed to assist vocational agricultural mechanics students in learning to be tractor mechanics, this curriculum guide contains all the student competency sheets which comprise this competency-based curriculum. These competency sheets are categorized under sixteen instructional units. The first two units cover employment opportunities and…

Telecommunications Specialist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 17 subjects appropriate for use in a competency list for the occupation of telecommunications specialist, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 17 units are as…

Planning, Executing, and Evaluating Competency-Based Instruction. Microcomputer Applications for Vocational Teachers: A Competency-Based Approach--Book C.

ERIC Educational Resources Information Center

Roth, Gene; Tesolowski, Dennis

This handbook is the third in a series of five competency-based resource guides on microcomputer applications for vocational teachers. The 13 units of instruction in this handbook are concerned with the content of the 14 competencies included in the category, "Planning, Executing, and Evaluating Competency-Based Instruction." Units are designed to…

Integrating Competency-Based Instruction into Vocational Education. Microcomputer Applications for Vocational Teachers: A Competency-Based Approach--Book B.

ERIC Educational Resources Information Center

Roth, Gene; Tesolowski, Dennis

This handbook is the second in a series of five competency-based resource guides on microcomputer applications for vocational teachers. The seven units of instruction in this handbook are concerned with the content of the eight competencies included in the category, "Integrating Competency-Based Instruction into Vocational Education." Units are…

Financial Management Assistant.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 19 subjects appropriate for use in a competency list for the occupation of financial management assistant, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 19 units are as…

Computer Programmer/Analyst.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 25 subjects appropriate for use in a competency list for the occupation of computer programmer/analyst, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 25 units are as…

Information Support Specialist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 22 subjects appropriate for use in a competency list for the occupation of information support specialist, 1 of occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 22 units are as…

Network Systems Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 17 subjects appropriate for use in a competency list for the occupation of network systems technician, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 17 units are as follows:…

Computer (PC/Network) Coordinator.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 22 subjects appropriate for use in a competency list for the occupation of computer (PC/network) coordinator, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 22 units are as…

Management Information Specialist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 19 subjects appropriate for use in a competency list for the occupation of management information specialist, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 19 units are as…

Computer Support Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 18 subjects appropriate for use in a competency list for the occupation of computer support technician, 1 of 12 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 18 units are as…

Microcomputer Applications Specialist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication contains 16 subjects appropriate for use in a competency list for the occupation of microcomputer applications specialist, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 16 units are…

Accounting Specialist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This publication identifies 20 subjects appropriate for use in a competency list for the occupation of accounting specialist, 1 of 12 occupations within the business/computer technologies cluster. Each unit consists of a number of competencies; a list of competency builders is provided for each competency. Titles of the 20 units are as follows:…

Wisconsin VTAE Pipefitting Apprenticeship Curriculum. Instructor Guide, Apprentice Guide, [and] Wisconsin VTAE Pipefitting Competency Profile.

ERIC Educational Resources Information Center

Northeast Wisconsin Technical Inst., Green Bay.

This curriculum guide contains 18 units for a course to assist apprentices in learning the pipefitting trade. Introductory materials include lists of suggested audiovisual materials, competencies, and textbooks and approximate times for each unit. Each instructional unit includes some or all of the following components: competencies, instructional…

Psychometric properties of the Persian version of the Intensive and Critical Care Nursing Competence Scale version-1 (ICCN-CS-1).

PubMed

Shouryabi, Ali Asghar; Ghahrisarabi, Alireza; Anboohi, Sima Zohari; Nasiri, Malihe; Rassouli, Maryam

2017-11-01

Nursing competence is highly related to patient outcomes and patient safety issues, especially in intensive care units. Competence assessment tools are needed specifically for intensive care nursing. This study was performed to determine psychometric properties of the Intensive and Critical Care Nursing Competence Scale version-1 between Iranian Nurses. The present study was a methodological research in which 289 nurses of Intensive Care Units from nine hospitals in Shahid Beheshti University of Medical Sciences in Tehran were selected between 2015 and 2016. The original version of the scale was translated into Persian and back-translated into English, and the comments of the developer were applied. The validity of the scale was the determined quality (content validity and face validity) and quantity (confirmatory factor analysis). Reliability of the scale was reported by Cronbach's alpha coefficient and Intra class Correlation Coefficient. SPSS-PC (v.21) and LISREL (v.8.5) were used to analyze the data. The intensive and critical care nursing competence scale version-1 is a self-assessment test that consists of 144 items and four domains which are the knowledge base, the skill base, the attitudes and values base and the experience base, which are divided into clinical competence and professional competence. Content and face validity was confirmed by 10 experts and 10 practitioner nurses in the intensive care units. In confirmatory factor analysis, all fitness indexes, except goodness of fit index (0.64), confirmed the four-factor structure of the ICCN-CS-1. The results of the factor analysis, load factor between 0.304 and 0.727 items was estimated; only 4 items out of 144 items, that were loaded were less than 0.3 due to high Cronbach's alpha coefficient (0.984-0.986), all items were preserved, no item was removed and 4 subscales of the original scale were confirmed. The results of this study indicated that the Persian version of "The Intensive and Critical Care Nursing Competence Scale version-1" is a valid and reliable scale for the assessment of competency among Iranian nurses, and it can be used as a reliable scale in nursing management, education and research.

Basic Competence of Intensive Care Unit Nurses: Cross-Sectional Survey Study

PubMed Central

Lakanmaa, Riitta-Liisa; Suominen, Tarja; Ritmala-Castrén, Marita; Vahlberg, Tero; Leino-Kilpi, Helena

2015-01-01

Critical care patients benefit from the attention of nursing personnel with a high competence level. The aim of the study was to describe and evaluate the self-assessed basic competence of intensive care unit nurses and related factors. A cross-sectional survey design was used. A basic competence scale (Intensive and Critical Care Nursing Competence Scale version 1, Likert scale 1–5, 1 = poor and 5 = excellent) was employed among Finnish intensive care unit nurses (n = 431). Intensive care unit nurses' self-assessed basic competence was good (mean 4.19, SD 0.40). The attitude and value base of basic competence was excellent whereas experience base was the poorest compared to the knowledge base and skill base of intensive and critical care nursing. The strongest factor explaining nurses' basic competence was their experience of autonomy in nursing care (F value 60.85, β 0.11, SE 0.01, and P ≤ 0.0001). Clinical competence was self-rated as good. Nurses gave their highest competence self-ratings for ICU patient care according to the principles of nursing care. The ICU nurses also self-rated their professional competence as good. Collaboration was self-rated as the best competence. In basic and continuing education and professional self-development discussions it is meaningful to consider and find solutions for how to improve nurses' experienced autonomy in nursing. PMID:26557676

75TH Field Artillery Brigade Ammunition Resupply During Operation Desert Storm

DTIC Science & Technology

1992-06-05

units. Ammunition delivery competes for these assets but usually has a significantly higher priority than general supplies. Road or rail networks ...Eckelston, Tom MAJ. Interview with author. Tape recording. Ft. Leavenworth, Kansas, 10 January 1992. Force devopment test and experimentation

Carpentry. Competency Statements/Objectives and Reference Guide. Revised.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

This curriculum guide provides competency statements/objectives for an 11th- to 12th-grade trade and industrial education course in carpentry. The first half of the guide consists of competency statements for the 35 units of the curriculum. Each competency statement consists of a terminal objective and specific objectives for each unit, referenced…

Mechanical Systems. Competency Statements/Objectives and Reference Guide.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

This curriculum guide provides competency statements/objectives for an 11th- to 12th-grade trade and industrial education course in mechanical systems. The first half of the guide consists of competency statements for the 53 units of the curriculum. Each competency statement consists of a terminal objective and specific objectives for each unit,…

The Testing Phase for the Small Unit Decision Making (SUDM) Assessment Battery

DTIC Science & Technology

2014-07-28

on findings from the testing phase, several changes are recommended for the battery. First, it is recommended that self -report measures be separated...of a decision-making assessment battery. The five cognitive competencies are sensemaking, problem solving, adaptability, metacognition , and...flexibility, ambiguity tolerance, resilience, self -regulation, and self - awareness. We added the overarching construct of decision making and developed

Medication competency of nurses according to theoretical and drug calculation online exams: A descriptive correlational study.

PubMed

Sneck, Sami; Saarnio, Reetta; Isola, Arja; Boigu, Risto

2016-01-01

Medication administration is an important task of registered nurses. According to previous studies, nurses lack theoretical knowledge and drug calculation skills and knowledge-based mistakes do occur in clinical practice. Finnish health care organizations started to develop a systematic verification processes for medication competence at the end of the last decade. No studies have yet been made of nurses' theoretical knowledge and drug calculation skills according to these online exams. The aim of this study was to describe the medication competence of Finnish nurses according to theoretical and drug calculation exams. A descriptive correlation design was adopted. Participants and settings All nurses who participated in the online exam in three Finnish hospitals between 1.1.2009 and 31.05.2014 were selected to the study (n=2479). Quantitative methods like Pearson's chi-squared tests, analysis of variance (ANOVA) with post hoc Tukey tests and Pearson's correlation coefficient were used to test the existence of relationships between dependent and independent variables. The majority of nurses mastered the theoretical knowledge needed in medication administration, but 5% of the nurses struggled with passing the drug calculation exam. Theoretical knowledge and drug calculation skills were better in acute care units than in the other units and younger nurses achieved better results in both exams than their older colleagues. The differences found in this study were statistically significant, but not high. Nevertheless, even the tiniest deficiency in theoretical knowledge and drug calculation skills should be focused on. It is important to identify the nurses who struggle in the exams and to plan targeted educational interventions for supporting them. The next step is to study if verification of medication competence has an effect on patient safety. Copyright © 2015 Elsevier Ltd. All rights reserved.

The development of an innovative music therapy treatment method: trial competency through music.

PubMed

Sammons, Andrew

2014-01-01

Competence to stand trial is necessary for a defendant in criminal adjudication. Recent estimates indicate that between 50,000 and 60,000 defendants in the United States raise the question of competence each year, with approximately 20 percent found incompetent to stand trial (IST). Most of these defendants are committed to an inpatient facility for competence restoration. Although psychopharmacological intervention is a critical component of restoration, as most defendants are found incompetent because of a psychotic disorder, many other modalities of treatment are used. Traditional treatment methods include the use of standardized testing and psychoeducational group sessions. This article discusses the development of an innovative intervention using music therapy. Music as the catalyst provides a forum in which psychiatric patients are engaged and observed within a structured environment designed to address both their factual and rational knowledge and abilities to assist their attorneys in their defense. Trial competency training through a specific music therapy method called Competency Through Music (CTM) is presented, including examples of how music can be used to educate patients and assess trial competence. © 2014 American Academy of Psychiatry and the Law.

Student Material for Competency-Based Education Curriculum for Licensed Practical Nurse.

ERIC Educational Resources Information Center

Associated Educational Consultants, Inc., Pittsburgh, PA.

This curriculum for licensed practical nurse contains 18 units. Each unit is divided into modules comprised of task or job-related competencies. A student competency sheet (SCS) provided for each task is organized into this format: unit number and name, module letter and name of the group of related tasks, and number and name of task; performance…

Suggestions for a competency-based orientation for an orthopaedic unit.

PubMed

Bryant, G A

1997-01-01

Effective orientation programs should provide new RN and LPN employees with very specific performance expectations. Competency-based orientation provides such a structure. This approach not only decreases the orientee's anxiety, but it also acts as a basis for establishing competencies specific to that unit. Because the existing staff members are intimately involved in the process, socialization within the unit and cohesiveness of purpose are enhanced. Adult learning theory, educational principles, self-paced learning modules, and the use of preceptors and check-off lists are employed in this Competency-Based Orientation (CBO) program for an adult orthopaedic unit. Samples of various aspects of a CBO are included.

Common Core Units in Business Education: Grooming for Your Job Interview.

ERIC Educational Resources Information Center

Reddell, Lynda

This secondary unit of instruction on grooming for job interviews is one of sixteen Common Core Units in Business Education (CCUBE). The units were designed for implementing the sixteen common core competencies identified in the California Business Education Program Guide for Office and Distributive Education. Each competency-based unit is…

Computer-Integrated Manufacturing Technology. Tech Prep Competency Profile.

ERIC Educational Resources Information Center

Lakeland Tech Prep Consortium, Kirtland, OH.

This tech prep competency profile for computer-integrated manufacturing technology begins with definitions for four occupations: manufacturing technician, quality technician, mechanical engineering technician, and computer-assisted design/drafting (CADD) technician. A chart lists competencies by unit and indicates whether entire or partial unit is…

Water Treatment Technology - Springs.

ERIC Educational Resources Information Center

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on springs provides instructional materials for two competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on spring basin construction and spring protection. For each competency, student…

Emergency Medical Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of emergency medical technician, lists technical competencies and competency builders for 18 units pertinent to the health technologies cluster in general and 4 units specific to the occupation of emergency medical technician. The following…

Dental Laboratory Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of dental laboratory technician, lists technical competencies and competency builders for 13 units pertinent to the health technologies cluster in general and 8 units to the occupation of dental laboratory technician. The following skill areas…

Ohio Agriscience Lesson Plans.

ERIC Educational Resources Information Center

Sommers, Robert D., II, Comp.; Waidelich, William D., Comp.

This document, which is intended for Ohio agriculture teachers, contains lesson plans for an eight-unit competency-based course in agriscience. Each lesson plan contains some or all of the following items: (1) unit title; (2) competency/terminal performance objective; (3) competency builders/pupil performance objectives; (4) list of applied…

Medical Laboratory Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of medical laboratory technician, lists technical competencies and competency builders for 18 units pertinent to the health technologies cluster in general and 8 units specific to the occupation of medical laboratory technician. The following…

Effect of an educational intervention on the clinical competence for primary healthcare of rheumatic diseases in Mexican physicians.

PubMed

Cabrera-Pivaral, Carlos E; Ramírez-García, Sergio A; Zavala-González, Marco A

2016-01-01

To measure the effect of an educational intervention on clinical competences for diagnosis and treatment of rheumatic diseases in primary healthcare physicians working in the Guadalajara Metropolitan Area, Jalisco, Mexico. Quasi-experimental study conducted in physicians from two primary health care units. The study was carried out in a 40 physicians sample, 21 in Group "A" (intervention) and 19 in Group "B" (control). The clinical competence for diagnosis and treatment of rheumatic diseases was measured in both groups by means of an instrument previously designed and validated (Kuder-Richardson reliability index =0,94). Clinical competence average score prior to intervention was 47 for Group "A" and 42 for Group "B", while after the intervention it was 72 and 47 respectively, which shows statistically significant differences (Wilcoxon test, p<0,05). Clinical competence for diagnosis and treatment of rheumatic diseases in primary healthcare physicians is low; however, it can be improved by implementing educational interventions based on a constructivist approach.

Linking Cultural Competence to Functional Life Outcomes in Mental Health Care Settings.

PubMed

Michalopoulou, Georgia; Falzarano, Pamela; Butkus, Michael; Zeman, Lori; Vershave, Judy; Arfken, Cynthia

2014-01-01

Minorities in the United States have well-documented health disparities. Cultural barriers and biases by health care providers may contribute to lower quality of services which may contribute to these disparities. However, evidence linking cultural competency and health outcomes is lacking. This study, part of an ongoing quality improvement effort, tested the mediation hypothesis that patients' perception of provider cultural competency indirectly influences patients' health outcomes through process of care. Data were from patient satisfaction surveys collected in seven mental health clinics (n=94 minority patients). Consistent with our hypothesis, patients' perception of clinicians' cultural competency was indirectly associated with patients' self-reported improvements in social interactions, improvements in performance at work or school, and improvements in managing life problems through the patients' experience of respect, trust, and communication with the clinician. These findings indicate that process of care characteristics during the clinical encounter influence patients' perceptions of clinicians' cultural competency and affect functional outcomes. © 2013 National Medical Association. Published by Elsevier Inc. All rights reserved.

The use of computed tomography scans and the Bender Gestalt Test in the assessment of competency to stand trial and criminal responsibility in the field of mental health and law.

PubMed

Mosotho, Nathaniel Lehlohonolo; Timile, Ino; Joubert, Gina

computed tomography and the Bender Gestalt Test are some of the tests used routinely for the assessment of alleged offenders referred under Sections 77 and 78 of the Criminal Procedure Act 51 of 1977. An exploratory retrospective study was conducted at the Free State Psychiatric Complex. The aim of this study was to identify the extent to which the Bender Gestalt Test results and the computed tomography scans are associated with outcomes in the assessment of competency to stand trial and criminal responsibility in individuals referred to the Free State Psychiatric Complex (FSPC) observation unit. This was a cross-sectional study and the entire population of patients admitted in 2013 was included in the study. The clinical and demographic data were obtained from patient files. The majority of participants were black, males, single and unemployed. The most common diagnosis was schizophrenia. The current study showed no statistically significant association between the Bender Gestalt Test Hain's scores and the outcome of criminal responsibility and competency to stand trial. Similarly, the study also showed no statistically significant association between the presence of a brain lesion and the outcome of criminal responsibility and competency to stand trial. It was also concluded that as CT scans are expensive, patients should be referred for that service only when there is a clear clinical indication to do so. Copyright © 2016 Elsevier Ltd. All rights reserved.

Electromechanical Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 25 units to consider for use in a tech prep competency profile for the occupation of electromechanical technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific occupation and…

Tool & Die Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 23 units to consider for use in a tech prep competency profile for the occupation of tool and die technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific occupation and…

CADD Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 22 units to consider for use in a tech prep competency profile for the occupation of CADD (computer-assisted drafting and design) technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within…

Electronics Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 27 units to consider for use in a tech prep competency profile for the occupation of electronics technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific occupation and would…

Plastics Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 16 units to consider for use in a tech prep competency profile for the occupation of plastics technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific occupation and would…

Quality Control Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 18 units to consider for use in a tech prep competency profile for the occupation of quality control technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific occupation and…

Electrical Maintenance Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 30 units to consider for use in a tech prep competency profile for the occupation of electrical maintenance technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific…

Manufacturing (Industrial) Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 35 units to consider for use in a tech prep competency profile for the occupation of manufacturing (industrial) technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific…

Mechanical Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 33 units to consider for use in a tech prep competency profile for the occupation of mechanical technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific occupation and would…

Instrumentation Control Technician.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 22 units to consider for use in a tech prep competency profile for the occupation of instrumentation control technician. All the units listed will not necessarily apply to every situation or tech prep consortium, nor will all the competencies within each unit be appropriate. Several units appear within each specific…

Exploring manufacturing competencies of a two wheeler manufacturing unit

NASA Astrophysics Data System (ADS)

Deep Singh, Chandan; Singh Khamba, Jaimal; Singh, Rajdeep; Singh, Navdeep

2014-07-01

The two wheeler industry of India is one of the most dependable industries as every person has at least a two wheeler with him, if not any four wheeler. Earlier there were scooters like Bajaj Chetak, Priya but with evolution of motorcycles like splendor, splendor+, etc. the scooter market started declining but with arrival of gearless scooters like Honda Activa, Scooty Pep, etc. the market place has become increasingly competitive in recent time and industries are facing tough test of improving products and thus market share. The competitiveness among industries is an important issue. Competency development is a vital tool to enhance the competitiveness of industries. Based, on aggregate performance of a firm, it comprehensively explores the varying importance of manufacturing competencies and drives of industrial competitiveness. Hence by, exploring the manufacturing competencies of a two wheeler industry, one can reflect the competitiveness of two wheeler manufacturing industry as a whole. This study presents various factors of manufacturing competencies affecting industrial competitiveness as the significance of these competencies is increasing day by day in two wheeler manufacturing industry.

Development of an unlicensed assistive personnel job screening test.

PubMed

Newhouse, Robin P; Steinhauser, Michele; Berk, Ron

2007-01-01

Unlicensed assistive personnel (UAP) competency is essential to the quality and safety of patient care. The purpose of this study was to construct a test with acceptable estimates of reliability and validity to identify UAPs who could successfully perform their job in four essential knowledge-based domains (math, patient data collection, medical terminology, and reporting abnormal data). An investigator-developed test was constructed. Psychometric testing was completed by administering the test to 145 UAPs. A cut score of 17/23 resulted in 79.7% sensitivity and 70.4% specificity. There were significant differences in mean scores between masters and nonmasters (t = -13.70, df = 79, p < .00). Master status was significantly related to the ability to take a patient's blood pressure (Phi = .503, p < .00). A score of 17 or greater indicates that the applicant demonstrates competency of basic knowledge required for the position. The test can be used as a screening tool for UAPs in nurse recruitment before candidates advance to the unit for an interview.

Registered Nurse (Associate Degree).

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of registered nurse (with an associate degree), lists technical competencies and competency builders for 19 units pertinent to the health technologies cluster in general and 5 units specific to the occupation of registered nurse. The following…

Dental Hygienist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of dental hygienist, lists technical competencies and competency builders for 13 units pertinent to the health technologies cluster in general and 9 units specific to the occupation of dental hygienist. The following skill areas are covered in…

Psychometric properties of the Persian version of the Intensive and Critical Care Nursing Competence Scale version-1 (ICCN-CS-1)

PubMed Central

Shouryabi, Ali Asghar; Ghahrisarabi, Alireza; Anboohi, Sima Zohari; Nasiri, Malihe; Rassouli, Maryam

2017-01-01

Background Nursing competence is highly related to patient outcomes and patient safety issues, especially in intensive care units. Competence assessment tools are needed specifically for intensive care nursing. Objective This study was performed to determine psychometric properties of the Intensive and Critical Care Nursing Competence Scale version-1 between Iranian Nurses. Methods The present study was a methodological research in which 289 nurses of Intensive Care Units from nine hospitals in Shahid Beheshti University of Medical Sciences in Tehran were selected between 2015 and 2016. The original version of the scale was translated into Persian and back-translated into English, and the comments of the developer were applied. The validity of the scale was the determined quality (content validity and face validity) and quantity (confirmatory factor analysis). Reliability of the scale was reported by Cronbach’s alpha coefficient and Intra class Correlation Coefficient. SPSS-PC (v.21) and LISREL (v.8.5) were used to analyze the data. Results The intensive and critical care nursing competence scale version-1 is a self-assessment test that consists of 144 items and four domains which are the knowledge base, the skill base, the attitudes and values base and the experience base, which are divided into clinical competence and professional competence. Content and face validity was confirmed by 10 experts and 10 practitioner nurses in the intensive care units. In confirmatory factor analysis, all fitness indexes, except goodness of fit index (0.64), confirmed the four-factor structure of the ICCN-CS-1. The results of the factor analysis, load factor between 0.304 and 0.727 items was estimated; only 4 items out of 144 items, that were loaded were less than 0.3 due to high Cronbach’s alpha coefficient (0.984–0.986), all items were preserved, no item was removed and 4 subscales of the original scale were confirmed. Conclusion The results of this study indicated that the Persian version of “The Intensive and Critical Care Nursing Competence Scale version-1” is a valid and reliable scale for the assessment of competency among Iranian nurses, and it can be used as a reliable scale in nursing management, education and research. PMID:29403620

Relating Language and Music Skills in Young Children: A First Approach to Systemize and Compare Distinct Competencies on Different Levels

PubMed Central

Cohrdes, Caroline; Grolig, Lorenz; Schroeder, Sascha

2016-01-01

Children in transition from kindergarten to school develop fundamental skills important for the acquisition of reading and writing. Previous research pointed toward substantial correlations between specific language- and music-related competencies as well as positive transfer effects from music on pre-literacy skills. However, until now the relationship between diverse music and language competencies remains unclear. In the present study, we used a comprehensive approach to clarify the relationships between a broad variety of language and music skills on different levels, not only between but also within domains. In order to do so, we selected representative language- and music-related competencies and systematically compared the performance of N = 44 5- to 7-year-old children with a control group of N = 20 young adults aged from 20 to 30. Competencies were organized in distinct levels according to varying units of vowels/sounds, words or syllables/short melodic or rhythmic phrases, syntax/harmony and context of a whole story/song to test for their interrelatedness within each domain. Following this, we conducted systematic correlation analyses between the competencies of both domains. Overall, selected competencies appeared to be appropriate for the measurement of language and music skills in young children with reference to comprehension, difficulty and a developmental perspective. In line with a hierarchical model of skill acquisition, performance on lower levels was predictive for the performance on higher levels within domains. Moreover, correlations between domains were stronger for competencies reflecting a similar level of cognitive processing, as expected. In conclusion, a systematic comparison of various competencies on distinct levels according to varying units turned out to be appropriate regarding comparability and interrelatedness. Results are discussed with regard to similarities and differences in the development of language and music skills as well as in terms of implications for further research on transfer effects from music on language. PMID:27826266

Relating Language and Music Skills in Young Children: A First Approach to Systemize and Compare Distinct Competencies on Different Levels.

PubMed

Cohrdes, Caroline; Grolig, Lorenz; Schroeder, Sascha

2016-01-01

Children in transition from kindergarten to school develop fundamental skills important for the acquisition of reading and writing. Previous research pointed toward substantial correlations between specific language- and music-related competencies as well as positive transfer effects from music on pre-literacy skills. However, until now the relationship between diverse music and language competencies remains unclear. In the present study, we used a comprehensive approach to clarify the relationships between a broad variety of language and music skills on different levels, not only between but also within domains. In order to do so, we selected representative language- and music-related competencies and systematically compared the performance of N = 44 5- to 7-year-old children with a control group of N = 20 young adults aged from 20 to 30. Competencies were organized in distinct levels according to varying units of vowels/sounds, words or syllables/short melodic or rhythmic phrases, syntax/harmony and context of a whole story/song to test for their interrelatedness within each domain. Following this, we conducted systematic correlation analyses between the competencies of both domains. Overall, selected competencies appeared to be appropriate for the measurement of language and music skills in young children with reference to comprehension, difficulty and a developmental perspective. In line with a hierarchical model of skill acquisition, performance on lower levels was predictive for the performance on higher levels within domains. Moreover, correlations between domains were stronger for competencies reflecting a similar level of cognitive processing, as expected. In conclusion, a systematic comparison of various competencies on distinct levels according to varying units turned out to be appropriate regarding comparability and interrelatedness. Results are discussed with regard to similarities and differences in the development of language and music skills as well as in terms of implications for further research on transfer effects from music on language.

Enabling the Future Force: The Use of Regional Alignment, Mission Command and Cultural Competence to Create an Operationally Adaptive Army

DTIC Science & Technology

2014-05-22

Associate Director of the Intercultural Communication Institute, explained that the degree of inter-cultural competence depends on the acquired degree of the...defined to explain the role of culture, cultural competence, and inter- cultural communications . Finally, the United States’ Operation Blacklist and...competence, and inter-cultural communications . Finally, the United States’ Operation Blacklist and Strategic Hamlet Plans of the Japanese Occupation

Instructional Strategies That Promote Cultural Competence in Nutrition and Dietetics Education

ERIC Educational Resources Information Center

Adkins, Cecile Marie

2017-01-01

Changing demographics in the United States to a minority-majority culture require health care professionals who are culturally competent to provide appropriate care to patients. In a university in the Mid-Atlantic region of the United States, a gap existed between student education and the culturally competent professional practice of entry-level…

Voices from the United Arab Emirates: Engineering Graduates' Labour Market Requisite Competencies

ERIC Educational Resources Information Center

EL-Sakran, Tharwat M.; Awad, Asmaa

2012-01-01

This study reports on engineering graduates' labour market requisite communication competences and skills in the work environment in the United Arab Emirates (UAE). Its main purpose was to investigate whether internationally required engineering graduates' communication competences were the same in third world countries or different. It used a…

Practice Ethical Behavior. Work Maturity Skills. Competency 4.0.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

Designed for use as a part of the Work Maturity Skills Training Program, this unit consists of instructional materials dealing with practicing ethical behavior. (The Work Maturity Skills Training Program is a set of individualized competency-based units that are designed to help participants develop the competencies they need to find and retain…

Apparel and Accessories. Second Edition. Career Competencies in Marketing Series.

ERIC Educational Resources Information Center

Winn, Marilyn G.; Lynch, Richard L., Ed.

This competency-based instructional text focuses on preparing students for apparel industry positions at the career-sustaining and marketing specialist levels. It also includes materials to help students develop the competencies needed for entry-level and managerial positions. The text is divided into four units. Unit 1 contains a chapter…

The transition to competency-based pediatric training in the United Arab Emirates.

PubMed

Ibrahim, Halah; Al Tatari, Hossam; Holmboe, Eric S

2015-04-01

Although competency-based medical education has become the standard for physician training in the West, many developing countries have not yet adopted competency-based training. In 2009 in the United Arab Emirates, the government regulatory and operational authorities for healthcare in Abu Dhabi mandated a wide-scale reform of the emirate's postgraduate residency programs to the competency-based framework of the newly formed Accreditation Council for Graduate Medical Education-International (ACGME-I). This article briefly describes the rationale for competency-based medical education and provides an overview of the transition from traditional, time-based residency training to competency-based postgraduate medical education for the Pediatrics residency programs in Abu Dhabi. We will provide data on the initial impact of this transition on resident performance and patient outcomes in a Pediatrics residency program in an academic medical center in the United Arab Emirates.

Associations among unit leadership and unit climates for implementation in acute care: a cross-sectional study.

PubMed

Shuman, Clayton J; Liu, Xuefeng; Aebersold, Michelle L; Tschannen, Dana; Banaszak-Holl, Jane; Titler, Marita G

2018-04-25

Nurse managers have a pivotal role in fostering unit climates supportive of implementing evidence-based practices (EBPs) in care delivery. EBP leadership behaviors and competencies of nurse managers and their impact on practice climates are widely overlooked in implementation science. The purpose of this study was to examine the contributions of nurse manager EBP leadership behaviors and nurse manager EBP competencies in explaining unit climates for EBP implementation in adult medical-surgical units. A multi-site, multi-unit cross-sectional research design was used to recruit the sample of 24 nurse managers and 553 randomly selected staff nurses from 24 adult medical-surgical units from 7 acute care hospitals in the Northeast and Midwestern USA. Staff nurse perceptions of nurse manager EBP leadership behaviors and unit climates for EBP implementation were measured using the Implementation Leadership Scale and Implementation Climate Scale, respectively. EBP competencies of nurse managers were measured using the Nurse Manager EBP Competency Scale. Participants were emailed a link to an electronic questionnaire and asked to respond within 1 month. The contributions of nurse manager EBP leadership behaviors and competencies in explaining unit climates for EBP implementation were estimated using mixed-effects models controlling for nurse education and years of experience on current unit and accounting for the variability across hospitals and units. Significance level was set at α < .05. Two hundred sixty-four staff nurses and 22 nurse managers were included in the final sample, representing 22 units in 7 hospitals. Nurse manager EBP leadership behaviors (p < .001) and EBP competency (p = .008) explained 52.4% of marginal variance in unit climate for EBP implementation. Leadership behaviors uniquely explained 45.2% variance. The variance accounted for by the random intercepts for hospitals and units (p < .001) and years of nursing experience in current unit (p < .05) were significant but level of nursing education was not. Nurse managers are significantly related to unit climates for EBP implementation primarily through their leadership behaviors. Future implementation studies should consider the leadership of nurse managers in creating climates supportive of EBP implementation.

