Relating Aspects of Motivation to Facets of Mathematical Competence Varying in Cognitive Demand

ERIC Educational Resources Information Center

Gilbert, Melissa C.

2016-01-01

The author investigated the relationship between aspects of student motivation and performance on mathematical tasks varying in cognitive demand relevant to meeting the expectations of the Common Core State Standards for Mathematics (CCSS-M). A sample of 479 primarily Latino middle school students completed established survey measures of…

Predicting problem behaviors with multiple expectancies: expanding expectancy-value theory.

PubMed

Borders, Ashley; Earleywine, Mitchell; Huey, Stanley J

2004-01-01

Expectancy-value theory emphasizes the importance of outcome expectancies for behavioral decisions, but most tests of the theory focus on a single behavior and a single expectancy. However, the matching law suggests that individuals consider expected outcomes for both the target behavior and alternative behaviors when making decisions. In this study, we expanded expectancy-value theory to evaluate the contributions of two competing expectancies to adolescent behavior problems. One hundred twenty-one high school students completed measures of behavior problems, expectancies for both acting out and academic effort, and perceived academic competence. Students' self-reported behavior problems covaried mostly with perceived competence and academic expectancies and only nominally with problem behavior expectancies. We suggest that behavior problems may result from students perceiving a lack of valued or feasible alternative behaviors, such as studying. We discuss implications for interventions and suggest that future research continue to investigate the contribution of alternative expectancies to behavioral decisions.

Student nurses perceptions of spirituality and competence in delivering spiritual care: a European pilot study.

PubMed

Ross, Linda; van Leeuwen, René; Baldacchino, Donia; Giske, Tove; McSherry, Wilfred; Narayanasamy, Aru; Downes, Carmel; Jarvis, Paul; Schep-Akkerman, Annemiek

2014-05-01

Spiritual care is expected of nurses, but it is not clear how undergraduates can achieve competency in spiritual care at point of registration as required by nursing/midwifery regulatory bodies. To describe undergraduate nurses'/midwives' perceptions of spirituality/spiritual care, their perceived competence in delivering spiritual care, and to test out the proposed method and suitability of measures for a larger multinational follow-on study. Cross-sectional, multinational, descriptive survey design. Author administered questionnaires were completed by 86% of the intended convenience sample of 618 undergraduate nurses/midwives from 6 universities in 4 European countries in 2010. Students held a broad view of spirituality/spiritual care and considered themselves to be marginally more competent than not in spiritual care. They were predominantly Christian and reported high levels of spiritual wellbeing and spiritual attitude and involvement. The proposed method and measures were appropriate and are being used in a follow-on study. The following are worthy of further investigation: whether the pilot study findings hold in student samples from more diverse cultural backgrounds; whether students' perceptions of spirituality can be broadened to include the full range of spiritual needs patients may encounter and whether their competence can be enhanced by education to better equip them to deliver spiritual care; identification of factors contributing to acquisition of spiritual caring skills and spiritual care competency. © 2013.

Nations' income inequality predicts ambivalence in stereotype content: how societies mind the gap.

PubMed

Durante, Federica; Fiske, Susan T; Kervyn, Nicolas; Cuddy, Amy J C; Akande, Adebowale Debo; Adetoun, Bolanle E; Adewuyi, Modupe F; Tserere, Magdeline M; Ramiah, Ananthi Al; Mastor, Khairul Anwar; Barlow, Fiona Kate; Bonn, Gregory; Tafarodi, Romin W; Bosak, Janine; Cairns, Ed; Doherty, Claire; Capozza, Dora; Chandran, Anjana; Chryssochoou, Xenia; Iatridis, Tilemachos; Contreras, Juan Manuel; Costa-Lopes, Rui; González, Roberto; Lewis, Janet I; Tushabe, Gerald; Leyens, Jacques-Philippe; Mayorga, Renée; Rouhana, Nadim N; Castro, Vanessa Smith; Perez, Rolando; Rodríguez-Bailón, Rosa; Moya, Miguel; Morales Marente, Elena; Palacios Gálvez, Marisol; Sibley, Chris G; Asbrock, Frank; Storari, Chiara C

2013-12-01

Income inequality undermines societies: The more inequality, the more health problems, social tensions, and the lower social mobility, trust, life expectancy. Given people's tendency to legitimate existing social arrangements, the stereotype content model (SCM) argues that ambivalence-perceiving many groups as either warm or competent, but not both-may help maintain socio-economic disparities. The association between stereotype ambivalence and income inequality in 37 cross-national samples from Europe, the Americas, Oceania, Asia, and Africa investigates how groups' overall warmth-competence, status-competence, and competition-warmth correlations vary across societies, and whether these variations associate with income inequality (Gini index). More unequal societies report more ambivalent stereotypes, whereas more equal ones dislike competitive groups and do not necessarily respect them as competent. Unequal societies may need ambivalence for system stability: Income inequality compensates groups with partially positive social images. © 2012 The British Psychological Society.

Nations’ Income Inequality Predicts Ambivalence in Stereotype Content: How Societies Mind the Gap

PubMed Central

Durante, Federica; Fiske, Susan T.; Kervyn, Nicolas; Cuddy, Amy J. C.; Akande, Adebowale (Debo); Adetoun, Bolanle E.; Adewuyi, Modupe F.; Tserere, Magdeline M.; Ramiah, Ananthi Al; Mastor, Khairul Anwar; Barlow, Fiona Kate; Bonn, Gregory; Tafarodi, Romin W.; Bosak, Janine; Cairns, Ed; Doherty, Claire; Capozza, Dora; Chandran, Anjana; Chryssochoou, Xenia; Iatridis, Tilemachos; Contreras, Juan Manuel; Costa-Lopes, Rui; González, Roberto; Lewis, Janet I.; Tushabe, Gerald; Leyens, Jacques-Philippe; Mayorga, Renée; Rouhana, Nadim N.; Castro, Vanessa Smith; Perez, Rolando; Rodríguez-Bailón, Rosa; Moya, Miguel; Morales Marente, Elena; Palacios Gálvez, Marisol; Sibley, Chris G.; Asbrock, Frank; Storari, Chiara C.

2013-01-01

Income inequality undermines societies: the more inequality, the more health problems, social tensions, and the lower social mobility, trust, life expectancy. Given people’s tendency to legitimate existing social arrangements, the Stereotype Content Model (SCM) argues that ambivalence—perceiving many groups as either warm or competent, but not both—may help maintain socio-economic disparities. The association between stereotype ambivalence and income inequality in 37 cross-national samples from Europe, the Americas, Oceania, Asia, and Africa investigates how groups’ overall warmth-competence, status-competence, and competition-warmth correlations vary across societies, and whether these variations associate with income inequality (Gini index). More unequal societies report more ambivalent stereotypes, while more equal ones dislike competitive groups and do not necessarily respect them as competent. Unequal societies may need ambivalence for system stability: income inequality compensates groups with partially positive social images. PMID:23039178

Expectations of clinical teachers and faculty regarding development of the CanMEDS-Family Medicine competencies: Laval developmental benchmarks scale for family medicine residency training.

PubMed

Lacasse, Miriam; Théorêt, Johanne; Tessier, Sylvie; Arsenault, Louise

2014-01-01

The CanMEDS-Family Medicine (CanMEDS-FM) framework defines the expected terminal enabling competencies (EC) for family medicine (FM) residency training in Canada. However, benchmarks throughout the 2-year program are not yet defined. This study aimed to identify expected time frames for achievement of the CanMEDS-FM competencies during FM residency training and create a developmental benchmarks scale for family medicine residency training. This 2011-2012 study followed a Delphi methodology. Selected faculty and clinical teachers identified, via questionnaire, the expected time of EC achievement from beginning of residency to one year in practice (0, 6, 12, […] 36 months). The 15-85th percentile intervals became the expected competency achievement interval. Content validity of the obtained benchmarks was assessed through a second Delphi round. The 1st and 2nd rounds were completed by 33 and 27 respondents, respectively. A developmental benchmarks scale was designed after the 1st round to illustrate expectations regarding achievement of each EC. The 2nd round (content validation) led to minor adjustments (1.9±2.7 months) of intervals for 44 of the 92 competencies, the others remaining unchanged. The Laval Developmental Benchmarks Scale for Family Medicine clarifies expectations regarding achievement of competencies throughout FM training. In a competency-based education system this now allows identification and management of outlying residents, both those excelling and needing remediation. Further research should focus on assessment of the scale reliability after pilot implementation in family medicine clinical teaching units at Laval University, and corroborate the established timeline in other sites.

The development and validation of the Perceived Health Competence Scale.

PubMed

Smith, M S; Wallston, K A; Smith, C A

1995-03-01

A sense of competence or self-efficacy is associated with many positive outcomes, particularly in the area of health behavior. A measure of a sense of competence in the domain of health behavior has not been developed. Most measures are either general measures of a general sense of self-efficacy or are very specific to a particular health behavior. The Perceived Health Competence Scale (PHCS), a domain-specific measure of the degree to which an individual feels capable of effectively managing his or her health outcomes, was developed to provide a measure of perceived competence at an intermediate level of specificity. Five studies using three different types of samples (students, adults and persons with a chronic illness) provide evidence for the reliability and validity of the PHCS. The eight items of the PHCS combine both outcome and behavioral expectancies. Results from the five studies indicate that the scale has good internal consistency and test-retest reliability. The construct validity of the scale is demonstrated through the support obtained for substantive hypotheses regarding the correlates of perceived health competence, such as health behavior intentions, general sense of competence and health locus of control.

Pathways of Influence: Chinese Parents' Expectations, Parenting Styles, and Child Social Competence

ERIC Educational Resources Information Center

Ren, Lixin; Edwards, Carolyn Pope

2015-01-01

This study examines relations among Chinese parents' expectations for children's development of social-emotional skills, parenting styles, and child social competence. A total of 154 parents with preschool-aged children from mainland China completed questionnaires measuring their timing of expectations for children's mastery of social-emotional…

Judging Statistical Models of Individual Decision Making under Risk Using In- and Out-of-Sample Criteria

PubMed Central

Drichoutis, Andreas C.; Lusk, Jayson L.

2014-01-01

Despite the fact that conceptual models of individual decision making under risk are deterministic, attempts to econometrically estimate risk preferences require some assumption about the stochastic nature of choice. Unfortunately, the consequences of making different assumptions are, at present, unclear. In this paper, we compare three popular error specifications (Fechner, contextual utility, and Luce error) for three different preference functionals (expected utility, rank-dependent utility, and a mixture of those two) using in- and out-of-sample selection criteria. We find drastically different inferences about structural risk preferences across the competing functionals and error specifications. Expected utility theory is least affected by the selection of the error specification. A mixture model combining the two conceptual models assuming contextual utility provides the best fit of the data both in- and out-of-sample. PMID:25029467

Judging statistical models of individual decision making under risk using in- and out-of-sample criteria.

PubMed

Drichoutis, Andreas C; Lusk, Jayson L

2014-01-01

Despite the fact that conceptual models of individual decision making under risk are deterministic, attempts to econometrically estimate risk preferences require some assumption about the stochastic nature of choice. Unfortunately, the consequences of making different assumptions are, at present, unclear. In this paper, we compare three popular error specifications (Fechner, contextual utility, and Luce error) for three different preference functionals (expected utility, rank-dependent utility, and a mixture of those two) using in- and out-of-sample selection criteria. We find drastically different inferences about structural risk preferences across the competing functionals and error specifications. Expected utility theory is least affected by the selection of the error specification. A mixture model combining the two conceptual models assuming contextual utility provides the best fit of the data both in- and out-of-sample.

Students' Outcome Expectation on Spiritual and Religious Competency: A Hierarchical Regression Analysis

ERIC Educational Resources Information Center

Lu, Junfei; Woo, Hongryun

2017-01-01

In this study, 74 master's-level counseling students from various programs completed a questionnaire inquiring about their perceived program environment in relation to the topics of spirituality and religion (S/R), program emphasis on nine specific S/R competencies, as well as their outcome expectations toward being S/R competent through training.…

The Self-Fulfilling Prophecy of Adolescent Social Expectations

PubMed Central

Loeb, Emily L.; Hessel, Elenda T.; Allen, Joseph P.

2015-01-01

Adolescents’ negative social expectations of their peers were examined as long-term predictors of problematic self-reported social functioning. Early adolescent negative expectations were hypothesized to predict risk-averse functioning in late adolescence that would ultimately contribute to confirmation of those expectations. Utilizing observational data and friend- and self-reports from a community sample of 184 adolescents followed from ages 13 to 25, adolescents with more negative expectations were found to have become increasingly submissive with friends over time and were rated as less romantically appealing by late adolescence (after controlling for baseline levels of these variables, baseline friend-rated social competence and self-reported depressive symptoms). In turn, submissiveness and romantic appeal predicted problematic self-reported social functioning well into adulthood and mediated the relationship between adolescent negative expectations and problematic self-reported adult social functioning. These findings support the possibility of a self-fulfilling social process unfolding from early adolescence to adulthood. PMID:28082755

Psychiatry Resident Training in Cultural Competence: An Educator's Toolkit.

PubMed

Corral, Irma; Johnson, Toni L; Shelton, Pheston G; Glass, Oliver

2017-06-01

Resident physicians training in psychiatry in the U.S. are required to master a body of knowledge related to cultural psychiatry; are expected to adopt attitudes that endorse the principles of cultural competence; and finally are expected to acquire specific cultural competence skills that facilitate working effectively with diverse patients. This article first provides an overview of the Accreditation Council for Graduate Medical Education (ACGME) competencies related to cultural competence, as well as the American Academy of Child and Adolescent Psychiatry's (AACAP) recommendations for the cultural competence training of child/adolescent fellows. Next, numerous print and electronic resources that can be used in cultural competence education in psychiatry are reviewed and discussed. Finally, we conclude by providing recommendations for psychiatry residency programs that we culled from model cultural competence curricula.

Motherhood: a potential source of bias in employment decisions.

PubMed

Heilman, Madeline E; Okimoto, Tyler G

2008-01-01

Results of 2 experimental studies in which job incumbents were said to be applying for promotions to traditionally male positions demonstrated bias against mothers in competence expectations and in screening recommendations. This bias occurred regardless of whether the research participants were students (Study 1) or working people (Study 2). Although anticipated job commitment, achievement striving, and dependability were rated as generally lower for parents than for nonparents, anticipated competence was uniquely low for mothers. Mediational analyses indicated that, as predicted, negativity in competence expectations, not anticipated job commitment or achievement striving, promoted the motherhood bias in screening recommendations; expected deficits in agentic behaviors, not in dependability, were found to fuel these competence expectations. These findings suggest that motherhood can indeed hinder the career advancement of women and that it is the heightened association with gender stereotypes that occurs when women are mothers that is the source of motherhood's potentially adverse consequences. 2008 APA

Meeting Teacher Expectations in a DL Professional Development Programme--A Case Study for Sustained Applied Competence as Programme Outcome

ERIC Educational Resources Information Center

Kruger, Cornè Gerda; Van Rensburg, Ona Janse; De Witt, Marike W.

2016-01-01

Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated…

Increasing the Availability of Psychological Treatments: A Multinational Study of a Scalable Method for Training Therapists.

PubMed

O'Connor, Marianne; Morgan, Katy E; Bailey-Straebler, Suzanne; Fairburn, Christopher G; Cooper, Zafra

2018-06-08

One of the major barriers to the dissemination and implementation of psychological treatments is the scarcity of suitably trained therapists. A highly scalable form of Web-centered therapist training, undertaken without external support, has recently been shown to have promise in promoting therapist competence. The aim of this study was to conduct an evaluation of the acceptability and effectiveness of a scalable independent form of Web-centered training in a multinational sample of therapists and investigate the characteristics of those most likely to benefit. A cohort of eligible therapists was recruited internationally and offered access to Web-centered training in enhanced cognitive behavioral therapy, a multicomponent, evidence-based, psychological treatment for any form of eating disorder. No external support was provided during training. Therapist competence was assessed using a validated competence measure before training and after 20 weeks. A total of 806 therapists from 33 different countries expressed interest in the study, and 765 (94.9%) completed a pretraining assessment. The median number of training modules completed was 15 out of a possible 18 (interquartile range, IQR: 4-18), and 87.9% (531/604) reported that they treated at least one patient during training as recommended. Median pretraining competence score was 7 (IQR: 5-10, range: 0-19; N=765), and following training, it was 12 (IQR: 9-15, range: 0-20; N=577). The expected change in competence scores from pretraining to posttraining was 3.5 (95% CI 3.1-3.8; P<.001). After training, 52% (300/574) of therapists with complete competence data met or exceeded the competence threshold, and 45% (95% CI 41-50) of those who had not met this threshold before training did so after training. Compliance with training predicted both an increase in competence scores and meeting or exceeding the competence threshold. Expected change in competence score increased for each extra training module completed (0.19, 95% CI 0.13-0.25), and those who treated a suitable patient during training had an expected change in competence score 1.2 (95% CI 0.4-2.1) points higher than those who did not. Similarly, there was an association between meeting the competence threshold after training and the number of modules completed (odds ratio, OR=1.11, 95% CI 1.07-1.15), and treating at least one patient during training was associated with competence after training (OR=2.2, 95% CI 1.2-4.1). Independent Web-centered training can successfully train large numbers of therapists dispersed across a wide geographical area. This finding is of importance because the availability of a highly scalable method of training potentially increases the number of people who might receive effective psychological treatments. ©Marianne O'Connor, Katy E Morgan, Suzanne Bailey-Straebler, Christopher G Fairburn, Zafra Cooper. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 08.06.2018.

An Experimental Evaluation of Competing Age-Predictions of Future Time Perspective between Workplace and Retirement Domains.

PubMed

Kerry, Matthew J; Embretson, Susan E

2017-01-01

Future time perspective (FTP) is defined as "perceptions of the future as being limited or open-ended" (Lang and Carstensen, 2002; p. 125). The construct figures prominently in both workplace and retirement domains, but the age-predictions are competing: Workplace research predicts decreasing FTP age-change, in contrast, retirement scholars predict increasing FTP age-change. For the first time, these competing predictions are pitted in an experimental manipulation of subjective life expectancy (SLE). A sample of N = 207 older adults (age 45-60) working full-time (>30-h/week) were randomly assigned to SLE questions framed as either 'Live-to' or 'Die-by' to evaluate competing predictions for FTP. Results indicate general support for decreasing age-change in FTP, indicated by independent-sample t -tests showing lower FTP in the 'Die-by' framing condition. Further general-linear model analyses were conducted to test for interaction effects of retirement planning with experimental framings on FTP and intended retirement; While retirement planning buffered FTP's decrease, simple-effects also revealed that retirement planning increased intentions for sooner retirement, but lack of planning increased intentions for later retirement. Discussion centers on practical implications of our findings and consequences validity evidence in future empirical research of FTP in both workplace and retirement domains.

Identifying gaps between current and expected ICT competencies of nurses in Serbia.

PubMed

Paunic, Sanja; Stojkovic, Ivana

2014-01-01

Introducing of ICT in the health care system in Serbia started 19 years ago and systematic training of nurses and technicians has not been realized yet. The primary objective of this paper is to determine the gap between the sets of ICT competencies of nurses and technicians acquiring education and experience and the necessary skill set required for their daily work. The qualitative research included questioning of the focus group of experts and 400 nurses and technicians employed in secondary and tertiary health institutions in Serbia. Based on the analysis of existing literature we choose the Informatics competencies for nurses at four levels of practice (Staggers, Gassert, Curran, 2001), and for the purposes of this study, we used a list of competencies of the first, and partially of the second and third level. At the start, the group of 12 experts had the task to eliminate some of listed competencies to express the subjective expectations of the ICT competencies of nurses. After that nurses and medical technicians were expected to grade, by Likert scale, their level of knowledge and skills for each of the 39 competencies, respectively. The answers were analyzed using measure of central tendency and distribution of results was done by median. Comparison of perceived competence of the nurses and the desired/expected level by managers shows that there is difference in 25 of the 39 offered statements. Managers expect that nurses are great users of administrative applications for staff scheduling and for maintaining employee records, while nurses declared that these programs they use relatively poorly or not at all. The larger gap is also observed when it comes to computer skill for documenting patient care--experts expect that nurses do it well, and nurses, again, estimate that their documentation skills are relatively poor. The same situation is with use of ICT for patient education. It can be concluded that further training is required in the field of ICT, either through additional training in the workplace, either through formal education. Due to the fact that ICT competencies are becoming part of the basic, functional sets, it should be considered the correction of curricula of secondary schools for nurses.

The ARIEL mission reference sample

NASA Astrophysics Data System (ADS)

Zingales, Tiziano; Tinetti, Giovanna; Pillitteri, Ignazio; Leconte, Jérémy; Micela, Giuseppina; Sarkar, Subhajit

2018-02-01

The ARIEL (Atmospheric Remote-sensing Exoplanet Large-survey) mission concept is one of the three M4 mission candidates selected by the European Space Agency (ESA) for a Phase A study, competing for a launch in 2026. ARIEL has been designed to study the physical and chemical properties of a large and diverse sample of exoplanets and, through those, understand how planets form and evolve in our galaxy. Here we describe the assumptions made to estimate an optimal sample of exoplanets - including already known exoplanets and expected ones yet to be discovered - observable by ARIEL and define a realistic mission scenario. To achieve the mission objectives, the sample should include gaseous and rocky planets with a range of temperatures around stars of different spectral type and metallicity. The current ARIEL design enables the observation of ˜1000 planets, covering a broad range of planetary and stellar parameters, during its four year mission lifetime. This nominal list of planets is expected to evolve over the years depending on the new exoplanet discoveries.

Students' Achievement Goals in Relation to Academic Motivation, Competence Expectancy, and Classroom Environment Perceptions

ERIC Educational Resources Information Center

Sungur, Semra; Senler, Burcu

2010-01-01

The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and…

Group Empowerment in Nursing Education.

PubMed

Friend, Mary Louanne

2015-12-01

Nursing education is experiencing rapid changes, as nurses are expected to transform and lead health care delivery within the United States. The ability to produce exceptional graduates requires faculty who are empowered to achieve goals. The Sieloff-King Assessment of Group Empowerment Within Organizations (SKAGEO) was adapted and administered online to a stratified sample of administrators and faculty in American Association of Colleges of Nursing-member schools. Participants' scores were within high ranges in both empowerment capacity and capability; however, administrator group scores were higher. Data analyses indicated that administrator leadership competencies were associated with group empowerment. This study suggests that empowered faculty and administrator groups anticipate changing health care trends and effect student outcomes and competencies by their interventions. Also, it can be inferred that as a result of administrators' competencies, participants teach in empowered work environments where they can model ideal behaviors. Copyright 2015, SLACK Incorporated.