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

PubMed

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 this tool in future humanitarian training exercises and potentially in real time, in the field. This could impact the efficiency and effectiveness of humanitarian operations. Evans AB , Hulme JM , Nugus P , Cranmer HH , Coutu M , Johnson K . An electronic competency-based evaluation tool for assessing humanitarian competencies in a simulated exercise. Prehosp Disaster Med. 2017;32(3):253-260.

Zika Virus Vector Competency of Mosquitoes, Gulf Coast, United States.

PubMed

Hart, Charles E; Roundy, Christopher M; Azar, Sasha R; Huang, Jing H; Yun, Ruimei; Reynolds, Erin; Leal, Grace; Nava, Martin R; Vela, Jeremy; Stark, Pamela M; Debboun, Mustapha; Rossi, Shannan; Vasilakis, Nikos; Thangamani, Saravanan; Weaver, Scott C

2017-03-01

Zika virus has recently spread throughout the Americas. Although Aedes aegypti mosquitoes are considered the primary vector, Culex quinquefasciatus and mosquitoes of other species may also be vectors. We tested Cx. quinquefasciatus and Ae. taeniorhynchus mosquitoes from the US Gulf Coast; both were refractory to infection and incapable of transmission.

Building Trades II.

ERIC Educational Resources Information Center

Hamlin, Larry

This packet contains a curriculum guide, a set of lesson plans, a student manual, and a competency test packet for the Building Trades II course, the second year of a 2-year, 2-unit (350 hour) preemployment program for students in grades 11-12. This technical course is designed to develop the basic skills associated with builders. An additional…

Establishing an Explanatory Model for Mathematics Identity.

PubMed

Cribbs, Jennifer D; Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M

2015-04-01

This article empirically tests a previously developed theoretical framework for mathematics identity based on students' beliefs. The study employs data from more than 9,000 college calculus students across the United States to build a robust structural equation model. While it is generally thought that students' beliefs about their own competence in mathematics directly impact their identity as a "math person," findings indicate that students' self-perceptions related to competence and performance have an indirect effect on their mathematics identity, primarily by association with students' interest and external recognition in mathematics. Thus, the model indicates that students' competence and performance beliefs are not sufficient for their mathematics identity development, and it highlights the roles of interest and recognition. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

The effects of a visualization-centered curriculum on conceptual understanding and representational competence in high school biology

NASA Astrophysics Data System (ADS)

Wilder, Anna

The purpose of this study was to investigate the effects of a visualization-centered curriculum, Hemoglobin: A Case of Double Identity, on conceptual understanding and representational competence in high school biology. Sixty-nine students enrolled in three sections of freshman biology taught by the same teacher participated in this study. Online Chemscape Chime computer-based molecular visualizations were incorporated into the 10-week curriculum to introduce students to fundamental structure and function relationships. Measures used in this study included a Hemoglobin Structure and Function Test, Mental Imagery Questionnaire, Exam Difficulty Survey, the Student Assessment of Learning Gains, the Group Assessment of Logical Thinking, the Attitude Toward Science in School Assessment, audiotapes of student interviews, students' artifacts, weekly unit activity surveys, informal researcher observations and a teacher's weekly questionnaire. The Hemoglobin Structure and Function Test, consisting of Parts A and B, was administered as a pre and posttest. Part A used exclusively verbal test items to measure conceptual understanding, while Part B used visual-verbal test items to measure conceptual understanding and representational competence. Results of the Hemoglobin Structure and Function pre and posttest revealed statistically significant gains in conceptual understanding and representational competence, suggesting the visualization-centered curriculum implemented in this study was effective in supporting positive learning outcomes. The large positive correlation between posttest results on Part A, comprised of all-verbal test items, and Part B, using visual-verbal test items, suggests this curriculum supported students' mutual development of conceptual understanding and representational competence. Evidence based on student interviews, Student Assessment of Learning Gains ratings and weekly activity surveys indicated positive attitudes toward the use of Chemscape Chime software and the computer-based molecular visualization activities as learning tools. Evidence from these same sources also indicated that students felt computer-based molecular visualization activities in conjunction with other classroom activities supported their learning. Implications for instructional design are discussed.

What should the African health workforce know about disasters? Proposed competencies for strengthening public health disaster risk management education in Africa.

PubMed

Olu, Olushayo; Usman, Abdulmumini; Kalambay, Kalula; Anyangwe, Stella; Voyi, Kuku; Orach, Christopher Garimoi; Azazh, Aklilu; Mapatano, Mala Ali; Nsenga, Ngoy; Manga, Lucien; Woldetsadik, Solomon; Nguessan, Francois; Benson, Angela

2018-04-02

As part of efforts to implement the human resources capacity building component of the African Regional Strategy on Disaster Risk Management (DRM) for the health sector, the African Regional Office of the World Health Organization, in collaboration with selected African public health training institutions, followed a multistage process to develop core competencies and curricula for training the African health workforce in public health DRM. In this article, we describe the methods used to develop the competencies, present the identified competencies and training curricula, and propose recommendations for their integration into the public health education curricula of African member states. We conducted a pilot research using mixed methods approaches to develop and test the applicability and feasibility of a public health disaster risk management curriculum for training the African health workforce. We identified 14 core competencies and 45 sub-competencies/training units grouped into six thematic areas: 1) introduction to DRM; 2) operational effectiveness; 3) effective leadership; 4) preparedness and risk reduction; 5) emergency response and 6) post-disaster health system recovery. These were defined as the skills and knowledge that African health care workers should possess to effectively participate in health DRM activities. To suit the needs of various categories of African health care workers, three levels of training courses are proposed: basic, intermediate, and advanced. The pilot test of the basic course among a cohort of public health practitioners in South Africa demonstrated their relevance. These competencies compare favourably to the findings of other studies that have assessed public health DRM competencies. They could provide a framework for scaling up the capacity development of African healthcare workers in the area of public health DRM; however further validation of the competencies is required through additional pilot courses and follow up of the trainees to demonstrate outcome and impact of the competencies and curriculum.

Student Material for Competency-Based Education Curriculum for Welding.

ERIC Educational Resources Information Center

Associated Educational Consultants, Inc., Pittsburgh, PA.

This student welding competency-based education curriculum consists of six units dealing with general areas related to trade occupations and nine units covering specific aspects of working with welding equipment and performing welding operations. Topics covered in the first six units are welding opportunities, human relations, safety, basic…

Carpentry. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 14 units (with or without subunits), competencies, and competency builders that identify the occupational,…

Cosmetology. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 17 units (with or without subunits), competencies, and competency builders that identify the occupational,…

Operations. Unit 21. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-21.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business operations in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of…

Teaching Self- and Social Competencies in the Retail Sector: Findings from Vocational Schools in Germany, Italy and Poland

ERIC Educational Resources Information Center

Edeling, Sabrina; Pilz, Matthias

2016-01-01

Purpose: The purpose of this paper is to use teaching and learning units specially devised for development of self-competencies and social competencies in the retail sector to explore how learners assess these units in relation to acceptance, quality and self-assessment of improvement in their own performance. Design/methodology/approach: The…

Assessing Implementation of Cultural Competency Content in the Curricula of Colleges of Pharmacy in the United States and Canada

PubMed Central

Onyoni, Esther Moraa

2007-01-01

Objectives To assess the presence of curricular and organizational content related to cultural competency within colleges of pharmacy in the United States and Canada. Methods Curriculum committee chairs (n = 87) and student leaders (n = 54) in colleges of pharmacy in the United States and Canada were surveyed via an e-mailed assessment tool. Results Forty-nine (56.3%) curriculum committee chairs and 27 (50%) student leaders returned usable responses. Respondents reported that cultural competency was mentioned in 61.2% of their mission statements, and half had made curricular changes with respect to diversity within the past 5 years. Almost 94% felt the necessity to add cultural competency topics to required courses in the curriculum, and 42.9% wanted to add a course specific to cultural competency into the curriculum. Conclusion Curriculum committee chairs recognize the need to add curricular content related to cultural competency, but not all of the respondents have implemented changes in their college's curriculum. PMID:17533433

Graphic Communications--Commercial Photography. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for graphic communications--commercial photography. Each unit (with or without subunits) contains competencies and competency builders that identify the…

Business Administration and Management. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains eight units (with or without subunits), competencies, and competency builders that identify the…

Machine Trades. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for machine trades. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability…

Welding. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a comprehensive and verified employer competency list for a welding program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills needed…

Dairy Producer. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for dairy producers. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability…

Law Enforcement. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for law enforcement. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability…

Poultry Producer. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a comprehensive and verified employer competency list for a poultry producer program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability…

Swine Producer. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a comprehensive and verified employer competency list for a swine producer program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills…

Commercial Art. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 16 units (with or without subunits), competencies, and competency builders that identify the occupational,…

Crop Producer. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains six units (with or without subunits), competencies, and competency builders that identify the occupational,…

Auto Mechanics. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 11 units (with or without subunits), competencies, and competency builders that identify the occupational,…

Diesel Mechanics. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for diesel mechanics. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability…

Fostering Relationships: An Analysis of a School-Based Mentoring Program for Upper Elementary Students

ERIC Educational Resources Information Center

Hobaugh, Gregory Alan

2013-01-01

Today's students are facing higher academic and social standards than ever before in the history of education in the United States of America. Under federal legislation, No Child Left Behind (NCLB) states are required to administer standardized tests to students in grades three through eight to measure Language Arts and Mathematics competency.…

Ectomycorrhizal formation in herbicide-treated soils of differing clay and organic matter content

Treesearch

Matt D. Busse; Gary O. p Fiddler; Alice W. Ratcliff

2004-01-01

Herbicides are commonly used on private timberlands in the western United States for site preparation and control of competing vegetation. How non-target soil biota respond to herbicide applications, however, is not thoroughly understood. We tested the effects of triclorpyr, imazapyr, and sulfometuron methyl on ectomycorrhizal formation in a greenhouse study. Ponderosa...

The Theatre of Competing Globally: Disguising Racial Achievement Patterns with Test-Driven Accountabilities

ERIC Educational Resources Information Center

Koyama, Jill P.; Cofield, Candace

2013-01-01

A discourse placing schools in the service of the economy has become ubiquitous in the United States (US), and current educational policies, including No Child Left Behind (NCLB) and movements, such as the Common Core Learning Standards, have been positioned as necessary in an account of global competitiveness. In this hegemonic script,…

Project Future. A Workplace Literacy Project.

ERIC Educational Resources Information Center

Jefferson County Public Schools, Louisville, KY.

This document contains 12 units of study for a competency-based workplace literacy program, developed by Jefferson County Public Schools in Louisville, Kentucky, for a local plastics and engineering company. Each unit covers between two and nine competencies. Of the 12 units, 5 are devoted to language skills and 7 are devoted to mathematics. Each…

Skills, Competencies and Gender: Issues for Pay and Training.

ERIC Educational Resources Information Center

Strebler, Marie; And Others

The extent to which skill and competency-based systems used by work organizations in the United Kingdom may contribute to maintenance of the pay gap between men and women was examined through a review of the following: pertinent literature from the United Kingdom and United States; 15 published case studies; current Institute for Employment…

Advanced Beef Unit for Advanced Livestock Production Curriculum. Instructor's Guide. AGDEX 420/00.

ERIC Educational Resources Information Center

Sparks, Jim; Stewart, Bob R.

This instructor's guide for an advanced beef unit contains 15 lessons that build on Agricultural Science I and II competencies. Introductory materials include lists of performance objectives and competencies for the complete unit, suggestions for motivational technique/interest approach and evaluation, lists of references and materials for the…

Science Literacy: How do High School Students Solve PISA Test Items?

NASA Astrophysics Data System (ADS)

Wati, F.; Sinaga, P.; Priyandoko, D.

2017-09-01

The Programme for International Students Assessment (PISA) does assess students’ science literacy in a real-life contexts and wide variety of situation. Therefore, the results do not provide adequate information for the teacher to excavate students’ science literacy because the range of materials taught at schools depends on the curriculum used. This study aims to investigate the way how junior high school students in Indonesia solve PISA test items. Data was collected by using PISA test items in greenhouse unit employed to 36 students of 9th grade. Students’ answer was analyzed qualitatively for each item based on competence tested in the problem. The way how students answer the problem exhibits their ability in particular competence which is influenced by a number of factors. Those are students’ unfamiliarity with test construction, low performance on reading, low in connecting available information and question, and limitation on expressing their ideas effectively and easy-read. As the effort, selected PISA test items can be used in accordance teaching topic taught to familiarize students with science literacy.

Impact of family language and testing language on reading performance in a bilingual educational context.

PubMed

Elosua Oliden, Paula; Mujika Lizaso, Josu

2014-01-01

When different languages co-exist in one area, or when one person speaks more than one language, the impact of language on psychological and educational assessment processes can be considerable. The aim of this work was to study the impact of testing language in a community with two official languages: Spanish and Basque. By taking the PISA 2009 Reading Comprehension Test as a basis for analysis, four linguistic groups were defined according to the language spoken at home and the test language. Psychometric equivalence between test forms and differences in results among the four language groups were analyzed. The comparison of competence means took into account the effects of the index of socioeconomic and cultural status (ISEC) and gender. One reading unit with differential item functioning was detected. The reading competence means were considerably higher in the monolingual Spanish-Spanish group. No differences were found between the language groups based on family language when the test was conducted in Basque. The study illustrates the importance of taking into account psychometric, linguistic and sociolinguistic factors in linguistically diverse assessment contexts.

A mixed methods study to develop and pilot a competency assessment tool to support midwifery care of women with intellectual disabilities.

PubMed

Beake, Sarah; Clark, Louise L; Turner, Toni; Bick, Debra

2013-08-01

Recent reports have highlighted the poor quality of health care received by people with intellectual disabilities (otherwise known as 'learning disabilities') in the United Kingdom (UK). UK Confidential Enquiries into maternal deaths have highlighted adverse pregnancy outcomes for women with intellectual disabilities and need for timely and appropriate clinical care. To develop and test a competency assessment tool to support midwifery care of women with intellectual disabilities. A mixed methods study. Large inner city maternity unit. Midwives and key experts in intellectual disabilities, maternity policy and midwifery education. Phase one comprised a systematic narrative review of the literature. Evidence identified informed phase two which included focus groups and interviews. Emergent themes informed the development of a competency assessment tool which was piloted in phase three. Phase one: Four primary research papers and two systematic reviews met the review inclusion criteria. Support to develop parenting skills of women with intellectual disabilities was highlighted as was the need to optimise organisation of maternity services. No studies specifically considered midwifery competencies to support women with intellectual disabilities. Phase two: 23 midwives attended three focus groups and individual interviews were conducted with national leaders in intellectual disability (n=6) and midwifery policy and education (n=7). Themes identified included need for individualised care provided by a known midwife, the importance of effective communication skills and need for clear knowledge and understanding of the legislative framework relevant to intellectual disability. Phase three: A convenience sample of 60 midwives was asked to participate in a pilot study to test the tool, 46 (77%) of whom responded. Thirty midwives (65%) felt competent in their ability to recognise intellectual disability and 37 (80%) competent or expert in understanding women have the right to be offered choice and make informed decisions. A high proportion (n=40, 87%) reported little or no knowledge regarding consent issues. Work to inform timely and appropriate care of women with intellectual disability has been neglected in the UK maternity services. Use of a tool could aid assessment of midwifery competencies to support women with intellectual disability and highlight where further midwifery education and development are needed. Evidence of optimal care for women with intellectual disabilities and their families across the continuum of pregnancy and birth is required. Copyright © 2012 Elsevier Ltd. All rights reserved.

Child Care Guidance, Management, and Service. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains seven units (with or without subunits), competencies, and competency builders that identify the…

Auto Body and Fender. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 10 units (with or without subunits), competencies, and competency builders that identify the occupational,…

Beef and Sheep Producer. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 11 units (with or without subunits), competencies, and competency builders that identify the occupational,…

Agricultural Business Feed and Grain Worker. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains nine units (with or without subunits), competencies, and competency builders that identify the…

Operations. Unit 21. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-21.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on operations in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a…

Operations. Unit 21. Level 3. Instructor Guide. PACE. Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-21.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on operations in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing…

Record Keeping. Unit 17. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-17.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on recordkeeping in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding the…

Your Potential as an Entrepreneur. Unit 1. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-01.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on entrepreneurship potential in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of…

Legal Issues. Unit 12. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-12.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on legal issues in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding the…

Global Markets. Unit 4. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-04.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on global markets in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding the…

Selling. Unit 16. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-16.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on selling in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding the…

Business Opportunities. Unit 3. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-3.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business opportunities in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of…

Business Management. Unit 13. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-13.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business management in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of…

Financial Analysis. Unit 18. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-18.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on financial analysis in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Help for the Entrepreneur. Unit 6. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-06.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on help for entrepreneurs in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of…

Risk Management. Unit 20. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-20.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on risk management in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Promotion. Unit 15. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-15.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business promotion in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Customer Credit. Unit 19. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-19.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on customer credit in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Financing the Business. Unit 11. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-11.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business financing in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Promotion. Unit 15. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-15.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on promotion in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing…

Record Keeping. Unit 17. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-17.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on recordkeeping in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a…

Financial Analysis. Unit 18. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-18.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on financial analysis in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

Financial Analysis. Unit 18. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-18.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on financial analysis in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for…

Pricing Strategy. Unit 10. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-10.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on pricing strategy in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

Pricing Strategy. Unit 10. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-10.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on pricing strategy in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Business Opportunities. Unit 3. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-3.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business opportunities in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning…

Selling. Unit 16. Level 3. Instructor Guide. PACE. Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-16.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on selling in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing…

Marketing Analysis. Unit 8. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-8.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on marketing analysis in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for…

Marketing Analysis. Unit 8. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-8.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on marketing analysis in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Legal Issues. Unit 12. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-12.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on legal issues in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

Human Resources. Unit 14. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-14.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on human resources in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Selling. Unit 16. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-16.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on selling in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a business…

Marketing Analysis. Unit 8. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-8.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on marketing analysis in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

Location. Unit 9. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-09.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on locating a business in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of…

Location. Unit 9. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-09.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on locating a business in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for…

Promotion. Unit 15. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-15.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on promotion in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a…

Location. Unit 9. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-09.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on location in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing…

Intercultural-global competencies for the 21st century and beyond.

PubMed

Esterhuizen, Philip; Kirkpatrick, Mary K

2015-05-01

Increased diversity exists in Anglo-Saxon countries, such as Australia, the United Kingdom, and the United States. By 2050, no single ethnic group is expected to be in a majority in the United States. Health care reform points to an urgent need for health care professionals, such as nursing, medicine, allied health, nutrition, and other interdisciplinary health care team members, to serve a multi-ethnic population by developing intercultural-global and 21st-century competencies. Nurse educators must acknowledge the need to familiarize themselves and integrate these competencies into university and continuing education programs by evaluating and reporting outcomes. All nurses can be expected to have these competencies as global citizens through local, intercultural, and global interactions and exchanges. Copyright 2015, SLACK Incorporated.

Natural Resources. Ohio's Competency Analysis Profile. Forest Industry Worker. Resource Conservation.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This competency analysis profile lists 155 competencies that have been identified by employers as core competencies for inclusion in programs to train forest industry and resource conservation workers. The core competencies are organized into 10 units dealing the following: general safety precautions, natural resource industry operations, soil…

Fertilizer/Chemical Sales and Service Worker. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for fertilizer/chemical sales and service workers. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational,…

Nurse Aide. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) for nurse aide (NA) is a competency list verified by expert workers that evolved from a job analysis. It identifies occupational, academic, and employability competencies needed to enter the occupation; lists and clusters them into broader units; and details the competency builders needed to…

Quality assurance and quality improvement in U.S. clinical molecular genetic laboratories.

PubMed

Chen, Bin; Richards, C Sue; Wilson, Jean Amos; Lyon, Elaine

2011-04-01

A robust quality-assurance program is essential for laboratories that perform molecular genetic testing to maintain high-quality testing and be able to address challenges associated with performance or delivery of testing services as the use of molecular genetic tests continues to expand in clinical and public health practice. This unit discusses quality-assurance and quality-improvement considerations that are critical for molecular genetic testing performed for heritable diseases and conditions. Specific discussion is provided on applying regulatory standards and best practices in establishing/verifying test performance, ensuring quality of the total testing process, monitoring and maintaining personnel competency, and continuing quality improvement. The unit provides a practical reference for laboratory professionals to use in recognizing and addressing essential quality-assurance issues in human molecular genetic testing. It should also provide useful information for genetics researchers, trainees, and fellows in human genetics training programs, as well as others who are interested in quality assurance and quality improvement for molecular genetic testing. 2011 by John Wiley & Sons, Inc.

Planning the Marketing Strategy. PACE Revised. Level 3. Unit 6. Research & Development Series No. 240CB6.

ERIC Educational Resources Information Center

Ashmore, M. Catherine; Pritz, Sandra G.

This individualized, competency-based unit on planning marketing strategy, the sixth of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other…

Financing the Business. PACE Revised. Level 3. Unit 8. Research & Development Series No. 240CB8.

ERIC Educational Resources Information Center

Ashmore, M. Catherine; Pritz, Sandra G.

This individualized, competency-based unit on financing businesses, the eighth of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at…

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

ERIC Educational Resources Information Center

Bacheler, Margaret

2015-01-01

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

Locating the Business. PACE Revised. Level 3. Unit 7. Research & Development Series No. 240CB7.

ERIC Educational Resources Information Center

Ashmore, M. Catherine; Pritz, Sandra G.

This individualized, competency-based unit on locating businesses, the seventh of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at…

Using an interprofessional competency framework to examine collaborative practice.

PubMed

Hepp, Shelanne L; Suter, Esther; Jackson, Karen; Deutschlander, Siegrid; Makwarimba, Edward; Jennings, Jake; Birmingham, Lisa

2015-03-01

Healthcare organisations are starting to implement collaborative practice to increase the quality of patient care. However, operationalising and measuring progress towards collaborative practice has proven to be difficult. Various interprofessional competency frameworks have been developed that outline essential collaborative practice competencies for healthcare providers. If these competencies were enacted to their fullest, collaborative practice would be at its best. This article examines collaborative practice in six acute care units across Alberta using the Canadian Interprofessional Health Collaborative (CIHC) competency framework (CIHC, 2010 ). The framework entails the six competencies of patient-centred care, communication, role clarification, conflict resolution, team functioning and collaborative leadership (CIHC, 2010 ). We conducted a secondary analysis of interviews with 113 healthcare providers from different professions, which were conducted as part of a quality improvement study. We found positive examples of communication and patient-centred care supported by unit structures and processes (e.g. rapid rounds and collaborative plan of care). Some gaps in collaborative practice were found for role clarification and collaborative leadership. Conflict resolution and team functioning were not well operationalised on these units. Strategies are presented to enhance each competency domain in order to fully enact collaborative practice. Using the CIHC competency framework to examine collaborative practice was useful for identifying strength and areas needing improvement.

Types of Ownership. Unit 7. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-07.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on types of ownership in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

The Nature of Small Business. Unit 2. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-02.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on small business in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding the…

Types of Ownership. Unit 7. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-07.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on types of ownership in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

The Business Plan. Unit 5. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-5.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business plans in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding the…

Pricing Strategy. Unit 10. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-10.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on pricing strategy in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a…

The Nature of Small Business. Unit 2. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-02.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on the nature of small business in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of…

Financing the Business. Unit 11. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-11.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business finance in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

Global Markets. Unit 4. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-04.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on global markets in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a…

The Business Plan. Unit 5. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-5.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business plans in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

Your Potential as an Entrepreneur. Unit 1. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-01. Series No. 303-01.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on entrepreneurship potential in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of…

Legal Issues. Unit 12. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-12.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on legal issues in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a…

Help for the Entrepreneur. Unit 6. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-06.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on help for entrepreneurs in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning…

Help for the Entrepreneur. Unit 6. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-06.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on help for the entrepreneur in the PACE (Program for Acquiring Competence in Entrepreneurship) Program includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting…

Your Potential as an Entrepreneur. Unit 1. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-01. Series No. 302-01.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on entrepreneurship potential in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of…

Entrepreneurship. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for entrepreneurship. The list contains units (with and without subunits), competencies, and competency builders that…

Engineering Technologies. State Competency Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 397 competencies, grouped into 58 units, for tech prep programs in the engineering technologies cluster. The competencies were developed through collaboration of Ohio business, industry, and labor representatives and secondary and associate degree educators. The competencies are rated either "essential" (necessary…

Practical Nursing. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for practical nursing. The list contains units (with and without subunits), competencies, and competency builders that…

Interactive Media Technologies. State Competency Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 143 competencies, grouped into 25 units, for tech prep programs in the interactive media technologies cluster. The competencies were developed through collaboration of Ohio business, industry, and labor representatives and secondary and associate degree educators. The competencies are rated either "essential"…

Dental Assistant. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for dental assistants. The list contains units (with and without subunits), competencies, and competency builders that…

Masonry. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for masonry occupations. The list contains units (with and without subunits), competencies, and competency builders that…

Business/Computer Technologies. State Competency Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document contains 272 competencies, grouped into 36 units, for tech prep programs in the business/computer technology cluster. The competencies were developed through collaboration of Ohio business, industry, and labor representatives and secondary and associate degree educators. The competencies are rated either "essential"…

Electrical Trades. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for electrical trades. The list contains units (with and without subunits), competencies, and competency builders that…

Meat Processor. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for meat processing occupations. The list contains units (with and without subunits), competencies, and competency builders…

No Evidence of Suicide Increase Following Terrorist Attacks in the United States: An Interrupted Time-Series Analysis of September 11 and Oklahoma City

ERIC Educational Resources Information Center

Pridemore, William Alex; Trahan, Adam; Chamlin, Mitchell B.

2009-01-01

There is substantial evidence of detrimental psychological sequelae following disasters, including terrorist attacks. The effect of these events on extreme responses such as suicide, however, is unclear. We tested competing hypotheses about such effects by employing autoregressive integrated moving average techniques to model the impact of…

An Evaluation of Research Training: The Testing, Research, and Data Processing Unit of the University Counseling Center. Research Report #5-88.

ERIC Educational Resources Information Center

Thompson, Chalmer E.; Sedlacek, William E.

The relative contributions of a research assistantship experience to graduate training programs in counseling psychology and student personnel were evaluated. The following areas were assessed: (1) the extent to which research competencies are enhanced among former research assistants; (2) the extent to which attitudes toward research are enhanced…

Interdisciplinary: Cultural competency and culturally congruent education for millennials in health professions.

PubMed

Hawala-Druy, Souzan; Hill, Mary H

2012-10-01

The increasingly diverse multicultural and multigenerational student population in the United States requires that educators at all levels develop cultural knowledge, awareness, and sensitivity to help diverse learners fulfill their potential and to avoid cultural misunderstandings that can become obstacles or barriers to learning. The purpose of this study was to design and implement eclectic, creative, evidence-based interdisciplinary educational activities, along with culturally congruent teaching strategies, within a semester-long university course that promoted positive and culturally competent learning outcomes for culturally diverse, largely millennial students. The interdisciplinary course would prepare health professional students with the requisite knowledge and skills, through transformative learning that produces change agents, to provide culturally congruent and quality team-based care to diverse populations. This was a qualitative and quantitative study, which measured students' level of cultural awareness, competence, and proficiency pre and post the educational intervention. Instruments used for data collection included the Inventory for Assessing The Process of Cultural Competence-Student Version (IAPCC-SV) by Campinha-Bacote, course evaluations, students' feedback, and portfolio reflections. The study was conducted at a private academic institution located in the Mid-Atlantic region and the sample population included inter-professional students (N=106) from various health professions including nursing, pharmacy, and allied health sciences. Results from the pre- and post-test IAPCC-SV survey revealed that mean scores increased significantly from pre-test (60.8) to post-test (70.6). Thus, students' levels of cultural competency (awareness, knowledge, skills, desire, encounter) improved post-educational intervention, indicating that the teaching methods used in the course might be applied on a larger scale across the university system to cater to the nation's increasingly multi-cultural population. Copyright © 2012 Elsevier Ltd. All rights reserved.

Managing the Finances. PACE Revised. Level 3. Unit 16. Research & Development Series No. 240CB16.

ERIC Educational Resources Information Center

Ashmore, M. Catherine; Pritz, Sandra G.

This individualized, competency-based unit on managing finances, the 16th of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at this…

Computer Aided Drafting Curriculum for Vocational Drafting. A Competency Based Unit of Instruction. Final Report.

ERIC Educational Resources Information Center

Peck, Greg

This document contains (1) the final report of a project to develop a computer-aided drafting (CAD) curriculum and (2) a competency-based unit of instruction for use with the CADAPPLE system. The final report states the problem and project objective, presents conclusions and recommendations, and includes survey instruments. The unit is designed…

Managing Customer Credit and Collections. PACE Revised. Level 3. Unit 17. Research & Development Series No. 240CB17.

ERIC Educational Resources Information Center

Ashmore, M. Catherine; Pritz, Sandra G.

This individualized, competency-based unit on managing customer credit and collection, the 17th of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the…

Managing Sales Efforts. PACE Revised. Level 3. Unit 14. Research & Development Series No. 240CB14.

ERIC Educational Resources Information Center

Ashmore, M. Catherine; Pritz, Sandra G.

This individualized, competency-based unit on managing sales efforts, the 14th of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at…

Keeping the Business Records. PACE Revised. Level 3. Unit 15. Research & Development Series No. 240CB15.

ERIC Educational Resources Information Center

Ashmore, M. Catherine; Pritz, Sandra G.

This individualized, competency-based unit on keeping business records, the 15th of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials at…

Developing the Business Plan. PACE Revised. Level 3. Unit 3. Research & Development Series No. 240CB3.

ERIC Educational Resources Information Center

Ashmore, M. Catherine; Pritz, Sandra G.

This individualized, competency-based unit on developing business plans, the third of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together with the other materials…

Determining Your Potential as an Entrepreneur. PACE Revised. Level 3. Unit 2. Research & Development Series No. 240CB2.

ERIC Educational Resources Information Center

Ashmore, M. Catherine; Pritz, Sandra G.

This individualized, competency-based unit on determining one's potential as an entrepreneur, the second of 18 modules, is on the third level of the revised Program for Acquiring Competence in Entrepreneurship (PACE). Intended for the advanced secondary and postsecondary levels and for adults wanting training or retraining, this unit, together…

A test of the California competency-based differentiated role model.

PubMed

Keating, Sarah B; Rutledge, Dana N; Sargent, Arlene; Walker, Polly

2003-01-01

To address the incongruence between the expectations of nursing service and education in California, the Education Industry Interface Task Force of the California Strategic Planning Committee for Nursing developed descriptions to assist employers and educators in clearly differentiating practice and educational competencies. The completion of the Competency-Based Role Differentiation Model resulted in the need to test the model for its utility in the service setting, in education, and for career planning for nurses. Three alpha demonstration sites were selected based on representative geographical regions of California. The sites were composed of tri-partnerships consisting of a medical center, an associate degree in nursing program, and a baccalaureate nursing program. Observers rated senior students and new graduates in medical-surgical units on their behaviors in teacher and leadership care provider and care coordinator roles. The alpha demonstration study results were as expected. That is, senior students practice predominantly at a novice level in teacher and management/leadership care provider functions and new graduates practice predominately at the competent level. New graduates are more likely to take on novice and competent care coordinator roles. The CBRDM may be useful for practice and education settings to evaluate student and nurse performance, to define role expectations, and to identify the preparation necessary for the roles. It is useful for all of nursing as it continues to define its levels of practice and their relationship to on-the-job performance, curriculum development, and carrier planning.

Water Treatment Technology - Flouridation.

ERIC Educational Resources Information Center

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on flouridation provides instructional materials for three competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on the following areas: purpose and process of flouridation, correct…

Water Treatment Technology - Filtration.

ERIC Educational Resources Information Center

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on filtration provides instructional materials for six competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on the following areas: purposes of sedimentation basins and flocculation…

Water Treatment Technology - Chlorination.

ERIC Educational Resources Information Center

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on chlorination provides instructional materials for nine competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on the following areas: purpose and process of chlorination, chlorine…

Water Treatment Technology - Chemistry/Bacteriology.

ERIC Educational Resources Information Center

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on chemistry/bacteriology provides instructional materials for twelve competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on the following areas: waterborne diseases, water sampling…

South Carolina Guide for Selling.

ERIC Educational Resources Information Center

Elliott, Ronald T.

This curriculum guide provides materials for a secondary course in salesmanship. It contains 6 units that cover 33 competencies. Each competency is presented in a standard format: performance objective, resources, teaching activities, evaluation, and supplementary materials, including an information sheet, exercises, and checklists. Units and…

A Study Identifying and Validating Competencies Needed for Mid-Managers That Work in Housing and Residence Life at Colleges and Universities in the United States of America

ERIC Educational Resources Information Center

Morrison, Hassel Andre

2016-01-01

The researcher identified a gap in the knowledge of competencies needed for midmanagers that work in housing and residence life at the southeast colleges and universities in the United States. The purpose of this study was to identify and develop a consensus on competencies needed by mid-managers. The review of the literature describes and…

Financing the Business. Unit 11. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-11. Series No. 302-11.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business financing in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for…

Enhancing Baccalaureate Nursing Students' Perception of Competence and Confidence During an Alternative Dedicated Education Unit Experience: A Pilot Study.

PubMed

Schecter, Rose; Gallagher, Joan; Ryan, Marybeth

This quasiexperimental pilot study explored the effect three consecutive adult health Dedicated Education Unit (DEU) clinical placements would have on baccalaureate nursing students' self-perception of growth in competence and confidence. A Likert-type Competence/Confidence Self-Assessment Scale was constructed as a pretest/posttest measure; competence and confidence posttest means increased in each course. The study provides nursing professional development practitioners with information about the alternative DEU concept, its effect on student outcomes, and benefits nursing staff can gain by participating in a DEU experience.

Nurse Aide. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for nurses' aides. The list contains units (with and without subunits), competencies, and competency builders that identify…

Forest Industry Worker. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for forest industry occupations. The list contains units (with and without subunits), competencies, and competency builders…

Development of an interprofessional competency model for healthcare leadership.

PubMed

Calhoun, Judith G; Dollett, Lorayne; Sinioris, Marie E; Wainio, Joyce Anne; Butler, Peter W; Griffith, John R; Warden, Gail L

2008-01-01

During the past decade, there has been a growing interest in competency-based performance systems for enhancing both individual and organizational performance in health professions education and the varied healthcare industry sectors. In 2003, the Institute of Medicine's report Health Professions Education: A Bridge to Quality called for a core set of competencies across the professions to ultimately improve the quality of healthcare in the United States. This article reviews the processes and outcomes associated with the development of the Health Leadership Competency Model (HLCM), an evidence-based and behaviorally focused approach for evaluating leadership skills across the professions, including health management, medicine, and nursing, and across career stages. The HLCM was developed from extensive academic research and widespread application outside healthcare. Early development included behavioral event interviewing, psychometric analysis, and cross-industry sector benchmarking. Application to healthcare was supported by additional literature review, practice analysis, expert panel inputs, and pilot-testing surveys. The model addresses three overarching domains subsuming 26 behavioral and technical competencies. Each competency is composed of prescriptive behavioral indicators, or levels, for development and assessment as individuals progress through their careers from entry-level to mid-level and advanced stages of lifelong development. The model supports identification of opportunities for leadership improvement in both academic and practice settings.

Commentary: UK perspective on competency to stand trial.

PubMed

Exworthy, Tim

2006-01-01

This commentary offers a perspective from another common law jurisdiction, specifically the law in England and Wales, where competency to stand trial on a criminal charge is known as fitness to plead. The commentary begins with a discussion on the principle of proportionality evident in health care decisions by way of comparison with the topic in the criminal arena. Fitness to plead is an historical legal concept and employs an intellectual test that has evolved very little since its appearance in case law. There have been amendments, through statute, to its procedure and outcomes following a determination of being unfit to plead. However, competency to stand trial in England and Wales remains a more marginal issue than in the United States. Recent developments in domestic and European jurisprudence have been related to consideration of the requirements for a fair trial, driven by the demands of the European Convention on Human Rights.

Animal Management Technician. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) for animal management technician (AMT) is a competency list verified by expert workers that evolved from a job analysis. It identifies occupational, academic, and employability competencies needed to enter the occupation; lists and clusters them into broader units; and details the competency…

Business Information Systems. Occupational Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) for business information systems is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of 10 units: (1) data…

Teacher's Guide for Competency-Based Education Curriculum for Floriculture.

ERIC Educational Resources Information Center

Associated Educational Consultants, Inc., Pittsburgh, PA.

This teacher's guide is designed to facilitate use of the West Virginia floriculture competency-based education (CBE) curriculum by instructors in floriculture programs. The curriculum is organized into 13 learning units, correlated with specific competencies. Each competency includes a learning checklist, learning activities, and evaluative…

Evaluating Cultural Competence of Pediatric Oncology Nurses at a Teaching Hospital: A Pilot Study.

PubMed

Eche, Ijeoma Julie; Aronowitz, Teri

This cross-sectional descriptive study evaluated registered nurses' self-ratings of cultural competence on the hematology/oncology unit at a large Northeastern urban children's hospital. The Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals was used to measure 5 constructs of cultural competence. The study findings show that there were significant correlations between the knowledge and skill subscales (ρ = .57, P < .001) and the knowledge and desire subscales (ρ = .42, P < .05). The highest mean among the 5 subscales was cultural desire (mean = 15.5), indicating that nurses were motivated to engage in the process of becoming culturally competent. The lowest mean among the 5 subscales was cultural knowledge (mean = 11.2), followed by cultural skill (mean = 11.8), indicating that nurses did not perceive themselves to be well informed in these areas. The findings from this pilot study suggest that nurses on this pediatric oncology unit are most likely to possess cultural desire and cultural awareness, but there is certainly opportunity to engage and educate the staff. Targeted interventions to improve cultural competence on this inpatient unit are being explored and a larger scale study is being planned to assess the cultural competence of nurses across the hospital.

Health care units and human resources management trends.

PubMed

André, Adriana Maria; Ciampone, Maria Helena Trench; Santelle, Odete

2013-02-01

To identify factors producing new trends in basic health care unit management and changes in management models. This was a prospective study with ten health care unit managers and ten specialists in the field of Health in São Paulo, Southeastern Brazil, in 2010. The Delphi methodology was adopted. There were four stages of data collection, three quantitative and the fourth qualitative. The first three rounds dealt with changing trends in management models, manager profiles and required competencies, and the Mann-Whitney test was used in the analysis. The fourth round took the form of a panel of those involved, using thematic analysis. The main factors which are driving change in basic health care units were identified, as were changes in management models. There was consensus that this process is influenced by the difficulties in managing teams and by politics. The managers were found to be up-to-date with trends in the wider context, with the arrival of social health organizations, but they are not yet anticipating these within the institutions. Not only the content, but the professional development aspect of training courses in this area should be reviewed. Selection and recruitment, training and assessment of these professionals should be guided by these competencies aligned to the health service mission, vision, values and management models.

High-fidelity, simulation-based, interdisciplinary operating room team training at the point of care.

PubMed

Paige, John T; Kozmenko, Valeriy; Yang, Tong; Paragi Gururaja, Ramnarayan; Hilton, Charles W; Cohn, Isidore; Chauvin, Sheila W

2009-02-01

The operating room (OR) is a dynamic, high risk setting requiring effective teamwork for the safe delivery of care. Teamwork in the modern OR, however, is less than ideal. High fidelity simulation is an attractive approach to training key teamwork competencies. We have developed a portable simulation platform, the mobile mock OR (MMOR) that permits bringing team training over long distances to the point of care. We examined the effectiveness of this innovative, simulation-based interdisciplinary operating room (OR) team training model on its participants. All general surgical OR team members at an academic affiliated medical center underwent scenario-based training using a mobile mock OR. Pre- and post-session mean scores were calculated and analyzed for 15 Likert-type items measuring self-efficacy in teamwork competencies using t test. The mean gain in pre-post item scores for 38 participants averaged 0.4 units on a 6-point Likert scale. The significance was demonstrated in 4 of the items: role clarity (Delta = 0.6 units, P = .02), anticipatory response (Delta = 0.6 units, P = .01), cross monitoring (Delta = 0.6 units, P < .01), and team cohesion and interaction (Delta = 0.7 units, P < .01). High-fidelity, simulation-based OR team training at the point of care positively impacts self-efficacy for effective teamwork performance in everyday practice.

Developing Competency in Payroll Procedures

ERIC Educational Resources Information Center

Jackson, Allen L.

1975-01-01

The author describes a sequence of units that provides for competency in payroll procedures. The units could be the basis for a four to six week minicourse and are adaptable, so that the student, upon completion, will be able to apply his learning to any payroll procedures system. (Author/AJ)

Key Competencies. Second Edition.

ERIC Educational Resources Information Center

Haworth, David; Browne, Geoff

Key competencies (or generic skills) have been specified in four sources: Further Education Unit (FEU), United Kingdom (1987); Finn Report (1991) and Mayer Committee (1992), Australia; U.S. Labor Secretary's Commission on Achieving Necessary Skills (SCANS) (June 1991); and Butterworth and Lovell (1983), New South Wales. A comparison of the four…

Water Treatment Technology - Pumps.

ERIC Educational Resources Information Center

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on pumps provides instructional materials for three competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on the following areas: types of pumps in plant and distribution systems, pump…

Water Treatment Technology - Hydraulics.

ERIC Educational Resources Information Center

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on hydraulics provides instructional materials for three competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on the following areas: head loss in pipes in series, function loss in…

Water Treatment Technology - Wells.

ERIC Educational Resources Information Center

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on wells provides instructional materials for five competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on the following areas: dug, driven, and chilled wells, aquifer types, deep well…

Water Treatment Technology - Distribution Systems.

ERIC Educational Resources Information Center

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on distribution systems provides instructional materials for six competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on the following areas: types of pipe for distribution systems, types…

Water Treatment Technology - General Plant Operation.

ERIC Educational Resources Information Center

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on general plant operations provides instructional materials for seven competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on the following areas: water supply regulations, water plant…

Factors That Affect Academic Performance Among Pharmacy Students

PubMed Central

Sansgiry, Sujit S.; Bhosle, Monali; Sail, Kavita

2006-01-01

Objective The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. Methods A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Results Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Conclusion Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year. PMID:17149433

Factors that affect academic performance among pharmacy students.

PubMed

Sansgiry, Sujit S; Bhosle, Monali; Sail, Kavita

2006-10-15

The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year.

Assessing Competence in Higher Education. Staff and Educational Development Series.

ERIC Educational Resources Information Center

Edwards, Anne, Ed.; Knight, Peter, Ed.

This collection of 12 essays focuses on issues surrounding the assessment of competence in higher education, providing examples to illustrate the competence approach in practice in the United Kingdom. They include: (1) "The Assessment of Competence in Higher Education" (Anne Edwards and Peter Knight); (2) "National Vocational…

37 CFR 11.101 - Competence.

Code of Federal Regulations, 2013 CFR

2013-07-01

... competent representation to a client. Competent representation requires the legal, scientific, and technical knowledge, skill, thoroughness and preparation reasonably necessary for the representation. ... COMMERCE REPRESENTATION OF OTHERS BEFORE THE UNITED STATES PATENT AND TRADEMARK OFFICE USPTO Rules of...

37 CFR 11.101 - Competence.

Code of Federal Regulations, 2014 CFR

2014-07-01

... competent representation to a client. Competent representation requires the legal, scientific, and technical knowledge, skill, thoroughness and preparation reasonably necessary for the representation. ... COMMERCE REPRESENTATION OF OTHERS BEFORE THE UNITED STATES PATENT AND TRADEMARK OFFICE USPTO Rules of...

Variation in Aedes aegypti Mosquito Competence for Zika Virus Transmission.

PubMed

Roundy, Christopher M; Azar, Sasha R; Rossi, Shannan L; Huang, Jing H; Leal, Grace; Yun, Ruimei; Fernandez-Salas, Ildefonso; Vitek, Christopher J; Paploski, Igor A D; Kitron, Uriel; Ribeiro, Guilherme S; Hanley, Kathryn A; Weaver, Scott C; Vasilakis, Nikos

2017-04-01

To test whether Zika virus has adapted for more efficient transmission by Aedes aegypti mosquitoes, leading to recent urban outbreaks, we fed mosquitoes from Brazil, the Dominican Republic, and the United States artificial blood meals containing 1 of 3 Zika virus strains (Senegal, Cambodia, Mexico) and monitored infection, dissemination, and virus in saliva. Contrary to our hypothesis, Cambodia and Mexica strains were less infectious than the Senegal strain. Only mosquitoes from the Dominican Republic transmitted the Cambodia and Mexica strains. However, blood meals from viremic mice were more infectious than artificial blood meals of comparable doses; the Cambodia strain was not transmitted by mosquitoes from Brazil after artificial blood meals, whereas 61% transmission occurred after a murine blood meal (saliva titers up to 4 log 10 infectious units/collection). Although regional origins of vector populations and virus strain influence transmission efficiency, Ae. aegypti mosquitoes appear to be competent vectors of Zika virus in several regions of the Americas.

Variation in Aedes aegypti Mosquito Competence for Zika Virus Transmission

PubMed Central

Roundy, Christopher M.; Azar, Sasha R.; Rossi, Shannan L.; Huang, Jing H.; Leal, Grace; Yun, Ruimei; Fernandez-Salas, Ildefonso; Vitek, Christopher J.; Paploski, Igor A.D.; Kitron, Uriel; Ribeiro, Guilherme S.; Hanley, Kathryn A.

2017-01-01

To test whether Zika virus has adapted for more efficient transmission by Aedes aegypti mosquitoes, leading to recent urban outbreaks, we fed mosquitoes from Brazil, the Dominican Republic, and the United States artificial blood meals containing 1 of 3 Zika virus strains (Senegal, Cambodia, Mexico) and monitored infection, dissemination, and virus in saliva. Contrary to our hypothesis, Cambodia and Mexica strains were less infectious than the Senegal strain. Only mosquitoes from the Dominican Republic transmitted the Cambodia and Mexica strains. However, blood meals from viremic mice were more infectious than artificial blood meals of comparable doses; the Cambodia strain was not transmitted by mosquitoes from Brazil after artificial blood meals, whereas 61% transmission occurred after a murine blood meal (saliva titers up to 4 log10 infectious units/collection). Although regional origins of vector populations and virus strain influence transmission efficiency, Ae. aegypti mosquitoes appear to be competent vectors of Zika virus in several regions of the Americas. PMID:28287375

Nurses' and midwives' acquisition of competency in spiritual care: a focus on education.

PubMed

Attard, Josephine; Baldacchino, Donia R; Camilleri, Liberato

2014-12-01

The debate that spirituality is 'caught' in practice rather than 'taught' implies that spiritual awareness comes about through clinical experience and exposure, requiring no formal education and integration within the curricula. This is challenged as it seems that providing students with a 'taught' component equips students with tools to identify and strengthen resources in 'catching' the concept. This study forms part of a modified Delphi study, which aims to identify the predictive effect of pre- and post-registration 'taught' study units in spiritual care competency of qualified nurses/midwives. A purposive sample of 111 nurses and 101 midwives were eligible to participate in the study. Quantitative data were collected by the Spiritual Care Competency Scale (SCCS) (Van Leeuwen et al., 2008) [response rate: nurses (89%; n=99) and midwives (74%; n=75)]. Overall nurses/midwives who had undertaken the study units on spiritual care scored higher in the competency of spiritual care. Although insignificant, nurses scored higher in the overall competency in spiritual care than the midwives. 'Taught' study units on spiritual care at pre- or post-registration nursing/midwifery education may contribute towards the acquisition of competency in spiritual care. Copyright © 2014 Elsevier Ltd. All rights reserved.

Water Treatment Technology - Taste, Odor & Color.

ERIC Educational Resources Information Center

Ross-Harrington, Melinda; Kincaid, G. David

One of twelve water treatment technology units, this student manual on taste, odor, and color provides instructional materials for three competencies. (The twelve units are designed for a continuing education training course for public water supply operators.) The competencies focus on the following areas: taste and odor determination, control of…

A Framework for Curriculum Development in Marketing Education.

ERIC Educational Resources Information Center

Everett, Donna R.

This book is designed to show marketing education teachers how Missouri's Show-Me Knowledge and Performance Standards can be reflected in the Marketing Education Framework. It is organized to present each of the nine competency strands (instructional units) by learner outcome and competencies. The instructional units are as follows: communications…

Ohio's Competency Analysis Profile. Index.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This index contains the unit titles from all 60 Ohio's Competency Analysis Profile (OCAP) lists. It is intended to facilitate the combination of units from different OCAPs in order to develop curricula that meet specific program needs (e.g., learner differences, labor market demands, and technological developments). OCAP titles are as follows:…

Marine Engine Technology. Instructor's Guide.

ERIC Educational Resources Information Center

Seminole Community Coll., Sanford, FL.

This instructor's manual covers 20 competency-based instructional units designed to prepare entry-level outboard marine technicians. The first section explains how to use the materials and lists the units and the modules that constitute each. The second section lists the competencies taught in the course. The third section suggests instructional…

Tools of the trade: Improving nurses' ability to access and evaluate research.

PubMed

Sleutel, Martha R; Bullion, John W; Sullivan, Ronnie

2018-03-01

To evaluate the effect of a manager-required RN competency on staff nurses' perceived knowledge, ability and frequency of information-seeking activities. Basing clinical practice on research and standards of care is essential to delivering appropriate care with optimal outcomes. Nurses' information-seeking abilities are critical for acquiring evidence-based answers to aid clinical decision-making, yet nurses under-utilize library resources and report barriers. A unit manager sought to test the effect of an innovative competency for acquiring and appraising evidence for practice. This longitudinal descriptive study evaluated 28 nurses before and after a 1-hr class, as well as 5 months later. The class covered library information services and the basics of critiquing research articles. Nurses had statistically significant improvements in four of five items measuring knowledge/ability and four of five items measuring frequency of information-seeking activities. At 5 months, most knowledge/ability items increased. There was no effect of nurse characteristics on outcomes. A required competency improved nurses' knowledge, ability and frequency of acquiring and appraising evidence with a single 1-hr class and a hands-on practice activity. Unit managers can have great impact on nurses' use of evidence for practice. © 2018 John Wiley & Sons Ltd.

Developing criterion-based competencies for tele-intensive care unit.

PubMed

Schleifer, Sarah Joy; Carroll, Karen; Moseley, Marthe J

2014-01-01

Over the last 5 years, telemedicine has developed nursing roles that differ from traditional bedside care. In the midst of this transition, current competency development models focused on task completion may not be the most effective form of proficiency validation. The procedure of competency creation for the role of tele-intensive care unit registered nurse requires a thoughtful process using stakeholders from institutional leadership to frontline staff. The process must include stakeholder approval to ensure appropriate buy-in and follow-through on the agreed-upon criteria. This can be achieved using a standardized method of concept stimulation related to the behaviors, not a memorized list of tasks, expected of a telemedicine registered nurse. This process serves as the foundation for the development of criterion-based competency statements that then allows for clearer expectations. Continually reviewing the written competencies, ensuring current applicability, and revising as needed are necessities for maintaining competence and, therefore, patient safety.

Neonatal physical therapy. Part I: clinical competencies and neonatal intensive care unit clinical training models.

PubMed

Sweeney, Jane K; Heriza, Carolyn B; Blanchard, Yvette

2009-01-01

To describe clinical training models, delineate clinical competencies, and outline a clinical decision-making algorithm for neonatal physical therapy. In these updated practice guidelines, advanced clinical training models, including precepted practicum and residency or fellowship training, are presented to guide practitioners in organizing mentored, competency-based preparation for neonatal care. Clinical competencies in neonatal physical therapy are outlined with advanced clinical proficiencies and knowledge areas specific to each role. An algorithm for decision making on examination, evaluation, intervention, and re-examination processes provides a framework for clinical reasoning. Because of advanced-level competency requirements and the continuous examination, evaluation, and modification of procedures during each patient contact, the intensive care unit is a restricted practice area for physical therapist assistants, physical therapist generalists, and physical therapy students. Accountable, ethical physical therapy for neonates requires advanced, competency-based training with a preceptor in the pediatric subspecialty of neonatology.

Does Competency-Based Education Have a Role in Academic Pharmacy in the United States?

PubMed Central

Medina, Melissa S.

2017-01-01

Competency-based Education (CBE) is an educational model that allows students to learn and demonstrate their abilities at their own pace. CBE is growing in popularity in undergraduate educational programs and its role in pharmacy education in the United States (US) is under review. In comparison, medical education is utilizing competency-based approaches (such as competencies and Entrustable Professional Activities) to ensure that students possess the required knowledge, skills, and attitudes prior to graduation or program completion. The concept of competency-based approaches is growing in use in pharmacy education in the US, but the future related to aspects of this concept (e.g., mandatory Entrustable Professional Activities) is not certain. A review of pharmacy education’s evolution in the US and a comparison of competency-related terms offers insight into the future use of competency-based approaches and CBE in pharmacy education in the US through the lens of benefits and challenges. PMID:28970425

Criterion-Referenced Test Items for Auto Body.

ERIC Educational Resources Information Center

Tannehill, Dana, Ed.

This test item bank on auto body repair contains criterion-referenced test questions based upon competencies found in the Missouri Auto Body Competency Profile. Some test items are keyed for multiple competencies. The tests cover the following 26 competency areas in the auto body curriculum: auto body careers; measuring and mixing; tools and…

A Financial Aid Competency Model for Professional Development

ERIC Educational Resources Information Center

Woolf, Neil; Martinez, Mario

2013-01-01

This research explores the competencies that financial aid officers need to be successful in their jobs. A survey of 30 competencies was distributed to 508 financial aid officers in the Western United States. Respondents were asked to rate 30 job competencies for their relative importance and frequency of use. Using exploratory factor analysis,…

Competence of nurses in the intensive cardiac care unit

PubMed Central

Nobahar, Monir

2016-01-01

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

"BreastfeedingBasics": web-based education that meets current knowledge competencies.

PubMed

Lewin, Linda Orkin; O'Connor, Mary E

2012-08-01

The United States has not met the majority of the Centers for Disease Control and Prevention goals for breastfeeding duration. Studies have shown a lack of knowledge about breastfeeding by health care professionals and students (HCP/S). Web-based education can be a cost-effective manner of education for HCP/S. "BreastfeedingBasics" is an online free educational program available for use. This study compares information in "BreastfeedingBasics" to the breastfeeding knowledge competencies recommended by the US Breastfeeding Committee (USBC). It also evaluates usage of "BreastfeedingBasics" by users and health care professional faculty. Using anonymous information from Web site users, the authors compared mean pre-test and post-test scores of the modules as a measure of the knowledge gained by HCP/S users. They evaluated usage by demographic information and used a Web-based survey to assess benefits of usage of "BreastfeedingBasics" to faculty. Overall, 15 020 HCP/S used the Web site between April 1999 and December 2009. "BreastfeedingBasics" meets 8 of the 11 USBC knowledge competencies. Mean post-test scores increased (P < .001) for all modules. Faculty reported its benefits to be free, broad scope, and the ability to be completed on the students' own time; 84% of the faculty combined the use of "BreastfeedingBasics" with clinical work. Use of "BreastfeedingBasics" can help HCP/S meet the USBC core breastfeeding knowledge competencies and gain knowledge. Faculty are satisfied with its use. Wider use of "BreastfeedingBasics" to help improve the knowledge of HCP/S may help in improving breastfeeding outcomes.

Competency Testing. An Annotated Bibliography.

ERIC Educational Resources Information Center

Jackson, Michael; Battiste, Barbara

Competency testing for either graduation from high school, or as a method for assessing whether a student should advance to a higher grade level, is the focus of this annotated bibliography. Included are annotations that relate to accountability, competency testing, program descriptions where competency testing is utilized, general testing…

Understanding structural barriers to accessing HIV testing and prevention services among black men who have sex with men (BMSM) in the United States.

PubMed

Levy, Matthew E; Wilton, Leo; Phillips, Gregory; Glick, Sara Nelson; Kuo, Irene; Brewer, Russell A; Elliott, Ayana; Watson, Christopher; Magnus, Manya

2014-05-01

Structural-level factors have contributed to the substantial disproportionate rates of HIV among Black men who have sex with men (BMSM) in the United States. Despite insufficient HIV testing patterns, however, there is a void in research investigating the relationship between structural factors and access to HIV testing and prevention services among BMSM. Building on previous scholarly work and incorporating a dynamic social systems conceptual framework, we conducted a comprehensive review of the literature on structural barriers to HIV testing and prevention services among BMSM across four domains: healthcare, stigma and discrimination, incarceration, and poverty. We found that BMSM experience inadequate access to culturally competent services, stigma and discrimination that impede access to services, a deficiency of services in correctional institutions, and limited services in areas where BMSM live. Structural interventions that eliminate barriers to HIV testing and prevention services and provide BMSM with core skills to navigate complex systems are needed.

Understanding Structural Barriers to Accessing HIV Testing and Prevention Services Among Black Men Who Have Sex with Men (BMSM) in the United States

PubMed Central

Wilton, Leo; Phillips, Gregory; Glick, Sara Nelson; Kuo, Irene; Brewer, Russell A.; Elliott, Ayana; Watson, Christopher; Magnus, Manya

2015-01-01

Structural-level factors have contributed to the substantial disproportionate rates of HIV among Black men who have sex with men (BMSM) in the United States. Despite insufficient HIV testing patterns, however, there is a void in research investigating the relationship between structural factors and access to HIV testing and prevention services among BMSM. Building on previous scholarly work and incorporating a dynamic social systems conceptual framework, we conducted a comprehensive review of the literature on structural barriers to HIV testing and prevention services among BMSM across four domains: healthcare, stigma and discrimination, incarceration, and poverty. We found that BMSM experience inadequate access to culturally competent services, stigma and discrimination that impede access to services, a deficiency of services in correctional institutions, and limited services in areas where BMSM live. Structural interventions that eliminate barriers to HIV testing and prevention services and provide BMSM with core skills to navigate complex systems are needed. PMID:24531769

Cultural competence for the 21st century dermatologist practicing in the United States.

PubMed

McKesey, Jacqueline; Berger, Timothy G; Lim, Henry W; McMichael, Amy J; Torres, Abel; Pandya, Amit G

2017-12-01

Significant health disparities exist among under-represented minorities in the Unites States, which can partially be accounted for by the quality of patient-physician interaction. A distinguishing factor of this interaction is the ability of the provider to demonstrate cultural competence, or address the social, cultural, and community influences on healthcare behaviors and incorporate these elements into patient care. However, this practice has yet to be universally implemented in our healthcare system. These factors become even more important as the racial, ethnic and cultural distribution of the United States population changes. Multiple studies have suggested that cultural competence of the health care provider and staff leads to improved patient adherence, satisfaction, and ultimately, health outcome. Cultural competence in the workplace also leads to efficient and cost-effective healthcare and better community integration into healthcare systems. The purpose of this review is to help dermatologists understand the benefits of culturally competent care for their patients and themselves and identify methods and resources to achieve this goal. Copyright © 2017 American Academy of Dermatology, Inc. Published by Elsevier Inc. All rights reserved.

Cultural Competency Training in the United States Marine Corps: A Prescription for Success in the Long War

DTIC Science & Technology

2008-06-13

CULTURAL COMPETENCY TRAINING IN THE UNITED STATES MARINE CORPS: A PRESCRIPTION FOR SUCCESS IN THE LONG WAR A thesis presented to the...of military units that demonstrated cultural awareness while conducting operations in a foreign land. After presenting a review of the current...Marine Corps Center for Advanced Operational Cultural Learning (CAOCL), advocates teaching Marines enough of a language to do the things they need to

The Need for Foreign Language Competence in the United States. ERIC Digest.

ERIC Educational Resources Information Center

Hamayan, Else

Americans generally lack foreign language competence, and their exposure to foreign languages in the United States is inadequate. Foreign language instruction is deficient in both quality and quantity, and although there are indications of improvement in both areas, it will be many years before the effects of improvements are clear. The…

Livestock Judging. A Unit for Teachers of Vocational Agriculture. Production Agriculture Curriculum Materials Project.

ERIC Educational Resources Information Center

Smith, Anthony

Designed to provide instructional materials for use by vocational agriculture teachers, this unit on livestock judging contains materials based on five competencies needed to be a livestock producer. The following competencies are covered: general preparation for livestock judging, selection, and evaluation; judging, selection, and evaluation of…

Automotive Technician. A Competency-Based Curriculum Designed To Prepare Students for Entry-Level Employment.

ERIC Educational Resources Information Center

Vocational Curriculum Resource Center of Maine, Fairfield.

This curriculum guide is designed to assist instructors in the development and implementation of a comprehensive, competency-based automotive curriculum. It contains an instructional unit for each task listed on the enclosed job analysis or DACUM (Developing a Curriculum) chart. These units include introduction, performance objectives, suggested…

Competency-Based Curriculum Guide for Introduction to Business. Grades 9-12. Bulletin No. 1729.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This curriculum guide is intended to assist business teachers in enabling students to develop consumer-business and socioeconomic competencies necessary for success in this competitive free enterprise system. Introductory materials include suggested teacher activities. Materials for 12 units are provided. Each unit contains these components: time…

Machine Shop. Instructor Key. Supplementary Units.