Identifying context-specific competencies required by community Australian Football sports trainers.

PubMed

Donaldson, Alex; Finch, Caroline F

2012-08-01

First-aid is a recommended injury prevention and risk management strategy in community sport; however, little is known about the sport-specific competencies required by first-aid providers. To achieve expert consensus on the competencies required by community Australian Football (community-AF) sports trainers. A three-round online Delphi process. Community-AF. 16 Australian sports first-aid and community-AF experts. Rating of competencies as either 'essential', 'expected', 'ideal' or 'not required'. Results After Round 3, 47 of the 77 (61%) competencies were endorsed as 'essential' or 'expected' for a sports trainer to effectively perform the activities required to the standards expected at a community-AF club by ≥75% of experts. These competencies covered: the role of the sports trainer; the responsibilities of the sports trainer; emergency management; injury and illness assessment and immediate management; taping; and injury prevention and risk management. Four competencies (5%) were endorsed as 'ideal' or 'not required' by ≥85% of experts and were excluded from further consideration. The 26 competencies where consensus was not reached were retained as second-tier, optional competencies. Sports trainers are important members of on-field first-aid teams, providing support to both injured players and other sports medicine professionals. The competencies identified in this study provide the basis of a proposed two-tiered community-AF-specific sports trainer education structure that can be implemented by the peak sports body. This includes six mandatory modules, relating to the 'required' competencies, and a further six optional modules covering competencies on which consensus was not reached.

Social Competence in Infants and Toddlers with Special Health Care Needs: The Roles of Parental Knowledge, Expectations, Attunement, and Attitudes toward Child Independence

PubMed Central

Zand, Debra; Pierce, Katherine; Thomson, Nicole; Baig, M. Waseem; Teodorescu, Cristiana; Nibras, Sohail; Maxim, Rolanda

2014-01-01

Little research has empirically addressed the relationships among parental knowledge of child development, parental attunement, parental expectations, and child independence in predicting the social competence of infants and toddlers with special health care needs. We used baseline data from the Strengthening Families Project, a prevention intervention study that tested Bavolek’s Nurturing Program for Parents and Their Children with Health Challenges to explore the roles of these variables in predicting social competence in infants and toddlers with special health care needs. Bivariate relationships among the study variables were explored and used to develop and test a model for predicting social competence among these children. Study findings pointed to a combination of indirect and direct influences of parent variables in predicting social competence. Results indicated that parents who encouraged healthy behaviors for developing a sense of power/independence were more likely to have children with social competence developing on schedule. Elements related to parental expectations, however, did not have the hypothesized relationships to social competence. The present study provides preliminary data to support the development of knowledge based interventions. Within medical settings, such interventions may indeed maximize benefit while minimizing cost. PMID:27417463

Spiritually Competent Practice with Individuals and Families Dealing with Medical Conditions

ERIC Educational Resources Information Center

Sperry, Len

2011-01-01

Counselors and psychotherapists are increasingly expected to provide services that are spiritually competent. Those counseling individuals and families where medical concerns are a focus would do well to consider the implications of spiritual competence in their work. The article defines spiritual competence, describes spiritual competencies, and…

[A Study of the Evidence-Based Nursing Practice Competence of Nurses and Its Clinical Applications].

PubMed

Hsu, Li-Ling; Hsieh, Suh-Ing; Huang, Ya-Hsuan

2015-10-01

Nurses must develop competence in evidence-based nursing in order to provide the best practice medical care to patients. Evidence-based nursing uses issue identification, data mining, and information consolidation from the related medical literature to help nurses find the best evidence. Therefore, for medical institutions to provide quality clinical care, it is necessary for nurses to develop competence in evidence-based nursing. This study aims to explore the effect of a fundamental evidence-based nursing course, as a form of educational intervention, on the development of evidence-based nursing knowledge, self-efficacy in evidence-based practice activities, and outcome expectations of evidence-based practice in nurse participants. Further the competence of these nurses in overcoming obstacles in evidence-based nursing practice. This quasi-experimental study used a pre-post test design with a single group of participants. A convenience sample of 34 nurses from a municipal hospital in northern Taiwan received 8 hours of a fundamental evidence-based nursing course over a two-week period. Participants were asked to complete four questionnaires before and after the intervention. The questionnaires measured the participants' basic demographics, experience in mining the medical literature, evidence-based nursing knowledge, self-efficacy in evidence-based practice activities, outcome expectations of evidence-based practice, competence in overcoming obstacles in evidence-based nursing practice, and learning satisfaction. Collected data was analyzed using paired t, Wilcoxon Signed Rank, and McNemar tests to measure the differences among participants' evidence-based nursing knowledge and practice activities before and after the workshop. The nurses demonstrated significantly higher scores from pre-test to post-test in evidence-based nursing knowledge II, self-efficacy in evidence-based nursing practice activities, and outcome expectations of evidence-based practice. Although the differences did not reach statistical significance, the post-test scores were significantly lower than pre-test scores in terms of the measurement of the nurses' obstacles in evidence-based nursing practice, which indicates significant improvements from pre-test to post-test in terms of the competence of participants in overcoming obstacles in evidence-based nursing practice. The intervention was found to be effective in improving the evidence-based nursing knowledge, self-efficacy in evidence-based nursing practice activities, and outcome expectations of evidence-based practice of participants and effective in reducing their obstacles in evidence-based nursing practice. Medical institutions should provide evidence-based nursing courses on a regular basis as a part of in-service education for nurses in order to help nurses develop the evidence-based nursing knowledge and practical competence required to provide quality clinical care.

Expectations and needs of Ugandan women for improved quality of childbirth care in health facilities: A qualitative study.

PubMed

Kyaddondo, David; Mugerwa, Kidza; Byamugisha, Josaphat; Oladapo, Olufemi T; Bohren, Meghan A

2017-12-01

To describe the experiences, expectations, and needs of urban Ugandan women in relation to good-quality facility childbirth. Women who had given birth in the 12 months prior to the study were purposively sampled and interviewed, or included in focus groups. Thematic analysis was used, and the data were interpreted within the context of an existing quality of care framework. Forty-five in-depth interviews and six focus group discussions were conducted. Respect and dignity, timely communication, competent skilled staff, and availability of medical supplies were central to women's accounts of quality care, or a lack of it. The hope for a live baby motivated women to seek facility-based childbirth. They expected to encounter competent, respectful, and caring staff with appropriate skills. In some cases, they could only fulfill these expectations through additional personal financial payments to staff, for clinical supplies, or to guarantee that they would be attended by someone with suitable skills. Long-term improvement in quality of maternity care in Uganda requires enhancement of the interaction between women and health staff in facilities, and investment in staff and resources to ensure that safe, respectful care is not dependent on willingness and/or capacity to pay. © 2017 International Federation of Gynecology and Obstetrics. The World Health Organization retains copyright and all other rights in the manuscript of this article as submitted for publication.

Student Physical Therapists' Competence and Self-Confidence in Basic Clinical Assessment and Musculoskeletal Differential Diagnosis.

PubMed

Alexander, Kathleen M; Olsen, Janette; Seiger, Cindy; Peterson, Teri S

2016-01-01

Student physical therapists are expected to learn and confidently perform technical skills while integrating nontechnical behavioral and cognitive skills in their examinations and interventions. The purpose of this study was to compare the self-confidence of entry-level doctoral student physical therapists during foundational assessment and musculoskeletal differential diagnosis courses and the students' competencies based on skills examinations. Methods using qualitative and quantitative procedures. Student physical therapists (n=27) participated in a basic assessment course followed by a musculoskeletal differential diagnosis course. The students completed confidence surveys prior to skills examinations in both courses. A random sample of students participated in focus groups, led by a researcher outside the physical therapy department. Student confidence did not correlate with competency scores. At the end of the basic clinical assessment course and the beginning of the differential diagnosis course, students' confidence was significantly below baseline. However, by the end of the differential diagnosis course, student confidence had returned to original baseline levels. Over three semesters, the students lost confidence and then regained confidence in their abilities. Additional experience and practice influenced perceived confidence. However, increased competence may have been associated with poor self-appraisal skills instead of increased competency.

The Profile of Emotional Competence (PEC): development and validation of a self-reported measure that fits dimensions of emotional competence theory.

PubMed

Brasseur, Sophie; Grégoire, Jacques; Bourdu, Romain; Mikolajczak, Moïra

2013-01-01

Emotional Competence (EC), which refers to individual differences in the identification, understanding, expression, regulation and use of one's own emotions and those of others, has been found to be an important predictor of individuals' adaptation to their environment. Higher EC is associated with greater happiness, better mental and physical health, more satisfying social and marital relationships and greater occupational success. While it is well-known that EC (as a whole) predicts a number of important outcomes, it is unclear so far which specific competency(ies) participate(s) in a given outcome. This is because no measure of EC distinctly measures each of the five core emotional competences, separately for one's own and others' emotions. This lack of information is problematic both theoretically (we do not understand the processes at stake) and practically (we cannot develop customized interventions). This paper aims to address this issue. We developed and validated in four steps a complete (albeit short: 50 items) self-reported measure of EC: the Profile of Emotional Competence. Analyses performed on a representative sample of 5676 subjects revealed promising psychometric properties. The internal consistency of scales and subscales alike was satisfying, factorial structure was as expected, and concurrent/discriminant validity was good.

Pharmacist perceptions of new competency standards

PubMed Central

Maitreemit, Pagamas; Pongcharoensuk, Petcharat; Kapol, Nattiya; Armstrong, Edward P.

2008-01-01

Objective To suggest revisions to the Thai pharmacy competency standards and determine the perceptions of Thai pharmacy practitioners and faculty about the proposed pharmacy competency standards. Methods The current competency standards were revised by brainstorming session with nine Thai pharmacy experts according to their perceptions of society’s pharmacy needs. The revised standards were proposed and validated by 574 pharmacy practitioners and faculty members by using a written questionnaire. The respondents were classified based on their practice setting. Results The revision of pharmacy competency standard proposed the integration and addition to current competencies. Of 830 distributed questionnaires, 574 completed questionnaires were received (69.2% response rate). The proposed new competency standards contained 7 domains and 46 competencies. The majority of the respondents were supportive of all 46 proposed competencies. The highest ranked domain was Domain 1 (Practice Pharmacy within Laws, Professional Standards, and Ethics). The second and third highest expectations of pharmacy graduates were Domain 4 (Provide pharmaceutical care) and Domain 3 (Communicate and disseminate knowledge effectively). Conclusion The expectation for pharmacy graduates’ competencies were high and respondents encouraged additional growth in multidisciplinary efforts to improve patient care. PMID:25177401

An Experimental Evaluation of Competing Age-Predictions of Future Time Perspective between Workplace and Retirement Domains

PubMed Central

Kerry, Matthew J.; Embretson, Susan E.

2018-01-01

Future time perspective (FTP) is defined as “perceptions of the future as being limited or open-ended” (Lang and Carstensen, 2002; p. 125). The construct figures prominently in both workplace and retirement domains, but the age-predictions are competing: Workplace research predicts decreasing FTP age-change, in contrast, retirement scholars predict increasing FTP age-change. For the first time, these competing predictions are pitted in an experimental manipulation of subjective life expectancy (SLE). A sample of N = 207 older adults (age 45–60) working full-time (>30-h/week) were randomly assigned to SLE questions framed as either ‘Live-to’ or ‘Die-by’ to evaluate competing predictions for FTP. Results indicate general support for decreasing age-change in FTP, indicated by independent-sample t-tests showing lower FTP in the ‘Die-by’ framing condition. Further general-linear model analyses were conducted to test for interaction effects of retirement planning with experimental framings on FTP and intended retirement; While retirement planning buffered FTP’s decrease, simple-effects also revealed that retirement planning increased intentions for sooner retirement, but lack of planning increased intentions for later retirement. Discussion centers on practical implications of our findings and consequences validity evidence in future empirical research of FTP in both workplace and retirement domains. PMID:29375435

Evaluating undergraduate nursing students' self-efficacy and competence in writing: Effects of a writing intensive intervention.

PubMed

Miller, Louise C; Russell, Cynthia L; Cheng, An-Lin; Skarbek, Anita J

2015-05-01

While professional nurses are expected to communicate clearly, these skills are often not explicitly taught in undergraduate nursing education. In this research study, writing self-efficacy and writing competency were evaluated in 52 nontraditional undergraduate baccalaureate completion students in two distance-mediated 16-week capstone courses. The intervention group (n = 44) experienced various genres and modalities of written assignments set in the context of evidence-based nursing practice; the comparison group (n = 8) received usual writing undergraduate curriculum instruction. Self-efficacy, measured by the Post Secondary Writerly Self-Efficacy Scale, indicated significant improvements for all self-efficacy items (all p's = 0.00). Writing competency, assessed in the intervention group using a primary trait scoring rubric (6 + 1 Trait Writing Model(®) of Instruction and Assessment), found significant differences in competency improvement on five of seven items. This pilot study demonstrated writing skills can improve in nontraditional undergraduate students with guided instruction. Further investigation with larger, culturally diverse samples is indicated to validate these results. Copyright © 2014 Elsevier Ltd. All rights reserved.

Impact of nurses' cross-cultural competence on nursing intellectual capital from a social cognitive theory perspective.

PubMed

Lin, Hsien-Cheng

2016-05-01

To understand the relationships among certain key factors such as organizational climate, self-efficacy and outcome expectation on registered nurses, with regard to the development of registered nurses' cross-cultural competence. The focus is specifically on the use of a social cognitive framework for nurses for providing intercultural nursing care to international patients. This study also aims to examine the relationship between nurses' cross-cultural competence and nursing intellectual capital. Given the influence of globalization on healthcare services, healthcare providers need to have enough cross-cultural competence to effectively care for patients from different cultures. Thus, the development of cross-cultural competence in nursing care has become an important issue. A quantitative method and a cross-sectional design were employed in this study. Data were collected from 309 RN working in 16 healthcare institutions in Taiwan from May to August 2013. Structural equation modelling, in combination with the smart partial least squares method, was used to measure the relationships in the research model. The results show that outcome expectation has a stronger impact on nurses' cross-cultural competence than self-efficacy. In addition, it was found that the cross-cultural competence of nurses has a positive impact on nursing intellectual capital. Nursing supervisors should promote a higher level of outcome expectation on nurses to enhance the improvement of their cross-cultural competence. Raising the cross-cultural competence of nurses will aid in the accumulation of nursing intellectual capital. © 2016 John Wiley & Sons Ltd.

[The Competence Network for HIV/AIDS. Data, Samples, Facts].

PubMed

Michalik, Claudia; Skaletz-Rorowski, Adriane; Brockmeyer, Norbert H

2016-04-01

With funding for the Competence Networks in Medicine from the Federal Ministry of Education and Research, the Competence Network for HIV/AIDS (KompNet HIV/AIDS) was established as an interdisciplinary research association. Essential working groups were incorporated all over Germany, which are active in clinical and basic HIV/AIDS research. After successful establishment, providing research infrastructure for national and international cooperation in the field of HIV/AIDS was the focus of the network. By bringing together research activities, preconditions are created for improving HIV infection treatment and increasing life expectancy of HIV-infected patients. The members of KompNet HIV/AIDS are HIV experts from university clinics, HIV physicians, patient representatives, as well as national reference centers. As a scientific research basis, the network established an HIV patient cohort. Clinical and sociodemographic data of HIV patients were documented biannually and complemented by serum and DNA-samples collected twice per year. Furthermore, a child cohort was set up. Within the KompNet HIV/AIDS, a research infrastructure for HIV was established for internal, external as well international scientists. Within the HIV cohort a total of 16,500 patients are documented. The associated biobank comprises ~ 56,000 serum samples and ~ 16,000 DNA samples. The child cohort consists of 647 HIV-exposed and 230 infected children. The KompNet HIV/AIDS cohorts became an important partner in several international collaborations. Nevertheless, the maintenance of such infrastructures without public funding is a challenge.

Novice nurse educator entry-level competency to teach: a national study.

PubMed

Poindexter, Kathleen

2013-10-01

Expert nurse clinicians who are transitioning into academic positions after successful clinical careers often find they are unprepared to assume their new educator roles. Although nursing clinical expertise may be a necessary expectation, this knowledge is not sufficient to assume a nurse educator position. The purpose of this study was to identify essential entry-level nurse educator competencies, as reported by nurse administrators of accredited prelicensure nursing programs in the United States. Responses were categorized according to the type of academic institution housing the prelicensure nursing program and type of entry-level nurse educator position. A total of 374 program administrators representing 48 states participated, for a 44% response rate. The results indicate that administrators expect entry-level nurse educators to acquire teaching competencies prior to obtaining an entry-level position. Expected proficiency levels of competencies differed based on the position type and the academic setting. Copyright 2013, SLACK Incorporated.

Identification and evaluation of competencies of public health nutritionists.

PubMed Central

Sims, L S

1979-01-01

The Delphi Technique was used to elicit a number of essential competencies expected of the "entry-level" public health nutritionist from members of Graduate Faculties of Programs in Public Health Nutrition. Questionnaires composed of "competency statements" were constructed from these responses and sent to practitioners in public health nutrition. The questionnaire requested evaluation of the "necessity" of each competency. Responses served as the basis for "factor analysis" procedures, employed to obtain clusters of competency functions expected of the nutritionist. From the 109 competency items originally identified, 17 competency scales were derived from the factor analysis. A ranking from both faculties and practitioners revealed that both groups highly rated competencies to communicate, to counsel and deal with clients/patients, and to interpret scientific data in "lay language." Less important in the ranking were competencies which dealt with administrative abilities, program planning, legislative activism, and consumer advocacy. These findings have cimplications for the practitioner in public health nutrition as well as for academic groups who must plan and evaluate curricula in public health nutrition and in other fields of public health. PMID:507240

An Analysis of Intercultural Communicative Competence: Hotel Front Office Personnel in Bangkok

ERIC Educational Resources Information Center

Inkaew, Manachai

2016-01-01

When we consider a strategy for dealing with globalization, it can be seen that intercultural interactions and encounters are very important and appropriate as effective outcomes are expected. Therefore, the need to assess the intercultural communicative competence (ICC) of those expected to achieve these outcomes is worth consideration. This…

Which level of competence and performance is expected? A survey among European employers of public health professionals.

PubMed

Vukovic, Dejana; Bjegovic-Mikanovic, Vesna; Otok, Robert; Czabanowska, Katarzyna; Nikolic, Zeljka; Laaser, Ulrich

2014-02-01

To explore largely unknown experience and expectations of European employers of public health professionals with regard to competences required to perform in the best way for the public health. A survey targeting employers in Europe was carried out September 2011–October 2012. The web-based questionnaire on public health competences and expected performance levels was returned by 63 organisations out of 109 contacted (57.8 %) as provided by Schools and Departments of Public Health (SDPH) in 30 European countries. The assessment of the current and desired levels of performance did not show significant differences between employer categories. However, current and desired levels across all employers differ significantly (p < 0.001), varying around a difference of one rank of a five-point scale. On the other hand, SDPH rank the exit qualifications of their graduates with one exception (presumed competences in preparedness for public health emergencies) higher than the current performance level as determined by employers, i.e. closer to their expectations. SDPH should reconsider priorities and question their estimate of exit qualifications in close contact with potential employers of their graduates.

Family members' expectations regarding nurses' competence in care homes: a qualitative interview study.

PubMed

Kiljunen, Outi; Kankkunen, Päivi; Partanen, Pirjo; Välimäki, Tarja

2017-11-22

Structural and cultural changes in the care of older people have influenced nursing practice, creating a need to identify current competency requirements for nurses working in care homes. Family members have an important role in ensuring the well-being of older people living in care homes, and family members' can provide valuable information about competence requirements. To explore the expectations of the care home residents' family members regarding the competence of nurses in care homes for older people. A qualitative descriptive design was used. Semi-structured interviews were conducted with 18 care home residents' family members between March and September 2016. Participants were recruited with help from regional associations and member associations of The Central Association of Carers in Finland and from regional associations of The Alzheimer's Society of Finland. The snowball technique was also used. The data were analysed using inductive content analysis. Ethics committee approval was obtained from the university committee on research ethics, and written informed consent was obtained from participants. The care home residents' family members expected that nurses would be able to interact with and treat people respectfully. Reflective collaboration between the nurse and a family member was also emphasised. Family members expected nurses to provide high-quality basic care and nursing and support residents' well-being individually and holistically. Family members' expectations reflect the need for ethical and interactional competence in the care home. In addition, evidence-based practice competencies are required to provide high-quality care. Nurses' ability to provide person-centred, individual and holistic care is vital to ensure care home residents' well-being. © 2017 Nordic College of Caring Science.

Identifying deficiencies in national and foreign medical team responses through expert opinion surveys: implications for education and training.

PubMed

Djalali, Ahmadreza; Ingrassia, Pier Luigi; Corte, Francesco Della; Foletti, Marco; Gallardo, Alba Ripoll; Ragazzoni, Luca; Kaptan, Kubilay; Lupescu, Olivera; Arculeo, Chris; von Arnim, Gotz; Friedl, Tom; Ashkenazi, Michael; Heselmann, Deike; Hreckovski, Boris; Khorram-Manesh, Amir; Khorrram-Manesh, Amir; Komadina, Radko; Lechner, Kostanze; Patru, Cristina; Burkle, Frederick M; Fisher, Philipp

2014-08-01

Unacceptable practices in the delivery of international medical assistance are reported after every major international disaster; this raises concerns about the clinical competence and practice of some foreign medical teams (FMTs). The aim of this study is to explore and analyze the opinions of disaster management experts about potential deficiencies in the art and science of national and FMTs during disasters and the impact these opinions might have on competency-based education and training. This qualitative study was performed in 2013. A questionnaire-based evaluation of experts' opinions and experiences in responding to disasters was conducted. The selection of the experts was done using the purposeful sampling method, and the sample size was considered by data saturation. Content analysis was used to explore the implications of the data. This study shows that there is a lack of competency-based training for disaster responders. Developing and performing standardized training courses is influenced by shortcomings in budget, expertise, and standards. There is a lack of both coordination and integration among teams and their activities during disasters. The participants of this study emphasized problems concerning access to relevant resources during disasters. The major findings of this study suggest that teams often are not competent during the response phase because of education and training deficiencies. Foreign medical teams and medically related nongovernmental organizations (NGOs) do not always provide expected capabilities and services. Failures in leadership and in coordination among teams are also a problem. All deficiencies need to be applied to competency-based curricula.