ERIC Educational Resources Information Center

Walden, Charles; Cole, Phyllis

These supplementary units are designed to help students with special needs learn and apply machine shop skills. Nine competencies that are difficult for special needs students to grasp or that would help them get a future job in the field were chosen from the regular machine shop curriculum. Specific objectives for these competencies are listed at…

Direct and Indirect Predictors of Social Competence in United States Army Junior Commissioned Officers

DTIC Science & Technology

2005-11-01

colleagues, Professors Eric Heggestad and Charlie Reeve, for making their graduate students available to us for data collection and test scoring...Purdue University, respectively, with little difficulty. We sincerely thank the I/O graduate students and consultants who served as data collectors and...scales in both Air Force enlistee and university undergraduate samples. Justification of Hypothesized Link between General Cognitive Ability and Social

Interview for the Job. Job Search. Competency 4.0.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This competency booklet for individualized competency-based instruction is the fourth of five in the Job Search Skills package. (Instructor program and guides are available separately as CE 031 965 and 966, the other booklets as CE 031 967-971.) It contains 13 operational units related to the job search competency of interviewing for the job. (The…

A cross-cultural comparison of clinical supervision in South Korea and the United States.

PubMed

Son, Eunjung; Ellis, Michael V

2013-06-01

We investigated similarities and differences in clinical supervision in two cultures: South Korea and the United States The study had two parts: (1) a test of the cross-cultural equivalence of four supervision measures; and (2) a test of two competing models of cultural differences in the relations among supervisory style, role difficulties, supervisory working alliance, and satisfaction with supervision. Participants were 191 South Korean and 187 U.S. supervisees currently engaged in clinical supervision. The U.S. measures demonstrated sufficient measurement equivalence for use in South Korea. Cultural differences moderated the relations among supervisory styles, role difficulties, supervisory working alliance, and supervision satisfaction. Specifically, the relations among these variables were significantly stronger for U.S. than for South Korean supervisees. Implications for theory, research, and practice were discussed.

Clinical competence of Guatemalan and Mexican physicians for family dysfunction management.

PubMed

Cabrera-Pivaral, Carlos Enrique; Orozco-Valerio, María de Jesús; Celis-de la Rosa, Alfredo; Covarrubias-Bermúdez, María de Los Ángeles; Zavala-González, Marco Antonio

2017-01-01

To evaluate the clinical competence of Mexican and Guatemalan physicians to management the family dysfunction. Cross comparative study in four care units first in Guadalajara, Mexico, and four in Guatemala, Guatemala, based on a purposeful sampling, involving 117 and 100 physicians, respectively. Clinical competence evaluated by validated instrument integrated for 187 items. Non-parametric descriptive and inferential statistical analysis was performed. The percentage of Mexican physicians with high clinical competence was 13.7%, medium 53%, low 24.8% and defined by random 8.5%. For the Guatemalan physicians'14% was high, average 63%, and 23% defined by random. There were no statistically significant differences between healthcare country units, but between the medium of Mexicans (0.55) and Guatemalans (0.55) (p = 0.02). The proportion of the high clinical competency of Mexican physicians' was as Guatemalans.

Hands in medicine: understanding the impact of competency-based education on the formation of medical students' identities in the United States.

PubMed

Gonsalves, Catherine; Zaidi, Zareen

2016-01-01

There have been critiques that competency training, which defines the roles of a physician by simple, discrete tasks or measurable competencies, can cause students to compartmentalize and focus mainly on being assessed without understanding how the interconnected competencies help shape their role as future physicians. Losing the meaning and interaction of competencies can result in a focus on 'doing the work of a physician' rather than identity formation and 'being a physician.' This study aims to understand how competency-based education impacts the development of a medical student's identity. Three ceramic models representing three core competencies 'medical knowledge,' 'patient care,' and 'professionalism' were used as sensitizing objects, while medical students reflected on the impact of competency-based education on identity formation. Qualitative analysis was used to identify common themes. Students across all four years of medical school related to the 'professionalism' competency domain (50%). They reflected that 'being an empathetic physician' was the most important competency. Overall, students agreed that competency-based education played a significant role in the formation of their identity. Some students reflected on having difficulty in visualizing the interconnectedness between competencies, while others did not. Students reported that the assessment structure deemphasized 'professionalism' as a competency. Students perceive 'professionalism' as a competency that impacts their identity formation in the social role of 'being a doctor,' albeit a competency they are less likely to be assessed on. High-stakes exams, including the United States Medical Licensing Exam clinical skills exam, promote this perception.

Animal Management Technician. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for animal management technician occupations. The list contains units (with and without subunits), competencies, and…

Competency-Based Preservice Construction Trades Curriculum.

ERIC Educational Resources Information Center

Illinois State Office of Education, Springfield. Div. of Adult Vocational and Technical Education.

This curriculum guide consists of a comprehensive list of competency-based performance objectives dealing with selected skill and knowledge competencies considered basic to the preparation of teacher-educators in residential building construction. Thirteen units of instruction subclassified into forty-one teaching sections are included with…

General Marketing. Ohio's Competency Analysis Profile. Revised.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for general marketing occupations. The list contains units (with and without subunits), competencies, and competency…

Industrial Maintenance. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for industrial maintenance occupations. The list contains units (with and without subunits), competencies, and competency…

Power Equipment Technology. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for power equipment technology occupations. The list contains units (with and without subunits), competencies, and…

Resource Conservation. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for resource conservation occupations. The list contains units (with and without subunits), competencies, and competency…

Translation and validation of a chinese version of the parenting sense of competence scale in chinese mothers.

PubMed

Ngai, Fei-Wan; Wai-Chi Chan, Sally; Holroyd, Eleanor

2007-01-01

Women's sense of competence and satisfaction in the maternal role are essential for positive parenting practices and child development. Measures of maternal role competence and satisfaction are limited in the Chinese population. To translate the Parenting Sense of Competence Scale into Chinese (C-PSOC) and to examine the psychometric properties of the C-PSOC. A cross-sectional survey was conducted using a convenience sample of 170 mothers recruited from a postnatal unit. Participants completed the C-PSOC, Rosenberg's Self-Esteem Scale, and the Edinburgh Postnatal Depression Scale. A randomly selected subsample of 57 mothers participated in the 4-week retest. The C-PSOC demonstrated good internal consistency (Cronbach's alpha = .85) and test-retest reliability (intraclass correlation coefficient = .87). Factor analysis supported the two-factor structure reflecting the efficacy and satisfaction dimensions of the original instrument. The scale discriminated between primiparas and multiparas (t = 2.2, p < .05). Significant correlations with Rosenberg's Self-Esteem Scale (r = .60, p < .01) and the Edinburgh Postnatal Depression Scale (r = -.48, p < .01) demonstrated good construct validity. The C-PSOC has satisfactory psychometric properties. It has the potential to be used as a clinical and research instrument for measuring maternal role competence and satisfaction in the Chinese population.

Compressed Natural Gas Installation. A Video-Based Training Program for Vehicle Conversion. Instructor's Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This instructor's guide contains the materials required to teach four competency-based course units of instruction in installing compressed natural gas (CNG) systems in motor vehicles. It is designed to accompany an instructional videotape (not included) on CNG installation. The following competencies are covered in the four instructional units:…

Competency Based Education Curriculum for the Orientation and Safety Program of the Oil and Gas Industry.

ERIC Educational Resources Information Center

United Career Center, Clarksburg, WV.

This competency-based education curriculum for teaching the orientation and safety program for the oil and gas industry in West Virginia is organized into seven units. These units cover the following topics: introduction to oil and gas, first aid, site preparation, drilling operations, equipment familiarity, well completion, and preparation for…

Electrical Systems. Auto Mechanics Curriculum Guide Module 2. Instructor's Guide.

ERIC Educational Resources Information Center

Hevel, David; Donovan, Roger

This document is one of a series of modules in the Missouri Auto Mechanics Curriculum Guide, which is based on 144 basic auto mechanics competencies identified on the Missouri Auto Mechanics Competency Profile. The instructor's materials in this document are for a 14-unit secondary education course. The following units are included: (1) principles…

The Joint Operating Agreement: A Marvelous Machine with Damned Tight Steering.

ERIC Educational Resources Information Center

Pilgrim, Tim A.; Simpson, Roger

The Newspaper Preservation Act of 1970 is frequently viewed as a legislative device for averting the failure of a competing metropolitan daily newspaper and is said to create, for the formerly competing newspapers, a monolithic management unit which enjoys advantages over the two publishing units it replaces. A study examined one of those…

Manual Drive Train and Axles. Auto Mechanics Curriculum Guide Module 7. Instructor's Guide.

ERIC Educational Resources Information Center

Colesworthy, Robert; Donovan, Roger

This document is one of a series of modules in the Missouri Auto Mechanics Curriculum Guide, which is based on 144 basic auto mechanics competencies identified on the Missouri Auto Mechanics Competency Profile. The instructor's materials in this document are for a 13-unit secondary education course. The following units are included: (1)…

Relationship between Perception of Self-Competence and Parenting Attitudes of Asian Indian Preschoolers

ERIC Educational Resources Information Center

Jambunathan, Saigeetha

2006-01-01

The purpose of the present study is to examine the relationship between parenting attitudes of Asian Indian mothers living in the United States and their preschool children's perception of self-competence. Twenty-eight Asian Indian mothers and their preschool-aged children living in the United States participated in the study. The parenting…

General Shop Competencies in Vocational Agriculture for 9th and 10th Grade Classes.

ERIC Educational Resources Information Center

Novotny, Ronald; And Others

The document presents unit plans which offer list of experiences and competencies to be learned for general shop occupations in vocational agriculture. The units include: (1) arc welding, (2) oxy-acetylene welding, (3) flat concrete, (4) concrete block, (5) lumber patterns and wood building materials, (6) metal fasteners, (7) wood adhesives, (8)…

Competency Based Training Program for Department Chairpersons and Other Resource Personnel.

ERIC Educational Resources Information Center

Bingen, Frances N.; And Others

The Competency Based Training Program is a three part, three phase package. It contains: (1) a research document; (2) a set of 18 programed units and; (3) cassettes to accompany two specific units. The program phases require that: (1) the participant and a training advisor jointly perform a needs assessment activity and select appropriate units…

State of the Art Report on Statewide Student Competency Testing in Vocational and Technical Education, 1993-94.

ERIC Educational Resources Information Center

Love-Wilkes, Rebecca; Cummings, Ronda

This report on competency testing in vocational and technical education is a follow-up to previous reports published in 1988 and 1990. Section 1 summarizes the data. It describes competency testing in the 13 states that currently mandate competency testing and identifies the 11 states in which voluntary testing is occurring, the 9 states either…

Travel and Tourism Marketing. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for travel and tourism occupations. The list contains units (with and without subunits), competencies, and competency…

Outdoor Leadership Competencies: A Research Study Surveying Outdoor Leaders.

ERIC Educational Resources Information Center

Swiderski, Michael J.

The study identified land-based outdoor leadership competencies deemed necessary by outdoor leaders in the western United States. Using resources such as outdoor leadership literature, competency-based teacher education manuals, consultation with outdoor leadership specialists in educational, private, and governmental agencies, and personal…

Assessing and Teaching Competence

ERIC Educational Resources Information Center

Grant, Terri

2004-01-01

The Professional Communication Unit (PCU) at the University of Cape Town (UCT) recently conducted a business communication needs analysis to determine student perceptions of their communicative competence and the teaching strategies being used to develop such competence. Students felt that the specialist, stand-alone communication program was more…

Building and Property Maintenance. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for building and property maintenance occupations. The list contains units (with and without subunits), competencies, and…

Floriculture and Greenhouse Worker. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for floriculture and greenhouse occupations. The list contains units (with and without subunits), competencies, and…

Nurse competence scale: development and psychometric testing.

PubMed

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

2004-07-01

Self-assessment assists nurses to maintain and improve their practice by identifying their strengths and areas that may need to be further developed. Professional competence profiles encourage them to take an active part in the learning process of continuing education. Although competence recognition offers a way to motivate practising nurses to produce quality care, few measuring tools are available for this purpose. This paper describes the development and testing of the Nurse Competence Scale, an instrument with which the level of nurse competence can be assessed in different hospital work environments. The categories of the Nurse Competence Scale were derived from Benner's From Novice to Expert competency framework. A seven-step approach, including literature review and six expert groups, was used to identify and validate the indicators of nurse competence. After a pilot test, psychometric testing of the Nurse Competence Scale (content, construct and concurrent validity, and internal consistency) was undertaken with 498 nurses. The 73-item scale consists of seven categories, with responses on a visual analogy scale format. The frequency of using competencies was additionally tested with a four-point scale. Self-assessed overall scores indicated a high level of competence across categories. The Nurse Competence Scale data were normally distributed. The higher the frequency of using competencies, the higher was the self-assessed level of competence. Age and length of work experience had a positive but not very strong correlation with level of competence. According to the item analysis, the categories of the Nurse Competence Scale showed good internal consistency. The results provide strong evidence of the reliability and validity of the Nurse Competence Scale.

Prepare for the Job Search. Job Search. Competency 1.0.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This competency booklet for individualized competency-based instruction is the first of five in the Job Search Skills package. (Instructor program and guides are available separately as CE 031 965 and 966, the other booklets as CE 031 968-971.) It contains 15 operational units related to the job search competency of preparing for the job search.…

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

PubMed

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

2013-01-01

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

Normative data for Farsi-speaking Iranians in the United States on measures of executive functioning.

PubMed

Avila, Justina F; Verney, Steven P; Kauzor, Kaitlyn; Flowers, Amina; Mehradfar, Maryam; Razani, Jill

2018-01-09

As the Farsi-speaking Iranian population continues to grow in the United States, examination of their cognitive performance is an imperative first step to providing this group with culturally competent services. Thirty-six healthy primarily Farsi-speaking Iranian adults completed Farsi-translated and adapted versions of three frequently used measures of executive/subcortical functioning: Wisconsin Card Sorting Test (WCST), Trail Making Test (TMT), and Color Trails Test (CTT). Participants' performance on each measure was compared to published normative data resulting in 0-85% of cognitively and medically healthy individuals being classified as impaired depending on the executive/subcortical test score examined, with the highest impairment rates for specific WCST outcome scores. These findings raise questions for the use of published norms with Farsi-speaking Iranians residing in the US. The present study provided normative data from this group of Farsi-speaking Iranians on the Farsi-translated and adapted versions of the WCST, TMT, and CTT.

Pharmacy Technologist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of pharmacy technologist, lists technical competencies and competency builders for 16 units pertinent to the health technologies cluster in general as well as those specific to the occupation of pharmacy technologist. The following skill areas…

Respiratory Care Therapist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of respiratory care therapist, lists technical competencies and competency builders for 18 units pertinent to the health technologies cluster in general as well as those specific to the occupation of respiratory care therapist. The following…

Radiographer.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of radiographer, lists technical competencies and competency builders for 18 units pertinent to the health technologies cluster in general as well as those specific to the occupation of radiographer. The following skill areas are covered in the…

Histotechnologist.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of histotechnologist, lists technical competencies and competency builders for 13 units pertinent to the health technologies cluster in general as well as those specific to the areas of histology and phlebotomy. The following skill areas are…

Establishing the Competence of Outdoor Training Staff.

ERIC Educational Resources Information Center

Everard, Bertie

1997-01-01

The United Kingdom lacks a framework of nationally recognized professional qualifications for outdoor trainers and facilitators. Various definitions of competence are examined, and suggestions are offered for improving approaches to establishing staff competence. Includes a model of personal development dimensions, and compares U.K. and U.S.…

Hospitality and Facility Care Services. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for hospitality and facility care occupations. The list contains units (with and without subunits), competencies, and…

Educational Guidance for Adults. Identifying Competences.

ERIC Educational Resources Information Center

Oakeshott, Martin

A brief study conducted for the Further Education Unit, Great Britain, defined the competencies associated with educational guidance for adults. The objective was to develop a qualification for educational guidance workers with adults. The project provided an example of applying a competence model to a "higher level" interpersonal field…

Physical Therapist Assistant.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of physical therapist assistant, lists technical competencies and competency builders for 16 units pertinent to the health technologies cluster in general as well as those specific to the occupation of physical therapist assistant. The…

Occupational Therapy Assistant.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document, which is designed for use in developing a tech prep competency profile for the occupation of occupational therapy assistant, lists technical competencies and competency builders for 16 units pertinent to the health technologies cluster in general as well as those specific to the occupation of occupational therapy assistant. The…

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

PubMed

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

2017-10-01

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

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

NASA Astrophysics Data System (ADS)

Sánchez Carracedo, Fermín; Soler, Antonia; Martín, Carme; López, David; Ageno, Alicia; Cabré, Jose; Garcia, Jordi; Aranda, Joan; Gibert, Karina

2018-05-01

Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students' domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students' grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor's Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students' surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees' university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.

Hands in medicine: understanding the impact of competency-based education on the formation of medical students’ identities in the United States

PubMed Central

2016-01-01

Purpose There have been critiques that competency training, which defines the roles of a physician by simple, discrete tasks or measurable competencies, can cause students to compartmentalize and focus mainly on being assessed without understanding how the interconnected competencies help shape their role as future physicians. Losing the meaning and interaction of competencies can result in a focus on ‘doing the work of a physician’ rather than identity formation and ‘being a physician.’ This study aims to understand how competency-based education impacts the development of a medical student’s identity. Methods Three ceramic models representing three core competencies ‘medical knowledge,’ ‘patient care,’ and ‘professionalism’ were used as sensitizing objects, while medical students reflected on the impact of competency-based education on identity formation. Qualitative analysis was used to identify common themes. Results Students across all four years of medical school related to the ‘professionalism’ competency domain (50%). They reflected that ‘being an empathetic physician’ was the most important competency. Overall, students agreed that competency-based education played a significant role in the formation of their identity. Some students reflected on having difficulty in visualizing the interconnectedness between competencies, while others did not. Students reported that the assessment structure deemphasized ‘professionalism’ as a competency. Conclusion Students perceive ‘professionalism’ as a competency that impacts their identity formation in the social role of ‘being a doctor,’ albeit a competency they are less likely to be assessed on. High-stakes exams, including the United States Medical Licensing Exam clinical skills exam, promote this perception. PMID:27572244

Managing the Finances. PACE Revised. Level 1. Unit 16. Research & Development Series No. 240AB16.

ERIC Educational Resources Information Center

Ashmore, M. Catherine; Pritz, Sandra G.

This lesson on competent financial management, the 16th in a series of 18 units, is part of the first level of a comprehensive entrepreneurship curriculum entitled: A Program for Acquiring Competence in Entrepreneurship (PACE). (Designed for use with secondary students, the first level of PACE introduces students to the concepts involved in…

Horticulture I--Course No. 6841. Horticulture II--Course No. 6842. Agricultural Education Curriculum Guide.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

This curriculum guide is designed to help horticulture teachers in North Carolina high schools plan and deliver instruction. The guide contains a list of the 39 competencies included in Horticulture I and the 44 competencies included in Horticulture II. It also contains five units of instruction for Horticulture I and eight units for Horticulture…

37 CFR 10.77 - Failing to act competently.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 37 Patents, Trademarks, and Copyrights 1 2011-07-01 2011-07-01 false Failing to act competently. 10.77 Section 10.77 Patents, Trademarks, and Copyrights UNITED STATES PATENT AND TRADEMARK OFFICE... Office Code of Professional Responsibility § 10.77 Failing to act competently. A practitioner shall not...

37 CFR 10.77 - Failing to act competently.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 37 Patents, Trademarks, and Copyrights 1 2012-07-01 2012-07-01 false Failing to act competently. 10.77 Section 10.77 Patents, Trademarks, and Copyrights UNITED STATES PATENT AND TRADEMARK OFFICE... Office Code of Professional Responsibility § 10.77 Failing to act competently. A practitioner shall not...

37 CFR 10.77 - Failing to act competently.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 37 Patents, Trademarks, and Copyrights 1 2010-07-01 2010-07-01 false Failing to act competently. 10.77 Section 10.77 Patents, Trademarks, and Copyrights UNITED STATES PATENT AND TRADEMARK OFFICE... Office Code of Professional Responsibility § 10.77 Failing to act competently. A practitioner shall not...

Developing a Competency-Based Component for the Connecticut Vocational Agriculture Curriculum. Final Report.

ERIC Educational Resources Information Center

EASTCONN Regional Educational Services Center, North Windham, CT.

Competencies are identified for the four primary instructional areas of the Connecticut Vocational Agriculture Curriculum: plant science, agricultural mechanics, natural resources, and animal science. The competencies for each instructional area are divided into those for exploratory units generally appropriate for instruction at the…

Competency Index. [Business/Computer Technologies Cluster.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This index allows the user to scan the competencies under each title for the 28 subjects appropriate for use in a competency list for the 12 occupations within the business/computer technologies cluster. Titles of the 28 units are as follows: employability skills; professionalism; teamwork; professional and ethical standards; economic and business…

Agricultural Products Sales and Service Worker. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for agricultural products sales and service occupations. The list contains units (with and without subunits), competencies,…

Culture Competence in the Training of Geriatric Medicine Fellows

ERIC Educational Resources Information Center

Tanabe, Marianne K. G.

2007-01-01

With the aging and diversifying of the elder population in the United States, there is a pressing need for an organized and effective curriculum in cultural competence. The Accreditation Council for Graduate Medical Education (ACGME) requires that the curriculum for Geriatric Medicine Fellowship training include cultural competency training.…

Criterion-Referenced Test Items for Welding.

ERIC Educational Resources Information Center

Davis, Diane, Ed.

This test item bank on welding contains test questions based upon competencies found in the Missouri Welding Competency Profile. Some test items are keyed for multiple competencies. These criterion-referenced test items are designed to work with the Vocational Instructional Management System. Questions have been statistically sampled and validated…

Development of a competency-based formative progress test with student-generated MCQs: Results from a multi-centre pilot study.

PubMed

Wagener, Stefan; Möltner, Andreas; Tımbıl, Sevgi; Gornostayeva, Maryna; Schultz, Jobst-Hendrik; Brüstle, Peter; Mohr, Daniela; Vander Beken, Anna; Better, Julian; Fries, Martin; Gottschalk, Marc; Günther, Janine; Herrmann, Laura; Kreisel, Christian; Moczko, Tobias; Illg, Claudius; Jassowicz, Adam; Müller, Andreas; Niesert, Moritz; Strübing, Felix; Jünger, Jana

2015-01-01

Progress tests provide students feedback on their level of proficiency over the course of their medical studies. Peer-assisted learning and competency-based education have become increasingly important in medical education. Although progress tests have been proven to be useful as a longitudinal feedback instrument, there are currently no progress tests that have been created in cooperation with students or that focus on competency in medical education. In this study, we investigated the extent to which students can be included in the development of a progress test and demonstrated that aspects of knowledge related to competency can be represented on a competency-based progress test. A two-dimensional blueprint for 144 multiple-choice questions (MCQs) covering groups of medical subjects and groups of competency areas was generated by three expert groups for developing the competency-based progress test. A total of 31 students from seven medical schools in Germany actively participated in this exercise. After completing an intensive and comprehensive training programme, the students generated and reviewed the test questions for the competency-based progress test using a separate platform of the ItemManagementSystem (IMS). This test was administered as a formative test to 469 students in a pilot study in November 2013 at eight medical schools in Germany. The scores were analysed for the overall test and differentiated according to the subject groups and competency areas. A pool of more than 200 MCQs was compiled by the students for pilot use, of which 118 student-generated MCQs were used in the progress test. University instructors supplemented this pool with 26 MCQs, which primarily addressed the area of scientific skills. The post-review showed that student-generated MCQs were of high quality with regard to test statistic criteria and content. Overall, the progress test displayed a very high reliability. When the academic years were compared, the progress test mapped out over the course of study not only by the overall test but also in terms of the subject groups and competency areas. Further development in cooperation with students will be continued. Focus will be on compiling additional questions and test formats that can represent competency at a higher skill level, such as key feature questions, situational judgement test questions and OSCE. In addition, the feedback formats will be successively expanded. The intention is also to offer the formative competency-based progress test online.

Development of a State-Wide Competency Test for Marketing Education. Final Report.

ERIC Educational Resources Information Center

Smith, Clifton L.

A project was conducted to develop a valid, competency-referenced test on the core competencies identified for the Missouri Fundamentals of Marketing curriculum. During the project: (1) multiple-choice test items based on the core competencies in the Fundamentals of Marketing curriculum were developed; (2) instructions for onsite administration of…

A pilot Tuning Project-based national study on recently graduated medical students' self-assessment of competences--the TEST study.

PubMed

Grilo Diogo, Pedro; Barbosa, Joselina; Ferreira, Maria Amélia

2015-12-19

The Tuning Project is an initiative funded by the European Commission that developed core competences for primary medical degrees in Europe. Students' grouped self-assessments are used for program evaluation and improvement of curricula. The TEST study aimed to assess how do Portuguese medical graduates self-assess their acquisition of core competences and experiences of contact with patients in core settings according to the Tuning framework. Translation of the Tuning's competences (Clinical Practice - CP), Knowledge (K) items and Clinical Settings (CS) was performed. Questionnaires were created in paper and electronic formats and distributed to 1591 graduates from seven Portuguese medical schools (July 2014). Items were rated in a 6-point Likert scale (0-5) of levels of competence. Exploratory factor analysis (EFA) was conducted and Cronbach's alpha was used to evaluate the internal consistency of the questionnaire. Kruskal-Wallis and Dunn's tests were used for multiple comparisons. Three hundred eighty seven questionnaires were analyzed, corresponding to 24% of the target population. EFA yielded an 11-factor solution for CP and a 6-factor solution for K items. The median value of CP factors was 2.8 (p25 = 2.0; p75 = 3.5) and the median value of K factors was 2.6 (2.0; 3.2). Factor scores ranged from 1.3 (Legal principles) to 4.0 (Ethical principles). Clinical presentations, psychological aspects of illness, evidence-based medicine and promotion of health showed the highest results. Lower scores were detected in medical emergencies, practical procedures, prescribing drugs and legal principles. More than 90% of graduates experienced having contact with patients in 8 CS but only 24% of graduates had contact in all 14 CS. Graduates had the least contact with patients in the emergency rooms, intensive care units, palliative, rehabilitation and anesthetic care. Significant differences (p < 0.05) among schools were detected in 8 factors and 7 settings. We developed a valid questionnaire supporting national SWOT analysis on the acquisition of core competences in medical education. Results suggest that Portuguese graduates are not fully prepared for clinical practice. Curricular improvements in core competences and the educational development of the transition period between undergraduate and postgraduate education ought to be considered. Outcome-based program evaluation relying on graduates' grouped self-assessments contributes to inform changes in medical education.

Improving Culturally Appropriate Care Using a Community-Based Participatory Research Approach: Evaluation of a Multicomponent Cultural Competency Training Program, Arkansas, 2015–2016

PubMed Central

Long, Christopher R.; Rowland, Brett; Moore, Sarah; Wilmoth, Ralph; Ayers, Britni

2017-01-01

Introduction The United States continues to become more racially and ethnically diverse, and racial/ethnic minority communities encounter sociocultural barriers to quality health care, including implicit racial/ethnic bias among health care providers. In response, health care organizations are developing and implementing cultural competency curricula. Using a community-based participatory research (CBPR) approach, we developed and evaluated a cultural competency training program to improve the delivery of culturally appropriate care in Marshallese and Hispanic communities. Methods We used a mixed-methods evaluation approach based on the Kirkpatrick model of training evaluation. We collected quantitative evaluation data immediately after each training session (March 19, 2015–November 30, 2016) and qualitative data about implementation at 2 points: immediately after each session and 6 months after training. Individuals and organizational units provided qualitative data. Results We delivered 1,250 units of in-person training at 25 organizations. Participants reported high levels of changes in knowledge (91.2%), competence (86.6%), and performance (87.2%) as a result of the cultural competency training. Organizations reported making policy and environmental changes. Conclusion Initial outcomes demonstrate the value of developing and implementing cultural competency training programs using a CBPR approach. Additional research is needed to determine the effect on long-term patient outcomes. PMID:28771402

Objective evaluation of surgical competency for minimally invasive surgery with a collection of simple tests

PubMed Central

Gonzalez-Neira, Eliana Maria; Jimenez-Mendoza, Claudia Patricia; Rugeles-Quintero, Saul

2016-01-01

Objective: This study aims at determining if a collection of 16 motor tests on a physical simulator can objectively discriminate and evaluate practitioners' competency level, i.e. novice, resident, and expert. Methods: An experimental design with three study groups (novice, resident, and expert) was developed to test the evaluation power of each of the 16 simple tests. An ANOVA and a Student Newman-Keuls (SNK) test were used to analyze results of each test to determine which of them can discriminate participants' competency level. Results: Four of the 16 tests used discriminated all of the three competency levels and 15 discriminated at least two of the three groups (α= 0.05). Moreover, other two tests differentiate beginners' level from intermediate, and other seven tests differentiate intermediate level from expert. Conclusion: The competency level of a practitioner of minimally invasive surgery can be evaluated by a specific collection of basic tests in a physical surgical simulator. Reduction of the number of tests needed to discriminate the competency level of surgeons can be the aim of future research. PMID:27226664

Objective evaluation of surgical competency for minimally invasive surgery with a collection of simple tests.

PubMed

Gonzalez-Neira, Eliana Maria; Jimenez-Mendoza, Claudia Patricia; Suarez, Daniel R; Rugeles-Quintero, Saul

2016-03-30

This study aims at determining if a collection of 16 motor tests on a physical simulator can objectively discriminate and evaluate practitioners' competency level, i.e. novice, resident, and expert. An experimental design with three study groups (novice, resident, and expert) was developed to test the evaluation power of each of the 16 simple tests. An ANOVA and a Student Newman-Keuls (SNK) test were used to analyze results of each test to determine which of them can discriminate participants' competency level. Four of the 16 tests used discriminated all of the three competency levels and 15 discriminated at least two of the three groups (α= 0.05). Moreover, other two tests differentiate beginners' level from intermediate, and other seven tests differentiate intermediate level from expert. The competency level of a practitioner of minimally invasive surgery can be evaluated by a specific collection of basic tests in a physical surgical simulator. Reduction of the number of tests needed to discriminate the competency level of surgeons can be the aim of future research.

Dedicated Education Units: Partnerships for Building Leadership Competency.

PubMed

Galuska, Lee A

2015-07-01

To enable nurses to lead in health care transformation, nursing education must include opportunities for developing leadership, as well as clinical competencies. Dedicated education units (DEUs) provide supportive environments for competency development in undergraduate students. This study's aim was to explore the effects of a DEU experience on the leadership development of baccalaureate nursing students. A mixed-methods design included a quantitative strand, using a quasi-experimental, pretest-posttest, multisite design with control groups and a qualitative strand using focus groups. Students in the DEUs demonstrated significant increases (p < 0.01) in leadership behaviors, as measured by the Student Leadership Practice Inventory. Focus group themes illuminate how the experiences of the students contributed to their leadership growth. Findings suggest that the DEU experience may promote enhanced undergraduate leadership competency development. Copyright 2015, SLACK Incorporated.

College Influence on Student Intentions toward International Competence. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

English, Susan Lewis

This study attempted to test the concept of international competence as a construct and to estimate the extent to which college experience predicts variance on student intentions toward international competence. Relying on Lambert's model of global competence, the study tested five components of international competence for validity and…

Seasonal variation in family member perceptions of physician competence in the intensive care unit: findings from one academic medical center.

PubMed

Stevens, Jennifer P; Kachniarz, Bart; O'Reilly, Kristin; Howell, Michael D

2015-04-01

Researchers have found mixed results about the risk to patient safety in July, when newly minted physicians enter U.S. hospitals to begin their clinical training, the so-called "July effect." However, patient and family satisfaction and perception of physician competence during summer months remain unknown. The authors conducted a retrospective observational cohort study of 815 family members of adult intensive care unit (ICU) patients who completed the Family Satisfaction with Care in the Intensive Care Unit instrument from eight ICUs at Beth Israel Deaconess Medical Center, Boston, Massachusetts, between April 2008 and June 2011. The association of ICU care in the summer months (July-September) versus other seasons and family perception of physician competence was examined in univariable and multivariable analyses. A greater proportion of family members described physicians as competent in summer months as compared with winter months (odds ratio [OR] 1.9; 95% confidence interval [CI] 1.2-3.0; P = .003). After adjustment for patient and proxy demographics, severity of illness, comorbidities, and features of the admission in a multivariable model, seasonal variation of family perception of physician competence persisted (summer versus winter, OR of judging physicians competent 2.4; 95% CI 1.3-4.4; P = .004). Seasonal variation exists in family perception of physician competence in the ICU, but opposite to the "July effect." The reasons for this variation are not well understood. Further research is necessary to explore the role of senior provider involvement, trainee factors, system factors such as handoffs, or other possible contributors.

Sociocultural Influence on Children's Social Competence: A Close Look at Kindergarten Teachers' Beliefs

ERIC Educational Resources Information Center

Han, Heejeong Sophia

2010-01-01

This study was conducted with White American kindergarten teachers from a southeast region of the United States to examine their beliefs about culture and social competence. Overall, from a sociocultural perspective, these teachers had limited understanding of young children's social competence and showed varying degrees of cultural knowledge for…

RELATE Competencies and Enablers Statements. Teacher Education Forum Series. Vol. 1, No. 5.

ERIC Educational Resources Information Center

Harste, Jerome C.; And Others

This report displays and briefly describes the set of professional competencies and other learning outcomes that comprise the objectives for elementary majors enrolled in the Indiana University competency-based teacher education program known as RELATE (Reading and Language Arts Teacher Education). This report is divided into 10 units and lists…

37 CFR 10.22 - Maintaining integrity and competence of the legal profession.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 37 Patents, Trademarks, and Copyrights 1 2010-07-01 2010-07-01 false Maintaining integrity and competence of the legal profession. 10.22 Section 10.22 Patents, Trademarks, and Copyrights UNITED STATES... integrity and competence of the legal profession. (a) A practitioner is subject to discipline if the...

Competence Is for Everyone. Unit 4: Competence

ERIC Educational Resources Information Center

Kent, Martha Whalen; Kent, Dale

These materials are part of a four-module series, "Competence Is for Everyone," designed to specify and reduce limitations on the learning and use of skills that people experience because of their sex or race. The series identifies three areas that function to maintain inequalities: the process of making judgments or appraisals,…

Travel and Transportation. An Adult Competency Education Learning Module.

ERIC Educational Resources Information Center

Wallace, Virginia

This instructional unit on travel and transportation is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with intermediate reading level ability. It is self-contained and designed for immediate classroom use. Each of five lessons contains these types of materials:…

A Reconsideration of Testing for Competence Rather than for Intelligence.

ERIC Educational Resources Information Center

Barrett, Gerald V.; Depinet, Robert L.

1991-01-01

Examines five themes in "Testing for Competence Rather than for "Intelligence" (D. C. McClelland, "American Psychologist," 1973), and reviews relevant literature. Despite wide acceptance of McClelland's views, other evidence that does not show that competency testing surpasses cognitive ability testing in predicting…

Comparison of Vector Competence of Aedes mediovittatus and Aedes aegypti for Dengue Virus: Implications for Dengue Control in the Caribbean

PubMed Central

Poole-Smith, B. Katherine; Hemme, Ryan R.; Delorey, Mark; Felix, Gilberto; Gonzalez, Andrea L.; Amador, Manuel; Hunsperger, Elizabeth A.; Barrera, Roberto

2015-01-01

Background Aedes mediovittatus mosquitoes are found throughout the Greater Antilles in the Caribbean and often share the same larval habitats with Ae. Aegypti, the primary vector for dengue virus (DENV). Implementation of vector control measures to control dengue that specifically target Ae. Aegypti may not control DENV transmission in Puerto Rico (PR). Even if Ae. Aegypti is eliminated or DENV refractory mosquitoes are released, DENV transmission may not cease when other competent mosquito species like Ae. Mediovittatus are present. To compare vector competence of Ae. Mediovittatus and Ae. Aegypti mosquitoes, we studied relative infection and transmission rates for all four DENV serotypes. Methods To compare the vector competence of Ae. Mediovittatus and Ae. Aegypti, mosquitoes were exposed to DENV 1–4 per os at viral titers of 5–6 logs plaque-forming unit (pfu) equivalents. At 14 days post infectious bloodmeal, viral RNA was extracted and tested by qRT-PCR to determine infection and transmission rates. Infection and transmission rates were analyzed with a generalized linear model assuming a binomial distribution. Results Ae. Aegypti had significantly higher DENV-4 infection and transmission rates than Ae. mediovittatus. Conclusions This study determined that Ae. Mediovittatus is a competent DENV vector. Therefore dengue prevention programs in PR and the Caribbean should consider both Ae. Mediovittatus and Ae. Aegypti mosquitoes in their vector control programs. PMID:25658951

Development and testing of an instrument to measure holistic nursing values in nurse practitioner care.

PubMed

Kinchen, Elizabeth

2015-01-01

As primary care delivery evolves in the United States with nurse practitioners (NPs) as key providers, exploring the patient's perception of the nature and quality of NPs' care is of critical importance to healthcare consumers, providers, educators, policy makers, and underwriters. The aim of this study was to describe the development and testing of the Nurse Practitioner Holistic Caring Instrument, a new, investigator-developed measure of the preservation of holistic nursing values in NP care. Results suggest that NPs provide patient-centered, comprehensive, and clinically competent care, rendering them ideally suited to leading primary health care delivery. However, further testing in more diverse populations and settings is needed to strengthen preliminary findings.

Teacher Testing: I'm O.K., You're O.K., But Somebody's Not!

ERIC Educational Resources Information Center

Martin, Dawn Vincent

Concern about the preparation and competence of teachers has brought about a rapid spread of teacher competency assessment programs. Currently, 36 states test or plan to test teachers prior to certification. Two states, Arkansas and Texas, are already involved with testing teachers in service. Teacher competency testing has become embroiled in…

Competence and Human Resource Development in Multinational Companies in Three European Union Member States: A Comparative Analysis between Austria, the Netherlands and the United Kingdom. CEDEFOP Panorama Series.

ERIC Educational Resources Information Center

Markowitsch, Jorg; Kollinger, Iris; Warmerdam, John; Moerel, Hans; Konrad, John; Burell, Catherine; Guile, David

A comparative analysis of human resources development and management in the subsidiaries of three multinational companies (Xerox, Glaxo Wellcome, and AXA Nordstern Colonia) was conducted in these three European Union (EU) member states: Austria, the United Kingdom, and the Netherlands. Case studies were used, focusing on competence needs and…

The Impact of a Hybrid Sport Education-Invasion Games Competence Model Soccer Unit on Students' Decision Making, Skill Execution and Overall Game Performance

ERIC Educational Resources Information Center

Mesquita, Isabel; Farias, Claudio; Hastie, Peter

2012-01-01

The purpose of this study was to examine the impact of a hybrid Sport Education-Invasion Games Competence Model (SE-IGCM) unit application on students' improvements in decision making, skill execution and overall game performance, during a soccer season. Twenty-six fifth-grade students from a Portuguese public elementary school participated in a…

Using Likert-type and ipsative/forced choice items in sequence to generate a preference.

PubMed

Ried, L Douglas

2014-01-01

Collaboration and implementation of a minimum, standardized set of core global educational and professional competencies seems appropriate given the expanding international evolution of pharmacy practice. However, winnowing down hundreds of competencies from a plethora of local, national and international competency frameworks to select the most highly preferred to be included in the core set is a daunting task. The objective of this paper is to describe a combination of strategies used to ascertain the most highly preferred items among a large number of disparate items. In this case, the items were >100 educational and professional competencies that might be incorporated as the core components of new and existing competency frameworks. Panelists (n = 30) from the European Union (EU) and United States (USA) were chosen to reflect a variety of practice settings. Each panelist completed two electronic surveys. The first survey presented competencies in a Likert-type format and the second survey presented many of the same competencies in an ipsative/forced choice format. Item mean scores were calculated for each competency, the competencies were ranked, and non-parametric statistical tests were used to ascertain the consistency in the rankings achieved by the two strategies. This exploratory study presented over 100 competencies to the panelists in the beginning. The two methods provided similar results, as indicated by the significant correlation between the rankings (Spearman's rho = 0.30, P < 0.09). A two-step strategy using Likert-type and ipsative/forced choice formats in sequence, appears to be useful in a situation where a clear preference is required from among a large number of choices. The ipsative/forced choice format resulted in some differences in the competency preferences because the panelists could not rate them equally by design. While this strategy was used for the selection of professional educational competencies in this exploratory study, it is applicable in other situations where a smaller set of highly preferred items might be selected from a large list of choices in other areas of inquiry (e.g., patient reported outcomes). Copyright © 2014 Elsevier Inc. All rights reserved.

Competency to Proceed to Trial Evaluations and Rational Understanding.

PubMed

Ragatz, Laurie; Vitacco, Michael J; Tross, Rozanna

2015-12-01

In Dusky v. United States, the United States Supreme Court established "rational understanding" as a necessary component of a defendant's competency to stand trial. Yet, rational understanding has engendered misunderstanding, stemming from inconsistent court rulings and lack of systematic attention given to definitions of rationality. The purpose of this article is to assist with the conceptualization of rational understanding as it relates to competency to proceed to trial. This will be accomplished through a review of legal decisions and scholarly papers that provide various definitions of rationality. We discuss the suitability of standardized instruments of competency and how they may assist in providing a valid metric for evaluating rational abilities. We also provide discussion of how case law, in conjunction with psycholegal research, can be used to gain nuanced insight into operationalizations of rational understanding. By gaining a thorough understanding of rationality in competency to proceed to trial evaluations, clinicians may improve on the quality and foundation of their evaluations. © The Author(s) 2014.

Development and Evaluation of Vocational Competency Measures. Final Report.

ERIC Educational Resources Information Center

Chalupsky, Albert B.; And Others

A series of occupational competency tests representing all seven vocational education curriculum areas were developed, field tested, and validated. Seventeen occupations were selected for competency test development: agricultural chemicals applications technician, farm equipment mechanic, computer operator, word processing specialist, apparel…

The Regents Competency Testing Program. Setting Standards in the Basic Skills as a Requirement for High School Graduation. Information Brochure.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

The New York State Regents Competency Testing Program is described. Competency tests have been developed in the basic skills of reading, writing, and mathematics, for two purposes: (1) to identify those students who need remedial help; and (2) to assure that students receiving high school diplomas have acquired adequate competence in these areas.…

Management team learning orientation and business unit performance.

PubMed

Bunderson, J Stuart; Sutcliffe, Kathleen M

2003-06-01

Although research has suggested that teams can differ in the extent to which they encourage proactive learning and competence development among their members (a team learning orientation), the performance consequences of these differences are not well understood. Drawing from research on goal orientation and team learning, this article suggests that, although a team learning orientation can encourage adaptive behaviors that lead to improved performance, it is also possible for teams to compromise performance in the near term by overemphasizing learning, particularly when they have been performing well. A test of this proposition in a sample of business unit management teams provides strong support. The results confirm that an appropriate emphasis on learning can have positive consequences for team effectiveness.

Getting Your Driver's License. An Adult Competency Education Learning Module.

ERIC Educational Resources Information Center

Wallace, Virginia

This instructional unit on getting one's driver's license is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with intermediate reading level ability. It is self-contained and designed for immediate classroom use. The module is comprised of 4 parts and 10 lessons: The…

Cosmetology. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). 2002 Revision.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This publication provides the competencies and key indicators for a cosmetology program that prepares students to become licensed in the State of Ohio to work in the area of hair, skin, and/or nail care. Competencies and the related key indicators are presented for these 14 units: orientation to the cosmetology profession; dispensary operations…

After-School Program Engagement: Links to Child Competence and Program Quality and Content

ERIC Educational Resources Information Center

Mahoney, Joseph L; Parente, Maria E.; Lord, Heather

2007-01-01

This 2-year study assessed program-level differences in after-school program (ASP) engagement in relation to child competencies (effectance motivation, social competence, school grades) and program quality and content. Participants were 141 children (M age = 8.4 years) who attended 9 ASPs in an urban, disadvantaged city in the United States.…

Cross-Cultural Analysis of HPT: An Empirical Investigation of HPT Competencies in the Workplace in the United States and South Asia

ERIC Educational Resources Information Center

Vadivelu, Ramaswamy N.; Klein, James D.

2008-01-01

Recent research in the areas of human performance technology (HPT), organizational development, and cross-cultural training has suggested the need for developing managerial competencies that are effective in diverse cultural settings. Some competencies such as technical proficiency, knowledge of company systems, adaptability, and the ability to…

Intercultural Competence in a Cohort of Freshmen at a Faith-Based Institution in the Southeast United States

ERIC Educational Resources Information Center

Castles, Jason Ford

2012-01-01

Previous studies assessed the intercultural competence of groups of individuals including primary and secondary school teachers, students that have studied abroad, and students enrolled in a specific course at an institution. However, few, if any, studies have investigated the intercultural competence of a cohort of freshmen at the university…

Estonian Language Competencies for Peace Corps Volunteers in the Republic of Estonia.

ERIC Educational Resources Information Center

Ets, Tiina K.

This guide is designed for Estonian language training of Peace Corps workers in Estonia, is intended for use in a competency-based language training program, and reflects daily communication needs in that context. It consists of 52 lessons, each addressing a specific language competency, organized in 14 topical units. An introductory section gives…

Identifying Core Competencies to Advance Female Professors' Careers: An Exploratory Study in United States Academia

ERIC Educational Resources Information Center

Seo, Ga-eun; Hedayati Mehdiabadi, Amir; Huang, Wenhao

2017-01-01

This exploratory study aims to identify the core competencies necessary to successfully advance the careers of female associate professors in higher education. To ascertain these core career competencies, a critical incident interview technique was employed. One-to-one semi-structured interviews with six female full professors at a major research…

Refining a Competency Model for Instructional Designers in the Context of Online Higher Education

ERIC Educational Resources Information Center

Park, Jae-Young; Luo, Heng

2017-01-01

This study investigates the instructional designers (IDs) competencies essential for the context of online higher education, and has selected an instruction design unit in a research university as a case of investigation. To identify and compare IDs competencies at organizational and individual levels, this study employed a mixed method to collect…

Is the Relationship between Competence Beliefs and Test Anxiety Influenced by Goal Orientation?

ERIC Educational Resources Information Center

Putwain, David William; Daniels, Rachel Anne

2010-01-01

The study described here aimed to examine the relations between test anxiety, competence beliefs and achievement goals, and in particular if the relations between competence beliefs and test anxiety were moderated by achievement goals. Pupils in their first year of secondary schooling completed self-report questionnaires for test anxiety,…

Motor competence and physical fitness in adolescents.

PubMed

Gísladóttir, Ordís; Haga, Monika; Sigmundsson, Hermundur

2014-01-01

In this study we examined the relationship between physical fitness and motor competence in adolescents aged 15 to 16 years. A sample of 94 adolescents participated in the study. To test motor competence, the Movement Assessment Battery for Children-2 was used. Physical fitness was assessed using the following test items: standing broad jump, 20-m dash, reduced Cooper test, and sit-and-reach test. The results revealed a significant but weak relationship (0.248) between motor competence and physical fitness for the whole sample. More specifically, the correlation between the 2 variables was significant for girls (0.353) but not for boys (0.248). The relatively weak relationship between motor competence and physical fitness suggests that motor competence might not be critical in adolescents to maintain their physical fitness.

The implementation of mastery learning concept and cognitive entry behavior to increase the students’ competency in accordance with iqf qualification

NASA Astrophysics Data System (ADS)

Suandi, I. K.; Aryaningsih, N. N.; Abdi, I. M.

2018-01-01

The objectives of this study are: (1) to describe the difference of the students’ competence between the students following mastery learning and conventional instruction, (2) to describe the difference of the students’ competence between the students have high cognitive entry behavior and low cognitive entry behavior, and (3) to analyze the interaction effect between instructional model and cognitive entry behavior to the achievement of students’ competence. Quasi experiment was conducted at accounting department of Politeknik Negeri Bali and research design is nonrandomized control group pretest-posttest. The variable in this study are: (1) students’ competence, (2) instructional model, and (3) cognitive entry behavior. The total samples are 168 students and each treatment decided 25 subjects as analysis unit, therefore the total of analysis unit are 100 subjects. The results of the study are: (1) there is a significant deference of the students’ competence between the students following mastery learning and conventional instruction (F=7.514; P<0.05), (2) there is a significant difference of the students’ competence between the students have high cognitive entry behavior and low cognitive entry behavior (F=8.035; P<0.05), (3) there is a significant interaction effect between instructional model and cognitive entry behavior to the achievement of students’ competence (F=8.392; P<0.05).

76 FR 50164 - Protocol Gas Verification Program and Minimum Competency Requirements for Air Emission Testing...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-12

...-AQ06 Protocol Gas Verification Program and Minimum Competency Requirements for Air Emission Testing... correct certain portions of the Protocol Gas Verification Program and Minimum Competency Requirements for... final rule that amends the Agency's Protocol Gas Verification Program (PGVP) and the minimum competency...

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

PubMed

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.

Competencies for the new postdoctoral Oral Medicine graduate in the United States.

PubMed

Whitney, Eli M; Stoopler, Eric; Brennan, Michael T; DeRossi, Scott S; Treister, Nathaniel S

2015-09-01

Oral Medicine is primarily a nonsurgical dental discipline that includes management of (1) oral mucosal and salivary gland diseases; (2) temporomandibular disorders and orofacial pain; (3) oral complications of systemic disease; and (4) dental management of medically complex patients within its scope of practice. In the United States, the American Academy of Oral Medicine (AAOM) is the professional organization that primarily supports Oral Medicine education, research, and patient care. This document informs the knowledge, skills, and behaviors of beginning Oral Medicine graduates in the United States in three domains: Diagnosis and primarily nonsurgical management of oral mucosal and salivary gland disorders. Diagnosis and primarily nonsurgical management of temporomandibular, orofacial pain, and neurosensory disorders. Management of the medically complex patient. Each domain is subsequently expanded with major competencies and supporting competencies. Crown Copyright © 2015. Published by Elsevier Inc. All rights reserved.

Testing and Validation of High Density Resequencing Microarray for Broad Range Biothreat Agents Detection

DTIC Science & Technology

2009-08-11

Competing Interests: One of the contributing authors : Clark Tibbetts, is the Executive Vice President and Chief Technology Officer of Tessarae, LLC...Detection 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR (S) 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7...N/A 1021 ng No detection Sin nombre Bunyaviridae III 1021 ng Pulmonary syndrome hantavirus strain Convict Creek 107 1CCHFV = Crimean-Congo hemorrhagic

Self-Perceived End-of-Life Care Competencies of Health-Care Providers at a Large Academic Medical Center.

PubMed

Montagnini, Marcos; Smith, Heather M; Price, Deborah M; Ghosh, Bidisha; Strodtman, Linda

2018-01-01

In the United States, most deaths occur in hospitals, with approximately 25% of hospitalized patients having palliative care needs. Therefore, the provision of good end-of-life (EOL) care to these patients is a priority. However, research assessing staff preparedness for the provision of EOL care to hospitalized patients is lacking. To assess health-care professionals' self-perceived competencies regarding the provision of EOL care in hospitalized patients. Descriptive study of self-perceived EOL care competencies among health-care professionals. The study instrument (End-of-Life Questionnaire) contains 28 questions assessing knowledge, attitudes, and behaviors related to the provision of EOL care. Health-care professionals (nursing, medicine, social work, psychology, physical, occupational and respiratory therapist, and spiritual care) at a large academic medical center participated in the study. Means were calculated for each item, and comparisons of mean scores were conducted via t tests. Analysis of variance was used to identify differences among groups. A total of 1197 questionnaires was completed. The greatest self-perceived competency was in providing emotional support for patients/families, and the least self-perceived competency was in providing continuity of care. When compared to nurses, physicians had higher scores on EOL care attitudes, behaviors, and communication. Physicians and nurses had higher scores on most subscales than other health-care providers. Differences in self-perceived EOL care competencies were identified among disciplines, particularly between physicians and nurses. The results provide evidence for assessing health-care providers to identify their specific training needs before implementing educational programs on EOL care.

Evaluating nurses' knowledge, attitude and competency after an education programme on suicide prevention.

PubMed

Chan, Sally Wai-chi; Chien, Wai-tong; Tso, Steve

2009-10-01

The aim of this study was to evaluate an education programme on suicide prevention for nurses working in general hospitals. A mixed method design that included a single group pretest-posttest analysis and focus group interviews was used. A convenient sample of 54 registered nurses was recruited from the medical and surgical units of two regional general hospitals. An 18-hour education programme on suicide prevention based on reflective learning principles was provided to the participants. The outcome measures used included participants' attitudes towards, knowledge of, competence in and stress levels arising from suicide prevention and management. Eighteen participants joined the focus group interviews. There were statistically significant positive changes in the pre- and post-test measures of participants' attitudes and competence levels. Qualitative data showed that participants had applied the new knowledge they acquired in clinical practice. They perceived themselves as being more aware of the problem of suicide and more competent in managing suicide risk. Participants highlighted certain barriers that exist to providing optimal care, including inadequate manpower, lack of support from senior staff and a lack of guidelines. Ongoing education may be necessary to expedite changes. The education programme provided can be delivered to other health care professional groups and the results further evaluated.

Competency-based reforms of the undergraduate biology curriculum: integrating the physical and biological sciences.

PubMed

Thompson, Katerina V; Chmielewski, Jean; Gaines, Michael S; Hrycyna, Christine A; LaCourse, William R

2013-06-01

The National Experiment in Undergraduate Science Education project funded by the Howard Hughes Medical Institute is a direct response to the Scientific Foundations for Future Physicians report, which urged a shift in premedical student preparation from a narrow list of specific course work to a more flexible curriculum that helps students develop broad scientific competencies. A consortium of four universities is working to create, pilot, and assess modular, competency-based curricular units that require students to use higher-order cognitive skills and reason across traditional disciplinary boundaries. Purdue University; the University of Maryland, Baltimore County; and the University of Miami are each developing modules and case studies that integrate the biological, chemical, physical, and mathematical sciences. The University of Maryland, College Park, is leading the effort to create an introductory physics for life sciences course that is reformed in both content and pedagogy. This course has prerequisites of biology, chemistry, and calculus, allowing students to apply strategies from the physical sciences to solving authentic biological problems. A comprehensive assessment plan is examining students' conceptual knowledge of physics, their attitudes toward interdisciplinary approaches, and the development of specific scientific competencies. Teaching modules developed during this initial phase will be tested on multiple partner campuses in preparation for eventual broad dissemination.

The mobile hospital technology industry: focus on the computerized tomography scanner.

PubMed

Hartley, D; Moscovice, I

1996-01-01

This study of firms offering mobile hospital technology to rural hospitals in eight northwestern states found that several permanently parked computerized tomography (CT) units were found where mobile routes had atrophied due to the purchase of fixed units by former mobile CT hospital clients. Based on a criterion of 140 scans per month per unit as a threshold of profitable production, units owned by larger firms (those that operate five or more units) were more likely to be profitable than units owned by smaller firms (71% versus 20%, P = 0.03). A substantial number of rural hospitals lose money on mobile CT due to low Medicare reimbursement. In some areas, mobile hospital technology is a highly competitive industry. Evidence was found that several firms compete in some geographic areas and that some firms have lost hospital clients to competing vendors.

Competency Testing: Assessment or Politics? Draft.

ERIC Educational Resources Information Center

Carter, David G., Sr.

Competency testing legislation is the result of citizen pressure and lacks the benefit of careful deliberation by professionals. Hastily passed legislation has forced state departments of education and school districts to accept their duty to implement competency testing programs without the appropriate resources. Many of the basic problems of…

[Validity criteria of a short test to assess speech and language competence in 4-year-olds].

PubMed

Euler, H A; Holler-Zittlau, I; Minnen, S; Sick, U; Dux, W; Zaretsky, Y; Neumann, K

2010-11-01

A psychometrically constructed short test as a prerequisite for screening was developed on the basis of a revision of the Marburger Speech Screening to assess speech/language competence among children in Hessen (Germany). A total of 257 children (age 4.0 to 4.5 years) performed the test battery for speech/language competence; 214 children repeated the test 1 year later. Test scores correlated highly with scores of two competing language screenings (SSV, HASE) and with a combined score from four diagnostic tests of individual speech/language competences (Reynell III, patholinguistic diagnostics in impaired language development, PLAKSS, AWST-R). Validity was demonstrated by three comparisons: (1) Children with German family language had higher scores than children with another language. (2) The 3-month-older children achieved higher scores than younger children. (3) The difference between the children with German family language and those with another language was higher for the 3-month-older than for the younger children. The short test assesses the speech/language competence of 4-year-olds quickly, validly, and comprehensively.

Application of cognitive diagnosis models to competency-based situational judgment tests.

PubMed

García, Pablo Eduardo; Olea, Julio; De la Torre, Jimmy

2014-01-01

Profiling of jobs in terms of competency requirements has increasingly been applied in many organizational settings. Testing these competencies through situational judgment tests (SJTs) leads to validity problems because it is not usually clear which constructs SJTs measure. The primary purpose of this paper is to evaluate whether the application of cognitive diagnosis models (CDM) to competency-based SJTs can ascertain the underlying competencies measured by the items, and whether these competencies can be estimated precisely. The generalized deterministic inputs, noisy "and" gate (G-DINA) model was applied to 26 situational judgment items measuring professional competencies based on the great eight model. These items were applied to 485 employees of a Spanish financial company. The fit of the model to the data and the convergent validity between the estimated competencies and personality dimensions were examined. The G-DINA showed a good fit to the data and the estimated competency factors, adapting and coping and interacting and presenting were positively related to emotional stability and extraversion, respectively. This work indicates that CDM can be a useful tool when measuring professional competencies through SJTs. CDM can clarify the competencies being measured and provide precise estimates of these competencies.

Examining the Practice of Critical Reflection for Developing Pre-Service Teachers' Multicultural Competencies: Findings from a Study Abroad Program in Honduras

ERIC Educational Resources Information Center

Sharma, Suniti; Phillion, JoAnn; Malewski, Erik

2011-01-01

In response to a critical need in teacher preparation, study abroad programs aimed at developing multicultural competencies in pre-service teachers have proliferated across the United States. Multicultural competencies constitute the ability to challenge misconceptions that lead to discrimination based on cultural difference, reflect on one's…

Employment Opportunities and Training Needs in Agribusiness. Competencies for Cotton Production in the United States.

ERIC Educational Resources Information Center

Holcomb, John W.; And Others

The competencies necessary for entry and advancement in cotton production were determined by surveying people in the cotton production industry from nine of the ten leading cotton producing states. A preliminary listing of competencies was developed from a review of the literature and from a survey of specialized personnel in soil and crop…

Competence Is for Everyone. Unit 4: Competence in Our Society. Intermediate Level. (Student Text and Teacher's Edition).

ERIC Educational Resources Information Center

Kent, Martha Whalen; And Others

These materials are part of a four-module series, "Competence Is for Everyone," designed to specify and reduce limitations on the learning and use of skills that people experience because of their sex or race. The series identifies three areas that function to maintain inequalities: the process of making judgments or appraisals,…

Statement on Competencies in Languages Other Than English Expected of Entering Freshmen. Phase I--French, German, Spanish.

ERIC Educational Resources Information Center

California State Univ., Sacramento. Academic Senate.

This guide communicates the increasing need in California for young people to develop skills in languages other than English, and to direct attention to assessing these skills in terms of language use competency in realistic situations rather than in terms of courses taken or units earned. The guide recognizes successive stages of competency and…

Influence of a Training Program on Camp Counselors' Perceived Competency When Accounting for Prior Camp Experience

ERIC Educational Resources Information Center

Wahl-Alexander, Zachary; Howell, Steven; Richards, K. Andrew R.

2017-01-01

The purpose of this study was to evaluate summer camp counselors' perceived competency prior to and after an 8-day training at an independent for-profit overnight camp. The participants in this study were 101 camp counselors who were employed at an overnight summer camp in the northeastern United States. Counselors' perceived competency was…

Assessing cultural competence at a local hospital system in the United States.

PubMed

Polacek, Georgia N L J; Martinez, Rubén

2009-01-01

Cultural competence in health care has come to the forefront with the changing demographics in the United States. Standards have been created by the Office of Minority Health for culturally appropriate health care. This article presents the findings of one hospital system's cultural competency assessment. Employee surveys and patient and physician focus groups were conducted to gain insight into cultural differences and challenges encountered in this system. Statistically significant effects of ethnicity and gender on language skills and awareness, as well as differences in awareness and knowledge by the respondent's employment position, were found. Patient concerns included access to care and respect from staff. The need for cross-cultural education and training for all health care delivery personnel was reinforced. Cultural competency will not be achieved if education, attention to diversity, trained interpreters, and the understanding that social factors have a profound influence on health and health outcomes are not considered.

Factors Related to Competency Test Performance for High School Learning Disabled Students.

ERIC Educational Resources Information Center

Hall, Julia; And Others

1985-01-01

This study explored some factors associated with learning disabled high school students who passed the North Carolina Minimum Competency Test on the second administration. Factors examined include reading score on the first competency test, intelligence quotient, locus of control, mother's education, teacher support, student/teacher ratio, and…

Regents Examinations and Competency Tests. School Administrator's Manual, June 1985 Edition.

ERIC Educational Resources Information Center

1985

Intended for use by school administrators, guidance counselors, teachers and proctors, this manual contains general information on the New York State Regents examinations and competency tests, as well as specific regulations and procedures for ordering, administering, and rating these examinations. The competency testing requirements for a local…

English-language competency of self-declared English-speaking Hispanic patients using written tests of health literacy.