The psychological contracts of National Health Service nurses.

PubMed

Purvis, Lynne J; Cropley, Mark

2003-03-01

Following the psychological contract model of the employee-employer exchange relationship is offered as a means of understanding the expectations of a UK sample of 223 National Health Service (NHS) nurses in association with their leaving intentions. A pilot study involving 21 NHS nurses, using the repertory grid technique was conducted to elicit contract expectations. Twenty-nine categories of expectation were identified through content analysis. The study proper, employed a survey developed on the basis of results from the pilot study to identify contract profiles among 223 nurses from three London/South-east NHS hospitals, using the Q-sort method. Type of contract held (relational/transactional), satisfaction (job and organization), and leaving intentions were also examined. Q-analysis yielded four contract profiles among the nurses sampled: 'self-development and achievement'; 'belonging and development'; 'competence and collegiality' and 'autonomy and development'. Correlation analysis demonstrated that leaving intentions were associated with a need for personal autonomy and development, and the violation of expectations for being appreciated, valued, recognized and rewarded for effort, loyalty, hard-work and achievement, negative endorsement of a relational contract, positive endorsement of a transactional contract, and job and organizational dissatisfaction. Findings illustrate the diagnostic utility of the term psychological contract for understanding the expectations of NHS nurses. The potential significance of these findings for managing nurse retention is highlighted.

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.

Mothers’ Academic Gender Stereotypes and Education-Related Beliefs About Sons and Daughters in African American Families

PubMed Central

Wood, Dana; Kurtz-Costes, Beth; Okeke-Adeyanju, Ndidi; Rowley, Stephanie J.

2010-01-01

The role of African American mothers’ academic gender stereotype endorsement in shaping achievement-related expectations for and perceptions of their own children was examined. Mothers (N = 334) of 7th and 8th graders completed measures of expectations for their children’s future educational attainment, perceptions of their children’s academic competence, and academic gender stereotypes. Consistent with hypotheses, mothers held less favorable expectations for sons and perceived sons to be less academically competent than daughters. In addition, mothers reported stereotypes favoring girls over boys in academic domains; stereotype endorsement, in turn, was related to mothers’ educational expectations for and beliefs about the academic competence of their own children, even with youths’ actual achievement controlled. Negative stereotypes about the academic abilities of African American boys may create a negative feedback loop, thereby contributing to the maintenance of the gender gap in African Americans’ educational outcomes. PMID:20648228

Mothers' Academic Gender Stereotypes and Education-Related Beliefs About Sons and Daughters in African American Families.

PubMed

Wood, Dana; Kurtz-Costes, Beth; Okeke-Adeyanju, Ndidi; Rowley, Stephanie J

2009-05-01

The role of African American mothers' academic gender stereotype endorsement in shaping achievement-related expectations for and perceptions of their own children was examined. Mothers (N = 334) of 7th and 8th graders completed measures of expectations for their children's future educational attainment, perceptions of their children's academic competence, and academic gender stereotypes. Consistent with hypotheses, mothers held less favorable expectations for sons and perceived sons to be less academically competent than daughters. In addition, mothers reported stereotypes favoring girls over boys in academic domains; stereotype endorsement, in turn, was related to mothers' educational expectations for and beliefs about the academic competence of their own children, even with youths' actual achievement controlled. Negative stereotypes about the academic abilities of African American boys may create a negative feedback loop, thereby contributing to the maintenance of the gender gap in African Americans' educational outcomes.

The Effect Social Information Processing in Six-Year-Old Children Has on Their Social Competence and Peer Relationships

ERIC Educational Resources Information Center

Ogelman, Hulya Gulay; Seven, Serdal

2012-01-01

The purpose of this study was to investigate the effect social information processing levels has on the social competence (entering a peer group, response towards provocation, response to failure, response to success, social expectations, teacher expectations, reactive aggression, proactive aggression) and peer relationship (prosocial behaviour,…

Academic Literacy: A Statement of Competencies Expected of Students Entering California's Public Colleges and Universities.

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, Sacramento.

This document on Academic Literacies is an update of the original 1982 Statement on Competencies in English Expected of Entering College Freshmen. Incorporating findings from a Web-based survey submitted to faculty across the disciplines at the University of California , the California State Universities, and the California Community Colleges, and…

Statements on Preparation in English and Mathematics: Competencies Expected of Entering Freshmen and Remedial and Baccalaureate-Level Course Work.

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, Sacramento.

These joint statements by the Academic Senates of the California Community Colleges, the California State University, and the University of California address the concern that students are underprepared for college-level work. First, "Statement on Competencies in English and Mathematics Expected of Entering Freshmen," which was prepared…

The dark side of technologies: technostress among users of information and communication technologies.

PubMed

Salanova, Marisa; Llorens, Susana; Cifre, Eva

2013-01-01

This paper tests the structure and the predictors of two psychological experiences of technostress associated with the use of information and communication technologies (ICT), i.e., technostrain (users report feelings of anxiety, fatigue, scepticism and inefficacy beliefs related to the use of technologies) and technoaddiction (users feel bad due to an excessive and compulsive use of these technologies). The study included a sample of 1072 ICT users (N = 675 nonintensive ICT users and N = 397 intensive ICT users). Results from multigroup confirmatory factor analyses among non-intensive and intensive ICT users showed, as expected, the four-factor structure of technostrain in both samples. Secondly, and also as expected, confirmatory factorial analyses revealed that technostress experiences are characterized not only by technostrain but also by an excessive and compulsive use of ICT. Moreover, multiple analyses of variance showed significant differences between non-intensive and intensive ICT users (1) in the dimensions of technostress and (2) in specific job demands and job/personal resources. Finally, linear multiple regression analyses revealed that technostrain is positively predicted by work overload, role ambiguity, emotional overload, mobbing and obstacles hindering ICT use, as well as by lack of autonomy, transformational leadership, social support, ICT use facilitators and mental competences. Work overload, role ambiguity and mobbing, as well as the lack of emotional competences, positively predict technoaddiction. Theoretical and practical implications, in addition to future research, are discussed.

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

ERIC Educational Resources Information Center

El Asame, Maryam; Wakrim, Mohamed

2018-01-01

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

Competency Mapping of Teachers in Tertiary Education

ERIC Educational Resources Information Center

Sugumar, V. Raji

2009-01-01

Competency of teachers assumes a lot of importance in the era of knowledge society who are expected to produce students of high calibre. In India however competency development and mapping still remains an unexplored process. Not much study has been done on competency mapping in higher education sector, thus the present study is ventured upon. The…

Examining Perception of Competency through Practicum Competencies Outline

ERIC Educational Resources Information Center

Esposito, Giovanna; Freda, Maria Francesca; Bosco, Valentina

2015-01-01

Purpose: This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum;…

Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At Risk Children: Mediating Processes

PubMed Central

Chen, Qi; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oi-Man

2010-01-01

The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer-relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed. PMID:21113406

Consistency of physicians' legal standard and personal judgments of competency in patients with Alzheimer's disease.

PubMed

Marson, D C; Earnst, K S; Jamil, F; Bartolucci, A; Harrell, L E

2000-08-01

To investigate the consistency of physician judgments of treatment consent capacity (competency) for patients with Alzheimer's disease (AD) when specific legal standards (LS) for competency are used, and to identify the LS most clinically relevant to experienced physicians. Control and AD patient participants were videotaped being administered a measure of capacity to consent to medical treatment. Study physicians viewed videotapes of these assessments individually and made competency judgments for each participant under different LS followed by their own personal judgment of competency. A university medical center. Participants were 10 older controls and 21 patients with AD (10 with mild and 11 with moderate AD). Five physicians with experience assessing the competency of AD patients were recruited from the geriatric psychiatry, geriatric medicine, and neurology services of a university medical center. The 31 participants were videotaped performing on a measure of treatment consent capacity (Capacity to Consent to Treatment Instrument) (CCTI). The CCTI consists of two clinical vignettes (A-neoplasm and B-cardiac) that test competency under five LS. Vignette A and B assessments were videotaped separately for each participant (total videotapes for sample = 62). Each study physician viewed each videotaped vignette individually, made judgments under each of the LS (competent or incompetent), and then made his/her own personal competency judgment. Physicians were blinded to participant diagnosis. Within participant group, consistency of physician judgments was evaluated across LS and personal judgments using percentage agreement and kappa. Agreement between personal and LS judgments for the AD group was evaluated for each physician using logistic regression. As expected, physicians as a group generally demonstrated very high percentage agreement in their LS and personal competency judgments for the control group. For the AD group, mean percentage judgment agreement among physicians ranged from a high of 84% (LS1) (evidencing a treatment choice) to a low of 67% (LS3) (appreciating consequences of treatment choice). Mean percentage agreement for personal competency judgments was 76%. For the AD sample, kappa analyses for physicians as a group demonstrated significant agreement not attributable to chance for LS5 (understanding treatment situation/choices) (k = 0.57, P = .001), LS4 (providing rational reasons for treatment choice) (k = 0.39, P = .04), and also for personal judgments (k = 0.48, P = .009). Analysis of LS judgment agreement within physician indicated that physicians applied the LS as discrete standards. Within-physician and for the AD sample, personal competency judgments were associated significantly with judgments on LS5 (P = .001), LS4 (P = .004), and LS3 (P < .04). Experienced physicians demonstrated significant agreement assessing competency in AD patients when judgments were based upon specific legal standards. Personal competency judgments of physicians showed a substantially higher level of agreement than found in a previous study, where specific LS were not used. These results suggest that consistency of physician competency judgments can be enhanced if they are guided by knowledge of specific LS. Physicians' personal competency judgments were most closely associated with comprehension and reasoning LS, the most conservative and clinically appropriate standards for deciding competency.

Functional Significance of Conflicting Age and Wealth Cross-Categorization: The Dominant Role of Categories That Violate Stereotypical Expectations

PubMed Central

Song, Jingjing; Zuo, Bin

2016-01-01

The purpose of the current study was to identify the functional significance of conflicting stereotypes and to identify the dominant category in such conflicts. In the present research we examined the conflicting crossed categories of age and wealth with regard to warmth and competence perceptions. It was found (Pilot Study and Study 1) that the old-rich targets presented a conflicting stereotype group in the perception of warmth, whereas young-poor targets presented a conflicting stereotype group in the perception of competence. In addition, the old stereotype dominated the warmth evaluation of old-rich targets, whereas the poor stereotype dominated the competence evaluation of young-poor targets. In Study 2, participants provided warmth and competence evaluations after they learned about the targets' behaviors which demonstrated high or low warmth and high or low competence. The results suggest that for the warmth evaluation of the old-rich target the category that did not match the behavior (i.e., contradicted the stereotype expectation) was more salient and drove judgments. However, the effect of stereotype expectation violation was not found in the competence evaluation of the young-poor target. The results are discussed in terms of their implications for understanding factors that activate and inhibit stereotyped perceptions. PMID:27818640

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

PubMed

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

2017-08-01

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

An English Language Curriculum for Technical Students. Practical Papers in English Education, Volume 2.

ERIC Educational Resources Information Center

Hutchinson, Tom; And Others

This curriculum for technical students aims at linking the identity of the learner, his initial linguistic and technical competence, and his expectations with the competence expected of him on entering the technical college. The materials of the curriculum make use of a wide variety of information and data sources such as school-level science…

Advanced Marketing. Marketing Education Teacher's Resource Guide. Expected Student Learning Outcomes and Cross-Referenced Instructional Materials by Competencies.

ERIC Educational Resources Information Center

Smith, Clifton L.

This guide, developed by a project to revise the minimum core competencies for the advanced marketing course in secondary marketing education in Missouri, contains four sections. The first section explains competency-based marketing education, including its mission, nature, curriculum, and the fundamentals of competency-based instruction. The…

Fundamentals of Marketing. Marketing Education Teacher's Resource Guide. Expected Student Learning Outcomes and Cross-Referenced Instructional Materials by Competencies.

ERIC Educational Resources Information Center

Smith, Clifton L.

This guide, developed by a project to revise the minimum core competencies for the Fundamentals of Marketing course in secondary marketing education in Missouri, contains four sections. The first section explains competency-based marketing education, including its mission, nature, curriculum, and the fundamentals of competency-based instruction.…

Perspective: Toward a competency framework for faculty.

PubMed

Milner, Robert J; Gusic, Maryellen E; Thorndyke, Luanne E

2011-10-01

Today, faculty in academic medicine face challenges in all three mission areas--research, education, and patient care--and require a broad set of competencies to survive in this changing environment. To support faculty and to design assessments that match new expectations, the authors argue that it is essential to capture the full scope of skills, knowledge, and behaviors necessary for a successful faculty member. Thus, it is timely to explore and define competencies for faculty in academic medicine. The authors describe three approaches to identifying faculty competencies. Each reveals diverse but overlapping sets of competency domains, reflecting the breadth of activities expected of today's faculty. To organize these competencies into a coherent framework, the authors propose a model based on a typology of competency. A key feature of the model is the division between occupational competencies, which are largely role-specific, and personal competencies, which are necessary for all faculty. A competency framework also must be developmental, to reflect the growth in skills, knowledge, and behaviors from trainee to expert and to allow for an individual's changing roles over a career. Such a competency framework will inform professional development activities and require assessment of competence. The generation of competencies also will reveal areas of faculty practice that are poorly measured, requiring new tools to be incorporated into existing processes of faculty evaluation. The authors provide general principles to guide the identification of a competency framework for faculty and invite the academic medicine community to engage in further discussion.

Career-related parental support of adolescents with hearing loss: relationships with parents' expectations and occupational status.

PubMed

Michael, Rinat; Cinamon, Rachel Gali; Most, Tova

2015-01-01

The study examined the contribution of parents' occupational status and expectations regarding persons with hearing loss to career-related support they provide their deaf and hard of hearing (dhh) adolescent children. Thirty-eight parents completed the Evaluation of Occupational Competence Scale (Weisel & Cinamon, 2005), the Evaluation of Family Competence Scale (Caprara, Regalia, Scabini, Barbaranelli, & Bandura, 2004), the Career-Related Parent Support Scale (Turner, Alliman-Brissett, Lapan, Udipi, & Ergun, 2003), and a background questionnaire. Parents' occupational expectations were positively correlated with their family expectations regarding deaf persons. Parents' occupational status contributed to expectations of success for deaf persons in prestigious occupations with high communication demands. Different types of expectations contributed to career-related parental support. Implications for theory and practice are discussed.

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.

Developing a cultural competence inventory for nurses in China.

PubMed

Cai, D; Kunaviktikul, W; Klunklin, A; Sripusanapan, A; Avant, P K

2017-06-01

To develop and psychometrically test the Cultural Competence Inventory for Nurses in China. Cultural competence is expected worldwide from nurses due to the increasing cultural diversity of people in healthcare establishments. Yet, no cultural competence framework or instrument for nurses has been identified to guide nursing practice in China where the cultural diversity of the populations and the characteristics of the healthcare system are different from those of the West. A review of literature and individual interviews among nurse experts generated 74 items, which were evaluated by six experts in transcultural nursing. A stratified random sampling technique was used to recruit 520 Chinese nurses for the field test. Construct validity and internal consistency reliability of the instrument were estimated by exploratory factor analysis and Cronbach's alpha, respectively. The data were collected from May 2015 to January 2016. The final instrument consists of 29 items in five dimensions, namely 'cultural awareness, cultural respect, cultural knowledge, cultural understanding and cultural skills'. Cronbach's alpha for the instrument was 0.94, with a range of 0.79-0.92 for the individual dimensions. The evidence for contrast-group validity (P < 0.001) was also obtained. The study provides evidence that the Cultural Competence Inventory for Nurses in China is reliable, valid and culturally sensitive for measuring nurses' cultural competence. The instrument development process facilitates the understanding of cultural competence globally. Cultural competence of nurses can be evaluated for self-development, workforce management and quality assurance. The instrument can also serve as the foundation to develop education curricula and nursing procedures or protocols to improve culturally competent nursing practice. © 2017 International Council of Nurses.

Estimating the Expected Value of Sample Information Using the Probabilistic Sensitivity Analysis Sample

PubMed Central

Oakley, Jeremy E.; Brennan, Alan; Breeze, Penny

2015-01-01

Health economic decision-analytic models are used to estimate the expected net benefits of competing decision options. The true values of the input parameters of such models are rarely known with certainty, and it is often useful to quantify the value to the decision maker of reducing uncertainty through collecting new data. In the context of a particular decision problem, the value of a proposed research design can be quantified by its expected value of sample information (EVSI). EVSI is commonly estimated via a 2-level Monte Carlo procedure in which plausible data sets are generated in an outer loop, and then, conditional on these, the parameters of the decision model are updated via Bayes rule and sampled in an inner loop. At each iteration of the inner loop, the decision model is evaluated. This is computationally demanding and may be difficult if the posterior distribution of the model parameters conditional on sampled data is hard to sample from. We describe a fast nonparametric regression-based method for estimating per-patient EVSI that requires only the probabilistic sensitivity analysis sample (i.e., the set of samples drawn from the joint distribution of the parameters and the corresponding net benefits). The method avoids the need to sample from the posterior distributions of the parameters and avoids the need to rerun the model. The only requirement is that sample data sets can be generated. The method is applicable with a model of any complexity and with any specification of model parameter distribution. We demonstrate in a case study the superior efficiency of the regression method over the 2-level Monte Carlo method. PMID:25810269

Evaluator Training Needs and Competencies: A Gap Analysis

ERIC Educational Resources Information Center

Galport, Nicole; Azzam, Tarek

2017-01-01

The systematic identification of evaluator competency training needs is crucial for the development of evaluators and the establishment of evaluation as a profession. Insight into essential competencies could help align training programs with field-specific needs, therefore clarifying expectations between evaluators, educators, and employers. This…

Environmental health training: a survey of family practice residency program directors.

PubMed

Musham, C; Bellack, J P; Graber, D R; Holmes, D

1996-01-01

The Institute of Medicine and the American College of Physicians have advocated that physicians broaden their participation in the environmental aspects of medical care. Accordingly, both organizations recommend training of future primary care physicians for greater competency in and appreciation of this area of medicine. This study assessed the present emphasis on environmental health in family practice residency programs by examining the extent program directors expect graduates to have specific competencies in environmental medicine. A written survey was mailed to directors of all 393 family practice residency programs listed in the 1993 Directory of Family Practice Residency Programs. Respondents were asked to indicate the extent to which each of eight environmental health competencies was expected of their graduates. The list of environmental health competencies was based on the literature and on interviews with family practice educators. Perceptions about the "present" and "ideal" environmental health emphasis in their programs were also measured. A total of 262 completed surveys were returned for a response rate of 67%. Respondents reported that they expected their graduates to have general knowledge of and competence in environmental health areas that pertain to patient care. Competencies with social and political implications were least likely to be expected. Two thirds of respondents indicated that "minimal emphasis" is presently placed on environmental health. Seventy percent indicated that the "ideal" amount of emphasis placed on this topic is "moderate." This survey's results suggest that family practice residency program directors expect their graduates to know basic environmental health concepts and be skilled in related aspects of patient care. The development of environmental health training programs must take into account that environmental health may be viewed as a topic of secondary importance and that in most residencies, faculty expertise in this area is limited. For this reason, a self-tutoring strategy, aimed toward the educational needs of both faculty and residents, is recommended.

Answering the Demands of a New Workplace: Using Competency-Based Vocational Education To Prepare Workers. A VES Briefing Paper.

ERIC Educational Resources Information Center

Moore, Debra M.; Pershing, James A.

Common elements of definitions of competency-based vocational education (CBVE) are: (1) CBVE is an instructional process; (2) students must develop competencies; (3) competency includes skill, knowledge, and attitudes; and (4) the outcome is successful job performance. Advantages of CBVE include: (1) students' awareness of what is expected of them…

Aligning interprofessional education collaborative sub-competencies to a progression of learning.

PubMed

Patel Gunaldo, Tina; Brisolara, Kari Fitzmorris; Davis, Alison H; Moore, Robert

2017-05-01

In the United States, the Interprofessional Education Collaborative (IPEC) developed four core competencies for interprofessional collaborative practice. Even though the IPEC competencies and respective sub-competencies were not created in a hierarchal manner, one might reflect upon a logical progression of learning as well as learners accruing skills allowing them to master one level of learning and building on the aggregate of skills before advancing to the next level. The Louisiana State University Health-New Orleans Center for Interprofessional Education and Collaborative Practice (CIPECP) determined the need to align the sub-competencies with the level of behavioural expectations in order to simplify the process of developing an interprofessional education experience targeted to specific learning levels. In order to determine the most effective alignment, CIPECP discussions revolved around current programmatic expectations across the institution. Faculty recognised the need to align sub-competencies with student learning objectives. Simultaneously, a progression of learning existing within each of the four IPEC domains was noted. Ultimately, the faculty and staff team agreed upon categorising the sub-competencies in a hierarchical manner for the four domains into either a "basic, intermediate, or advanced" level of competency.

Perceptions of morality and competence in (non)interdependent games.

PubMed

Krueger, Joachim I; DiDonato, Theresa E

2010-05-01

Individuals' actions and their stated beliefs affect how others perceive them. In a prisoner's dilemma, a defector who expects others to cooperate is perceived as less moral than a defector who expects others to defect; a cooperator who expects others to defect is perceived as less competent than a cooperator who expects others to cooperate (Experiment 1). This pattern suggests that in a context of interdependence, a stated expectation that the behavior of others will resemble one's own may protect one's social reputation. When outcomes are not interdependent, expectations do not moderate the effects of behavior on reputation (Experiment 2). In such a context, inductive reasoning is sufficient to explain social projection. Both types of results are replicated in a modified N-person social dilemma (Experiment 3), further validating the inductive-reasoning hypothesis. Copyright 2010 Elsevier B.V. All rights reserved.

Competency-Based Occupational Programs: Identification, Structuring, and Evaluation.

ERIC Educational Resources Information Center

Pensacola Junior Coll., FL.

This publication presents results of the third phase of a Pensacola Junior College project to develop certain vocational programs as competency-based education. A brief narrative discusses the entire project--especially phase 3, which involved identification and definition of those competencies expected by an employer using input from an advisory…

Holding Courses Accountable for Competencies Central to the Degree

ERIC Educational Resources Information Center

Schneider, Carol Geary

2013-01-01

The author of this article questions what has been gained from Berrett's exploration of the connections between competency development and individual required courses. She concludes from this analysis that students' competency development is a responsibility that cuts across many courses and many levels of expected student proficiency. To put it…

The Relationship of Family Variables to Head Start Children's Preacademic Competence.