PubMed Central

Zun, Leslie S.; Sadoun, Tania; Downey, LaVonne

2006-01-01

INTRODUCTION: Hispanic patients comprise the largest minority population in the United States. The federal government mandates that healthcare providers be able to communicate with those patients who have limited English ability. The primary purpose of this study was to assess the English-language proficiency of self-declared English-speaking Hispanic patients in the emergency department (ED). The secondary purpose was to determine concordance between patients' tested English proficiency and perceived proficiency by nurses and physicians. We hypothesized that many patients who state that they are able to speak English do not in fact possess sufficient ability to communicate in English. METHODS: A convenience study was conducted in an urban level-1 pediatrics and adult trauma center with 45,000 annual visits. Participants included adult patients and parents of pediatric patients, all of which spoke Spanish as their first language. Since there were no verbal tests of English-language ability used in medicine, two written tests were used as surrogates-the Rapid Estimate of Adult Literacy in Medicine (REALM) and the Short Test of Functional Health Literacy in Adults (STOFHLA). Research assistants administered these tests to patients with Hispanic surnames to assess the English comprehension of patients who stated that they spoke English. Score of seventh grade or better on the REALM and > or = 23 on the STOFHLA was considered a level of English competency. Data was entered into SPSS and analyzed for correlations. This study was approved by the institutional review board as exempt. RESULTS: Three-hundred-fifty-four patients with Hispanic names were approached and asked if they spoke English, Spanish or both. One-hundred-five patients, all self-proclaimed English speakers, were enrolled in the study. Patients ranged from 18-89 years of age, with 37.1% (39/105) male and 62.9% (66/105) and female; 49% (50/102) patients had only completed grade school. Sixty-five of 98 (66.3%) of self-proclaimed English speakers scored at or above a seventh grade reading level on the REALM, and 72.0% (67/93) scored in the category of adequate or better on the STOFHLA. There was a significant difference between patients' tested level of English competency and the physicians' and nurses' assessments of the patients' language competency (p=0.002). CONCLUSION: This study demonstrated that a significant number of patients who report English proficiency have an inadequate level of English health literacy and therefore English-language ability. Furthermore, there was a discrepancy between level of English competency found in the study and in the perceived English competency of the patients in the judgment of the physicians and nurses in the ED. This study demonstrated that that there was significant lack of English-language ability of self-declared Hispanic patients, suggesting that a more liberal use of interpreters may be indicated. PMID:16775913

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

ERIC Educational Resources Information Center

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…

Educating fellows in practice-based learning and improvement and systems-based practice: The value of quality improvement in clinical practice.

PubMed

Carey, William A; Colby, Christopher E

2013-02-01

In 1999, the Accreditation Council for Graduate Medical Education identified 6 general competencies in which all residents must receive training. In the decade since these requirements went into effect, practice-based learning and improvement (PBLI) and systems-based practice (SBP) have proven to be the most challenging competencies to teach and assess. Because PBLI and SBP both are related to quality improvement (QI) principles and processes, we developed a QI-based curriculum to teach these competencies to our fellows. This experiential curriculum engaged our fellows in our neonatal intensive care unit's (NICU's) structured QI process. After identifying specific patient outcomes in need of improvement, our fellows applied validated QI methods to develop evidence-based treatment protocols for our neonatal intensive care unit. These projects led to immediate and meaningful improvements in patient care and also afforded our fellows various means by which to demonstrate their competence in PBLI and SBP. Our use of portfolios enabled us to document our fellows' performance in these competencies quite easily and comprehensively. Given the clinical and educational structures common to most intensive care unit-based training programs, we believe that a QI-based curriculum such as ours could be adapted by others to teach and assess PBLI and SBP. Copyright © 2013 Elsevier Inc. All rights reserved.

Increasing Testing Efficiency through the Development of an IT-Based Adaptive Testing Tool for Competency Measurement

ERIC Educational Resources Information Center

Kleinhans, Janne; Schumann, Matthias

2015-01-01

Purpose: This paper investigates the potential of computerized adaptive testing for CMs to reduce test time. In the context of education and training, competency measurement (CM) is a central challenge in competency management. For complex CMs, a compromise must be addressed between the time available and the quality of the measurements.…

Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools.

PubMed

Ubaka, Chukwuemeka M; Sansgiry, Sujit S; Ukwe, Chinwe V

2015-09-25

Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs.

Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

PubMed Central

Sansgiry, Sujit S.; Ukwe, Chinwe V.

2015-01-01

Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs. PMID:27168614

Through the Eyes of Nurse Managers in Long-Term Care: Identifying Perceived Competencies and Skills.

PubMed

Dever, Kathleen H

2018-05-01

Nurse managers (NMs) in long-term care supervise health care services for individuals with high acuity levels and numerous comorbidities. There is minimal research identifying NMs' skills and competencies as unit leaders within the long-term care environment. The current mixed-methods study identified NMs' leadership skills and competencies. Nineteen NMs with ≥5 years' long-term care management experience completed the Nurse Manager Inventory Tool and were individually interviewed. They rated their clinical skills at the competent level and their financial/strategic management skills at the novice level. All other skill categories, including leadership reflective practice, diversity, human resource leadership/management, relationship management, performance improvement, and problem solving, were rated at a competent level. Emergent interview qualitative themes included their visibility on the unit, trial and error learning, a sense of "aloneness" due to the absence of other RNs, NM position being a tough job, need for peer support, role modeling, and importance of supporting the resident through their "final journey." [Journal of Gerontological Nursing, 44(5), 32-38.]. Copyright 2018, SLACK Incorporated.

A Competency Model for Process Dynamics and Control and Its Use for Test Construction at University Level

ERIC Educational Resources Information Center

Taskinen, Päivi H.; Steimel, Jochen; Gräfe, Linda; Engell, Sebastian; Frey, Andreas

2015-01-01

This study examined students' competencies in engineering education at the university level. First, we developed a competency model in one specific field of engineering: process dynamics and control. Then, the theoretical model was used as a frame to construct test items to measure students' competencies comprehensively. In the empirical…

Allergy education in otolaryngology residency: a survey of program directors and residents.

PubMed

Bailey, Sarah E; Franzese, Christine; Lin, Sandra Y

2014-02-01

The purpose of this study was to survey program directors of the accredited otolaryngology residency programs and resident attendees of the 2013 American Academy of Otolaryngic Allergy (AAOA) Basic/MOC Course regarding resident education and participation as well as assessment of competency in otolaryngic allergy and immunotherapy. A multiple-choice questionnaire was sent to all accredited otolaryngology residency training programs in the United States as part of resident attendance at the 2013 AAOA CORE Basic/MOC Course. Following this, a similar multiple-choice survey was sent to all resident attendees from the programs that responded positively. Program directors reported that 73% of their academic institutions offer allergy testing and immunotherapy. More PDs than residents indicated that residents participate in allergy practice and perform/interpret skin testing and in vitro testing, and more residents (85%) than program directors (63%) reported inadequate or no allergy training. Program directors and residents equally indicated that residents do not calculate immunotherapy vial formulations or administer immunotherapy injections. The majority of program directors indicated that resident competency in allergy was assessed through direct observation, whereas residents more commonly perceived that no assessment of competency was being performed for any portion of allergy practice. This survey demonstrates a discrepancy between program directors and residents regarding resident involvement and adequacy of training in the allergy practice. Although the majority of otolaryngology residencies report offering otolaryngic allergy services and education, the vast majority of residents report inadequate allergy training and less participation in an allergy practice compared to the majority of program directors. © 2013 ARS-AAOA, LLC.

Concerning National Competency Examinations in Education.

ERIC Educational Resources Information Center

Shoemaker, David M.

1979-01-01

Several aspects of national competency tests are discussed: two conceptualizations; arguments pro and con; the federal perspective; a distillation of support and opposition to arguments judged unique to national competency tests; and a hypothetical procedure for implementation. (MH)

Educational Policies for Integrating College Competencies and Workforce Needs: Cases from Brazil, Mongolia, Ukraine, and the United States. Issue Brief

ERIC Educational Resources Information Center

Bastedo, Michael; Batkhuyag, Batjargal; Prates, Eufrasio; Prytula, Yaroslav

2009-01-01

In the past decade, the role of higher education in workforce development has emerged as a key issue around the world. Leading authorities inside and outside of government have begun questioning whether colleges and universities are preparing graduates with the competencies and skills necessary to compete in a dynamic global economy. As part of a…

Teacher's Guide for Home Economics Curriculum Competency Based Modules for Integrating Basic Skills in Reading, Writing, and Mathematics.

ERIC Educational Resources Information Center

Crabtree, Myrna P.; Maltby, Carolyn T.

This teacher's guide is designed to encourage home economics teachers to plan and implement units of study that will facilitate student competency development in home economics content areas as well as in basic skills. It is intended to assist teachers in the effective use of "Home Economics Curriculum Competency Based Modules in Reading,…

Pedagogical Media Competencies of Preservice Teachers in Germany and the United States: A Comparative Analysis of Theory and Practice

ERIC Educational Resources Information Center

Tiede, Jennifer; Grafe, Silke; Hobbs, Renee

2015-01-01

Teachers need knowledge and skills to make effective use of the growing variety of media and technology texts and tools available for use in elementary and secondary education. For this reason, pedagogical media competencies are highly relevant for teachers' professional development. The theory of media pedagogical competencies is first defined…

What Makes Me Screen for HIV? Perceived Barriers and Facilitators to Conducting Recommended Routine HIV Testing among Primary care Physicians in the Southeastern United States

PubMed Central

White, Becky L.; Walsh, Joan; Rayasam, Swati; Pathman, Donald E.; Adimora, Adaora A.; Golin, Carol E.

2015-01-01

The Centers for Disease Control and Prevention have recommended routinely testing patients (aged 13–64) for HIV since 2006. However, many physicians do not routinely test. From January 2011- March 2012, we conducted 18 in-depth individual interviews and explored primary care physicians’ perceptions of barriers and facilitators to implementing routine HIV testing in North Carolina. Physicians’ comments were categorized thematically and fell into five groups: policy, community, practice, physician and patient. Lack of universal reimbursement was identified as the major policy barrier. Participants believed endorsement from the United States Preventive Services Tasks Force would facilitate adoption of routine HIV testing policies. Physicians reported HIV/AIDS stigma, socially conservative communities, lack of confidentiality, and rural geography as community barriers. Physicians believed public HIV testing campaigns would legitimize testing and decrease stigma in communities. Physicians cited time constraints and competing clinical priorities as physician barriers that could be overcome by delegating testing to nursing staff. HIV test refusal, low HIV risk perception, and stigma emerged as patient barriers. Physicians recommended adoption of routine HIV testing for all patients to facilitate and destigmatize testing. Physicians continue to experience a variety of barriers when implementing routine HIV testing in primary care settings. Our findings support multilevel approaches to enhance physician routine HIV testing in primary care settings. PMID:24643412

Cultural competence in end-of-life care: terms, definitions, and conceptual models from the British literature.

PubMed

Evans, Natalie; Meñaca, Arantza; Koffman, Jonathan; Harding, Richard; Higginson, Irene J; Pool, Robert; Gysels, Marjolein

2012-07-01

Cultural competency is increasingly recommended in policy and practice to improve end-of-life (EoL) care for minority ethnic groups in multicultural societies. It is imperative to critically analyze this approach to understand its underlying concepts. Our aim was to appraise cultural competency approaches described in the British literature on EoL care and minority ethnic groups. This is a critical review. Articles on cultural competency were identified from a systematic review of the literature on minority ethnic groups and EoL care in the United Kingdom. Terms, definitions, and conceptual models of cultural competency approaches were identified and situated according to purpose, components, and origin. Content analysis of definitions and models was carried out to identify key components. One-hundred thirteen articles on minority ethnic groups and EoL care in the United Kingdom were identified. Over half (n=60) contained a term, definition, or model for cultural competency. In all, 17 terms, 17 definitions, and 8 models were identified. The most frequently used term was "culturally sensitive," though "cultural competence" was defined more often. Definitions contained one or more of the components: "cognitive," "implementation," or "outcome." Models were categorized for teaching or use in patient assessment. Approaches were predominantly of American origin. The variety of terms, definitions, and models underpinning cultural competency approaches demonstrates a lack of conceptual clarity, and potentially complicates implementation. Further research is needed to compare the use of cultural competency approaches in diverse cultures and settings, and to assess the impact of such approaches on patient outcomes.

Constructing a Criterion Reference Test to Measure the Research and Statistical Competencies of Graduate Students at the Jordanian Governmental Universities

ERIC Educational Resources Information Center

Al-Habashneh, Maher Hussein; Najjar, Nabil Juma

2017-01-01

This study aimed at constructing a criterion-reference test to measure the research and statistical competencies of graduate students at the Jordanian governmental universities, the test has to be in its first form of (50) multiple choice items, then the test was introduced to (5) arbitrators with competence in measurement and evaluation to…

Parents' perceptions of staff competency in a neonatal intensive care unit.

PubMed

Cescutti-Butler, Luisa; Galvin, Kathleen

2003-09-01

* The aim of this study was to explore and describe parents' perceptions of staff competency in a neonatal intensive care unit (NICU). The study set out to use a grounded theory approach that was modified because of a number of constraints. Eight parents whose babies met a number of inclusion criteria were interviewed using focused conversational interviews. They were then transcribed and thematically analysed. The research approach was modified as the study developed because of practical and ethical access reasons: the sampling strategy and lack of opportunity to exploit fully the constant comparative method. * Four key themes which conceptualize competency as caring emerged from the data: parents are facilitated to integrate into the unit and do not feel a burden; parents feel in control whilst in the unit; parents have a choice to opt out from observing tasks and procedures on their baby; parents and the interprofessional team communicate well and provide appropriate information. These are discussed in the context of available literature. * In conclusion, the results of the study serve to highlight how parents' perceptions of competence in a professional are not based solely on skills and tasks but on many caring behaviours. The grounded theory approach has generated a number of areas for exploration, in particular, ideas about the conceptual basis of caring in an NICU context and its links to competence. The caring behaviours involve learning to share responsibility with families. The findings suggest that when there is 'a handing over' of control to parents and a greater emphasis on parent support, they feel less like 'guests'. These ideas are supported by the available literature. A number of methodological issues are raised.

Utilizing the Intercultural Development Inventory® to develop intercultural competence.

PubMed

Kruse, Julie A; Didion, Judy; Perzynski, Kathy

2014-01-01

Health care professional education programs in the United States have been charged to devise strategies to increase the racial and ethnic diversity of the workforce (Health Resources and Services Administration, Nursing Workforce Diversity (NWD) http://bhpr.hrsa.gov/nursing/grants/nwd.html, 2014). The purpose of this charge is to develop a healthcare workforce that can better provide culturally relevant care to meet the needs of diverse communities. The purpose of this study was to assess the cultural competency of students, faculty, and staff from a small Midwest-university college of nursing. This study was part of a larger interventional study to enhance the cultural development of the College of Nursing faculty, staff, and students. The sample for this study included 314 participants (students, faculty, and staff) in phase one of the parent study. Phase one included the initial administration of the Intercultural Development Inventory (IDI®) over a two year period with analysis of the pre-test results. Phase two includes the implementation of cultural development interventions with a post-test IDI® survey and is currently in process. IDI® aggregate results were similar for students and faculty/staff in that most participants scored at the Minimization level according to the IDI®. Ninety-eight percent of student participants overestimated their level of cultural competency. Minority students had higher cultural competency scores in terms of developmental orientation (M = 98.85, SD = 14.21) compared to non-minority students (M = 94.46, SD = 14.96). Overall, the IDI® was a valuable self-reflection tool to assess cultural development. At the individual level, it has allowed for self-reflection and awareness to the reality of cultural development, attitudes, and values. At an institutional level, the aggregate results provided a framework for the examination of department policies, procedures, and curriculum design with the ultimate goal of graduating a more culturally competent nursing workforce to serve the greater community.

Development of a Digital-Based Instrument to Assess Perceived Motor Competence in Children: Face Validity, Test-Retest Reliability, and Internal Consistency

PubMed Central

Palmer, Kara K.

2017-01-01

Assessing children’s perceptions of their movement abilities (i.e., perceived competence) is traditionally done using picture scales—Pictorial Scale of Perceived Competence and Acceptance for Young Children or Pictorial Scale of Perceived Movement Skill Competence. Pictures fail to capture the temporal components of movement. To address this limitation, we created a digital-based instrument to assess perceived motor competence: the Digital Scale of Perceived Motor Competence. The purpose of this study was to determine the validity, reliability, and internal consistency of the Digital-based Scale of Perceived Motor Skill Competence. The Digital-based Scale of Perceived Motor Skill Competence is based on the twelve fundamental motor skills from the Test of Gross Motor Development-2nd Edition with a similar layout and item structure as the Pictorial Scale of Perceived Movement Skill Competence. Face Validity of the instrument was examined in Phase I (n = 56; Mage = 8.6 ± 0.7 years, 26 girls). Test-retest reliability and internal consistency were assessed in Phase II (n = 54, Mage = 8.7 years ± 0.5 years, 26 girls). Intra-class correlations (ICC) and Cronbach’s alpha were conducted to determine test-retest reliability and internal consistency for all twelve skills along with locomotor and object control subscales. The Digital Scale of Perceived Motor Competence demonstrates excellent test-retest reliability (ICC = 0.83, total; ICC = 0.77, locomotor; ICC = 0.79, object control) and acceptable/good internal consistency (α = 0.62, total; α = 0.57, locomotor; α = 0.49, object control). Findings provide evidence of the reliability of the three level digital-based instrument of perceived motor competence for older children. PMID:29910408

The Perceived Importance of Role-Specific Competencies for Health Care Leaders Establishes the Need to Expand Role Theory.

PubMed

Babinski, Paul J

2016-01-01

This cross-sectional quantitative study was undertaken to determine the extent to which individuals who have differing health care leadership roles perceived the importance of selected leadership competencies in their specific roles based on their experience. A total of 313 participants responded to the health care questionnaire. Principal component analysis identified factor structure and Cronbach α at .96 supported the reliability of the factor analysis. Multivariate analysis of variance tested the 4 health care leadership roles to determine if an effect was present among the competencies. A subsequent analysis of variance test was conducted on the competencies to confirm an effect was present, and a Games-Howell post hoc test followed. These tests indicated that there was a significant difference in rating the perceived importance of specific leadership competencies by the health care leaders in each competency domain. The participants included in this study consisted of the chief executive officer (CEO), director of nursing (DON), operating room director (ORD), and director of radiology (DOR). Based on the Games-Howell post hoc test, a commonality existed between the leaders. The CEOs and DONs often indicated no significant difference in competency perception to one another in relation to the dependent variables, yet indicated a significant difference in competency perception when compared with the ORDs and DORs. Similarly, the ORD and DOR variables often indicated no significant difference in competency perception to one another in relation to the dependent variables, yet indicated a significant difference in competency perception compared with the CEO and DON variables. This study positively indicated that health care leadership's perception of competencies does differ between the various leadership roles.

Competencies required for occupational health nurses

PubMed Central

Kono, Keiko; Goto, Yuki; Hatanaka, Junko; Yoshikawa, Etsuko

2017-01-01

Objectives: For occupational health (OH) nurses to perform activities effectively, not only skills and knowledge but also competencies proposed by Dr. McClelland are indispensable. This study aimed to identify competencies required for OH nurses and to show their structure diagram. Methods: Qualitative descriptive research was conducted from October 2010 to August 2011. Eight high-performing OH nurses participated, and data were collected from semi-structured interviews held for each nurse. Data were qualitatively and inductively analyzed using the KJ method. Results: Seven competencies were identified: "self-growth competency," "OH nursing essence perpetuation competency," "strategic planning and duty fulfillment competency," "coordination competency," "client growth support competency," "team empowerment competency," and "creative competency." A structure diagram of the seven competencies was clarified. As the definitions of the competencies were different, the findings of competencies for OH nursing in the United States of America (USA) could not simply be compared with the findings of our study; however, all seven competencies were compatible with those in AAOHN model 1 and AAOHN model 2 in the USA. Conclusion: Our seven competencies are essential for OH nurses to perform activities that meet the expectations of employees and the employer. PMID:28993570

West Nile Virus Infection of Birds, Mexico

PubMed Central

Guerrero-Sánchez, Sergio; Cuevas-Romero, Sandra; Nemeth, Nicole M.; Trujillo-Olivera, María Teresa Jesús; Worwa, Gabriella; Dupuis, Alan; Brault, Aaron C.; Kramer, Laura D.; Komar, Nicholas

2011-01-01

West Nile virus (WNV) has caused disease in humans, equids, and birds at lower frequency in Mexico than in the United States. We hypothesized that the seemingly reduced virulence in Mexico was caused by attenuation of the Tabasco strain from southeastern Mexico, resulting in lower viremia than that caused by the Tecate strain from the more northern location of Baja California. During 2006–2008, we tested this hypothesis in candidate avian amplifying hosts: domestic chickens, rock pigeons, house sparrows, great-tailed grackles, and clay-colored thrushes. Only great-tailed grackles and house sparrows were competent amplifying hosts for both strains, and deaths occurred in each species. Tecate strain viremia levels were higher for thrushes. Both strains produced low-level viremia in pigeons and chickens. Our results suggest that certain avian hosts within Mexico are competent for efficient amplification of both northern and southern WNV strains and that both strains likely contribute to bird deaths. PMID:22172633

West Nile virus infection of birds, Mexico.

PubMed

Guerrero-Sánchez, Sergio; Cuevas-Romero, Sandra; Nemeth, Nicole M; Trujillo-Olivera, María Teresa Jesús; Worwa, Gabriella; Dupuis, Alan; Brault, Aaron C; Kramer, Laura D; Komar, Nicholas; Estrada-Franco, José Guillermo

2011-12-01

West Nile virus (WNV) has caused disease in humans, equids, and birds at lower frequency in Mexico than in the United States. We hypothesized that the seemingly reduced virulence in Mexico was caused by attenuation of the Tabasco strain from southeastern Mexico, resulting in lower viremia than that caused by the Tecate strain from the more northern location of Baja California. During 2006-2008, we tested this hypothesis in candidate avian amplifying hosts: domestic chickens, rock pigeons, house sparrows, great-tailed grackles, and clay-colored thrushes. Only great-tailed grackles and house sparrows were competent amplifying hosts for both strains, and deaths occurred in each species. Tecate strain viremia levels were higher for thrushes. Both strains produced low-level viremia in pigeons and chickens. Our results suggest that certain avian hosts within Mexico are competent for efficient amplification of both northern and southern WNV strains and that both strains likely contribute to bird deaths.

Manual for Administrators and Teachers. New York State Preliminary Competency Test on Reading: Form C.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

The Regents Competency Program has two basic purposes: (1) to assure the early identification of students who need help in developing reading, writing, and mathematics skills and (2) to assure that students have acquired adequate competency in these skills before receiving a high school diploma. The New York State Preliminary Competency Test in…

Of Minima and Maxima: The Social Significance of Minimal Competency Testing and the Search for Educational Excellence.

ERIC Educational Resources Information Center

Ericson, David P.

1984-01-01

Explores the many meanings of the minimal competency testing movement and the more recent mobilization for educational excellence in the schools. Argues that increasing the value of the diploma by setting performance standards on minimal competency tests and by elevating academic graduation standards may strongly conflict with policies encouraging…

Comparisons and contrasts in the practice of nuclear cardiology in the United States and Japan.

PubMed

DePuey, E Gordon

2016-12-01

There are interesting differences between the practice of Nuclear Cardiology in Japan and that in the United States and associated unique challenges. Differences in patient body habitus and the perceived importance of limiting patient radiation dose have resulted in different radiopharmaceutical and imaging protocol preferences. Governmental approval and reimbursement policies for various radiopharmaceuticals have promulgated adoption of different clinical applications. Both countries have experienced a significant decline in the number of nuclear cardiology studies performed, in part due to decreased governmental funding and reimbursement and to the emergence of competing modalities. Whereas precertification and test substitution have impacted negatively on the sustainability and growth of nuclear cardiology in the United States, in Japan those deterrents have not yet been encountered. Instead, communication barriers between nuclear medicine physicians and referring cardiologists are cited as a more significant barrier.

A test for mental capacity to request assisted suicide.

PubMed

Stewart, Cameron; Peisah, Carmelle; Draper, Brian

2011-01-01

The mental competence of people requesting aid-in-dying is a key issue for the how the law responds to cases of assisted suicide. A number of cases from around the common law world have highlighted the importance of competence in determining whether assistants should be prosecuted, and what they will be prosecuted for. Nevertheless, the law remains uncertain about how competence should be tested in these cases. This article proposes a test of competence that is based on the existing common law but which is tailored to cases of assisted suicide. The test will help doctors, other health professionals and lawyers determine whether the suicidal person was able to competently request assistance. Such knowledge will help to reduce some of the current uncertainty about criminal liability in cases of assisted suicide.

Examining the Role of Structural Diversity in Intercultural Competence

ERIC Educational Resources Information Center

Peifer, Janelle S.; Chambers, Karen L.; Lee, Elaine Meyer

2017-01-01

Higher Education Institutions (HEIs) across the United States have identified intercultural competence as a priority for students in the modern, globalized economy. Increasingly, institutions utilize an intersectional approach to understand how individuals from different backgrounds engage with global learning and international educational…

Use of Multi-Disciplinary Projects To Develop Competence.

ERIC Educational Resources Information Center

Trotman-Dickenson, Danusia

1992-01-01

Undergraduate technology and business students at the Polytechnic of Wales (United Kingdom) participated in multi-disciplinary team projects to experience real life business challenges and develop competences that employers expect in professionals. Lists characteristics of successful multi-disciplinary projects, discusses cost and industry…

Measures of Cultural Competence in Nurses: An Integrative Review

PubMed Central

2013-01-01

Background. There is limited literature available identifying and describing the instruments that measure cultural competence in nursing students and nursing professionals. Design. An integrative review was undertaken to identify the characteristics common to these instruments, examine their psychometric properties, and identify the concepts these instruments are designed to measure. Method. There were eleven instruments identified that measure cultural competence in nursing. Of these eleven instruments, four had been thoroughly tested in either initial development or in subsequent testing, with developers providing extensive details of the testing. Results. The current literature identifies that the instruments to assess cultural competence in nurses and nursing students are self-administered and based on individuals' perceptions. The instruments are commonly utilized to test the effectiveness of educational programs designed to increase cultural competence. Conclusions. The reviewed instruments measure nurses' self-perceptions or self-reported level of cultural competence but offer no objective measure of culturally competent care from a patient's perspective which can be problematic. Comparison of instruments reveals that they are based on a variety of conceptual frameworks and that multiple factors should be considered when deciding which instrument to use. PMID:23818818

Understanding Early Childhood Teachers' Beliefs and Self-Stated Practices about Social Competence Instructional Strategies in the Context of Developmentally Appropriate Practice: A Comparison of Preservice and In-Service Teachers in the United States

ERIC Educational Resources Information Center

Kim, Hae Kyoung; Han, Heejeong Sophia

2015-01-01

The current study is an examination of early childhood preservice and in-service teachers' beliefs and self-stated practices about social competence instructional strategies, developmentally appropriate practices (DAP), and the relationship between the two. Teachers in this study generally believed that the social competence instructional…

Cross-Cultural Competence in Army Leaders: A Conceptual and Empirical Foundation

DTIC Science & Technology

2007-10-01

Kluckhohn and Strodbeck’s dimensions, produced gains in perceived competence on posttest relative to pretest scores, but not cultural interest or...Study Report 2008-01 Cross-Cultural Competence in Army Leaders: A Conceptual and Empirical Foundation Allison Abbe U.S. Army Research Institute Lisa...M. V. Gulick and Jeffrey L. Herman George Mason University Consortium Research Fellows Program United States Army Research Institute for the

Advancing Competencies in Argumentation at Schools using the Example of "Culture-Environment Interaction"

NASA Astrophysics Data System (ADS)

Budke, A.; Schaebitz, F.; Dittrich, S.

2016-12-01

According to the German national education standards communication is one of the six areas in which competencies shall be conveyed in Geography classes. Special significance is given to the training of the competence to solve problems through argumentation. Argumentation has a great significance in the learning process in schools, because here the students' knowledge pools are individually linked and understood. According to modern theories of learning, learning is a constructive process. Linking existing pools of knowledge to new insights is usually triggered by communication and argumentation in the classroom. Furthermore, argumentation helps with the individual's formation of opinion as well as their identification with certain values. Argumentation is one of the central social and cultural techniques to solve conflicts peacefully, to conduct negotiations, and to act in one's own interests. Thus conveying competence in argumentation is to be seen as an interdisciplinary task in education. Recently a hypothetical model of competence in geographical argumentation was proposed, a methodical instrument for measuring competence in geographical argumentation was developed, and by analyzing textbooks it was shown that this topic is only marginally targeted by exercises. The Collaborative Research Center 806 "Our Way to Europe" (www.sfb806.uni-koeln.de), with its cross disciplinary research in the sciences as well as humanities offers an outstanding basis for developing and evaluating teaching material and concepts. The use of these diverse topics, complex systems, and the various research problems as well as findings of the CRC-806 allowed developing study units designed to promote problem solving and argumentation skills in the sciences and humanities. Here we will present the results of this study based on special teaching materials, which was tested and evaluated to support students in formulating scientific problems and promote their argumentation skills.

Assessing Competence in Pediatric Cardiology

ERIC Educational Resources Information Center

Johnson, Apul E.; And Others

1976-01-01

In response to the need to assure physician competence, a rating scale was developed at the University of Minnesota Medical School for use in evaluating clinical competence in pediatric cardiology. It was tested on first- and second-year specialists. Development and testing procedures are described. (JT)

Achievement goals as mediators of the relationship between competence beliefs and test anxiety.

PubMed

Putwain, David W; Symes, Wendy

2012-06-01

Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. To test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations. Self-report data were collected from 275 students in post-compulsory education following courses in A Level Psychology. Competence beliefs were inversely related to the worry and tension components of test anxiety, both directly and indirectly through a performance-avoidance goal orientation. A mastery-avoidance goal orientation offered an indirect route from competence beliefs to worry only. These findings provide partial support for Elliot and Pekrun's (2007) model. Although significant mediating effects were found for mastery-avoidance and performance-avoidance goals, they were small and there may be other mechanisms to account for the relations between competence beliefs and test anxiety. ©2011 The British Psychological Society.

30 CFR 57.22228 - Preshift examination (I-A, I-C, II-A, III, and V-A mines).

Code of Federal Regulations, 2014 CFR

2014-07-01

... the beginning of a shift following an idle shift, a competent person shall test the mine atmosphere... immediately follows another, a competent person shall test the mine atmosphere at each active working face for methane before work is started on that shift. (d) A competent person shall test the mine atmosphere at...

30 CFR 57.22228 - Preshift examination (I-A, I-C, II-A, III, and V-A mines).

Code of Federal Regulations, 2013 CFR

2013-07-01

... the beginning of a shift following an idle shift, a competent person shall test the mine atmosphere... immediately follows another, a competent person shall test the mine atmosphere at each active working face for methane before work is started on that shift. (d) A competent person shall test the mine atmosphere at...

30 CFR 57.22228 - Preshift examination (I-A, I-C, II-A, III, and V-A mines).

Code of Federal Regulations, 2012 CFR

2012-07-01

... the beginning of a shift following an idle shift, a competent person shall test the mine atmosphere... immediately follows another, a competent person shall test the mine atmosphere at each active working face for methane before work is started on that shift. (d) A competent person shall test the mine atmosphere at...

Metacognitive Ability Relationship with Test Result of Senior High School of Biology Teacher Competence in Sijunjung District

NASA Astrophysics Data System (ADS)

Ardi, A.; Fadilah, M.; Ichsani, W.