ERIC Educational Resources Information Center

Mantzicopoulos, Panayota Y.

1997-01-01

Examined contribution of family variables such as parenting and literacy activities to the pre-academic competence of 93 Head Start children. Found that maternal educational expectations, home literacy variables, and maternal school involvement were predictive of children's competence even after accounting for the effects of maternal education,…

Students' Perceptions toward Academic Competencies: The Case of German First-Year Students

ERIC Educational Resources Information Center

Mah, Dana-Kristin; Ifenthaler, Dirk

2018-01-01

Students often enter higher education academically unprepared and with unrealistic perceptions and expectations regarding academic competencies for their studies. However, preparedness and realistic perceptions are important factors for student retention. With regard to a proposed model of five academic competencies (time management, learning…

Development and Psychometric Evaluation of an Instrument to Assess Cross-Cultural Competence of Healthcare Professionals (CCCHP)

PubMed Central

Bernhard, Gerda; Knibbe, Ronald A.; von Wolff, Alessa; Dingoyan, Demet; Schulz, Holger; Mösko, Mike

2015-01-01

Background Cultural competence of healthcare professionals (HCPs) is recognized as a strategy to reduce cultural disparities in healthcare. However, standardised, valid and reliable instruments to assess HCPs’ cultural competence are notably lacking. The present study aims to 1) identify the core components of cultural competence from a healthcare perspective, 2) to develop a self-report instrument to assess cultural competence of HCPs and 3) to evaluate the psychometric properties of the new instrument. Methods The conceptual model and initial item pool, which were applied to the cross-cultural competence instrument for the healthcare profession (CCCHP), were derived from an expert survey (n = 23), interviews with HCPs (n = 12), and a broad narrative review on assessment instruments and conceptual models of cultural competence. The item pool was reduced systematically, which resulted in a 59-item instrument. A sample of 336 psychologists, in advanced psychotherapeutic training, and 409 medical students participated, in order to evaluate the construct validity and reliability of the CCCHP. Results Construct validity was supported by principal component analysis, which led to a 32-item six-component solution with 50% of the total variance explained. The different dimensions of HCPs’ cultural competence are: Cross-Cultural Motivation/Curiosity, Cross-Cultural Attitudes, Cross-Cultural Skills, Cross-Cultural Knowledge/Awareness and Cross-Cultural Emotions/Empathy. For the total instrument, the internal consistency reliability was .87 and the dimension’s Cronbach’s α ranged from .54 to .84. The discriminating power of the CCCHP was indicated by statistically significant mean differences in CCCHP subscale scores between predefined groups. Conclusions The 32-item CCCHP exhibits acceptable psychometric properties, particularly content and construct validity to examine HCPs’ cultural competence. The CCCHP with its five dimensions offers a comprehensive assessment of HCPs’ cultural competence, and has the ability to distinguish between groups that are expected to differ in cultural competence. This instrument can foster professional development through systematic self-assessment and thus contributes to improve the quality of patient care. PMID:26641876

Development and Psychometric Evaluation of an Instrument to Assess Cross-Cultural Competence of Healthcare Professionals (CCCHP).

PubMed

Bernhard, Gerda; Knibbe, Ronald A; von Wolff, Alessa; Dingoyan, Demet; Schulz, Holger; Mösko, Mike

2015-01-01

Cultural competence of healthcare professionals (HCPs) is recognized as a strategy to reduce cultural disparities in healthcare. However, standardised, valid and reliable instruments to assess HCPs' cultural competence are notably lacking. The present study aims to 1) identify the core components of cultural competence from a healthcare perspective, 2) to develop a self-report instrument to assess cultural competence of HCPs and 3) to evaluate the psychometric properties of the new instrument. The conceptual model and initial item pool, which were applied to the cross-cultural competence instrument for the healthcare profession (CCCHP), were derived from an expert survey (n = 23), interviews with HCPs (n = 12), and a broad narrative review on assessment instruments and conceptual models of cultural competence. The item pool was reduced systematically, which resulted in a 59-item instrument. A sample of 336 psychologists, in advanced psychotherapeutic training, and 409 medical students participated, in order to evaluate the construct validity and reliability of the CCCHP. Construct validity was supported by principal component analysis, which led to a 32-item six-component solution with 50% of the total variance explained. The different dimensions of HCPs' cultural competence are: Cross-Cultural Motivation/Curiosity, Cross-Cultural Attitudes, Cross-Cultural Skills, Cross-Cultural Knowledge/Awareness and Cross-Cultural Emotions/Empathy. For the total instrument, the internal consistency reliability was .87 and the dimension's Cronbach's α ranged from .54 to .84. The discriminating power of the CCCHP was indicated by statistically significant mean differences in CCCHP subscale scores between predefined groups. The 32-item CCCHP exhibits acceptable psychometric properties, particularly content and construct validity to examine HCPs' cultural competence. The CCCHP with its five dimensions offers a comprehensive assessment of HCPs' cultural competence, and has the ability to distinguish between groups that are expected to differ in cultural competence. This instrument can foster professional development through systematic self-assessment and thus contributes to improve the quality of patient care.

Parental authority, nurturance, and two-dimensional self-esteem.

PubMed

Tafarodi, Romin W; Wild, Nicole; Ho, Caroline

2010-08-01

This study examined the relations of parental permissiveness, authoritativeness, authoritarianism, and nurturance with two dimensions of self-esteem - self-liking and self-competence. In a sample of 207 two-parent families, university students and both their parents provided independent reports on all the above variables. Covariance structure analysis was used to eliminate reporter-specific bias and unreliability in predicting student self-esteem from parenting behavior. The results revealed highly redundant positive associations of mothers' and fathers' authoritativeness and nurturance with both self-liking and self-competence. The pattern of these associations suggests that the significance of parental authoritativeness for the child's self-esteem is due mainly to the nurturance it provides. Contrary to expectation, mothers' and fathers' authoritarianism was also positively associated with self-liking. As discussed, however, this is likely to be an artifact of the specific measures and testing methods used.

The case against one-shot testing for initial dental licensure.

PubMed

Chambers, David W; Dugoni, Arthur A; Paisley, Ian

2004-03-01

High-stakes testing are expected to meet standards for cost-effectiveness, fairness, transparency, high reliability, and high validity. It is questionable whether initial licensure examinations in dentistry meet such standards. Decades of piecemeal adjustments in the system have resulted in limited improvement. The essential flaw in the system is reliance on a one-shot sample of a small segment of the skills, understanding, and supporting values needed for today's professional practice of dentistry. The "snapshot" approach to testing produces inherently substandard levels of reliability and validity. A three-step alternative is proposed: boards should (1) define the competencies required of beginning practitioners, (2) establish the psychometric standards needed to make defensible judgments about candidates, and (3) base licensure decisions only on portfolios of evidence that test for defined competencies at established levels of quality.

'Putting it into words': developing the RCGP competency descriptors to include 'at-risk behaviours'.

PubMed

Jones, Tim; Tracey, Sue

2012-11-01

As part of the Royal College of General Practitioners' (RCGP) arrangements to satisfy the GMC's requirement for Work Place Based Assessment (WPBAs) a range of 12 WPBA competencies was drawn up. Further to this the RCGP produced descriptors of the behaviours that would demonstrate a trainee had gained competence in that area. Recently the RCGP have expanded the rating scale available to educational supervisors at the time of a review to allow for a finding of 'Needs Further Development (NFD) - below expectations'. In the North of Scotland Deanery it has been recognised that a number of trainees are struggling to demonstrate competency in WPBA and to complete training. Reviewing how we could help these trainees and their educational supervisors there was recognition that early identification of these trainees would assist remedial action. Additionally, having reliable indicators of behaviours associated with a trainee in difficulty would aid the assessment of a trainee as 'NFD - below expectations'. Although many reliable descriptors of 'at-risk' behaviour exist, within frameworks and systems for doctors felt to be in difficulty these systems lie outwith the WPBA competency framework. This paper describes the work undertaken in the North of Scotland Deanery to modify the original table of descriptors for the 12 WPBA competencies to include an 'NFD - below expectations'/'at-risk' behaviours column. The descriptors of behaviours associated with trainees in difficulty have been aligned to the 12 WPBA competencies and used to populate the additional column in the descriptor table. The expectation is that the expanded table of descriptors will assist both in early identification of trainees' at-risk behaviours so that formative work can be engaged in at an early stage in an attachment, and also in the objective assessment of a trainee at an educational supervisor's review if they're in difficulties.

Expected Ethical Competencies of Public Health Professionals and Graduate Curricula in Accredited Schools of Public Health in North America

PubMed Central

Wright, Brandy; Semaan, Salaam

2013-01-01

Objectives. We assessed expected ethics competencies of public health professionals in codes and competencies, reviewed ethics instruction at schools of public health, and recommended ways to bridge the gap between them. Methods. We reviewed the code of ethics and 3 sets of competencies, separating ethics-related competencies into 3 domains: professional, research, and public health. We reviewed ethics course requirements in 2010–2011 on the Internet sites of 46 graduate schools of public health and categorized courses as required, not required, or undetermined. Results. Half of schools (n = 23) required an ethics course for graduation (master’s or doctoral level), 21 did not, and 2 had no information. Sixteen of 23 required courses were 3-credit courses. Course content varied from 1 ethics topic to many topics addressing multiple ethics domains. Conclusions. Consistent ethics education and competency evaluation can be accomplished through a combination of a required course addressing the 3 domains, integration of ethics topics in other courses, and “booster” trainings. Enhancing ethics competence of public health professionals is important to address the ethical questions that arise in public health research, surveillance, practice, and policy. PMID:22994177

National stereotypes of older people's competence are related to older adults' participation in paid and volunteer work.

PubMed

Bowen, Catherine E; Skirbekk, Vegard

2013-11-01

Why are older people perceived as more competent in some countries relative to others? In the current study, we investigate the extent to which national variation in perceptions of older people's competence is systematically related to national variation in the extent to which older people participate in paid and volunteer work. We used multilevel regression to analyze data from the European Social Survey and test the relationship between perceptions of older people's competence and older people's participation in paid and volunteer work across 28 countries. We controlled for a number of potentially confounding variables, including life expectancy as well as the gender ratio and average education of the older population in each country. We controlled for the average objective cognitive abilities of the older population in a subsample of 11 countries. Older people were perceived as more competent in countries in which more older people participated in paid or volunteer work, independent of life expectancy and the average education, gender makeup, and average cognitive abilities of the older population. The results suggest that older people's participation in paid and volunteer work is related to perceptions of older people's competence independent of older people's actual competence.

Designing and Testing an Inventory for Measuring Social Media Competency of Certified Health Education Specialists

PubMed Central

Bernhardt, Jay M; Stellefson, Michael; Weiler, Robert M; Anderson-Lewis, Charkarra; Miller, M David; MacInnes, Jann

2015-01-01

Background Social media can promote healthy behaviors by facilitating engagement and collaboration among health professionals and the public. Thus, social media is quickly becoming a vital tool for health promotion. While guidelines and trainings exist for public health professionals, there are currently no standardized measures to assess individual social media competency among Certified Health Education Specialists (CHES) and Master Certified Health Education Specialists (MCHES). Objective The aim of this study was to design, develop, and test the Social Media Competency Inventory (SMCI) for CHES and MCHES. Methods The SMCI was designed in three sequential phases: (1) Conceptualization and Domain Specifications, (2) Item Development, and (3) Inventory Testing and Finalization. Phase 1 consisted of a literature review, concept operationalization, and expert reviews. Phase 2 involved an expert panel (n=4) review, think-aloud sessions with a small representative sample of CHES/MCHES (n=10), a pilot test (n=36), and classical test theory analyses to develop the initial version of the SMCI. Phase 3 included a field test of the SMCI with a random sample of CHES and MCHES (n=353), factor and Rasch analyses, and development of SMCI administration and interpretation guidelines. Results Six constructs adapted from the unified theory of acceptance and use of technology and the integrated behavioral model were identified for assessing social media competency: (1) Social Media Self-Efficacy, (2) Social Media Experience, (3) Effort Expectancy, (4) Performance Expectancy, (5) Facilitating Conditions, and (6) Social Influence. The initial item pool included 148 items. After the pilot test, 16 items were removed or revised because of low item discrimination (r<.30), high interitem correlations (Ρ>.90), or based on feedback received from pilot participants. During the psychometric analysis of the field test data, 52 items were removed due to low discrimination, evidence of content redundancy, low R-squared value, or poor item infit or outfit. Psychometric analyses of the data revealed acceptable reliability evidence for the following scales: Social Media Self-Efficacy (alpha=.98, item reliability=.98, item separation=6.76), Social Media Experience (alpha=.98, item reliability=.98, item separation=6.24), Effort Expectancy(alpha =.74, item reliability=.95, item separation=4.15), Performance Expectancy (alpha =.81, item reliability=.99, item separation=10.09), Facilitating Conditions (alpha =.66, item reliability=.99, item separation=16.04), and Social Influence (alpha =.66, item reliability=.93, item separation=3.77). There was some evidence of local dependence among the scales, with several observed residual correlations above |.20|. Conclusions Through the multistage instrument-development process, sufficient reliability and validity evidence was collected in support of the purpose and intended use of the SMCI. The SMCI can be used to assess the readiness of health education specialists to effectively use social media for health promotion research and practice. Future research should explore associations across constructs within the SMCI and evaluate the ability of SMCI scores to predict social media use and performance among CHES and MCHES. PMID:26399428

Designing and Testing an Inventory for Measuring Social Media Competency of Certified Health Education Specialists.

PubMed

Alber, Julia M; Bernhardt, Jay M; Stellefson, Michael; Weiler, Robert M; Anderson-Lewis, Charkarra; Miller, M David; MacInnes, Jann

2015-09-23

Social media can promote healthy behaviors by facilitating engagement and collaboration among health professionals and the public. Thus, social media is quickly becoming a vital tool for health promotion. While guidelines and trainings exist for public health professionals, there are currently no standardized measures to assess individual social media competency among Certified Health Education Specialists (CHES) and Master Certified Health Education Specialists (MCHES). The aim of this study was to design, develop, and test the Social Media Competency Inventory (SMCI) for CHES and MCHES. The SMCI was designed in three sequential phases: (1) Conceptualization and Domain Specifications, (2) Item Development, and (3) Inventory Testing and Finalization. Phase 1 consisted of a literature review, concept operationalization, and expert reviews. Phase 2 involved an expert panel (n=4) review, think-aloud sessions with a small representative sample of CHES/MCHES (n=10), a pilot test (n=36), and classical test theory analyses to develop the initial version of the SMCI. Phase 3 included a field test of the SMCI with a random sample of CHES and MCHES (n=353), factor and Rasch analyses, and development of SMCI administration and interpretation guidelines. Six constructs adapted from the unified theory of acceptance and use of technology and the integrated behavioral model were identified for assessing social media competency: (1) Social Media Self-Efficacy, (2) Social Media Experience, (3) Effort Expectancy, (4) Performance Expectancy, (5) Facilitating Conditions, and (6) Social Influence. The initial item pool included 148 items. After the pilot test, 16 items were removed or revised because of low item discrimination (r<.30), high interitem correlations (Ρ>.90), or based on feedback received from pilot participants. During the psychometric analysis of the field test data, 52 items were removed due to low discrimination, evidence of content redundancy, low R-squared value, or poor item infit or outfit. Psychometric analyses of the data revealed acceptable reliability evidence for the following scales: Social Media Self-Efficacy (alpha=.98, item reliability=.98, item separation=6.76), Social Media Experience (alpha=.98, item reliability=.98, item separation=6.24), Effort Expectancy(alpha =.74, item reliability=.95, item separation=4.15), Performance Expectancy (alpha =.81, item reliability=.99, item separation=10.09), Facilitating Conditions (alpha =.66, item reliability=.99, item separation=16.04), and Social Influence (alpha =.66, item reliability=.93, item separation=3.77). There was some evidence of local dependence among the scales, with several observed residual correlations above |.20|. Through the multistage instrument-development process, sufficient reliability and validity evidence was collected in support of the purpose and intended use of the SMCI. The SMCI can be used to assess the readiness of health education specialists to effectively use social media for health promotion research and practice. Future research should explore associations across constructs within the SMCI and evaluate the ability of SMCI scores to predict social media use and performance among CHES and MCHES.

Fundamentals of Marketing. Missouri Marketing Education Curriculum. Competency Listing. Revised.

ERIC Educational Resources Information Center

Smith, Clifton L.

This guide lists the core curriculum competencies expected to be developed by students in secondary Fundamentals of Marketing courses in Missouri. It was developed through revision of the prior core curriculum by a project team with input from all the marketing instructors in the state. Competencies listed in the revised fundamentals of marketing…

The Roles of Nondisabled Peers in Promoting the Social Competence of Students with Intellectual Disabilities in Inclusive Classrooms.

ERIC Educational Resources Information Center

Cozzul, Marilyn Challis; Freeze, Rick; Lutfiyya, Zana Marie; Van Walleghem, John

2004-01-01

Educators often expect students with intellectual disabilities in inclusive elementary school classrooms to develop social competence through interactions with their peers. In this qualitative study, semi structured indepth interviews were used to investigate elementary school teachers' perspectives on student social competence, the quality of…

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

ERIC Educational Resources Information Center

Maderick, Joseph Andrew

2013-01-01

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

International WIL Placements: Their Influence on Student Professional Development, Personal Growth and Cultural Competence

ERIC Educational Resources Information Center

Gribble, Nigel; Dender, Alma; Lawrence, Emma; Manning, Kirrily; Falkmer, Torbjorn

2014-01-01

In the increasingly global world, skills in cultural competence now form part of the minimum standards of practice required for allied health professionals. During an international work-integrated learning (WIL) placement, allied health students' cultural competence is expected to be enhanced. The present study scrutinized reflective journals of…

A Method for Evaluating Competency in Assessment and Management of Suicide Risk

ERIC Educational Resources Information Center

Hung, Erick K.; Binder, Renee L.; Fordwood, Samantha R.; Hall, Stephen E.; Cramer, Robert J.; McNiel, Dale E.

2012-01-01

Objective: Although health professionals increasingly are expected to be able to assess and manage patients' risk for suicide, few methods are available to evaluate this competency. This report describes development of a competency-assessment instrument for suicide risk-assessment (CAI-S), and evaluates its use in an objective structured clinical…

Induced seismicity in a salt mine environment evaluated by a coupled continuum-discrete modelling.

NASA Astrophysics Data System (ADS)

Mercerat, E.; Souley, M.; Driad, L.; Bernard, P.

2005-12-01

Within the framework of a research project launched to assess the feasibility of seismic monitoring of underground growing cavities, this specific work focus on two main complementary axis: the validation of seismic monitoring techniques in salt mine environments, and the numerical modelling of deformation and failure mechanisms with their associated acoustic emissions, the induced microseismicity. The underground cavity under monitoring is located at Cerville (Lorraine, France) within a salt layer 180 m deep and it presents a rather regular cylindrical shape of 100 m diameter. Typically, the overburden is characterized by the presence of two competent layers with elasto-brittle behaviour and located 50 m above the salt layer. When the salt exploitation restarts, the cavity will progressively grow causing irreversible damage of the upper layers until its final collapse at a time scale of the order of one year. Numerical modelling of such a complex process requires a large scale model which takes into account both the growing cavity within the salt layer and the mechanical behaviour of the overburden where high deformation and fracturing is expected. To keep the elasto-brittle behaviour of the competent layers where most seismic damage is expected, we use the PFC code (Itasca Cons). To approach the other layers (mainly composed of marls and salt) which present more ductile and/or viscoplastic behaviour, a continuum approach based on the FLAC code (Itasca Cons) is employed. Numerous calibration process were needed to estimate the microproperties used in PFC to reproduce the macroscopic behaviour from laboratory tests performed on samples extracted from the competent layers. As long as the size of the PFC inclusion representing the brittle material is much higher than the core sample sizes, the scale effect of microproperties is examined. The next stage is to perform calculations on the basis of previous macroscopic and microproperties calibration results, and compare them with the observed microseismicity in the rock mass.

What makes a competent clinical teacher?

PubMed Central

Wealthall, Stephen; Henning, Marcus

2012-01-01

Background Clinical teaching competency is a professional necessity ensuring that clinicians’ knowledge, skills and attitudes are effectively transmitted from experts to novices. The aim of this paper is to consider how clinical skills are transmitted from a historical and reflective perspective and to link these ideas with student and teacher perceptions of competence in clinical teaching. Methods The reflections are informed by a Delphi process and professional development survey designed to capture students’ and clinicians’ ideas about the attributes of a competent clinical teacher. In addition, the survey process obtained information on the importance and ‘teachability’ of these characteristics. Results Four key characteristics of the competent teacher emerged from the Delphi process: clinically competent, efficient organizer, group communicator and person–centred. In a subsequent survey, students were found to be more optimistic about the ‘teachability’ of these characteristics than clinicians and scored the attribute of person-centredness higher than clinicians. Clinicians, on the other hand, ascribed higher levels of importance to clinical competency, efficient organization and group communication than students. Conclusions The Delphi process created a non-threatening system for gathering student and clinician expectations of teachers and created a foundation for developing methods for evaluating clinical competency. This provided insights into differences between teachers’ and students’ expectations, their importance, and professional development. PMID:26451184

Creativity and connections: the future of nursing education and practice: the Massachusetts Initiative.

PubMed

Sroczynski, Maureen; Gravlin, Gayle; Route, Paulette Seymour; Hoffart, Nancy; Creelman, Patricia

2011-01-01

Education and practice partnerships are key to effective academic program design and implementation in a time of decreasing supply and increasing demands on the nursing profession. An integrated education/practice competency model can positively impact patient safety, improve patient care, increase retention, and ensure a sufficient and competent nursing workforce, which is paramount to survival of the health care system. Through the contributions of nursing leaders from the broad spectrum of nursing and industry organizations within the state, the Massachusetts Nurse of the Future project developed a competency-based framework for the future design of nursing educational programs to meet current and future practice needs. The Massachusetts Nurse of the Future Nursing Core Competencies(©) expand on the Institute of Medicine's core competencies for all health care professionals and the Quality and Safety Education for Nurses competencies for quality and safety to define the expectations for all professional nurses of the future. The Massachusetts Nurse of the Future Nursing Core Competencies define the knowledge, attitude, and skills required as the minimal expectations for initial nursing practice following completion of a prelicensure professional nursing education program. These competencies are now being integrated into new models for seamless, coordinated nursing curriculum and transition into practice within the state and beyond. Copyright © 2011 Elsevier Inc. All rights reserved.

Assessment of mental competency in community-dwelling elderly.

PubMed

Schmand, B; Gouwenberg, B; Smit, J H; Jonker, C

1999-01-01

We studied the utility of a "vignette method" to assess mental competency for decision making on medical treatment and research participation. A vignette is a description of an imaginary situation in which the subject is asked to decide on a proposed treatment or on participation in research. His or her understanding of the situation and the quality of the reasoning underlying that choice are tested by a short series of questions. Subjects were participants in the Amsterdam Study of the Elderly (AMSTEL), a population-based study on cognitive decline and dementia. The sample consisted of elderly people (70-90 years), who were cognitively intact (n = 176) or had a dementia syndrome (n = 64; mostly Alzheimer disease). Dementia was diagnosed using the Cambridge Examination for Mental Disorders of the Elderly (CAMDEX) schedule. Two vignettes were used as competency assessment instruments. The answers to the vignette questions were summed to form a competency score. The reliability (internal consistency) of this score was 0.82 for both vignettes combined. After dichotomization into competent/incompetent (cutoff at the fifth centile of the control group), the agreement between the vignette method and a physician's judgment of competency was poor (kappa = 0.36) in the demented group. There was no agreement whatsoever when subjects with "minimal dementia" (n = 14) were left out of this analysis (kappa = 0.04). As expected, mean competency scores declined with increasing dementia severity. A multiple regression analysis showed that mental competency as measured by the vignette method was determined mainly by recent memory, expressive language, and abstract thinking. In the control group the competency score was only slightly related to education (r = 0.12) and verbal intelligence (r = 0.27). We conclude that the vignette method is a reliable and valid method for the assessment of mental competency in elderly people with cognitive decline. The vignette method is preferred over a physician's judgment, especially in patients with early dementia.

Parental Expectations of Their Adolescents' Teachers.

ERIC Educational Resources Information Center

Tatar, Moshe; Horenczyk, Gabriel

2000-01-01

Examines parental expectations of their children's teachers through use of the Expectations of Teachers questionnaire. Participating parents (N=765) reported greater expectations for help and assistance, followed by teaching competence and fairness on the part of the teacher. Mothers were found to hold higher fairness, help, and assistance…

Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth.

PubMed

Okeke, Ndidi A; Howard, Lionel C; Kurtz-Costes, Beth; Rowley, Stephanie J

2009-08-01

The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centrality. The hypothesis was supported in two independent samples. Among students with high racial centrality, endorsement of traditional race stereotypes was linked to lower self-perceptions of academic competence. The stereotype/self-concept relation was nonsignificant among youth for whom race was less central to their identities. These results confirm the supposition of expectancy-value theory and illustrate the interweaving of group and individual identity with motivational beliefs.

Comparing the MMPI-2 scale scores of parents involved in parental competency and child custody assessments.

PubMed

Resendes, John; Lecci, Len

2012-12-01

MMPI-2 scores from a parent competency sample (N = 136 parents) are compared with a previously published data set of MMPI-2 scores for child custody litigants (N = 508 parents; Bathurst et al., 1997). Independent samples t tests yielded significant and in some cases substantial differences on the standard MMPI-2 clinical scales (especially Scales 4, 8, 2, and 0), with the competency sample obtaining higher clinical scores as well as higher scores on F, FB, VRIN, TRIN, and L, but lower scores on K, relative to the custody sample. Despite the higher scores in the competency sample, MMPI-2 mean scores did not exceed the clinical cutoff (T > 65). Moreover, the present competency sample essentially replicates the MMPI-2 scores of a previously published competency sample, suggesting that the present findings are representative of that population. The present findings suggest that separate reference groups be used when conducting child custody vs. parental competency evaluations, as these appear to be distinct populations despite there being similarities in the testing circumstances.

Competencies Needed in Oral Communication in English among Thai Undergraduate Public Relations Students: A Substantial Gap between Expectations and Reality

ERIC Educational Resources Information Center

Pattanapichet, Fasawang; Chinokul, Sumalee

2011-01-01

This article investigates the competencies needed for oral communication in English among Thai undergraduate public relations students for handling public relations job interviews and performing entry-level public relations work. To identify these competencies, the study identified and involved all of the stakeholders in the data reliability…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Competence-Related Metadata for Educational Resources that Support Lifelong Competence Development Programmes

ERIC Educational Resources Information Center

Sampson, Demetrios G.

2009-01-01

In the context of the emerging paradigm of Lifelong Learning, competence-based learning is gradually attracting the attention of the Technology-Enhanced Learning community, since it appears to meet the 21st Century learning and training expectations of both individuals and organisations. On the other hand, the paradigm of Learning Objects--as a…

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

ERIC Educational Resources Information Center

Hoffman, John L.; Bresciani, Marilee J.

2012-01-01

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

Perpetrators and targets of bullying at work: role stress and individual differences.

PubMed

Matthiesen, Stig Berge; Einarsen, Ståle

2007-01-01

A workplace survey study (N = 2215, response rate 47%) revealed that about 16% of the sample may be categorized as either perpetrators (5.4%), provocative victims (2.1%), or as targets of bullying (8.3%). Targets of bullying, provocative victims, and bullies were compared with those 84% who do not report any involvement with respect to bullying at work, self-esteem, aggressive tendencies, prior experiences of bullying, or experiences of role stress. Perpetrators were found to have a higher level of aggression than did the comparison group and the targets. Provocative victims manifested a low level of self-esteem and social competency combined with a high level of aggressiveness. Targets of bullying revealed low levels of self-esteem and social competency. Targets, provocative victims, and perpetrators reported elevated levels of role stress in the form of unclear or conflicting demands and expectations around work tasks and daily work.

Relaunching a national social marketing campaign: expectations and challenges for the "new" ParticipACTION.

PubMed

Faulkner, Guy; McCloy, Cora; Plotnikoff, Ronald C; Tremblay, Mark S

2011-07-01

ParticipACTION is a Canadian physical activity communications and social marketing organization that has been relaunched in 2007 after a 6-year hiatus. The purpose of this study is to qualitatively identify and describe the expectations and challenges the relaunch of the new ParticipACTION may present for existing physical activity organizations. Using a purposeful sampling strategy, the authors conduct semistructured telephone interviews with 49 key informants representing a range of national, provincial, and local organizations with a mandate to promote physical activity. Overall, there is strong support in seeing ParticipACTION relaunched. However, organizational expectations and/or their ideal vision for it are mixed. Organizations envision and support its performing an overarching social marketing and advocacy role, and in providing tools and resources that supplement existing organizational activities. Four major organizational challenges are identified concerning overlapping mandates, partnership and leadership concerns, competition for funding, and capacity concerns. Social marketing initiatives, such as ParticipACTION, may not be able to maximize their impact unless they address the expectations and concerns of competing organizations with a mandate to promote physical activity.

Risky behaviors and educational attainment among young Mexican-origin mothers: The role of acculturative stress and the educational aspiration–expectation gap

PubMed Central

Bravo, Diamond Y.; Umaña-Taylor, Adriana J.; Toomey, Russell B.; Updegraff, Kimberly A.; Jahromi, Laudan B.

2017-01-01

The current longitudinal study examined how Mexican-origin adolescent mothers’ (N = 204) reports of acculturative stress during late adolescence were associated with their educational attainment and engagement in risky behaviors in young adulthood, 4 years post-partum; we also examined whether this association was mediated by discrepancies between adolescents’ educational aspirations and expectations. Findings revealed that mothers’ greater reports of stress regarding English competency pressures and pressures to assimilate were associated with a larger gap between their aspirations and expectations. Mothers’ reports of greater stress from pressures against assimilation, however, were associated with a smaller gap between aspirations and expectations. As expected, a larger gap between aspirations and expectations was associated with lower educational attainment and increased engagement in risky behaviors. Finally, significant mediation emerged, suggesting that the influence of stress from English competency pressures and pressures to assimilate on young mothers’ educational attainment and engagement in risky behaviors was mediated through the aspiration–expectation gap. Findings are discussed with respect to understanding discrepancies between young mothers’ aspirations and expectations in the context of acculturative stress. PMID:29263563

Development of learning objectives for neurology in a veterinary curriculum: part II: postgraduates.

PubMed

Lin, Yu-Wei; Volk, Holger A; Penderis, Jacques; Anderson, Thomas J; Añor, Sonia; Lujan-Feliu-Pascual, Alejandro; Stein, Veronika M; Tipold, Andrea; Ehlers, Jan P

2015-01-27

Specialization in veterinary medicine in Europe is organized through the Colleges of the European Board of Veterinary Specialization. To inform updating of the curriculum for residents of the European College of Veterinary Neurology (ECVN) job analysis was used. Defining job competencies of diploma holders in veterinary neurology can be used as references for curriculum design of resident training. With the support of the diplomates of the ECVN and the members of the European Society of Veterinary Neurology (ESVN) a mixed-method research, including a qualitative search of objectives and quantitative ranking with 149 Likert scale questions and 48 free text questions in 9 categories in a survey was conducted. In addition, opinions of different groups were subjected to statistical analysis and the result compared. A return rate of 62% (n = 213/341) was achieved. Of the competencies identified by the Delphi process, 75% objectives were expected to attain expert level; 24% attain advanced level; 1% entry level. In addition, the exercise described the 11 highly ranked competencies, the 3 most frequently seen diseases of the central and peripheral nervous systems and the most frequently used immunosuppressive, antiepileptic and chemotherapeutic drugs. The outcomes of this "Delphi job analysis" provide a powerful tool to align the curriculum for ECVN resident training and can be adapted to the required job competencies, based on expectations. The expectation is that for majority of these competencies diplomates should attain an expert level. Besides knowledge and clinical skills, residents and diplomates are expected to demonstrate high standards in teaching and communication. The results of this study will help to create a European curriculum for postgraduate education in veterinary neurology.

Guiding Young Children's Digital Media Use: SES-Differences in Mediation Concerns and Competence.

PubMed

Nikken, Peter; Opree, Suzanna J

2018-01-01

Previous research about parents' mediation of their young children's (digital) media use has predominantly focused on the different types, determinants, and effectiveness of parental mediation strategies. Although research on parents' perceived mediation concerns and competences is scarce, it is known that, compared to mothers and high-educated parents, fathers and low-educated parents experience greater insecurity (i.e., higher concern and lower competence) when applying media mediation. Based on Bourdieu's theory of social capital it may be expected that-in addition to educational level-marital status and family income predict parents' perceived mediation concerns and competences: Family demographics may predict parents' media proficiency and adoption of new media technologies and these media ecological factors may, in turn, affect perceived concerns and competences. To test this assumption, survey data were collected among 1029 parents of children between the ages of 1 to 9 years. We found that parents' basic media proficiency was lower in low income, low educated, and single-parent families, whereas parents' advanced media proficiency was only lower in low educated and single-parent families. As expected, parents' ease of active co-use was positively associated with parents' basic proficiency, ease of restrictive mediation by basic and advanced proficiency, and ease of imposing technical restrictions by advanced media proficiency. Parents' perceived mediation concerns were, however, unrelated to parents' media proficiency. Also, as expected, low educated parents were less inclined to adopt new media technologies. Adoption of new media was negatively related to perceived mediation concerns, yet did not predict parents' perceived competence.

Competency-Based Degree Programs in the U.S.: Postsecondary Credentials for Measurable Student Learning and Performance

ERIC Educational Resources Information Center

Klein-Collins, Rebecca

2012-01-01

Today the U.S. higher education system is facing a crisis regarding its perceived quality. One model for improving quality is competency-based education, in which an institution clearly defines the specific competencies expected of its graduates. A key challenge is how to help more people, particularly adults, succeed at the post¬secondary level…

Digital Competence--An Emergent Boundary Concept for Policy and Educational Research

ERIC Educational Resources Information Center

Ilomäki, Liisa; Paavola, Sami; Lakkala, Minna; Kantosalo, Anna

2016-01-01

Digital competence is an evolving concept related to the development of digital technology and the political aims and expectations of citizenship in a knowledge society. It is regarded as a core competence in policy papers; in educational research it is not yet a standardized concept. We suggest that it is a useful boundary concept, which can be…

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

ERIC Educational Resources Information Center

Wamala, Robert

2016-01-01

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

A Competency-Based Clinical Chemistry Course for the Associate Degree Medical Laboratory Technician Graduate in a Medical Technology Baccalaureate Program.

ERIC Educational Resources Information Center

Buccelli, Pamela

Presented is a project that developed a competency-based clinical chemistry course for associate degree medical laboratory technicians (MLT) in a medical technology (MT) baccalaureate program. Content of the course was based upon competencies expected of medical technologists at career-entry as defined in the statements adopted in 1976 by the…

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…

The need for a systematic approach to disaster psychosocial response: a suggested competency framework.

PubMed

Cox, Robin S; Danford, Taryn

2014-04-01

Competency models attempt to define what makes expert performers "experts." Successful disaster psychosocial planning and the institutionalizing of psychosocial response within emergency management require clearly-defined skill sets. This necessitates anticipating both the short- and long-term psychosocial implications of a disaster or health emergency (ie, pandemic) by developing effective and sustained working relationships among psychosocial providers, programs, and other planning partners. The following article outlines recommended competencies for psychosocial responders to enable communities and organizations to prepare for and effectively manage a disaster response. Competency-based models are founded on observable performance or behavioral indicators, attitudes, traits, or personalities related to effective performance in a specific role or job. After analyzing the literature regarding competency-based frameworks, a proposed competency framework that details 13 competency domains is suggested. Each domain describes a series of competencies and suggests behavioral indicators for each competency and, where relevant, associated training expectations. These domains have been organized under three distinct categories or types of competencies: general competency domains; disaster psychosocial intervention competency domains; and disaster psychosocial program leadership and coordination competency domains. Competencies do not replace job descriptions nor should they be confused with performance assessments. What they can do is update and revise job descriptions; orient existing and new employees to their disaster/emergency roles and responsibilities; target training needs; provide the basis for ongoing self-assessment by agencies and individuals as they evaluate their readiness to respond; and provide a job- or role-relevant basis for performance appraisal dimensions or standards and review discussions. Using a modular approach to psychosocial planning, service providers can improve their response capacity by utilizing differences in levels of expertise and training. The competencies outlined in this paper can thus be used to standardize expectations about levels of psychosocial support interventions. In addition this approach provides an adaptable framework that can be adjusted for various contexts.

Food-safety educational goals for dietetics and hospitality students.

PubMed

Scheule, B

2000-08-01

To identify food-safety educational goals for dietetics and hospitality management students. Written questionnaires were used to identify educational goals and the most important food safety competencies for entry-level dietitians and foodservice managers. The sample included all directors of didactic programs in dietetics approved by the American Dietetic Association and baccalaureate-degree hospitality programs with membership in the Council on Hotel, Restaurant, and Institutional Education. Fifty-one percent of the directors responded. Descriptive statistics were calculated. chi 2 analysis and independent t tests were used to compare educators' responses for discrete and continuous variables, respectively. Exploratory factor analysis grouped statements about food safety competence. Internal consistency of factors was measured using Cronbach alpha. Thirty-four percent of dietetics programs and 70% of hospitality programs required or offered food safety certification. Dietetics educators reported multiple courses with food safety information, whereas hospitality educators identified 1 or 2 courses. In general, the educators rated food-safety competencies as very important or essential. Concepts related to Hazard Analysis and Critical Control Points (HAACP), irradiation, and pasteurization were rated less highly, compared with other items. Competencies related to reasons for outbreaks of foodborne illness were rated as most important. Food safety certification of dietitians and an increased emphasis on HAACP at the undergraduate level or during the practice component are suggested. Research is recommended to assess the level of food-safety competence expected by employers of entry-level dietitians and foodservice managers.

Competency-Based Instructional Programs in Animal Agriculture.

ERIC Educational Resources Information Center

Amberson, Max L.

1980-01-01

Agricultural educators will be expected to come closer to identifying specific knowledge, skills, attitudes, and experiences that students develop as a result of teachers' efforts. Making animal agriculture courses competency-based would be a first step towards this end. (LRA)

Emotional Competence as a Positive Youth Development Construct: A Conceptual Review

PubMed Central

Lau, Patrick S. Y.; Wu, Florence K. Y.

2012-01-01

The concept of emotional competence as a positive youth development construct is reviewed in this paper. Differences between emotional intelligence and emotional competence are discussed and an operational definition is adopted. Assessment methods of emotional competence with an emphasis on its quantitative nature are introduced. In the discussion of theories of emotional competence, the functionalist and developmental perspectives and the relationships with positive youth development are highlighted. Possible antecedents, especially the influence of early child-caregiver, and expected outcomes of emotional competence are examined. Practical ways to promote emotional competence among adolescents, particularly the role of parents and teachers, and the future direction of research are also discussed. PMID:22666176

Adaptability of Physicians Offering Primary Care to the Poor: Social Competency Revisited

PubMed Central

Loignon, Christine; Boudreault-Fournier,, Alexandrine

2013-01-01

This paper attempts to go deeper into the topic of social competency of physicians who provide primary care to populations living in poverty in Montreal. Adaptability as well as the ability to tailor practices according to patient expectations, needs and capabilities were found to be important in the development of the concept of social competency. The case of paternalism is used to demonstrate how a historically and socially contested medical approach is readapted by players in certain contexts in order to better meet patient expectations. This paper presents data collected in a qualitative study comprising 25 semi-supervised interviews with physicians recognized by their peers as having developed exemplary practices in Montreal's impoverished neighbourhoods. PMID:24289940

Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth

PubMed Central

Okeke, Ndidi A.; Howard, Lionel C.; Kurtz-Costes, Beth; Rowley, Stephanie J.

2010-01-01

The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centrality. The hypothesis was supported in two independent samples. Among students with high racial centrality, endorsement of traditional race stereotypes was linked to lower self-perceptions of academic competence. The stereotype/self-concept relation was nonsignificant among youth for whom race was less central to their identities. These results confirm the supposition of expectancy-value theory and illustrate the interweaving of group and individual identity with motivational beliefs. PMID:20625536

The development of multi-level critical care competency statements for self-assessment by ICU nurses.

PubMed

Bourgault, Annette M; Smith, Sherry

2004-01-01

Multi-levelled critical care competency statements were developed based on the levels of novice to expert (Benner, 1984). These competency statements provide a framework for the development of knowledge and skills specific to critical care. The purpose of this tool is to guide personal development in critical care, facilitating the assessment of individual learning needs. Competency levels are attained through the completion of performance criteria. Multi-levelled competency statements define clear expectations for the new orientee, in addition to providing a framework for the advancement of the intermediate and experienced nurse.

Binary Colloidal Alloy Test-5: Compete

NASA Technical Reports Server (NTRS)

Frisken, Barbara J.; Bailey, Arthur E.; Weitz, David A.

2008-01-01

The Binary Colloidal Alloy Test - 5: Compete (BCAT-5-Compete) investigation will photograph andomized colloidal samples onboard the International Space Station (ISS) to determine their resulting structure over time. The use of EarthKAM software and hardware will allow the scientists to capture the kinetics (evolution) of their samples, as well as the final equilibrium state of each sample. BCAT-5-Compete will utilize samples 6 - 8 in the BCAT-5 hardware to study the competition between phase separation and crystallization, which is important in the manufacture of plastics and other materials.

New competencies for the 21st century dental public health specialist.

PubMed

Altman, Donald; Mascarenhas, Ana Karina

2016-09-01

The American Board of Dental Public Health (ABDPH) currently recognizes 10 core competencies, which identify the skills, knowledge and understanding expected of all dental public health specialists. The last update to the competencies was 1998. The American Board of Dental Public Health, along with the American Association of Public Health Dentistry and its many partners, initiated a process to revise the competencies. This report presents the process and the new competencies for the dental public health specialist of the 21 st century. Each of the developed competencies is supported by a "statement of intent". These competencies take effect immediately. The new competencies will be used in testing candidates for specialty status beginning with the 2018 ABDPH examination. © 2016 American Association of Public Health Dentistry and American Board of Dental Public Health.

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.

Essays on Causal Inference for Public Policy

ERIC Educational Resources Information Center

Zajonc, Tristan

2012-01-01

Effective policymaking requires understanding the causal effects of competing proposals. Relevant causal quantities include proposals' expected effect on different groups of recipients, the impact of policies over time, the potential trade-offs between competing objectives, and, ultimately, the optimal policy. This dissertation studies causal…

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…

Skill Development in the Psychology Major: What Do Undergraduate Students Expect?

ERIC Educational Resources Information Center

Gaither, George A.; Butler, Darrell L.

2005-01-01

The present study examined undergraduate students' expectations for how well psychology majors develop 60 skills corresponding to five of the American Psychological Association's Task Force on Undergraduate Psychology Major Competencies (APA, 2002) suggested learning goals. This study also examined where students expect psychology majors to get…

Exit competencies in pathology and laboratory medicine for graduating medical students: the Canadian approach.

PubMed

Ford, Jason; Pambrun, Chantale

2015-05-01

Physicians in every medical and surgical field must be able to use pathology concepts and skills in their practice: for example, they must order and interpret the correct laboratory tests, they must use their understanding of pathogenesis to diagnose and treat, and they must work with the laboratory to care for their patients. These important concepts and skills may be ignored by medical schools and even national/international organizations setting graduation expectations for medical students. There is an evolving international consensus about the importance of exit competencies for medical school graduates, which define the measurable or observable behaviors each graduate must be able to demonstrate. The Canadian Association of Pathologists (CAP) Education Group set out to establish the basic competencies in pathology and laboratory medicine which should be expected of every medical graduate: not competencies for pathologists, but for medical graduates who intend to enter any residency program. We defined 4 targets for pathology and laboratory medicine exit competencies: that they represent only measurable behaviors, that they be clinically focused, that they be generalizable to every medical graduate, and that the final competency document be user-friendly. A set of competencies was developed iteratively and underwent final revision at the 2012 CAP annual meeting. These competencies were subsequently endorsed by the CAP executive and the Canadian Leadership Council on Laboratory Medicine. This clinically focused consensus document provides the first comprehensive list of exit competencies in pathology and laboratory medicine for undergraduate medical education. Copyright © 2015 Elsevier Inc. All rights reserved.

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

PubMed

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

2011-01-01

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

Ethical media competence as a protective factor against cyberbullying and cybervictimization among german school students.