2018-04-01

This research aimed to reveal how the relationship between metacognitive ability and the test result of biology teacher competence in Sijunjung District. The population of this descriptive research were all high school biology teachers in Sijunjung District, and sample is all teachers who are members of the population, which is 23 biology teachers. The instrument used in this research are a questionnaire of research on teacher's metacognitive ability and document about teacher competence test result. The questionnaire was validated first by two lecturers of biology and one lecturer of English. Data analysis using Pearson Product Moment's. Based on the results of research and discussion that have been described, it can generally be concluded that there is a low relationship between metacognitive ability with competence test results of high school biology teachers in Sijunjung District. Partially, the relationship of metacognitive ability with the test result of professional competence of biology teacher showed significant result, with correlation coefficient 0,46 and t table 1,72 while titung 2,37. The contribution of metacognitive ability to the competence test result of the teacher is 21.6%, while the other 78.4% have not been revealed in this research.

Increase in Testing Efficiency through the Development of an IT-Based Adaptive Testing Tool for Competency Measurement Applied to a Health Worker Training Test Case

ERIC Educational Resources Information Center

Kleinhans, Janne; Schumann, Matthias

2015-01-01

In the context of education and training, competency measurement (CM) is a central challenge in competency management. For complex CMs, a compromise must be addressed between the time available and the number of dimensions to be measured or the quality of the measurements. Increasing the efficiency of existing tests for CMs therefore poses a key…

CAN WE COMPETE?--The Implications of the Proposed Revised New Jersey Statewide Testing Program for Vocational Students.

ERIC Educational Resources Information Center

Merkel-Keller, Claudia

The State of New Jersey has proposed moving its competency test of basic skills from the 9th to the 11th grade, in order to allow for more content learning, more maturity, and more test-taking skills on the part of students. Since vocational students are more likely than other students to score low on the basic skills competency test, having the…

Agricultural/Industrial Mechanical Technician. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for agricultural/industrial mechanical technician occupations. The list contains units (with and without subunits),…

Four New Course Competencies for Majors.

ERIC Educational Resources Information Center

Van Leuven, Jim

1999-01-01

Notes changes in the past decade in the field of public relations. Proposes four new required core competencies for all undergraduate public-relations majors in programs housed in journalism/mass-communication units. Articulates these regarding appropriate outcomes, pedagogies, and assessment methods. Notes special considerations for small,…

ICT Competency Standards for Teachers: Competency Standards Modules

ERIC Educational Resources Information Center

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…

Building nursing intellectual capital for safe use of information technology: a before-after study to test an evidence-based peer coach intervention.

PubMed

Poe, Stephanie S; Abbott, Patricia; Pronovost, Peter

2011-01-01

Use of peer coaches may be effective in building and maintaining competencies bedside nurses need to safely use electronic health records (EHRs). A nonexperimental design with before-after measures was used to evaluate the effectiveness of peer coaches in increasing learner satisfaction and confidence in EHR use on 9 units at an academic medical center. Survey findings suggested that nurses experienced higher than expected satisfaction with training and increased self-confidence in the EHR use following program implementation.

Coping and parental role competence of mothers of preterm infant.

PubMed

Perricone, G; Morales, M R; De Luca, F; Carollo, A; Maniscalco, F; Caldas Luzeiro, J; Polizzi, C

2014-06-01

The study was aimed at obtaining knowledge about mothers' experiences of preterm birth. The objective of the study is to explore coping strategies and self- perceived parental competence, in mothers of infant born moderately and severely preterm and admitted to the Neonatal Intensive Care Unit (NICU). The study involved a group of 16 mothers of moderately preterm children (weeks' gestational age: mean=34, SD=2 and birth weight: mean=2000 g, SD=200 g) and a group of 14 mothers of severely preterm children (weeks' gestational age: mean=29, SD=2 and birth weight: mean=1700 g, SD=350 g). The following instruments were used with mothers to investigate focus areas of research: Coping Orientation to the Problems Experienced-New Italian Version (COPE-NVI), to analyse coping strategies of mothers, and a Q-sort, a self report on maternal competence. Data did not show statistically significant differences between the two groups of mothers, both in regard to considered coping strategies (social support, avoidance, problem focused orientation, transcendent orientation, positive aptitude), and the indicators of maternal self-perceived competence (coping, scaffolding, caregiving) (Mann-Whitney U test(n1=16 and n2=14)>0.05). This study, highlighting the lack of differences between the two groups of mothers involved, seems to point out that, beyond the levels of prematurity, the condition of preterm birth itself is precisely the main stressor factor for mothers.

Biomedical laboratory science education: standardising teaching content in resource-limited countries.

PubMed

Arneson, Wendy; Robinson, Cathy; Nyary, Bryan

2013-01-01

There is a worldwide shortage of qualified laboratory personnel to provide adequate testing for the detection and monitoring of diseases. In an effort to increase laboratory capacity in developing countries, new skills have been introduced into laboratory services. Curriculum revision with a focus on good laboratory practice is an important aspect of supplying entry-level graduates with the competencies needed to meet the current needs. Gaps in application and problem-solving competencies of newly graduated laboratory personnel were discovered in Ethiopia, Tanzania and Kenya. New medical laboratory teaching content was developed in Ethiopia, Tanzania and Kenya using national instructors, tutors, and experts and consulting medical laboratory educators from the United States of America (USA). Workshops were held in Ethiopia to create standardised biomedical laboratory science (BMLS) lessons based on recently-revised course objectives with an emphasis on application of skills. In Tanzania, course-module teaching guides with objectives were developed based on established competency outcomes and tasks. In Kenya, example interactive presentations and lesson plans were developed by the USA medical laboratory educators prior to the workshop to serve as resources and templates for the development of lessons within the country itself. The new teaching materials were implemented and faculty, students and other stakeholders reported successful outcomes. These approaches to updating curricula may be helpful as biomedical laboratory schools in other countries address gaps in the competencies of entry-level graduates.

[Clinical competence evaluation using the Objective Structured Clinical Examination (OSCE) in medical internship at UNAM].

PubMed

Trejo Mejía, Juan Andrés; Martínez González, Adrián; Méndez Ramírez, Ignacio; Morales López, Sara; Ruiz Pérez, Leobardo C; Sánchez Mendiola, Melchor

2014-01-01

The Objective Structured Clinical Examination (OSCE) is a widely used measurement tool to assess clinical competence in the health sciences. There is little published evidence of its use in Mexican medical schools. To assess clinical competence in medical students with an OSCE, before and after the Medical Internship. Prospective cohort study, pre- post-test research design. The assessed population was medical students at UNAM Faculty of Medicine in Mexico in their Internship year. The instrument was an 18-stations OSCE, three stations per academic area of the Internship curriculum. We assessed the clinical competence of 278 students in a pretest OSCE when starting the Internship year, and tested them 10 months later with an equivalent post-test OSCE. The sample of students was 30.4% of the total Internship population. Test reliability with Cronbach's alpha was 0.62 in the pre-test and 0.64 in the post-test. The global mean score in the pretest OSCE was 55.6 ± 6.6 and in the post-test 63.2 ± 5.7 (p < 0.001), with a Cohen's d of 1.2. The clinical competence of medical students measured with an OSCE is higher after the medical internship year. This difference suggests that the internship can influence the development of clinical competence in medical students.

Feasibility of an Assessment Tool for Children's Competence to Consent to Predictive Genetic Testing: a Pilot Study.

PubMed

Hein, Irma M; Troost, Pieter W; Lindeboom, Robert; Christiaans, Imke; Grisso, Thomas; van Goudoever, Johannes B; Lindauer, Ramón J L

2015-12-01

Knowledge on children's capacities to consent to medical treatment is limited. Also, age limits for asking children's consent vary considerably between countries. Decision-making on predictive genetic testing (PGT) is especially complicated, considering the ongoing ethical debate. In order to examine just age limits for alleged competence to consent in children, we evaluated feasibility of a standardized assessment tool, and investigated cutoff ages for children's competence to consent to PGT. We performed a pilot study, including 17 pediatric outpatients between 6 and 18 years at risk for an autosomal dominantly inherited cardiac disease, eligible for predictive genetic testing. The reference standard for competence was established by experts trained in the relevant criteria for competent decision-making. The MacArthur Competence Assessment Tool for Treatment (MacCAT-T) served as index test. Data analysis included raw agreement between competence classifications, difference in mean ages between children judged competent and judged incompetent, and estimation of cutoff ages for judgments of competence. Twelve (71 %) children were considered competent by the reference standard, and 16 (94 %) by the MacCAT-T, with an overall agreement of 76 %. The expert judgments disagreed in most cases, while the MacCAT-T judgments agreed in 65 %. Mean age of children judged incompetent was 9.3 years and of children judged competent 12.1 years (p = .035). With 90 % sensitivity, children younger than 10.0 years were judged incompetent, with 90 % specificity children older than 11.8 years were judged competent. Feasibility of the MacCAT-T in children is confirmed. Initial findings on age cutoffs are indicative for children between the age of 12 and 18 to be judged competent for involvement in the informed consent process. Future research on appropriate age-limits for children's alleged competence to consent is needed.

Ethics, policy, and educational issues in genetic testing.

PubMed

Williams, Janet K; Skirton, Heather; Masny, Agnes

2006-01-01

Analyze ethics, public policy, and education issues that arise in the United States (US) and the United Kingdom (UK) when genomic information acquired as a result of genetic testing is introduced into healthcare services. Priorities in the Ethical, Legal, and Social Issues Research Program include privacy, integration of genetic services into clinical health care, and educational preparation of the nursing workforce. These constructs are used to examine health policies in the US and UK, and professional interactions of individuals and families with healthcare providers. Individual, family, and societal goals may conflict with current healthcare practices and policies when genetic testing is done. Current health policies do not fully address these concerns. Unresolved issues include protection of privacy of individuals while considering genetic information needs of family members, determination of appropriate monitoring of genetic tests, addressing genetic healthcare discrepancies, and assuring appropriate nursing workforce preparation. Introduction of genetic testing into health care requires that providers are knowledgeable regarding ethical, policy, and practice issues in order to minimize risk for harm, protect the rights of individuals and families, and consider societal context in the management of genetic test results. Understanding of these issues is a component of genetic nursing competency that must be addressed at all levels of nursing education.

A theory-based approach to nursing shared governance.

PubMed

Joseph, M Lindell; Bogue, Richard J

2016-01-01

The discipline of nursing uses a general definition of shared governance. The discipline's lack of a specified theory with precepts and propositions contributes to persistent barriers in progress toward building evidence-based knowledge through systematic study. The purposes of this article were to describe the development and elements of a program theory approach for nursing shared governance implementation and to recommend further testing. Five studies using multiple methods are described using a structured framework. The studies led to the use of Lipsey's method of theory development for program implementation to develop a theory for shared governance for nursing. Nine competencies were verified to define nursing practice council effectiveness. Other findings reveal that nurse empowerment results from alignment between the competencies of self- directed work teams and the competencies of organizational leaders. Implementation of GEMS theory based nursing shared governance can advance goals at the individual, unit, department, and organization level. Advancing professional nursing practice requires that nursing concepts are systematically studied and then formalized for implementation. This article describes the development of a theoretical foundation for the systematic study and implementation of nursing shared governance. Crown Copyright © 2016. Published by Elsevier Inc. All rights reserved.

Expanding undergraduate dietetic education through a health promotion internship program.

PubMed

Rye, J A; Weston, C

1987-05-01

The Lifestyle Assistant Program is a health promotion internship offered by the University of Wisconsin-Stevens Point Health Service. Students majoring in health-related disciplines (e.g., dietetics) gain skills in promoting the six dimensions of wellness: social, occupational, spiritual, physical, intellectual, and emotional. Thirteen competencies provide the basis for training Lifestyle Assistants, who develop, market, present, and evaluate wellness sessions for the university and residential communities. Assistants earn academic credit or a wage. Of particular benefit to assistants majoring in dietetics are studying and operating a self-testing physical assessment unit, which approximates body composition, cardiovascular endurance, muscular strength, and flexibility; using a health hazard appraisal; assisting the University's Nutrition Task Force with its education campaign in the campus cafeterias; and presenting programs on popular nutrition topics (e.g., the athlete's diet). Program evaluation reveals that 84% of participants in programs conducted by assistants gained information of personal benefit. The Lifestyle Assistant competencies support The American Dietetic Association Plan IV minimum competencies in such areas as communication and education. The Lifestyle Assistant experience is in accordance with The American Dietetic Association's Dietetic Manpower Study recommendations: to provide student learning experiences in wellness programs and fitness settings.

A holistic measurement model of movement competency in children.

PubMed

Rudd, J; Butson, M L; Barnett, L; Farrow, D; Berry, J; Borkoles, E; Polman, R

2016-01-01

Different countries have different methods for assessing movement competence in children; however, it is unclear whether the test batteries that are used measure the same aspects of movement competence. The aim of this paper was to (1) investigate whether the Test of Gross Motor Development (TGMD-2) and Körperkoordinations Test für Kinder (KTK) measure the same aspects of children's movement competence and (2) examine the factorial structure of the TGMD-2 and KTK in a sample of Australian children. A total of 158 children participated (M age = 9.5; SD = 2.2). First, confirmatory factor analysis examined the independent factorial structure of the KTK and TGMD-2. Second, it was investigated whether locomotor, object control and body coordination loaded on the latent variable Movement Competency. Confirmatory factor analysis indicated an adequate fit for both the KTK and TGMD-2. An adequate fit was also achieved for the final model. In this model, locomotor (r = .86), object control (r = .71) and body coordination (r = .52) loaded on movement competence. Findings support our hypothesis that the TGMD-2 and KTK measure discrete aspects of movement competence. Future researchers and practitioners should consider using a wider range of test batteries to assess movement competence.

The South African English Smartphone Digits-in-Noise Hearing Test: Effect of Age, Hearing Loss, and Speaking Competence.

PubMed

Potgieter, Jenni-Marí; Swanepoel, De Wet; Myburgh, Hermanus Carel; Smits, Cas

2017-11-20

This study determined the effect of hearing loss and English-speaking competency on the South African English digits-in-noise hearing test to evaluate its suitability for use across native (N) and non-native (NN) speakers. A prospective cross-sectional cohort study of N and NN English adults with and without sensorineural hearing loss compared pure-tone air conduction thresholds to the speech reception threshold (SRT) recorded with the smartphone digits-in-noise hearing test. A rating scale was used for NN English listeners' self-reported competence in speaking English. This study consisted of 454 adult listeners (164 male, 290 female; range 16 to 90 years), of whom 337 listeners had a best ear four-frequency pure-tone average (4FPTA; 0.5, 1, 2, and 4 kHz) of ≤25 dB HL. A linear regression model identified three predictors of the digits-in-noise SRT, namely, 4FPTA, age, and self-reported English-speaking competence. The NN group with poor self-reported English-speaking competence (≤5/10) performed significantly (p < 0.01) poorer than the N and NN (≥6/10) groups on the digits-in-noise test. Screening characteristics of the test improved with separate cutoff values depending on English-speaking competence for the N and NN groups (≥6/10) and NN group alone (≤5/10). Logistic regression models, which include age in the analysis, showed a further improvement in sensitivity and specificity for both groups (area under the receiver operating characteristic curve, 0.962 and 0.903, respectively). Self-reported English-speaking competence had a significant influence on the SRT obtained with the smartphone digits-in-noise test. A logistic regression approach considering SRT, self-reported English-speaking competence, and age as predictors of best ear 4FPTA >25 dB HL showed that the test can be used as an accurate hearing screening tool for N and NN English speakers. The smartphone digits-in-noise test, therefore, allows testing in a multilingual population familiar with English digits using dynamic cutoff values that can be chosen according to self-reported English-speaking competence and age.

Changing organizational structure and organizational memory in primary care practices: a qualitative interview study.

PubMed

Alyahya, Mohammad

2012-02-01

Organizational structure is built through dynamic processes which blend historical force and management decisions, as a part of a broader process of constructing organizational memory (OM). OM is considered to be one of the main competences leading to the organization's success. This study focuses on the impact of the Quality and Outcome Framework (QOF), which is a Pay-for-Performance scheme, on general practitioner (GP) practices in the UK. The study is based on semistructured interviews with four GP practices in the north of England involving 39 informants. The findings show that the way practices assigned different functions into specialized units, divisions or departments shows the degree of specialization in their organizational structures. More specialized unit arrangements, such as an IT division, particular chronic disease clinics or competence-based job distributions enhanced procedural memory development through enabling regular use of knowledge in specific context, which led to competence building. In turn, such competence at particular functions or jobs made it possible for the practices to achieve their goals more efficiently. This study concludes that organizational structure contributed strongly to the enhancement of OM, which in turn led to better organizational competence.

[Formula: see text]Education, training and practice of clinical neuropsychologists in the United States of America.

PubMed

Grote, Christopher L; Butts, Alissa M; Bodin, Doug

2016-11-01

This invited paper is intended to give an overview regarding the education and training pathways for the practice of neuropsychology in the United States. It is also meant to describe the types of activities engaged in by neuropsychologists, a description of their work settings and the amounts/ways in which they are compensated for their work. The authors reviewed the literature and relied on their professional and organizational experiences to collect the necessary data. The United States has well-defined pathways for one to follow to gain the experiences and knowledge necessary to practice clinical neuropsychology in a competent way. Compensation varies widely among workplace settings but overall neuropsychologists appear to be well-paid. Challenges now and in the foreseeable future include a need to develop tests that have better ecological validity and that better reflect the demographics of a changing population, and an increasing need for neuropsychologists to identify key roles as members of integrated care teams. The United States has played an important role in the development of the practice and science of neuropsychology. Its continued success will, at least in part, depend on innovations in test development and application, and further demonstration of its relevance to health care and academic settings.

Technology Readiness of the NEXT Ion Propulsion System

NASA Technical Reports Server (NTRS)

Benson, Scott W.; Patterson, Michael J.

2008-01-01

The NASA's Evolutionary Xenon Thruster (NEXT) ion propulsion system has been in advanced technology development under the NASA In-Space Propulsion Technology project. The highest fidelity hardware planned has now been completed by the government/industry team, including: a flight prototype model (PM) thruster, an engineering model (EM) power processing unit, EM propellant management assemblies, a breadboard gimbal, and control unit simulators. Subsystem and system level technology validation testing is in progress. To achieve the objective Technology Readiness Level 6, environmental testing is being conducted to qualification levels in ground facilities simulating the space environment. Additional tests have been conducted to characterize the performance range and life capability of the NEXT thruster. This paper presents the status and results of technology validation testing accomplished to date, the validated subsystem and system capabilities, and the plans for completion of this phase of NEXT development. The next round of competed planetary science mission announcements of opportunity, and directed mission decisions, are anticipated to occur in 2008 and 2009. Progress to date, and the success of on-going technology validation, indicate that the NEXT ion propulsion system will be a primary candidate for mission consideration in these upcoming opportunities.

The Building Blocks for JWST I and T (Integrations and Test) to Operations - From Simulator to Flight Units

NASA Technical Reports Server (NTRS)

Fatig, Curtis; Ochs, William; Johns, Alan; Seaton, Bonita; Adams, Cynthia; Wasiak, Francis; Jones, Ronald; Jackson, Wallace

2012-01-01

The James Webb Space Telescope (JWST) Project has an extended integration and test (I&T) phase due to long procurement and development times of various components as well as recent launch delays. The JWST Ground Segment and Operations group has developed a roadmap of the various ground and flight elements and their use in the various JWST I&T test programs. The JWST Project s building block approach to the eventual operational systems, while not new, is complex and challenging; a large-scale mission like JWST involves international partners, many vendors across the United States, and competing needs for the same systems. One of the challenges is resource balancing so simulators and flight products for various elements congeal into integrated systems used for I&T and flight operations activities. This building block approach to an incremental buildup provides for early problem identification with simulators and exercises the flight operations systems, products, and interfaces during the JWST I&T test programs. The JWST Project has completed some early I&T with the simulators, engineering models and some components of the operational ground system. The JWST Project is testing the various flight units as they are delivered and will continue to do so for the entire flight and operational system. The JWST Project has already and will continue to reap the value of the building block approach on the road to launch and flight operations.

Heating, Ventilation, Air-conditioning, and Refrigeration. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for heating, ventilation, air conditioning, and refrigeration occupations. The list contains units (with and without…

Managerial Coaches, Are They Ready? The Case of Malaysian Telecommunications Industry

ERIC Educational Resources Information Center

Chong, Chin Wei; Yuen, Yee Yen; Tan, Booi Chen; Zarim, Zainal Abu; Hamid, Norhasniza Abdul

2016-01-01

Purpose: This paper aims to identify the key competencies managerial coaches have and examine the significant competencies that affect coaching effectiveness in the Malaysian telecommunications industry. Design/Methodology/Approach: The unit of analysis was individual managerial coaches who were working in the Malaysian telecommunications…

Clothing and Interiors, Production and Services. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for occupations in clothing, fashion merchandising, and interior design. The list contains units (with and without…

Residential and Light Commercial HVAC. Teacher Edition.

ERIC Educational Resources Information Center

Stephenson, David; Fulkerson, Dan, Ed.

This curriculum guide contains 18 units of instruction for a competency-based course in residential and light commercial heating, ventilating, and air conditioning (HVAC). Introductory materials include a competency profile and an instructional/task analysis that correlates job training with related information for this course. Each instructional…

Food Production, Management and Services. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for food production, management, and service occupations. The list contains units (with and without subunits),…

Competency-Based Preservice Construction Trades Curriculum.

ERIC Educational Resources Information Center

Nelms, Howard F.

Intended for use at Eastern Illinois University in a model curriculum designed to prepare secondary school teachers in the field of residential building, this curriculum guide provides a competency-based preservice construction trades program. The guide is divided into thirteen units as follows: (1) pre-construction planning; (2) structural…

High School Health Science Program.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This curriculum guide contains units of study for high school health science courses in Iowa. The first section is a competency outline for three topics: introduction to health care; nurse aide/orderly; and rehabilitation aide. For each competency, the following information is provided: objectives; suggested learning activities; resources; and…

Validation of the Multidimensional Acculturative Stress Inventory on adolescents of Mexican origin.

PubMed

Rodriguez, Norma; Flores, Thomas; Flores, Ramon T; Myers, Hector F; Vriesema, Christine Calderon

2015-12-01

The Multidimensional Acculturative Stress Inventory (MASI), a 36-item measure that assesses acculturative stress among people of Mexican origin living in the United States, was tested on 331 adolescent (14-20 years of age) high school students (204 female, 127 male) of Mexican origin. Exploratory factor analyses yielded 4 factors: bicultural practices conflict (9 items), Spanish competency pressures (8 items), English competency pressures (8 items), and bicultural self-consciousness (2 items). These factors accounted for 59.5% of the variance and correlated in the expected directions with criterion measures of acculturation and the Psychological General Well-Being Schedule. Bicultural practices conflict and bicultural self-consciousness emerged as the first and fourth factors for adolescents, which differed from the last 2 factors observed in a previous study of adults by Rodriguez, Myers, Mira, Flores, and Garcia-Hernandez (2002)--pressure to acculturate and pressure against acculturation. Comparisons of the MASI factor structures between adolescents and adults also revealed that English competency pressures and Spanish competency pressures played a prominent role for both adolescents in this study and adults in the study by Rodriguez et al. (2002). The congruence and difference in factor structure of the MASI between adolescents and adults indicates that both groups experience acculturative stress because of English- and Spanish-language competency pressures, but adolescents differentially experience difficulties in negotiating between American and Latino practices and identities. The results highlight the importance of assessing acculturative stress from both Latino and American culture and recognizing the varying levels of these sources of acculturative stress by generation. (c) 2015 APA, all rights reserved).

Emotional intelligence levels in baccalaureate-prepared early career registered nurses.

PubMed

Reemts, Glenda S

2015-01-01

The increasing complexity of the healthcare environment calls for increasing emotional intelligence (EI) competence in nurses. This study assessed the EI competence of 164 baccalaureate nursing alumni who graduated during the years 2007-2010 from three Benedictine institutions located in the Midwestern United States to see if there was growth of EI with experience as a registered nurse (RN), and to determine if age, gender, grade point average (GPA), and years of total healthcare work experience prior to graduation predicted EI. Participants completed the web-based Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and a demographic survey. Findings indicated 79.4% of participants were competent or higher on the MSCEIT total EI score. Percentages of nurses scoring in the competent or higher range on each of the four branch scores of perceiving, using, understanding and managing emotions were 80.6%, 72.7%, 84.2%, and 84.9% respectively. There were no significant differences on EI scores between graduates with 1-2 years compared to 3-5 years of experience as a RN. Results of a linear stepwise regression indicated being female was a significant predictor on the MSCEIT total EI score ( P = 0.015) and using emotions branch ( P = 0.047). Findings also indicated GPA ( P < 0.001) and being female ( P = 0.023) were significant predictors of EI on the understanding emotions branch. The findings indicate there is work to be done to improve the EI competence of nursing graduates. Continued research on the topic of EI and nursing is needed to build the knowledge base on how to promote positive patient outcomes.

Information Literacy in Postsecondary Education in the United Kingdom, the United States, Australia, and New Zealand

ERIC Educational Resources Information Center

Folk, Amanda L.

2016-01-01

This comparison seeks to determine if the three documents addressing information literacy skills and competence developed by professional library associations for postsecondary education in four predominantly English-speaking countries--the United Kingdom, the United States, Australia, and New Zealand--have similar or varying conceptions of…

Valuing Assessment in Teacher Education - Multiple-Choice Competency Testing

ERIC Educational Resources Information Center

Martin, Dona L.; Itter, Diane

2014-01-01

When our focus is on assessment educators should work to value the nature of assessment. This paper presents a new approach to multiple-choice competency testing in mathematics education. The instrument discussed here reflects student competence, encourages self-regulatory learning behaviours and links content with current curriculum documents and…

Competency Tests and Graduation Requirements. Second Edition.

ERIC Educational Resources Information Center

Keefe, James W.

Interest in applied performance testing and concern about the quality of the high school diploma are finding a common ground: graduation requirements. A competency is a complex capability applicable in real life situations, and can be used as program objectives in a competency-based, criterion-referenced program. In such a program, applied…

A framework for cultural competence in health care organizations.

PubMed

Castillo, Richard J; Guo, Kristina L

2011-01-01

Increased racial and ethnic diversity in the United States brings challenges and opportunities for health care organizations to provide culturally competent services that effectively meet the needs of diverse populations. The need to provide more culturally competent care is essential to reducing and eliminating health disparities among minorities. By removing barriers to cultural competence and placing a stronger emphasis on culture in health care, health care organizations will be better able to address the unique health care needs of minorities. Organizations should assess cultural differences, gain greater cultural knowledge, and provide cultural competence training to deliver high-quality services. This article develops a framework to guide health care organizations as they focus on establishing culturally competent strategies and implementing best practices aimed to improve quality of care and achieve better outcomes for minority populations.

Organizational cultural competence in community health and social service organizations: how to conduct a self-assessment.

PubMed

Olavarria, Marcela; Beaulac, Julie; Bélanger, Alexandre; Young, Marta; Aubry, Tim

2009-01-01

In an effort to address the significant socio-cultural changes in the population demographics of the United States (US) and Canada, organizations are increasingly seeking ways of improving their level of cultural competence. Evaluating organizational cultural competence is essential to address the needs of ethnic and cultural minorities. Yet, research related to organizational cultural competence is relatively new. The purpose of this paper is to review the extant literature with a specific focus on: (1) identifying the key standards that define culturally competent community health and social service organizations; and (2) outlining the core elements for evaluating cultural competence in a health and social service organization. Furthermore, issues related to choosing self-assessment tools and conducting an evaluation will be explored.

Being Close and Being Social: Peer Ratings of Distinct Aspects of Young Adult Social Competence

PubMed Central

Larson, Justine J.; Whitton, Sarah W.; Hauser, Stuart T.; Allen, Joseph P.

2012-01-01

The present study had three main objectives: (1) to develop and validate scales of young adult social competence in two domains, close relationships and social groups, using peer ratings of California Q-sort (Block, 1974; Kremen & Block, 2002) items; (2) to test the hypothesis that social competence is associated with young adult well-being and ego development; (3) to test the hypothesis that close relationship competence aligns more closely than social group competence with young adult functioning. Psychometric data on peer ratings of social competence are presented. For 133 young adults, peer ratings of social competence were correlated in expected directions with indices of functioning (e.g., self-worth, education, psychological distress, criminal behavior, and ego development). Associations were generally stronger for competence in close relationships than in social groups. PMID:17764391

Moral concerns increase attention and response monitoring during IAT performance: ERP evidence

PubMed Central

Ellemers, Naomi; Derks, Belle; Nieuwenhuis, Sander

2014-01-01

Previous research has revealed that people value morality as a more important person characteristic than competence. In this study, we tested whether people adjust their less explicit behavior more to moral than competence values. Participants performed an Implicit Association Test (IAT) that was either framed as a test of their morality or as a test of their competence. The behavioral results revealed a smaller IAT effect (i.e. a weaker negative implicit bias toward Muslims) in the morality condition than in the competence condition. Moreover, event-related potentials indicated increased social categorization of faces (as indexed by the N1 and P150) and enhanced conflict- and error monitoring (N450 and error-related negativity) in the morality condition compared to the competence condition. These findings indicate that an emphasis on morality can increase attentional and motivational processes that help to improve people’s task performance. PMID:23175679

Impact of Gene Patents and Licensing Practices on Access to Genetic Testing for Long QT Syndrome

PubMed Central

Angrist, Misha; Chandrasekharan, Subhashini; Heaney, Christopher; Cook-Deegan, Robert

2010-01-01

Genetic testing for Long QT syndrome (LQTS) exemplifies patenting and exclusive licensing with different outcomes at different times. Exclusive licensing from the University of Utah changed the business model from sole provider to two US providers of LQTS testing. LQTS is associated with mutations in many genes, ten of which are now tested by two competing firms in the United States, PGxHealth and GeneDx. Until 2009, PGxHealth was sole provider, based largely on exclusive rights to patents from the University of Utah and other academic institutions. University of Utah patents were initially licensed to DNA Sciences, whose patent rights were acquired by Gennaissance, and then by Clinical Data, Inc., which owns PGxHealth. In 2002, DNA Sciences “cleared the market” by sending cease and desist patent enforcement letters to university and reference laboratories offering LQTS genetic testing. There was no test on the market for a one- to two-year period. From 2005-2008, most LQTS-related patents were controlled by Clinical Data, Inc., and its subsidiary PGxHealth. BioReference Laboratories, Inc., secured countervailing exclusive patent rights starting in 2006, also from the University of Utah, and broke the PGxHealth monopoly in early 2009, creating a duopoly for genetic testing in the United States, and expanding the number of genes for which commercial testing is available from five to ten. PMID:20393304

Implications for Minority Groups of the Movement Toward Minimum-Competency Testing. A Symposium presented at the 1979 Annual Meeting of the National Council on Measurement in Education.

ERIC Educational Resources Information Center

ERIC Clearinghouse on Tests, Measurement, and Evaluation, Princeton, NJ.

Proceedings of the symposium on Implications for Minority Groups of the Movement Toward Minimum-Competency Testing (MCT) include the following papers: (1) "Implications of Minimum-Competency Testing for Minority Students" by A. Graham Down, who asserts that MCT offers more hope than any development in public school policy since 1954 for realizing…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Prevocational Exploration Guidance. Competency Based Curriculum.