PubMed

Müller, Christin R; Pfetsch, Jan; Ittel, Angela

2014-10-01

The use of digital information and communication technologies is an integral part of adolescents' everyday life. Besides various opportunities for information, entertainment, and communication, media use is associated with risks such as cyberbullying. Cyberbullying refers to aggressive behavior in the context of computer-mediated communication, characterized by repetition, an intention to harm, and power imbalance. Previous studies have shown that increased media use is a major risk factor for cyberbullying and cybervictimization. Given that restricting media use is not a practical way to reduce the negative effects inherent in media use, the present study examines the relevance of ethical media competence. We expected ethical media competence to buffer the effect of increased media use on cyberbullying and cybervictimization. A survey was conducted with 934 students (53% female) aged 10-17 years (M=13.26, SD=1.63). As expected, hierarchical regression analyses showed a positive main effect of media use, a negative main effect of ethical media competence, and a negative interaction effect of media use and media competence on cyberbullying and cybervictimization. Simple slope analyses revealed that at high levels of ethical media competence, media use has almost no effect on cybervictimization and a significant negative effect on cyberbullying. Consequently, promoting ethical media competence constitutes a potential measure to prevent the risks of increased media use for cyberbullying and cybervictimization.

A novel pain interprofessional education strategy for trainees: Assessing impact on interprofessional competencies and pediatric pain knowledge

PubMed Central

Hunter, Judith P; Stinson, Jennifer; Campbell, Fiona; Stevens, Bonnie; Wagner, Susan J; Simmons, Brian; White, Meghan; van Wyk, Margaret

2015-01-01

BACKGROUND: Health care trainees/students lack knowledge and skills for the comprehensive clinical assessment and management of pain. Moreover, most teaching has been limited to classroom settings within each profession. OBJECTIVES: To develop and evaluate the feasibility and preliminary outcomes of the ‘Pain-Interprofessional Education (IPE) Placement’, a five-week pain IPE implemented in the clinical setting. The utility (content validity, readability, internal consistency and practical considerations) of the outcome measures was also evaluated. METHODS: A convenience sample of 21 trainees from eight professions was recruited over three Pain-IPE Placement cycles. Pre- and postcurriculum assessment included: pain knowledge (Pediatric Pain Knowledge and Attitudes Survey), IPE attitudes (Interdisciplinary Education Perception Scale [IEPS]) and IPE competencies (Interprofessional Care Core Competencies Global Rating Scales [IPC-GRS]), and qualitative feedback on process/acceptability. RESULTS: Recruitment and retention met expectations. Qualitative feedback was excellent. IPE measures (IEPS and IPC-GRS) exhibited satisfactory utility. Postcurriculum scores improved significantly: IEPS, P<0.05; IPC-GRS constructs, P<0.01; and competencies, P<0.001. However, the Pediatric Pain Knowledge and Attitudes Survey exhibited poor utility in professions without formal pharmacology training. Scores improved in the remaining professions (n=14; P<0.01). DISCUSSION: There was significant improvement in educational outcomes. The IEPS and IPC-GRS are useful measures of IPE-related learning. At more advanced training levels, a single pain-knowledge questionnaire may not accurately reflect learning across diverse professions. CONCLUSION: The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies. The present study represents a first step at defining and assessing change in interprofessional competencies gained from Pain-IPE. PMID:25144859

Development, validation, and utility of an instrument to assess core competencies in the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program.

PubMed

Leff, Stephen S; Baum, Katherine T; Bevans, Katherine B; Blum, Nathan J

2015-02-01

To describe the development and psychometric evaluation of the Core Competency Measure (CCM), an instrument designed to assess professional competencies as defined by the Maternal Child Health Bureau (MCHB) and targeted by Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs. The CCM is a 44-item self-report measure comprised of six subscales to assess clinical, interdisciplinary, family-centered/cultural, community, research, and advocacy/policy competencies. The CCM was developed in an iterative fashion through participatory action research, and then nine cohorts of LEND trainees (N = 144) from 14 different disciplines completed the CCM during the first week of the training program. A 6-factor confirmatory factor analysis model was fit to data from the 44 original items. After three items were removed, the model adequately fit the data (comparative fit indices = .93, root mean error of approximation = .06) with all factor loadings exceeding .55. The measure was determined to be quite reliable as adequate internal consistency and test-retest reliability were found for each subscale. The instrument's construct validity was supported by expected differences in self-rated competencies among fellows representing various disciplines, and the convergent validity was supported by the pattern of inter-correlations between subscale scores. The CCM appears to be a reliable and valid measure of MCHB core competencies for our sample of LEND trainees. It provides an assessment of key training areas addressed by the LEND program. Although the measure was developed within only one LEND Program, with additional research it has the potential to serve as a standardized tool to evaluate the strengths and limitations of MCHB training, both within and between programs.

Visiting Trainees in Global Settings: Host and Partner Perspectives on Desirable Competencies.

PubMed

Cherniak, William; Latham, Emily; Astle, Barbara; Anguyo, Geoffrey; Beaunoir, Tessa; Buenaventura, Joel; DeCamp, Matthew; Diaz, Karla; Eichbaum, Quentin; Hedimbi, Marius; Myser, Cat; Nwobu, Charles; Standish, Katherine; Evert, Jessica

Current competencies in global health education largely reflect perspectives from high-income countries (HICs). Consequently, there has been underrepresentation of the voices and perspectives of partners in low- and middle-income countries (LMICs) who supervise and mentor trainees engaged in short-term experiences in global health (STEGH). The objective of this study was to better understand the competencies and learning objectives that are considered a priority from the perspective of partners in LMICs. A review of current interprofessional global health competencies was performed to design a web-based survey instrument in English and Spanish. Survey data were collected from a global convenience sample. Data underwent descriptive statistical analysis and logistic regression. The survey was completed by 170 individuals; 132 in English and 38 in Spanish. More than 85% of respondents rated cultural awareness and respectful conduct while on a STEGH as important. None of the respondents said trainees arrive as independent practitioners to fill health care gaps. Of 109 respondents, 65 (60%) reported that trainees gaining fluency in the local language was not important. This study found different levels of agreement between partners across economic regions of the world when compared with existing global health competencies. By gaining insight into host partners' perceptions of desired competencies, global health education programs in LMICs can be more collaboratively and ethically designed to meet the priorities, needs, and expectations of those stakeholders. This study begins to shift the paradigm of global health education program design by encouraging North-South/East-West shared agenda setting, mutual respect, empowerment, and true collaboration. Copyright © 2017 Icahn School of Medicine at Mount Sinai. Published by Elsevier Inc. All rights reserved.

Design and validation of a three-instrument toolkit for the assessment of competence in electrocardiogram rhythm recognition.

PubMed

Hernández-Padilla, José M; Granero-Molina, José; Márquez-Hernández, Verónica V; Suthers, Fiona; López-Entrambasaguas, Olga M; Fernández-Sola, Cayetano

2017-06-01

Rapid and accurate interpretation of cardiac arrhythmias by nurses has been linked with safe practice and positive patient outcomes. Although training in electrocardiogram rhythm recognition is part of most undergraduate nursing programmes, research continues to suggest that nurses and nursing students lack competence in recognising cardiac rhythms. In order to promote patient safety, nursing educators must develop valid and reliable assessment tools that allow the rigorous assessment of this competence before nursing students are allowed to practise without supervision. The aim of this study was to develop and psychometrically evaluate a toolkit to holistically assess competence in electrocardiogram rhythm recognition. Following a convenience sampling technique, 293 nursing students from a nursing faculty in a Spanish university were recruited for the study. The following three instruments were developed and psychometrically tested: an electrocardiogram knowledge assessment tool (ECG-KAT), an electrocardiogram skills assessment tool (ECG-SAT) and an electrocardiogram self-efficacy assessment tool (ECG-SES). Reliability and validity (content, criterion and construct) of these tools were meticulously examined. A high Cronbach's alpha coefficient demonstrated the excellent reliability of the instruments (ECG-KAT=0.89; ECG-SAT=0.93; ECG-SES=0.98). An excellent context validity index (scales' average content validity index>0.94) and very good criterion validity were evidenced for all the tools. Regarding construct validity, principal component analysis revealed that all items comprising the instruments contributed to measure knowledge, skills or self-efficacy in electrocardiogram rhythm recognition. Moreover, known-groups analysis showed the tools' ability to detect expected differences in competence between groups with different training experiences. The three-instrument toolkit developed showed excellent psychometric properties for measuring competence in electrocardiogram rhythm recognition.

Doctors' and nurses' perceptions of a ward-based pharmacist in rural northern Sweden.

PubMed

Sjölander, Maria; Gustafsson, Maria; Gallego, Gisselle

2017-08-01

Background This project is part of the prospective quasi experimental proof-of-concept investigation of clinical pharmacist intervention study to reduce drug-related problems among people admitted to a ward in a rural hospital in northern Sweden. Objective To explore doctors' and nurses' perceptions and expectations of having a ward-based pharmacist providing clinical pharmacy services. Setting Medical ward in a rural hospital in northern Sweden. Method Eighteen face-to-face semi-structured interviews were conducted with a purposive sample of doctors and nurses working on the ward where the clinical pharmacy service was due to be implemented. Semi-structured interviews were digitally recorded, transcribed and analysed using thematic analysis. Main outcome measure Perceptions and expectations of nurses and doctors. Results Doctors and nurses had limited experience of working with pharmacists. Most had a vague idea of what pharmacists can contribute within a ward setting. Participants, mainly nurses, suggested inventory and drug distribution roles, but few were aware of the pharmacists' skills and clinical competence. Different views were expressed on whether the new clinical pharmacy service would have an impact on workload. However, most participants took a positive view of having a ward-based pharmacist. Conclusion This study provided an opportunity to explore doctors' and nurses' expectations of the role of clinical pharmacists before a clinical pharmacy service was implemented. To successfully implement a clinical pharmacy service, roles, clinical competence and responsibilities should be clearly described. Furthermore, it is important to focus on collaborative working relationships between doctors, nurses and pharmacists.

Competency Based Instructional Resource Guide. Sample Format. Welding.

ERIC Educational Resources Information Center

Hoerner, James L.; Horne, Ralph A.

The purpose of this sample guide is to assist teachers and curriculum specialists in developing instructional materials that are competency based and that meet Virginia standards for competency-based education (CBE) programs. The sample deals with the occupation of welding, but it is the format that is of interest here, not the subject matter.…

Integration Models for Indigenous Public Health Curricula

ERIC Educational Resources Information Center

Coombe, Leanne; Lee, Vanessa; Robinson, Priscilla

2017-01-01

All graduates of Master of Public Health (MPH) programmes in Australia are expected to achieve a core set of Indigenous public health competencies designed to train "judgement safe practitioners". A curriculum framework document was developed alongside the competencies to assist programme providers to integrate appropriate Indigenous…

Factors Influencing Student Affairs Professionals' Attainment of Professional Competencies

ERIC Educational Resources Information Center

Muller, Kristyn; Grabsch, Dustin; Moore, Lori

2018-01-01

Limited research exists that examines factors influencing student affairs professionals' attainment of the professional competencies that are expected of them. The study described in this article analyzed student affairs professionals' survey responses to determine which demographics, pre-professional experiences, and educational experiences…

Overcoming Barriers in Working with Families

ERIC Educational Resources Information Center

Heru, Alison M.; Drury, Laura

2006-01-01

Objective: The Accreditation Council for Graduate Medical Education and the Residency Review Committee for psychiatry outline the expected competencies for residents. These competencies include working with families. This article describes barriers that residents face when working with families, and offers ways to overcome these barriers. Method:…

Milestones and Millennials: A Perfect Pairing-Competency-Based Medical Education and the Learning Preferences of Generation Y.

PubMed

Desy, Janeve R; Reed, Darcy A; Wolanskyj, Alexandra P

2017-02-01

Millennials are quickly becoming the most prevalent generation of medical learners. These individuals have a unique outlook on education and have different preferences and expectations than their predecessors. As evidenced by its implementation by the Accreditation Council for Graduate Medical Education in the United States and the Royal College of Physicians and Surgeons in Canada, competency based medical education is rapidly gaining international acceptance. Characteristics of competency based medical education can be perfectly paired with Millennial educational needs in several dimensions including educational expectations, the educational process, attention to emotional quotient and professionalism, assessment, feedback, and intended outcomes. We propose that with its attention to transparency, personalized learning, and frequent formative assessment, competency based medical education is an ideal fit for the Millennial generation as it realigns education and assessment with the needs of these 21st century learners. Copyright © 2016 Mayo Foundation for Medical Education and Research. Published by Elsevier Inc. All rights reserved.

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

Language (In)competency, Communication Strategies, and the Development of an International Academic Teacher Identity: Becoming an Audible Minority

ERIC Educational Resources Information Center

McAllum, Kirstie

2017-01-01

Despite universities' enthusiasm for internationalization, international academic mobility requires considerable institutional and cultural adjustment in terms of teaching and supervision styles, research expectations, and departmental relationships. Although language competency underpins these practices, research on international academics has…

Personality Preferences and Career Expectations of Finnish Business Students.

ERIC Educational Resources Information Center

Jarlstrom, Maria

2000-01-01

Predominant Myers Briggs Type Indicator (MBTI) scores for 533 Finnish business students were as follows: 67% extraverted, 53% intuitive, 67% thinking, and 33% feeling. For Schein's career anchors, 26% preferred Technical Competence, 17% Managerial Competence, and 14% Independence. Significant relationships between MBTI preferences and career…

The Mentoring Competency Assessment: validation of a new instrument to evaluate skills of research mentors.

PubMed

Fleming, Michael; House, Stephanie; Hanson, Vansa Shewakramani; Yu, Lan; Garbutt, Jane; McGee, Richard; Kroenke, Kurt; Abedin, Zainab; Rubio, Doris M

2013-07-01

To determine the psychometric properties of the Mentoring Competency Assessment (MCA), a 26-item skills inventory that enables research mentors and mentees to evaluate six competencies of mentors: maintaining effective communication, aligning expectations, assessing understanding, addressing diversity, fostering independence, and promoting professional development. In 2010, investigators administered the MCA to 283 mentor-mentee pairs from 16 universities participating in a trial of a mentoring curriculum for clinical and translational research mentors. The authors analyzed baseline MCA data to describe the instrument's psychometric properties. Coefficient alpha scores for the MCA showed reliability (internal consistency). The hypothesized model with its six latent constructs (competencies) resulted in an acceptable fit to the data. For the instrument completed by mentors, chi-square = 663.20; df = 284; P < .001; root mean square error of approximation (RMSEA) = 0.069 (90% CI, 0.062-0.076); comparative fit index (CFI) = 0.85; and Tucker-Lewis index (TLI) = 0.83. For the instrument completed by mentees, chi-square = 840.62; df = 284; P < .001; RMSEA = 0.080 (90% CI, 0.063-0.077); CFI = 0.87; and TLI = 0.85. The correlations among the six competencies were high: 0.49-0.87 for mentors, 0.58-0.92 for mentees. All parameter estimates for the individual items were significant; standardized factor loadings ranged from 0.32 to 0.81 for mentors and 0.56 to 0.86 for mentees. The findings demonstrate that the MCA has reliability and validity. In addition, this study provides preliminary norms derived from a national sample of mentors and mentees.

Modeling reciprocal team cohesion-performance relationships, as impacted by shared leadership and members' competence.

PubMed

Mathieu, John E; Kukenberger, Michael R; D'Innocenzo, Lauren; Reilly, Greg

2015-05-01

Despite the lengthy history of team cohesion-performance research, little is known about their reciprocal relationships over time. Using meta-analysis, we synthesize findings from 17 CLP design studies, and analyze their results using SEM. Results support that team cohesion and performance are related reciprocally with each other over time. We then used longitudinal data from 205 members of 57 student teams who competed in a complex business simulation over 10 weeks, to test: (a) whether team cohesion and performance were related reciprocally over multiple time periods, (b) the relative magnitude of those relationships, and (c) whether they were stable over time. We also considered the influence of team members' academic competence and degree of shared leadership on these dynamics. As anticipated, cohesion and performance were related positively, and reciprocally, over time. However, the cohesion → performance relationship was significantly higher than the performance → cohesion relationship. Moreover, the cohesion → performance relationship grew stronger over time whereas the performance → cohesion relationship remained fairly consistent over time. As expected, shared leadership related positively to team cohesion but not directly to their performance; whereas average team member academic competence related positively to team performance but was unrelated to team cohesion. Finally, we conducted and report a replication using a second sample of students competing in a business simulation. Our earlier substantive relationships were mostly replicated, and we illustrated the dynamic temporal properties of shared leadership. We discuss these findings in terms of theoretical importance, applied implications, and directions for future research. (c) 2015 APA, all rights reserved.

Developing gerontological competency: a curriculum approach.

PubMed

Galambos, Colleen; Curl, Angela

2013-01-01

This study describes a competency-based educational approach to course development, implementation, and evaluation. The course model is presented, including its philosophical base. The authors hypothesized that student participation in a competency-based graduate gerontology course would increase their perceived competency level. Results indicate that students (N = 74 students; 2008-2011) rated their competency skill level as higher at posttest than at the pretest (paired t-tests, p < .01), as measured by the Geriatric Social Work Competency Scale II. In addition, pretest/posttest results on the Myths of Aging checklist and Expectations Regarding Aging survey supported increases of perceived knowledge of older adults at posttest (p < .01). This project illustrates the benefits of organizing and implementing competency-based curriculum so that students are better prepared to work with older adults when they graduate.

Emotional Support and Expectations from Parents, Teachers, and Peers Predict Adolescent Competence at School

ERIC Educational Resources Information Center

Wentzel, Kathryn R.; Russell, Shannon; Baker, Sandra

2016-01-01

We examined perceived emotional support and expectations from parents, teachers, and classmates in relation to Mexican American adolescents' (n = 398) social behavior and academic functioning. Results of regression analyses indicated that direct associations between emotional support and expectations differ as a function of source and domain;…

Modifying Status Relations in Israel Youth: An Application of Expectation States Theory.

ERIC Educational Resources Information Center

Cohen, Elizabeth G.; Sharan, Shlomo

Group participation by Israeli youth is examined in light of the Theory of Status Characteristics and Expectation States. This theory maintains that social and/or group status influences expectations of competence and triggers self-fulfilling prophecies of performance. An experiment designed to prevent unwanted dominance of high status…

Functioning in the Real World: Using Storytelling to Improve Validity in the Assessment of Executive Functions.

PubMed

Annotti, Lee A; Teglasi, Hedwig

2017-01-01

Real-world contexts differ in the clarity of expectations for desired responses, as do assessment procedures, ranging along a continuum from maximal conditions that provide well-defined expectations to typical conditions that provide ill-defined expectations. Executive functions guide effective social interactions, but relations between them have not been studied with measures that are matched in the clarity of response expectations. In predicting teacher-rated social competence (SC) from kindergarteners' performance on tasks of executive functions (EFs), we found better model-data fit indexes when both measures were similar in the clarity of response expectations for the child. The maximal EF measure, the Developmental Neuropsychological Assessment, presents well-defined response expectations, and the typical EF measure, 5 scales from the Thematic Apperception Test (TAT), presents ill-defined response expectations (i.e., Abstraction, Perceptual Integration, Cognitive-Experiential Integration, and Associative Thinking). To assess SC under maximal and typical conditions, we used 2 teacher-rated questionnaires, with items, respectively, that emphasize well-defined and ill-defined expectations: the Behavior Rating Inventory: Behavioral Regulation Index and the Social Skills Improvement System: Social Competence Scale. Findings suggest that matching clarity of expectations improves generalization across measures and highlight the usefulness of the TAT to measure EF.

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

PubMed

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

2006-10-30

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

Autonomy Support and Its Links to Physical Activity and Competitive Performance: Mediations through Motivation, Competence, Action Orientation and Harmonious Passion, and the Moderator Role of Autonomy Support by Perceived Competence

ERIC Educational Resources Information Center

Halvari, Hallgeir; Ulstad, Svein Olav; Bagoien, Tor Egil; Skjesol, Knut

2009-01-01

The purpose of the present study was to test a Self-Determination Theory (SDT) process model in relation to involvement in physical activity and competitive performance among students (N = 190). In this model, perceived autonomy support from teachers and coaches was expected to be positively related to autonomous motivation, perceived competence,…

Effects of Web-Based Support for the Construction of Competence Maps

ERIC Educational Resources Information Center

Stoof, Angela; Martens, Rob L.; van Merrienboer, Jeroen J. G.

2006-01-01

Educationalists experience difficulties with the construction of competence maps that describe final attainment levels of educational programs. Web-based support was developed with three supportive aids: A construction kit, a phenomenarium, and an information bank. Each supportive aid was expected to improve perceived process and product quality…

A Competency-Based Teacher Education Program in Elementary Education.

ERIC Educational Resources Information Center

State Univ. of New York, Stony Brook.

This document describes the elementary education program to be initiated at the State University of New York at Stony Brook. It is an individualized, modularized, personalized program consistent with the competency-based mode. Requirements for entrance into the program and the expected skills, knowledge, and attitudes required for program…

The Doctoral Portfolio: Centerpiece of a Comprehensive System of Evaluation

ERIC Educational Resources Information Center

Cobia, Debra C.; Carney, Jamie S.; Buckhalt, Joseph A.; Middleton, Renee A.; Shannon, David M.; Trippany, Robyn; Kunkel, Elizabeth

2005-01-01

The authors describe the process used to revise a traditional doctoral student evaluation system from one that consisted of written comprehensive and final oral examinations to one that features portfolio development. Student competence, expected student outcomes in each competency area, procedures for portfolio development, and documents and…

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

ERIC Educational Resources Information Center

Suhaemi, Mimin Emi; Aedi, Nur

2015-01-01

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

Desired General Education Competencies: A Corporate Perspective.

ERIC Educational Resources Information Center

Meyer, Rita; And Others

A corporate perspective on the general education competencies expected of middle management and technical personnel is provided and responded to in these three papers. First, Rita Meyer presents results from a study conducted by West Virginia Northern Community College to obtain the views of corporate managers on the general education…

Coaches' Feedback and Changes in Children's Perceptions of Their Physical Competence.