ERIC Educational Resources Information Center

Harrington, Fred; And Others

This competency-based curriculum for prevocational exploration in West Virginia provides experiences at grades 9 and 10 related to exploring careers and educational programs for those careers. The guidance units are designed to assist the counselor in providing activities that relate to ongoing hands-on activities in prevocational business,…

Comparing Higher Education Practices and Cultural Competences in Kenya and the United States

ERIC Educational Resources Information Center

Musamali, Kennedy; Martin, Barbara N.

2016-01-01

Examined within this paper are effective leadership practices across two cultures. Specifically, this study examined the relationship between cultural competency and effective leadership practices in higher education institutions. A quantitative design was used to investigate and compare effective practices of educational leaders in two distinct…

Optical Electronics. Electronics Module 9. Instructor's Guide.

ERIC Educational Resources Information Center

Franken, Bill

This module is the ninth of 10 modules in the competency-based electronics series. Introductory materials include a listing of competencies addressed in the module, a parts/equipment list, and a cross reference table of instructional materials. Five instructional units cover: fiber optic cable; optical coupler; lasers and masers; optical displays;…

A System Approach to Navy Medical Education and Training. Appendix 40. Competency Curricula for Pharmacy Assistant and Pharmacy Technician.

DTIC Science & Technology

1974-08-31

Procedures and techniques for compounding syrups, collodion, waters, spirits, liniments Use and maintenance of automatic liquid prepacker IIi [ o [ I... liniments , glycerites, elixirs Use and maintenance of automatic liquid prepacker 31 J ] Competency: PHARMACY TECHNICIAN (PHT) Unit II: Compounding

Foreign-Born Therapists: How Acculturation and Supervisors' Multicultural Competence Are Associated with Clinical Self-Efficacy

ERIC Educational Resources Information Center

Kissil, Karni; Davey, Maureen; Davey, Adam

2015-01-01

The authors examined the associations between acculturation, supervisors' multicultural competence, and clinicians' self-efficacy in a sample of 153 immigrant therapists currently practicing in the United States. Participants completed a demographic questionnaire and 3 additional questionnaires that examined their levels of…

Construction Trades Curriculum.

ERIC Educational Resources Information Center

Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

This competency-based curriculum is designed to be a handbook for the construction trades. It includes all competencies a student will acquire in the course of building a complete house. Based on a survey of Alaskan construction employers and employees, the handbook stresses both principles and skills. The 23 units are presented in the sequence…

Leadership Competencies of Community College Senior Student Affairs Officers in the United States

ERIC Educational Resources Information Center

Rodkin, Daniel Michael

2011-01-01

The purpose of this study was to assess community college senior student affairs officers' demographics, educational backgrounds, and leadership development experiences, as related to their mastery of the leadership skills outlined in the American Association of Community Colleges "Competencies for Community College Leaders" (AACC…

Global Competency Education. Research Brief 2013-1

ERIC Educational Resources Information Center

Di Giacomo, F. Tony; Fishbein, Bethany G.; Monthey, Wanda; Pack, Catherine

2013-01-01

Every year in the United States, millions of students graduate with some type of postsecondary credential--certificate, associate, or bachelor's degree--and discover they are not, or are identified as not being, adequately prepared to compete in the increasingly global economy. A recent McKinsey & Company study, Education to Employment,…

Designing Online Interaction to Address Disciplinary Competencies: A Cross-Country Comparison of Faculty Perspectives

ERIC Educational Resources Information Center

Barberà, Elena; Layne, Ludmila; Gunawardena, Charlotte N.

2014-01-01

This study was conducted at colleges in three countries (United States, Venezuela, and Spain) and across three academic disciplines (engineering, education, and business), to examine how experienced faculty define competencies for their discipline, and design instructional interaction for online courses. A qualitative research design employing…

Electromechanical Devices and Controllers. Electronics Module 10. Instructor's Guide.

ERIC Educational Resources Information Center

Carter, Ed

This module is the tenth of 10 modules in the competency-based electronics series. Introductory materials include a listing of competencies addressed in the module, a parts/equipment list, and a cross-reference table of instructional materials. Six instructional units cover: electromechanical control devices; programmable logic controllers (PLC);…

SURVEY OF PERSONNEL POLICIES IN RELATION TO FOREIGN LANGUAGE COMPETENCES.

ERIC Educational Resources Information Center

WELLEMEYER, JOHN F.

THE PRINCIPLE UNITED STATES GOVERNMENT AGENCIES THAT OPERATE IN FIELDS REQUIRING FOREIGN LANGUAGE COMPETENCIES, THE U.S. MILITARY SERVICES AND SOME PRIVATE ORGANIZATIONS, WERE SURVEYED TO DETERMINE THEIR OPERATING POLICIES THAT RELATE TO PERSONNEL WITH FOREIGN LANGUAGE SKILLS. THE AGENCIES THAT HAVE THE GREATEST NEED FOR FOREIGN LANGUAGE SKILLS…

Competency Based Curriculum for Clothing Services and Production Sewing.

ERIC Educational Resources Information Center

Blake, Charlotte

Designed to meet individual needs and learning levels of high school and postsecondary students enrolled in vocational training for occupations in clothing services and production sewing, this competency-based curriculum teaches skills in alterations, dressmaking, and power sewing machine operations. Skills are organized into 13 units: Awareness…

Design Concepts. Teacher Edition. Marketing Education LAPs.

ERIC Educational Resources Information Center

Hawley, Jana

This learning activity packet is designed to help prepare students to acquire a competency: how to use design concepts in preparation for a career in the fashion industry. The unit consists of the competency, four objectives, suggested learning activities, transparency masters, and a pretest/posttest with answer keys. Activities include a…

Textiles. Teacher Edition. Marketing Education LAPs.

ERIC Educational Resources Information Center

Hawley, Jana

This learning activity packet is designed to help students to acquire a competency: how to use knowledge of textile design to gain expertise in preparation for a career in the fashion industry. The unit consists of the competency, four objectives, suggested learning activities, transparency masters, and a pretest/posttest with answer keys.…

Careers in Fashion. Teacher Edition. Marketing Education LAPs.

ERIC Educational Resources Information Center

Hawley, Jana

This learning activity packet is designed to help students to acquire a competency, namely: how to use knowledge of careers in the fashion industry to gain information about their career choices. The unit consists of the competency, three objectives, suggested learning activities, transparency masters, handout materials for activities, and a…

Competencies for Graduate Culinary Management Degree Programs: Stakeholders' Perspectives

ERIC Educational Resources Information Center

George, Annette A.

2009-01-01

Available literature on graduate hospitality education was highly focused on required competencies for hospitality management degree programs but not on culinary management. One possible explanation is that the culinary sector still lags behind in the formation of graduate culinary management programs in the United States. This causal comparative…

Faculty Perceptions of Academic Advising: Importance, Responsibility, and Competence

ERIC Educational Resources Information Center

Johnson-Garcia, Michelle

2010-01-01

Little research has been done on faculty attitudes on their advising experience. The current study examined the attitudes of instructional faculty towards their role, responsibility, and competence levels regarding faculty advising in a small, urban university in the southeast United States. The purpose of this research was to investigate and…

Semiconductor Devices and Applications. Electronics Module 5. Instructor's Guide.

ERIC Educational Resources Information Center

Chappell, John; And Others

This module is the fifth of 10 modules in the competency-based electronics series. Introductory materials include a listing of competencies addressed in the module, a parts/equipment list, and a cross-reference table of instructional materials. Sixteen instructional units cover: semiconductor materials; diodes; diode applications and…

Arizona Business Occupations, Competency-Based Curriculum Guide.

ERIC Educational Resources Information Center

Jalowsky, Toby D.; And Others

This competency-based curriculum guide to business occupations was designed to improve the articulation in business education programs among high schools, between high schools and postsecondary institutions, and between schools and the business community in Arizona. The teaching units are to be used to develop skills in areas identified by…

ACR Electrical Systems. Teacher Edition [and] Student Edition.

ERIC Educational Resources Information Center

Clemons, Mark

This document contains a teacher's guide and student guide for a high school-level competency-based course in air conditioning and refrigeration (ACR) equipment electrical systems. Presented in the teacher's guide are the following: explanation of the instructional units' use; competency profile for recording students' performance of the tasks in…

Career Planning Curriculum for Teen Single Parents.

ERIC Educational Resources Information Center

Norden, Tamara, Ed.

This guide is intended for use in presenting a 90-hour career planning curriculum targeted toward unmarried teenage parents. The guide consists of 19 units that are structured around Wisconsin's 19 developmental guidance competencies. The following competencies are covered: understand one's learning abilities and how to apply them; perform…

Rock Slope Design Criteria

DOT National Transportation Integrated Search

2010-06-01

Based on the stratigraphy and the type of slope stability problems, the flat lying, Paleozoic age, sedimentary : rocks of Ohio were divided into three design units: 1) competent rock design unit consisting of sandstones, limestones, : and siltstones ...

A Shared Focus: Comparing the Australian, Canadian, United Kingdom and United States Pharmacy Learning Outcome Frameworks and the Global Competency Framework.

PubMed

Stupans, Ieva; Atkinson, Jeffrey; Meštrović, Arijana; Nash, Rose; Rouse, Michael J

2016-09-10

This paper presents an analysis of the end of degree expectations, expressed as learning outcomes, for pharmacy graduates from Australia, Canada, United Kingdom and United States. The authors compare the end of degree expectations, through mapping these requirements to the International Pharmaceutical Federation (FIP) Global Competency Framework (GbCF). The anticipated end of degree expectations are similar but also reveal some individual characteristics. Irrespective of degree title, achievement of learning outcomes specified in any one of the four jurisdictions should enable students to become pharmacists who are patient-orientated medicines experts. The mapping provides impetus for cross-border institutional networking to generate a dependable set of assessment tools across national borders developing a common metric for outcome assessment irrespective of different program delivery.

Process for Mapping Global Health Competencies in Undergraduate and Graduate Nursing Curricula.

PubMed

Dawson, Martha; Gakumo, C Ann; Phillips, Jennan; Wilson, Lynda

2016-01-01

Determining the extent to which existing nursing curricula prepare students to address global health issues is a critical step toward ensuring competence to practice in an increasingly globalized world. This article describes the process used by nursing faculty at a public university in the southern United States to assess the extent to which global health competencies for nurses were being addressed across nursing programs. Steps used and lessons learned throughout this process are discussed.

Mapping the nursing competences in neonatology: a qualitative research.

PubMed

Alfieri, Emanuela; Alebbi, Alessia; Bedini, M Giovanna; Boni, Laura; Foà, Chiara

2017-07-18

There are several studies that support the importance of advanced expertise and specialization of the neonatal pediatric nurse. However, proceeding with a analysis of the scientific literature regarding the nursing advanced competence in neonatology, very few studies specify and define these competences. The aim of the study is investigate and analyze skills, tasks and responsibilities of the neonatal pediatric nurse, to map a "neonatal nurse competence profile", offered from the points of view of the Neonatology Units professionals. 32 professionals (nurses, physicians, psychologists, healthcare assistants) operating in the Neonatal Intensive Care Unit of two Italian Hospitals were interviewed. The semi-structured interviews have been performed, transcribed and analyzed following the Levati's model (based on Activity, Expectations and Evaluation system). About the nurses activities, the participants underlined the newborn care, the care of the caregiver and the "bureaucratic" activities. About the system of expectations, the participants marked on specific skills but those are described only comprehensively. About the evaluation system there are different perceptions among the professionals, but the nurses themselves feel that they have to answer for their actions primarily to infants and families, indicating a sense of responsibility towards the patients. On the basis of the interviews a profile of a neonatal nurse competences has been drawn up. This consists of 42 competences that future studies can further specify, integrate and expand.

Individualised training to improve teaching competence of general practitioner trainers: a randomised controlled trial.

PubMed

Schol, Sandrina; Goedhuys, Jo; Notten, Ton; Betz, Wim

2005-10-01

In Flanders an important part of training to become a general practitioner (GP) is undertaken within a general practice. This requires a GP trainer to know how to facilitate learning processes. This paper reports a study focused on the research question: Does short but individualised training of GP trainers contribute to their teaching competence? A total of 47 GP trainers were randomly divided into 2 groups of a pretest/post-test control group design. After a multiple-station teaching assessment test (MSTAT), the experimental group received a short but individualised training to improve teaching competence while the control group were given no specific programme regarding teaching competence. One year later, all participants were invited to sit the post-test. In all, 61 GP trainers participated in the pretest and 51 in the post-test; 44 GP trainers participated in both tests. Despite the large attrition, the internal validity of the experiment was preserved. Beginners gained a median score of 2.04 (on a scale of 0-5) on the first MSTAT. In the post-test, the experimental group (median = 3.12) scored significantly better on the entire test (Mann-Whitney U = 166.5, P < 0.05) compared with the control group (median = 2.84). However, the GP trainers in the control group also appeared to have made progress. General practitioners who start as GP trainers have insufficient teaching competence to guarantee good coaching of students. A personal programme leads to progress in teaching competence; however, it would seem that more time and support are necessary to allow GP trainers to gain full teaching competence. The fact that the control group made progress as well suggests that the test had an important learning effect.

Self-Contained Math Manual. Teacher's Guide.

ERIC Educational Resources Information Center

Grant, Shelia I.

This instructional manual consists of 11 competency-based units for a mathematics course for trade and industrial programs in Texas. Each instructional unit includes the following basic components: unit and specific objectives, notes to the instructor (outline of steps to follow in accomplishing specific objectives), information sheets,…

Agribusiness Management. The Connecticut Vocational Agriculture Curriculum.

ERIC Educational Resources Information Center

EASTCONN Regional Educational Services Center, North Windham, CT.

These materials in agribusiness management for the Connecticut Vocational Agriculture Curriculum were designed for use in the following areas: Animal Science; Plant Science; Agricultural Mechanics; and Natural Resources and Aquaculture. Each unit of this competency-based guide contains title of unit, unit length, grade level, objectives, teacher…

Tests de langues vivantes: tests, tests de savoir, tests de savoir-faire (On Language Testing; Testing, Testing Knowledge, Testing Communicative Competence).

ERIC Educational Resources Information Center

Schwarz, Michel P.M.

1981-01-01

Discusses general principles of language testing, stressing objectivity and reliability as the key terms. However, maintains that it is impossible to obtain a direct measure of linguistic competence and consequently questions the value of standard grading procedures. Instead, proposes an evaluation system based on the achievement of specific…

Criterion-Referenced Test Items for Small Engines.

ERIC Educational Resources Information Center

Herd, Amon

This notebook contains criterion-referenced test items for testing students' knowledge of small engines. The test items are based upon competencies found in the Missouri Small Engine Competency Profile. The test item bank is organized in 18 sections that cover the following duties: shop procedures; tools and equipment; fasteners; servicing fuel…

Positive parenting, family cohesion, and child social competence among immigrant Latino families.

PubMed

Leidy, Melinda S; Guerra, Nancy G; Toro, Rosa I

2010-06-01

The relation between positive parenting, family cohesion, and child social competence was examined among Latino families (predominantly from Mexico) who were recent immigrants to the United States. A mixed method study was conducted, including both pre- and post-test self-reported surveys (9-month interval) and qualitative data from focus groups. A total of 282 parents and 282 children (ages 9-12) participated in the survey study. Results at post-test follow-up indicated that family cohesion predicted improvements in child social problem-solving skills and social self-efficacy, and positive parenting predicted improvements in child social self-efficacy. A total of 12 mothers participated in the focus group study that was designed to explore barriers to positive parenting and family cohesion in this population. Results from focus groups revealed four major themes impacting parenting and family cohesion: (a) acculturation differences between parents and children and the resulting power imbalance; (b) difficulty getting involved in their child's education; (c) loss of extended family; and (d) discrimination against immigrants and legal status. The implications for family support programs for immigrant Latino families and their children are discussed. (c) 2010 APA, all rights reserved.

National Occupational Competency Testing Institute Bulletin of Information for Candidates.

ERIC Educational Resources Information Center

National Occupational Competency Testing Inst., Albany, NY.

This bulletin describes the National Occupational Competency Testing Program, which is designed to give experienced craftsmen objective evidence of their competency in order (1) to obtain academic credit toward a degree, (2) to gain certification as an industrial teacher, or (3) to enroll in an industrial teacher education program. Information is…

The Impact of Peer Mentoring on Pupils' Emotional Literacy Competencies

ERIC Educational Resources Information Center

O'Hara, Donna

2011-01-01

Research suggests that peer mentoring can positively impact on emotional literacy competencies. This study explored the effects of peer mentoring on the emotional literacy competencies of Year 7 peer mentees using a quasi-experimental pre-test and post-test control group design. Results supported the hypothesis that peer mentoring has a positive…

Strategies for Teaching and Testing Communicative Competence in Russian.

ERIC Educational Resources Information Center

Dunatov, Rasio, Ed.

This volume contains six workshop papers, each of which deals with one or more aspects of communicative competence. These papers are primarily reports of certain techniques which have been found successful for teaching and testing the ability to communicate in a foreign language. "Communicative Competence: Safety Tips for Riders on the Latest…

Testing University Learners' Interlanguage Pragmatic Competence in a Chinese EFL Context

ERIC Educational Resources Information Center

Xu, Lan; Wannaruk, Anchalee

2016-01-01

Speech acts are the major concern of interlanguage pragmatists. The present study aimed to 1) examine the reliability and validity of an interlanguage pragmatic (ILP) competence test on speech acts in a Chinese EFL context, and 2) investigate EFL learners' variations of ILP competence by language proficiency. Altogether 390 students participated…

Looking at Minimal Competency Testing: Educator versus Senator.

ERIC Educational Resources Information Center

Glass, Gene V.

1979-01-01

In this article, both the psychology behind minimum competency testing (MCT) and the statistics employed to determine the line between competence and incompetence are attacked. MCT is viewed as a crisis created to discredit teachers and schools and as a means of invasion of public education by state level bureaucrats and politicians. (RLV)

The Development and Test of the Public Speaking Competence Rubric

ERIC Educational Resources Information Center

Schreiber, Lisa M.; Paul, Gregory D.; Shibley, Lisa R.

2012-01-01

In response to the demand for increased accountability within the university classroom, there have been calls for a new generation of rubrics that effectively assess students' competence in several areas, including public speaking. This article describes the development, test, and factor analyses of the Public Speaking Competence Rubric (PSCR), an…

Competence to make treatment decisions in anorexia nervosa: thinking processes and values

PubMed Central

Tan, Dr. Jacinta O. A.; Hope, Professor Tony; Stewart, Dr. Anne; Fitzpatrick, Professor Raymond

2005-01-01

This paper explores the ethical and conceptual implications of the findings from an empirical study of decision-making capacity in anorexia nervosa. In the study, ten female patients aged 13 to 21 years with a diagnosis of anorexia nervosa, and eight sets of parents, took part in semi-structured interviews. The purpose of the interviews was to identify aspects of thinking that might be relevant to the issue of competence to refuse treatment. All the patient participants were also tested using the MacCAT-T test of competence. This is a formalised, structured interviewer-administered test of competence, which is a widely accepted clinical tool for determining capacity. The young women also completed five brief self-administered questionnaires to assess their levels of psychopathology. The issues identified from the interviews are described under two headings: difficulties with thought processing, and changes in values. The results suggest that competence to refuse treatment may be compromised in people with anorexia nervosa in ways that are not captured by traditional legal approaches or current standardised tests of competence. PMID:18066393

Ethics education in family medicine training in the United States: a national survey.

PubMed

Manson, Helen M; Satin, David; Nelson, Valerie; Vadiveloo, Thenmalar

2014-01-01

Although professional organizations endorse ethics education in family medicine training, there is little published evidence that ethics teaching occurs. This survey collated data on the aims, content, pedagogical methods, assessment, and barriers relating to formal ethics education in family medicine residency programs in the United States. A questionnaire surveyed all 445 family medicine residency programs in the United States. Forty percent of programs responded (178/445). Of these, 95% formally teach at least one ethics topic, 68.2% teach six or more topics, and 7.1% teach all 13 core topics specified in the questionnaire. Programs show variation, providing between zero to 100 hours' ethics education over the 3 years of residency training. Of the responding programs, 3.5% specify well-defined aims for ethics teaching, 25.9% designate overall responsibility for the ethics curriculum to one individual, and 33.5% formally assess ethics competencies. The most frequent barriers to ethics education are finding time in residents' schedules (59.4%) and educator expertise (21.8%). Considerable variation in ethics education is apparent in both curricular content and delivery among family medicine residency programs in the United States. Additional findings included a lack of specification of explicit curricular aims for ethics teaching allied to ACGME or AAFP competencies, a tendency not to designate one faculty member with lead responsibility for ethics teaching in the residency program, and a lack of formal assessment of ethics competencies. This has occurred in the context of an absence of robust assessment of ethics competencies at board certification level.

Evaluating everyday competence in older adult couples: epidemiological considerations.

PubMed

Dixon, Roger A

2011-01-01

Among older adults, everyday competence is often expressed in the context of other participating individuals. Although this active human context may be occasionally comprised of mere acquaintances, long-term partners (such as couples) often act as a unit in engaging in everyday actions or reporting on familiar domains. This special section reflects an important movement in aging research to examine couples as an alternative but normatively common unit of analysis. My discussion focuses on 2 main issues. First, I sketch the rationale, logic, expectation and evidence that long-term couples might develop and display unique advantages in everyday competence. Second, I explore the possibilities that epidemiological principles - thus far applied primarily to individual-level aging, decline and disease - may provide concepts or models for research on long-term changes in couple-level adaptation. Copyright © 2010 S. Karger AG, Basel.

Evaluating Everyday Competence in Older Adult Couples: Epidemiological Considerations

PubMed Central

Dixon, Roger A.

2011-01-01

Among older adults, everyday competence is often expressed in the context of other participating individuals. Although this active human context may be occasionally comprised of mere acquaintances, long-term partners (such as couples) often act as a unit in engaging in everyday actions or reporting on familiar domains. This special section reflects an important movement in aging research to examine couples as an alternative but normatively common unit of analysis. My discussion focuses on 2 main issues. First, I sketch the rationale, logic, expectation and evidence that long-term couples might develop and display unique advantages in everyday competence. Second, I explore the possibilities that epidemiological principles – thus far applied primarily to individual-level aging, decline and disease – may provide concepts or models for research on long-term changes in couple-level adaptation. PMID:20733285

Future orientation and competence to stand trial: the fragility of competence.

PubMed

Kivisto, Aaron J; Moore, Todd M; Fite, Paula A; Seidner, Bruce G

2011-01-01

The current study examined the direct, indirect, and interactive effects of age, intellectual ability, psychiatric symptomatology, and future orientation on juvenile adjudicative competence utilizing a secondary sample of 927 youth from the MacArthur Juvenile Adjudicative Competence Study. Consistent with previous research, age, intellectual ability, and future orientation were found to be positively associated with competence, and psychiatric symptomatology was weakly negatively related to competence. Tests of indirect effects revealed that the development of an orientation toward future consequences partially explains the relationship between age and the capacity to reason about legal decision-making. Further, tests of invariance revealed that the competence of immature adolescents is particularly "fragile," in that smaller deficits in cognitive abilities appear to pose greater problems in youths regarding their adjudicative competence than in their more mature peers. Findings are discussed in regard to forensic practice as well as for future research.

Community leadership competencies in the Northeast US: implications for training public health educators.

PubMed Central

Strand, G A

1981-01-01

A survey was conducted to determine leadership competencies as perceived by 679 community residents (urban/rural) in six states of the Northeast United States. Respondents were asked to rate the extent to which it is important for a community leader to use each competency listed in the instrument. A factor analysis reduced the list of 39 competency items examined into nine distinct factors. Alpha internal consistency estimates revealed the strength of correlation among items in each factor. A series of one-way analyses of variance failed to show a significant difference between urban/rural community respondents' scores for each factor. The findings suggest specific leadership competencies which should be emphasized in training experiences. Conceptual competencies were identified as most important (problem delineation, organization, management of change, etc.), followed by human competencies (demeanor, empathy, attitudes) and technical competencies (budgeting, supervision, needs assessment) respectively. Items within each factor have implications for development of specific content areas in a leadership training curriculum for public health educators. PMID:7468880

AAPL Practice Guideline for the Forensic Psychiatric Evaluation of Competence to Stand Trial: a Canadian legal perspective.

PubMed

O'Shaughnessy, Roy J

2007-01-01

Canadian legal tests of fitness to stand trial, while similar to tests in the United States, place less emphasis on rational understanding of the complexities of the trial process and greater emphasis on communicating with legal counsel. The limited cognitive capacity test has gained wide acceptance in Canadian jurisprudence as a balance between ensuring that an accused person can provide the necessary information to allow his legal counsel to defend him adequately while also minimizing the potential delay in a speedy trial. The tests have been criticized by organized psychiatry and legal scholars but have been supported by advocacy groups for the mentally ill. Canadian research on accused persons committed to hospitals for fitness evaluations suggests that this process may be used or, arguably, misused by psychiatrists to provide treatment to persons who would otherwise be inaccessible to psychiatric intervention. This raises complex ethics-related questions not yet fully addressed.

Introduction to Surgical Technology. Teacher Edition.

ERIC Educational Resources Information Center

Bushey, Vicki; And Others

This instructor's manual contains 14 units of instruction for a course on surgical technology designed to include the entry-level competencies students need to enter any of the more advanced surgical technology courses. Each unit includes some or all of the following basic components of a unit of instruction: objective sheet, suggested activities…

Learn, Grow, Become. TSA Edition. Second Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This curriculum guide contains seven Technology Student Association (TSA) units of study for secondary students. The units focus on helping students to develop and apply social, civic, and technology-related skills and achieve course competencies in applied technology courses. Each of the instructional units includes some or all of the basic…

Surgical Techniques. Second Edition. Teacher Edition.

ERIC Educational Resources Information Center

Bushey, Vicki; And Others

This instructor's manual contains 18 units of instruction for a course on surgical technology designed to include the entry-level competencies students need as a surgical technologist. Each unit includes some or all of the following basic components of a unit of instruction: objective sheet, suggested activities for the teacher, assignment sheets…

Nursing informatics competencies: bibliometric analysis.

PubMed

Kokol, Peter; Blažun, Helena; Vošner, Janez; Saranto, Kaija

2014-01-01

Information and communication technology is developing rapidly and it is incorporated in many health care processes, but in spite of that fact we can still notice that nursing informatics competencies had received limited attention in basic nursing education curricula in Europe and especially in Eastern European countries. The purpose of the present paper is to present the results of a bibliometric analysis of the nursing informatics competencies scientific literature production. We applied the bibliometrics analysis to the corpus of 332 papers found in SCOPUS, related to nursing informatics competencies. The results showed that there is a positive trend in the number of published papers per year, indicating the increased research interest in nursing informatics competencies. Despite the fact that the first paper was published in Denmark, the most prolific country regarding the research in nursing informatics competencies is United States as are their institutions and authors.

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

PubMed Central

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

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

PubMed

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.

Entrustable professional activity (EPA) reshapes the practice of specialist training.

PubMed

Niemi-Murola, Leila

In addition to medical expertise, competence-based medical training comprises communication and collaboration skills, professionalism, and leadership skills. Continuous feedback is essential for learning and development, and feedback only from the medical specialist examination taken in the end of training does not ensure thorough specialist training. Entrustable professional activity (EPA) is a unit of professional practice, defined as tasks or responsibilities typical of the specialty. EPA translates competence-based training into manageable and meaningful entities and provides tools for the evaluation of medical competence.

The United States Air Force Aims to be Fueled by Innovation, but is it Developing Leaders Who Can Hit That Target?

DTIC Science & Technology

2014-06-13

2) what leadership competencies are necessary to lead a creative organization? The results of the research were then compared against the current...competencies are necessary to lead a creative organization? The results of the research were then compared against the current competencies through a gap...took a very abstract idea and turned it into a relevant and defendable research product. Your dedication and mentorship during this process was

Spelling for the Office. Competency Test Package. Office Occupations. Instructor's Guide.

ERIC Educational Resources Information Center

Hines, Donna

This competency test package, one of a series of test packages for office occupations education, contains a list of performance objectives; a pool of objective questions matched with these performance objectives; a sample, 50-point objective test; and several performance test activities. The package also includes complete directions for the…

Basic Skills for Word Processing. Competency Test Package. Office Occupations. Instructor's Guide.

ERIC Educational Resources Information Center

Hines, Donna

This competency test package, one of a series of test packages for office occupations education, contains a list of performance objectives; a pool of objective questions matched with these performance objectives; a sample, 50-point objective test; and several performance test activities. The package also includes complete directions for the…

A Study of Minimum Competency Programs. Final Comprehensive Report. Vol. 1. Vol. 2.

ERIC Educational Resources Information Center

Gorth, William Phillip; Perkins, Marcy R.

The status of minimum competency testing programs, as of June 30, 1979, is given through descriptions of 31 state programs and 20 local district programs. For each program, the following information is provided: legislative and policy history; implementation phase; goals; competencies to be tested; standards and standard setting; target groups and…

Proceedings of the Symposium on Minimum Competency Testing (Philadelphia, Pennsylvania, October 24-25, 1979).

ERIC Educational Resources Information Center

Mid-Atlantic Teacher Corps Network, Philadelphia, PA.

The conference's keynote address is presented by Bernard C. Watson. Papers include: Vantage from the State Department of Education, by Robert G. Scanlon (Pennsylvania); Minimum Competency: As the Public Sees the Question, by Jacqueline Grennan Wexler; Minimum Competency Testing (MCT): A Tripartite Response from the Profession, by W. James Popham;…

A Model and Measure of Mobile Communication Competence

ERIC Educational Resources Information Center

Bakke, Emil

2010-01-01

This article deals with two studies that develop a measure and model of mobile communication competence (MCC). The first study examines the dimensionality of the measure by conducting an exploratory factor analysis on 350 students at a large university in the midwestern United States. Results identified six constructs across 24 items: willingness…

TNT: Nontraditional Occupations. Practical Arts. Instructor's Manual. Competency-Based Vocational Education.

ERIC Educational Resources Information Center

Sparks, Mavis C.; And Others

Designed to be incorporated into career exploration programs in grades 6-9, this nontraditional occupations unit is a component in the Think Nontraditional Series curriculum and is prepared in a competency-based format. The reading level is approximately seventh grade. A course introduction section contains description and purpose of the…

Aversive Racism and Intergroup Contact Theories: Cultural Competence in a Segregated World

ERIC Educational Resources Information Center

Rodenborg, Nancy A.; Boisen, Laura A.

2013-01-01

The United States remains highly segregated, and social work students are likely to live and work in segregated contexts. What implications does this have for their cultural competence? Does segregation affect social workers' ability to serve diverse clients without bias? This article reviews two social psychology theories, aversive racism…

Competition and Competence: Employment Trends for the 1990's.

ERIC Educational Resources Information Center

Norwood, Janet L.

Foreign trade has become an increasingly important factor affecting employment in the United States, and competent workers must be educated to promote the U.S. position in the international economy. Concern is expressed about recent growth in the service industries, because it is believed that service industries have lower levels of productivity…