ERIC Educational Resources Information Center

Horn, Thelma Sternberg

1985-01-01

This study examined the relationship between five softball coaches' feedback and changes in their female athletes' self-perceptions of competence; performance control; and expectancy for success. Multivariate regression analyses showed players' psychosocial growth was a function of both players' skill and the coaches' response to player…

The Development of Community Competence in the Teacher Education Curriculum

ERIC Educational Resources Information Center

Dobber, Marjolein; Vandyck, Inne; Akkerman, Sanne; Graaff, Rick de; Beishuizen, Jos; Pilot, Albert; Verloop, Nico; Vermunt, Jan

2013-01-01

Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of…

Are Agricultural Graduates Meeting Employers' Expectations? A Perspective from Iran

ERIC Educational Resources Information Center

Alibeigi, Amir Hossein; Zarafshani, Kiumars

2006-01-01

A high level of personal capacity, the relevant professional competence and technical skills are essential for a graduate's successful transition to the workplace. The purpose of this survey was to identify the main competencies that higher agricultural education graduates should possess, based on the perceptions of potential agricultural…

Competency Needs in Irish Hotels: Employer and Graduate Perspectives

ERIC Educational Resources Information Center

Nolan, Ciara; Conway, Edel; Farrell, Tara; Monks, Kathy

2010-01-01

Purpose: The purpose of this study is to investigate hotel industry employers' expectations of, and satisfaction with, graduate competencies in comparison with graduate perceptions of what is required for their roles and their satisfaction with how well their education experience prepared them. Design/methodology/approach: The research involved a…

Is the Problem Cultural Incompetence or Racism?

PubMed

Rosenberg, Linda

2015-10-01

Clinical competence-including asking about and understanding the impact of a patient's culture-should be what we all expect when we seek treatment. Behavioral health organizations have opportunities to create culturally competent and responsive services. But we need to add another call to action-acknowledging and addressing the disparities caused by racism.

Assessing the Relevance of Higher Education Courses

ERIC Educational Resources Information Center

Gomez, Pedro; Gonzalez, Maria Jose; Gil, Francisco; Lupianez, Jose Luiz; Moreno, Maria Francisco; Rico, Luis; Romero, Isabel

2007-01-01

The establishment of the European Higher Education Area has involved specifying lists of professional competencies that programs are expected to develop, and with this the need for procedures to measure how every course within a higher education program is aligned with the program's competencies. We propose an instrument for characterizing this…

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

Minimize system cost by choosing optimal subsystem reliability and redundancy

NASA Technical Reports Server (NTRS)

Suich, Ronald C.; Patterson, Richard L.

1993-01-01

The basic question which we address in this paper is how to choose among competing subsystems. This paper utilizes both reliabilities and costs to find the subsystems with the lowest overall expected cost. The paper begins by reviewing some of the concepts of expected value. We then address the problem of choosing among several competing subsystems. These concepts are then applied to k-out-of-n: G subsystems. We illustrate the use of the authors' basic program in viewing a range of possible solutions for several different examples. We then discuss the implications of various solutions in these examples.

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

PubMed

Fater, Kerry H

2013-01-01

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

Children's perceived cost for exercise: application of an expectancy-value paradigm.

PubMed

Chiang, Evelyn S; Byrd, Sandra P; Molin, Ashley J

2011-04-01

Expectancy-value models of motivation have been applied to understanding children's choices in areas such as academics and sports. Here, an expectancy-value paradigm is applied to exercising (defined as engaging in physical activity). The notion of perceived cost is highlighted in particular. Two hundred twenty children in third, fourth, and fifth grades were surveyed on their competence beliefs, perceived importance, interest, and perceived cost of being physically active. Results indicated that perceived cost is empirically distinct from competence beliefs and other types of value, that perceived cost is marginally related to children's self-reported level of physical activity, and children's beliefs and other values are related to their self-reported level of physical activity. Children's perceptions of cost vary depending on grade and gender. Interventions based on these findings are proposed.

[The process of defining the competence profile of the healthcare professions manager in the Veneto Region].

PubMed

Costa, Claudio; Roncoroni, Elisabetta; Saiani, Luisa; Stevanin, Simone; Fanton, Elena; Mantoan, Domenico

2018-01-01

Presented here is the approach used by a multidisciplinary working group fo the drafting of the "core" competence profile of the healthcare professions manager in the Veneto Region. Defining a competence profile allows for specifying a standard for measuring the skills acquired by a professional and the gap level from what is expected by the organization, as well as orienting the preparatory education to carry out the related role.

Effect of food on metamorphic competence in the model system Crepidula fornicata.

PubMed

Padilla, Dianna K; McCann, Michael J; Glenn, Mica McCarty; Hooks, Alexandra P; Shumway, Sandra E

2014-12-01

Food quality and quantity, as well as temperature, are all factors that are expected to affect rates of development, and are likely to be affected by expected climatic change. We tested the effect of a mixed diet versus a single-food diet on metamorphic competence in the emerging model species Crepidula fornicata. We then compared our results with other published studies on this species that examined time to metamorphic competence across a range of food concentrations and rearing temperatures. Ours was the only study to test the effects of single food versus a mixed diet on metamorphic competence for this species. Diet composition did not affect metamorphic competence or survivorship. Comparing results across studies, we found that the shortest time to metamorphic competence was typically found when the food availability per larva was the greatest, independent of rearing temperature. Unfortunately, some published studies did not include important metadata needed for comparison with other studies; these data included larval rearing density, food density, frequency of feeding, and rearing temperature. Mortality rates were not always reported and when reported were often measured in different ways, preventing comparison. Such metadata are essential for comparisons among studies as well as among taxa, and for the determination of generalizable patterns and evolutionary trends. Increased reporting of all such metadata is essential if we are to use scientific studies performed to their fullest potential. © 2014 Marine Biological Laboratory.

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.

Development and Psychometric Assessment of the Healthcare Provider Cultural Competence Instrument

PubMed Central

Schwarz, Joshua L.; Witte, Raymond; Sellers, Sherrill L.; Luzadis, Rebecca A.; Weiner, Judith L.; Domingo-Snyder, Eloiza; Page, James E.

2015-01-01

This study presents the measurement properties of 5 scales used in the Healthcare Provider Cultural Competence Instrument (HPCCI). The HPCCI measures a health care provider’s cultural competence along 5 primary dimensions: (1) awareness/sensitivity, (2) behaviors, (3) patient-centered communication, (4) practice orientation, and (5) self-assessment. Exploratory factor analysis demonstrated that the 5 scales were distinct, and within each scale items loaded as expected. Reliability statistics indicated a high level of internal consistency within each scale. The results indicate that the HPCCI effectively measures the cultural competence of health care providers and can provide useful professional feedback for practitioners and organizations seeking to increase a practitioner’s cultural competence. PMID:25911617

20 CFR 641.740 - How will the Department determine whether a grantee fails, meets, or exceeds the expected levels...

Code of Federal Regulations, 2011 CFR

2011-04-01

... Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROVISIONS GOVERNING THE... Year 2007) will not be allowed to compete in the subsequent grant competition, but may compete in the next grant competition after that subsequent competition. (2) State grantees. (i) If the Department...

Second Language Studies Standard Course of Study and Grade Level Competencies, K-12. Revised

ERIC Educational Resources Information Center

North Carolina Department of Public Instruction, 2004

2004-01-01

The North Carolina Second Language Standard Course of Study establishes competency goals and objectives directing the teaching and learning of foreign language, heritage language, and classical language in North Carolina. This document sets high expectations for all students, it supports extended sequence of language learning and it takes into…

Teacher (In)Competence: An Analysis and Comparison of the Educational, Legal, and Practical Definitions

ERIC Educational Resources Information Center

Ferchen, Megan Hollingsworth

2012-01-01

Teacher incompetence and the identification of incompetent teachers have become major educational issues. With the implementation of No Child Left Behind (NCLB), every student is expected to be taught by a "highly qualified" teacher. Although "highly qualified" does not guarantee competent teaching, the two often go…

Testing a Model of Undergraduate Competence in Employability Skills and Its Implications for Stakeholders

ERIC Educational Resources Information Center

Jackson, Denise

2014-01-01

Despite the development of employability skills being firmly entrenched in higher education's strategic agenda worldwide; recent graduates' standards in certain skills are not meeting industry expectations. This paper presents and tests a model of undergraduate competence in employability skills. It highlights those factors which impact on…

Associations among Empathy, Social Competence, & Reactive/Proactive Aggression Subtypes

ERIC Educational Resources Information Center

Mayberry, Megan L.; Espelage, Dorothy L.

2007-01-01

Differences between proactive and reactive aggression subtypes on self-reported measures of empathy, social competence, and expectation for reward were examined among 433 middle school students (65.4% White, 33.9% Black). As hypothesized, males scored higher on proactive and reactive aggression scales and lower on empathy measures than females.…

Nursing Students' Nonverbal Reactions to Malodor in Wound Care Simulation

ERIC Educational Resources Information Center

Baker, Gloria Waters

2012-01-01

Background: Wound care is an essential competency which nursing students are expected to acquire. To foster students' competency, nurse educators use high fidelity simulation to expose nursing students to various wound characteristics. Problem: Little is known about how nursing students react to simulated wound characteristics. Malodor is a…

The Special Education Teacher between the Priorities of Inclusion and Specialisation

ERIC Educational Resources Information Center

Pickl, Gonda; Holzinger, Andrea; Kopp-Sixt, Silvia

2016-01-01

In Austria, the profession of the special education teacher is facing major changes. Presently, special education teachers need to have general pedagogical competences to teach children of all grades, and are expected to have competences in managing highly heterogeneous groups in inclusive settings. Additionally, they need to apply special…

Statement on Competencies in Mathematics Expected of Entering Freshmen.

ERIC Educational Resources Information Center

California State Univ., Sacramento. Academic Senate.

This book is intended for everyone in California concerned about how well students are prepared for college. It describes the competencies in mathematics necessary for success in college and university work. This statement discusses the following: (1) an emphasis on encouraging students to experience the beauty and fascination of mathematics; (2)…

School-External Factors in Finnish Content and Language Integrated Learning (CLIL) Programs

ERIC Educational Resources Information Center

Aro, Sophie; Mikkilä-Erdmann, Mirjamaija

2015-01-01

This study investigated the relationship between the English language competence of Finnish bilingual pupils and school-external factors such as parental expectations, home involvement, and exposure to English outside the classroom. Data on the pupils' language competence was collected from n?=?122 6th graders in bilingual education, and compared…

Adolescents' Attainability and Aspiration Beliefs for Famous Musician Role Models

ERIC Educational Resources Information Center

Ivaldi, Antonia; O'Neill, Susan A.

2010-01-01

This study examines the role that adolescents' competence beliefs and subjective task values for music have in relation to their aspirations and expectations for becoming like their musician role models. A total of 381 adolescents (aged 13-14) completed a questionnaire about their competence beliefs and values for music, the musicians they admired…

Principals' Leadership in Mexican Upper High Schools: The Paradoxes between Rules and Practices

ERIC Educational Resources Information Center

Santizo Rodall, Claudia A.; Ortega Salazar, Sylvia B.

2018-01-01

This article discusses the type of organization and leadership that underlies a competency-based management rule established in Mexico (2008) applicable to principals in public upper high schools. This rule, identified as the 449 Agreement, describes competencies and communicates expected behavior. Implementation, however, is mediated by the…

A Study of Competence in Mathematics and Mechanics in an Engineering Curriculum

ERIC Educational Resources Information Center

Munns, Andrew

2017-01-01

Professional bodies expect engineers to show competence in both mathematics and engineering topics such as mechanics, using their abilities in both of these to solve problems. Yet within engineering programmes there is a phenomenon known as "The Mathematics Problem", with students not demonstrating understanding of the subject. This…

Service-Learning: A Tool to Develop Employment Competencies for College Students

ERIC Educational Resources Information Center

Ramson, Amy J.

2014-01-01

College students will face a workplace transformed even from the one that existed five years ago. Public and private organizations presently require employees to possess highly developed core competencies. This shift in expectations, exacerbated by high unemployment among recent college graduates, has made accountability a hot issue for higher…

A Criterion-Referenced Examination of Physician Competence.

ERIC Educational Resources Information Center

Norcini, John J.; And Others

1988-01-01

A test of skill in reading electrocardiographs (ECGs) was developed as a physician competence (PC) test. The criterion-referenced test ranked 1,825 persons taking the 1983 Certifying Examination in Cardiovascular Diseases (CECD) as expected on the basis of prior education and examination scores on the CECD. The ECG test modestly correlated with…

Competent Children at Risk: Their Parents and Families. 1. Description of Study and Measures.

ERIC Educational Resources Information Center

Fisher, Lawrence; And Others

An investigation was conducted to assess parental and family characteristics of boys who displayed competence when exposed to a set of stressful circumstances expected to impair and/or retard their development. Participating children and families were involved in the University of Rochester Child and Family Study, a prospective developmental…

Greater decision-making competence is associated with greater expected-value sensitivity, but not overall risk taking: an examination of concurrent validity.

PubMed

Parker, Andrew M; Weller, Joshua A

2015-01-01

Decision-making competence reflects individual differences in the susceptibility to committing decision-making errors, measured using tasks common from behavioral decision research (e.g., framing effects, under/overconfidence, following decision rules). Prior research demonstrates that those with higher decision-making competence report lower incidence of health-risking and antisocial behaviors, but there has been less focus on intermediate processes that may impact real-world decisions, and, in particular, those implicated by normative models. Here we test the associations between measures of youth decision-making competence (Y-DMC) and one such process, the degree to which individuals make choices consistent with maximizing expected value (EV). Using a task involving hypothetical gambles, we find that greater EV sensitivity is associated with greater Y-DMC. Higher Y-DMC scores are associated with (a) choosing risky options when EV favors those options and (b) avoiding risky options when EV favors a certain option. This relationship is stronger for gambles that involved potential losses. The results suggest that Y-DMC captures decision processes consistent with standard normative evaluations of risky decisions.

Emotional competence relating to perceived stress and burnout in Spanish teachers: a mediator model.

PubMed

Rey, Lourdes; Extremera, Natalio; Pena, Mario

2016-01-01

This study examined direct associations between emotional competence, perceived stress and burnout in 489 Spanish teachers. In addition, a model in which perceived stress mediated pathways linking emotional competence to teacher burnout symptoms was also examined. Results showed that emotional competence and stress were significantly correlated with teacher burnout symptoms in the expected direction. Moreover, mediational analysis indicated that perceived stress partly mediated the relationship between emotional competence and the three dimensions of burnout even when controlling for salient background characteristics. These findings suggest an underlying process by which high emotional competence may increase the capacity to cope with symptoms of burnout, by reducing the experience of stress. Implications of these findings for future research and for working with teachers to prevent burnout are discussed.

Emotional competence relating to perceived stress and burnout in Spanish teachers: a mediator model

PubMed Central

Extremera, Natalio

2016-01-01

This study examined direct associations between emotional competence, perceived stress and burnout in 489 Spanish teachers. In addition, a model in which perceived stress mediated pathways linking emotional competence to teacher burnout symptoms was also examined. Results showed that emotional competence and stress were significantly correlated with teacher burnout symptoms in the expected direction. Moreover, mediational analysis indicated that perceived stress partly mediated the relationship between emotional competence and the three dimensions of burnout even when controlling for salient background characteristics. These findings suggest an underlying process by which high emotional competence may increase the capacity to cope with symptoms of burnout, by reducing the experience of stress. Implications of these findings for future research and for working with teachers to prevent burnout are discussed. PMID:27280077

Examination of core competencies of agricultural development professionals in Cambodia.

PubMed

Suvedi, Murari; Ghimire, Ramjee; Channa, Ty

2018-04-01

This cross-sectional study examined perceived level of importance, perceived level of competency in extension core competencies, and whether and how perceptions of competency vary by respondents' demographics; ascertained gaps in competency, if any; and identified ways for agricultural development professionals in Cambodia to acquire core competencies. Data were collected using a group-administered survey among 39 agricultural development professionals participating in a national workshop in December 2015. The survey consisted of 48 competencies representing eight core competencies, and each competency had level of importance and level of competency parts. The findings show that extension workers in Cambodia deemed all competencies highly or very highly important to their extension work; however, their perceived level of competency in those competencies appeared not to meet the expectations. The level of competency in all but communication skills and diversity significantly differed by gender but not by age and experience. Respondents indicated all four methods-preservice, in-service, basic induction training, and participation in seminars, workshops, and webinars-equally appropriate to acquire core competencies. The findings imply that the agricultural development authority in Cambodia should review, update, or design extension education curricula incorporating the competencies highlighted in this study and train its extension cadres on those competencies. Copyright © 2017 Elsevier Ltd. All rights reserved.

Physician Beliefs about Physical and Mental Competency of Patients Applying for Concealed Weapon Permits.

PubMed

Goldstein, Adam O; Viera, Anthony J; Pierson, John; Barnhouse, Kathy K; Tulsky, James A; Richman, Barak D

2015-06-01

Law enforcement officials have asked health care providers to evaluate patient applications for concealed weapon permits. The current study was designed to examine physician beliefs regarding competency to carry a concealed weapon for patients with specific physical and mental conditions. Among 222 North Carolina physicians who participated in this survey (40% response rate), large variation and uncertainty existed for determining competency. Physicians most frequently chose mild dementia, post-traumatic stress disorder, and recent depression as conditions that would render a patient not competent to carry a concealed weapon. Male physicians and those owning a gun were more likely to deem a patient competent. Almost a third of physicians were unsure about competence for most conditions. Physicians asked to assess competency of patients to carry a concealed weapon have quite disparate views on competency and little confidence in their decisions. If physicians are expected to assess patient competence to carry a concealed weapon, more objective criteria and training are needed. Copyright © 2015 John Wiley & Sons, Ltd.

Estimating benefits of past, current, and future reductions in smoking rates using a comprehensive model with competing causes of death.

PubMed

van Meijgaard, Jeroen; Fielding, Jonathan E

2012-01-01

Despite years of declining smoking prevalence, tobacco use is still the leading preventable contributor to illness and death in the United States, and the effect of past tobacco-use control efforts has not fully translated into improvements in health outcomes. The objective of this study was to use a life course model with multiple competing causes of death to elucidate the ongoing benefits of tobacco-use control efforts on US death rates. We used a continuous-time life course simulation model for the US population. We modeled smoking initiation and cessation and 20 leading causes of death as competing risks over the life span, with the risk of death for each cause dependent on past and current smoking status. Risk parameters were estimated using data from the National Health Interview Survey that were linked to follow-up mortality data. Up to 14% (9% for men, 14% for women) of the total gain in life expectancy since 1960 was due to tobacco-use control efforts. Past efforts are expected to further increase life expectancy by 0.9 years for women and 1.3 years for men. Additional reduction in smoking prevalence may eventually yield an average 3.4-year increase in life expectancy in the United States. Coronary heart disease is expected to increase as a share of total deaths. A dynamic individual-level model with multiple causes of death supports assessment of the delayed benefits of improved tobacco-use control efforts. We show that past smoking reduction efforts will translate into further increases in life expectancy in the coming years. Smoking will remain a major contributor to preventable illness and death, worthy of continued interventions.

Athletes' perceptions of coaching competency and team conflict in sport teams: A multilevel analysis.

PubMed

González-Ponce, I; Leo, F M; Jiménez, R; Sánchez-Oliva, D; Sarmento, H; Figueiredo, A; García-Calvo, T

2018-04-23

The purpose of this study was to examine the relationship between coaching competency and team conflict, at individual and team levels, over the season. The participants were professional female and male soccer players, who participated in the First and Second Division. A longitudinal study was performed. At Time 1, the sample of participants consisted of 581 soccer players aged between 15 and 39 years. At Time 2, 549 players were recruited from the original sample aged between 15 and 37 years. Finally, at Time 3, the sample comprised 576 players aged between 15 and 37 years. All participants completed a multi-section questionnaire assessing coaching competency (motivation, game strategy, technique competency, and character-building competency) and team conflict (task conflict and relationship conflict). Results showed that both task and relationship conflict increased significantly over time. Multilevel modelling analysis showed that game strategy and character-building competencies negatively predicted both task and relationship conflicts at the individual level, whereas motivation competency was also added as a significant predictor of task conflict at the team level. Moreover, technique competency positively predicted task conflict at the team level. The current study suggests the importance of coaching competency in group dynamics in sport.

Teaching and Assessing Professionalism in Radiology Resident Education.

PubMed

Kelly, Aine Marie; Gruppen, Larry D; Mullan, Patricia B

2017-05-01

Radiologists in teaching hospitals and in practices with residents rotating through are involved in the education of their residents. The Accreditation Council for Graduate Medical Education requires evidence that trainees are taught and demonstrate competency not only in medical knowledge and in patient care-the historic focus of radiology education-but also in the so-called non-interpretative core competencies, which include professionalism and interpersonal skills. In addition to accreditation agencies, the prominent assessment practices represented by the American Board of Radiology core and certifying examinations for trainees, as well as Maintenance of Certification for practitioners, are planning to feature more non-interpretative competency assessment, including professionalism to a greater extent. Because professionalism was incorporated as a required competency in medical education as a whole, more clarity about the justification and expected content for teaching about competence in professionalism, as well as greater understanding and evidence about appropriate and effective teaching and assessment methods, have emerged. This article summarizes justifications and expectations for teaching and assessing professionalism in radiology residents and best practices on how to teach and evaluate professionalism that can be used by busy radiology faculty in their everyday practice supervising radiology residents. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Inferences of Others' Competence Reduces Anticipation of Pain When under Threat.

PubMed

Tedeschi, Ellen; Weber, Jochen; Prévost, Charlotte; Mischel, Walter; Mobbs, Dean

2015-10-01

On a daily basis, we place our lives in the hands of strangers. From dentists to pilots, we make inferences about their competence to perform their jobs and consequently to keep us from harm. Here we explore whether the perceived competence of others can alter one's anticipation of pain. In two studies, participants (Receivers) believed their chances of experiencing an aversive stimulus were directly dependent on the performance of another person (Players). We predicted that perceiving the Players as highly competent would reduce Receivers' anxiety when anticipating the possibility of an electric shock. Results confirmed that high competence ratings consistently corresponded with lower reported anxiety, and complementary fMRI data showed that increased competence perception was further expressed as decreased activity in the bilateral posterior insula, a region localized to actual pain stimulation. These studies suggest that inferences of competence act as predictors of protection and reduce the expectation of negative outcomes.

The Mentoring Competency Assessment: Validation of a New Instrument to Evaluate Skills of Research Mentors

PubMed Central

Fleming, Michael; House, Stephanie; Shewakramani, Vansa; Yu, Lan; Garbutt, Jane; McGee, Richard; Kroenke, Kurt; Abedin, Zainab; Rubio, Doris M.

2013-01-01

Purpose To determine the psychometric properties of the Mentoring Competency Assessment (MCA), a 26-item skills inventory that enables research mentors and mentees to evaluate six competencies of mentors: maintaining effective communication, aligning expectations, assessing understanding, addressing diversity, and fostering independence promoting professional development. Method In 2010, investigators administered the MCA to 283 mentor–mentee pairs from 16 universities participating in a trial of a mentoring curriculum for clinical and translational research mentors. The authors analyzed baseline MCA data to describe the instrument’s psychometric properties. Results Coefficient alpha scores for the MCA showed reliability (internal consistency). The hypothesized model with its six latent constructs (competencies) resulted in an acceptable fit to the data. For the instrument completed by mentors, chi-square = 663.20; df = 284; P < .001; root mean square error of approximation (RMSEA) = 0.069 (90% CI, 0.062–0.076); confirmatory fit index (CFI) = 0.85; and Tucker-Lewis index (TLI) = 0.83. For the instrument completed by mentees, chi-square = 840.62; df = 284; P < .001; RMSEA = 0.080 (90% CI, 0.063–0.077); CFI = 0.87; and TLI = 0.85. The correlations among the six competencies were high: 0.49–0.87 for mentors, 0.58–0.92 for mentees. All parameter estimates for the individual items were significant; standardized factor loadings ranged from 0.32–0.81 for mentors and 0.56–0.86 for mentees. Conclusions The findings demonstrate that the MCA has reliability and validity. In addition, this study provides preliminary norms derived from a national sample of mentors and mentees. PMID:23702534

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.

A Competency Model for Clinical Physicians in China: A Cross-Sectional Survey

PubMed Central

Liu, Zhuang; Tian, Lei; Chang, Qing; Sun, Baozhi; Zhao, Yuhong

2016-01-01

Background Around the world, regulatory bodies have taken the lead in determining the competencies required to become a physician. As a first step in addressing this project, it was decided to develop a set of core competencies that were unique to China and that might serve as a basis for medical education. The purpose of this paper was to construct a competency model for clinical physicians in China. Methods Data was collected using a cross-sectional survey of 6247 clinicians from seven administrative regions (31 provinces, autonomous regions and municipalities directly under the central government) in China. The total sample was randomly divided into two sub-samples, an initial sample (Sample 1) and a replication sample (Sample 2). Independent exploratory factor analysis was conducted in each sample and the results were compared to determine the stability. After that the confirmatory factor analysis was used to ascertain the competency model for physicians. The reliability, convergent and discriminant validity of competency-based instrument were also examined. Results 76 items with 8 dimensions were identified, accounting for 68.41% of the construct’s total variance in the initial sample and 67.47% in the replication sample. For the two samples, the overall scale reliability (Cronbach’s alpha) was both 0.985 with dimensions from 0.905 to 0.954 for the initial sample and from 0.902 to 0.955 for the replication sample after deleting the items. In confirmatory factor analysis, the result showed that all items had acceptable goodness of fit index. RMSEA and SRMR were less than 0.08 (RMSEA = 0.046, SRMR = 0.040), while GFI, NFI, IFI, and CFI were higher than 0.9 (GFI = 0.905, NFI = 0.903, IFI = 0.909, CFI = 0.909), leading to acceptable construct validity. All construct reliability values of the factors were higher than 0.70, and all average variance extracted values exceeded 0.50. Thus, we considered the reliability and validity of the 8 dimensions were acceptable. Conclusions The instrument was shown to be both valid and reliable for measuring clinical physicians’ competency in China. The results of the competency-based instrument can be used by ministry of health and administrators of hospitals to assess physicians’ competencies, encourage and guide them to modify their behaviors according to the evaluation criteria, and also cultivate physicians with strong clinical practice, innovation and independent scientific research ability. Through these measurements and understandings, the overall level of clinical physicians will be increased in China. PMID:27935991

How a disaster preparedness rotation helps teach the seven NAVMEC professional competencies: the Texas A&M University Experience.

PubMed

Bissett, Wesley T; Zoran, Debra L; Clendenin, Angela; Espitia, Noberto F; Moyer, William; Rogers, Kenita S

2013-01-01

Changing societal expectations provide new challenges and opportunities for the veterinary medical profession. These changing expectations and approaches to the education of veterinary students in the future are reflected in the North American Veterinary Medical Education Consortium's report "Roadmap for Veterinary Medical Education in the 21st Century: Responsive, Collaborative, Flexible." They are also reflected in the expectations of the populace, who no longer find it acceptable that animals are not included in both planning for and responding to natural or manmade disasters. In response to the changing needs of society and the veterinary profession, Texas A&M University College of Veterinary Medicine has developed a required rotation in the fourth-year curriculum on emergency planning and response. The unique requirements of emergency preparedness and response and the design of the rotation provide an ideal platform for providing this valued public service while simultaneously addressing the seven professional competencies outlined in the NAVMEC roadmap. This article describes an overview of the rotation and its content and identifies opportunities for students to practice these important professional competencies using the tools introduced in this new rotation.

Student Gains in Self-Efficacy in an Advanced MSW Curriculum: A Customized Model for Outcomes Assessment

ERIC Educational Resources Information Center

Rishel, Carrie W.; Majewski, Virginia

2009-01-01

The new Educational Policy and Accreditation Standards (EPAS) identify assessment as "an integral component of competency-based education." It is not new, however, that programs must demonstrate plans to assess attainment of competencies or expected program outcomes and show how data collection and analysis inform curriculum decisions. Previous…

Meeting Tomorrow's Expectations: In Search of Core Competencies and Ways of Assessing Them

ERIC Educational Resources Information Center

Podolskiy, O. A.; Pogozhina, V. A.

2016-01-01

Today, experts agree that the level of cognitive development of modern young people affects the long-term life goals and outcomes that they set for themselves. During the course of numerous studies experts have identified such key competencies as problem solving, information literacy, and critical thinking. However, there are still many unanswered…

Competency of Graduate Nurses as Perceived by Nurse Preceptors and Nurse Managers

ERIC Educational Resources Information Center

Wise, Vanessa

2013-01-01

As newly graduated associate degree nurses (ADN) and baccalaureate degree nurses (BSN) enter into the workforce, they must be equipped to care for a complex patient population; therefore, the purpose of this study was to address the practice expectations and clinical competency of new nurses as perceived by nurse preceptors and nurse managers.…

Understanding Emotions in Context: The Effects of Language Impairment on Children's Ability to Infer Emotional Reactions

ERIC Educational Resources Information Center

Spackman, Matthew P.; Fujiki, Martin; Brinton, Bonnie

2006-01-01

Background: Research indicates children with language impairment (LI) may experience social deficits extending beyond those expected due to their language deficits. In particular, it has been found that children with LI have difficulty with various aspects of emotional competence. One aspect of emotional competence is emotion understanding, which…

Great Expectations: The Relationship between Future Time Perspective, Learning from Others, and Employability

ERIC Educational Resources Information Center

Froehlich, Dominik E.; Beausaert, Simon A. J.; Segers, Mien S. R.

2015-01-01

Employees in countries with advanced industrial economies need to continuously develop their competences to sustain their employability--that is, to have a set of competences that enables them to maintain or find an adequate job. But how should efforts to enhance employability progress in the context of the demographic shift? Previous research…

Standards for the Language Competence of French Immersion Teachers: Is There a Danger of Erosion

ERIC Educational Resources Information Center

Veilleux, Ingrid; Bournot-Trites, Monique

2005-01-01

We examined standards used by Canadian universities and British Columbia school districts to verify the language competence of French Immersion (FI) teachers in a time of shortage, confirmed by 56 per cent of school districts surveyed. Parents and Directors of Human Resources agreed on their minimum expectations about French teachers'…

Cultural Competencies and Planning for Teaching Mathematics: Preservice Teachers Responding to Expectations, Opportunities, and Resources

ERIC Educational Resources Information Center

Wilson, Susanna; McChesney, Jane; Brown, Liz

2017-01-01

In this article, the authors report on a small-scale study set in a context of a firstyear mathematics education course for preservice primary teachers. Professional documentation from three different sources were analysed in relation to the national document "Tataiako: Cultural Competencies for Teachers of Maori Learners," which was…

Fertilization, weed control, and pine litter influence loblolly pine stem productivity and root development

Treesearch

James D. Haywood; Allan E. Tiarks; Mark A. Sword

1997-01-01

Development of forest plantations may be delayed or yield expectations curtailed by interference from competing vegetation. Competing vegetation can be controlled with herbicides after crop trees are planted, but herbicide use in public and private loblolly pine plantations may face greater restrictions in the future. Fortunately, there are ways to manage competition...

Student Perceptions and Performance in Online and Offline Collaboration in an Interior Design Studio

ERIC Educational Resources Information Center

Cho, Ji Young; Cho, Moon-Heum

2014-01-01

Competence in collaboration is one of the critical abilities that interior design majors are expected to develop during the course of their education; however, few students are competent to collaborate with others online. The purposes of this study were to identify student perceptions and performance in online collaboration compared to those of…

Idaho Marketing Education Core Curriculum. Career Sustaining Level, Specialist Level, Supervisory Level, Entrepreneurial Level.

ERIC Educational Resources Information Center

Allbright, Bruce; Holup, John

This guide lists the competencies expected to be developed in four levels of the marketing education curriculum in Idaho: the career sustaining level, the specialist level, the supervisory level, and the entrepreneurial level. For the career sustaining and specialist levels, 15 competencies are listed: define and apply the role of marketing in the…

Identifying Core Reference Competencies from an Employers' Perspective: Implications for Instruction

ERIC Educational Resources Information Center

Saunders, Laura

2012-01-01

Reference services are in transition. Impacted by advances in technology, changing user expectations, and the migration to greater provision of online and distance service, reference in academic libraries today is not the same service it was even just a decade ago. Most literature looks at reference competencies either for a specific service model…

Achievement Goals as Mediators of the Relationship between Competence Beliefs and Test Anxiety

ERIC Educational Resources Information Center

Putwain, David W.; Symes, Wendy

2012-01-01

Background: Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. Aim: 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.…

Educating the Female Citizen in a Post-war World: Competing Ideologies for American Women, 1945-1965.

ERIC Educational Resources Information Center

Eisenmann, Linda

2002-01-01

In post-World War II United States, women were caught between competing patriotic, economic, cultural, and psychological ideologies dictating their behavior. Differences between these expectations and challenges to behavioral norms provoked tensions in women's education that lasted until the women's movement of the 1960s. (Contains 25 references.)…

The Supervisor in the Project-Organized Group Work Should Participate in Developing the Students' Project Competencies

ERIC Educational Resources Information Center

Hansen, Soren

2004-01-01

Most work done by engineers today is organized in projects and very often as teamwork. When educating towards employability, it is therefore important that the students develop competencies in areas such as project management, collaboration and teamwork. In companies using human resource management, we find similar expectations to the engineers'…

A palette of desired leadership competencies: painting the picture for successful regionalization.

PubMed

Hall, Lee

2004-01-01

Regionalization is occurring across the country in an attempt to improve accessibility and services to populations with increased expectations and significant budget pressures. A successful reorganization requires strong and effective leadership, equipped with an array of knowledge, skills and abilities known as competencies. The model of leadership competencies presented in this article will become an essential tool for organizations in their pursuit of leaders to implement and drive successful change. This leadership competency model, discussed within a framework of change management process, will ensure that essential steps of change are followed and provide organizations with a blueprint for success. Is your organization ready?

Live to work or love to work: work craving and work engagement.

PubMed

Wojdylo, Kamila; Baumann, Nicola; Fischbach, Lis; Engeser, Stefan

2014-01-01

According to the theory of work craving, a workaholic has a craving for self-worth compensatory incentives and an expectation of relief from negative affect experienced through neurotic perfectionism and an obsessive-compulsive style of working. Research has shown that workaholism and work engagement should be considered as two distinct work styles with different health consequences. However, the mechanisms underlying the adoption of these work styles have been neglected. The present study proposes that work craving and work engagement are differentially associated with self-regulatory competencies and health. In particular, we expected that the working styles mediate the relationships between emotional self-regulation and health. In the cross-sectional study, 469 teachers from German schools completed online administered questionnaires. By means of structural equation modeling, we tested two indirect paths: a) from self-relaxation deficits via work craving to poor health and b) from self-motivation competencies via work engagement to good health. As expected, we found evidence that a) the negative relationship of self-relaxation deficits on health was partially mediated by work craving and b) the positive relationship of self-motivation competencies on health was partially mediated by work engagement. The present study emphasizes the importance of self-regulation competencies for healthy or unhealthy work styles. Whereas work craving was associated with a low ability to down-regulate negative emotions and poor health, work engagement was associated with a high ability to up-regulate positive emotions and good health.

Live to Work or Love to Work: Work Craving and Work Engagement

PubMed Central

Wojdylo, Kamila; Baumann, Nicola; Fischbach, Lis; Engeser, Stefan

2014-01-01

Objective According to the theory of work craving, a workaholic has a craving for self-worth compensatory incentives and an expectation of relief from negative affect experienced through neurotic perfectionism and an obsessive-compulsive style of working. Research has shown that workaholism and work engagement should be considered as two distinct work styles with different health consequences. However, the mechanisms underlying the adoption of these work styles have been neglected. The present study proposes that work craving and work engagement are differentially associated with self-regulatory competencies and health. In particular, we expected that the working styles mediate the relationships between emotional self-regulation and health. Methods: In the cross-sectional study, 469 teachers from German schools completed online administered questionnaires. By means of structural equation modeling, we tested two indirect paths: a) from self-relaxation deficits via work craving to poor health and b) from self-motivation competencies via work engagement to good health. Results As expected, we found evidence that a) the negative relationship of self-relaxation deficits on health was partially mediated by work craving and b) the positive relationship of self-motivation competencies on health was partially mediated by work engagement. Conclusions The present study emphasizes the importance of self-regulation competencies for healthy or unhealthy work styles. Whereas work craving was associated with a low ability to down-regulate negative emotions and poor health, work engagement was associated with a high ability to up-regulate positive emotions and good health. PMID:25296091

Level, Strength, and Facet-Specific Self-Efficacy in Mathematics Test Performance

ERIC Educational Resources Information Center

Street, Karin Elisabeth Sørlie; Malmberg, Lars-Erik; Stylianides, Gabriel J.

2017-01-01

Students' self-efficacy expectations (SEE) in mathematics are associated with their engagement and learning experiences. Going beyond previous operationalisations of SEE we propose a new instrument that takes into account not only "facet-specificity" (expectations related to particular competences or skills) and "strength"…

Teaching the Teachers

ERIC Educational Resources Information Center

Beckerman, Nancy L.

2010-01-01

New tenure-track faculty members come into academia expecting to be able to devote substantial energy and expertise to teaching. They often find, however, that they must learn to navigate a multitude of other, competing demands. Numerous interdisciplinary studies published in the last decade have demonstrated that the normative expectations of…

Education & Agency: Muslim Women and the Tensions of Traditional & Modern Expectations

ERIC Educational Resources Information Center

Khan, Shabnam Syed

2010-01-01

This hermeneutically crafted qualitative study examines how six university-educated middle-class Pakistani Muslim women negotiate the competing expectations of traditional Muslim culture and the emancipated ethos of the university. It uses Robert Kegan's constructive-developmental theory, whose Subject-Object scoring system distinguishes a…

Setting them up for lifetime activity: Play competence perceptions and physical activity in young children.

PubMed

Barnett, Lisa M; Ridgers, Nicola D; Hesketh, Kylie; Salmon, Jo

2017-09-01

Possessing positive physical perceived competence is important for physical activity in older children. Young children are primarily physically active through play-based behaviour rather than through organised sports and activities, so understanding how play perceptions might influence physical activity behaviour is important. The study purpose was to assess if perceived active play competence is associated with young children's physical activity. Cross sectional study. This paper uses two different samples drawn from the same Australian city, both collected in 2013. The first sample included 152 children (49% boys) aged 4-5 years (M=4.7, SD=0.47), the second sample included 78 children (55% boys) aged 5-8 years (M=6.6, SD=0.93). The Pictorial Scale of Perceived Movement Skill Competence was used to assess children's perceived competence in six skill-related play activities. Moderate- to vigorous-intensity physical activity (MVPA) was assessed for 8 consecutive days via accelerometers. A general linear model with the mean minutes in MVPA per day as the outcome, perceived play competence as the independent variable and adjusting for relevant confounders was performed in each sample. Perceived active play competence was not related to MVPA min/day (B=0.44, p=0.323) in the younger sample, but was in the older sample (B=1.53, p=0.026), explaining 24% of adjusted variance. Positive findings in the older sample show school-aged children need exposure to play based activities in order to develop the positive self-perception needed to engage in MVPA every day. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

A Pareto frontier intersection-based approach for efficient multiobjective optimization of competing concept alternatives

NASA Astrophysics Data System (ADS)

Rousis, Damon A.

The expected growth of civil aviation over the next twenty years places significant emphasis on revolutionary technology development aimed at mitigating the environmental impact of commercial aircraft. As the number of technology alternatives grows along with model complexity, current methods for Pareto finding and multiobjective optimization quickly become computationally infeasible. Coupled with the large uncertainty in the early stages of design, optimal designs are sought while avoiding the computational burden of excessive function calls when a single design change or technology assumption could alter the results. This motivates the need for a robust and efficient evaluation methodology for quantitative assessment of competing concepts. This research presents a novel approach that combines Bayesian adaptive sampling with surrogate-based optimization to efficiently place designs near Pareto frontier intersections of competing concepts. Efficiency is increased over sequential multiobjective optimization by focusing computational resources specifically on the location in the design space where optimality shifts between concepts. At the intersection of Pareto frontiers, the selection decisions are most sensitive to preferences place on the objectives, and small perturbations can lead to vastly different final designs. These concepts are incorporated into an evaluation methodology that ultimately reduces the number of failed cases, infeasible designs, and Pareto dominated solutions across all concepts. A set of algebraic samples along with a truss design problem are presented as canonical examples for the proposed approach. The methodology is applied to the design of ultra-high bypass ratio turbofans to guide NASA's technology development efforts for future aircraft. Geared-drive and variable geometry bypass nozzle concepts are explored as enablers for increased bypass ratio and potential alternatives over traditional configurations. The method is shown to improve sampling efficiency and provide clusters of feasible designs that motivate a shift towards revolutionary technologies that reduce fuel burn, emissions, and noise on future aircraft.

Teachers' Experiences with and Expectations of Children with Incarcerated Parents

ERIC Educational Resources Information Center

Dallaire, Danielle H.; Ciccone, Anne; Wilson, Laura C.

2010-01-01

Children with incarcerated parents, and mothers in particular, are at increased risk for academic failure and school dropout. In two studies, we examined teachers' experiences with children with incarcerated parents and their expectations for competence of children with incarcerated mothers. In Study 1, a descriptive, qualitative study, teachers…

Cognitive Dissonance or Revenge? Student Grades and Course Evaluations

ERIC Educational Resources Information Center

Maurer, Trent W.

2006-01-01

I tested 2 competing theories to explain the connection between students' expected grades and ratings of instructors: cognitive dissonance and revenge. Cognitive dissonance theory holds that students who expect poor grades rate instructors poorly to minimize ego threat whereas the revenge theory holds that students rate instructors poorly in an…

Graduates' Vocational Skills for the Management Accountancy Profession: Exploring the Accounting Education Expectation-Performance Gap

ERIC Educational Resources Information Center

Howcroft, Douglas

2017-01-01

This paper focuses on understanding the vocational skills required by graduates and assessing the competence of graduates for the management accountancy profession. It explores "expectation gaps" by examining whether the Chartered Institute of Management Accountants, practitioner employers and university educators have different…

A Qualitative Exploration of Management Education: Business School Offerings in Comparison to Employer Expectations

ERIC Educational Resources Information Center

LaPrince, Shelly L.

2013-01-01

The exploratory qualitative research study explored management education business school offerings in comparison to employer expectations. Through the lens of alumni and human-resources personnel participants, the research examined the skills deemed as transferrable to the workplace and competencies that undergraduate-management education alumni…

Optimizing the compatibility between rating scales and measures of productive second language competence.

PubMed

Weaver, Christopher

2011-01-01

This study presents a systematic investigation concerning the performance of different rating scales used in the English section of a university entrance examination to assess 1,287 Japanese test takers' ability to write a third-person introduction speech. Although the rating scales did not conform to all of the expectations of the Rasch model, they successfully defined a meaningful continuum of English communicative competence. In some cases, the expectations of the Rasch model needed to be weighed against the specific assessment needs of the university entrance examination. This investigation also found that the degree of compatibility between the number of points allotted to the different rating scales and the various requirements of an introduction speech played a considerable role in determining the extent to which the different rating scales conformed to the expectations of the Rasch model. Compatibility thus becomes an important factor to consider for optimal rating scale performance.

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

PubMed

Anderson, Carina; Moxham, Lorna; Broadbent, Marc

2016-10-01

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

[Competencies and Role Experiences of Peer Support - A Participatory Research Report].

PubMed

Heumann, Kolja; Schmid, Christine; Wilfer, Antje; Bolkan, Suzan; Mahlke, Candelaria; von Peter, Sebastian

2018-05-25

This study explores the peer support providers' competencies and role experiences. A multiple coding approach has been used to collaboratively analyze and discuss ethnographic material. Compared to other professionals, peer support provider engage with patients in a more open and less classificatory way. Their role is often unclear and defined by both more flexibility and dependencies. It is important to clearly define the competencies and roles of peer support providers and balance them with the expectations of the other professionals. © Georg Thieme Verlag KG Stuttgart · New York.

Intercultural Competency at the Geographic Combatant Command Level

DTIC Science & Technology

2011-05-04

side. Individualistic cultures value self-reliance and initiative. Competition is generally accepted and expected. Collectivistic cultures tend to...investors. A significant historic example of collectivistic culture is the Japanese. During World War II, their emphasis was on the empire. This...to incorporate available intercultural competency assets at the GCC level to leverage existing cultural expertise: Foreign Area Officers (FAOs), DoD

A Comparison of a Progression of Writing Competencies in Online Undergraduate and Graduate Courses: Results and Implications

ERIC Educational Resources Information Center

Duchardt, Barbara; Furr, Paula; Horton, Steven G.

2016-01-01

Students in undergraduate and graduate programs offered by community colleges, universities, and colleges of education are generally expected to have basic writing competencies at the outset of their studies based on completion of a high school curriculum and core college composition classes. With more programs and courses online or having a…

An Exploratory Study on Cognitive Skills and Topics Focused in Learning Objectives of Finance Modules: A UK Perspective

ERIC Educational Resources Information Center

Lakshmi, Geeta

2013-01-01

Finance is an important subject in many undergraduate programmes. In the UK, the technical competencies in this area are covered by the QAA benchmark in finance (2007). However, the benchmark does not rigidly circumscribe the curriculum and expected competencies. As a result, universities are free to teach the subject from a variety of…

[Definition of medical competence. The point of view of chronically-ill patients in the Andalusian public healthcare system (Spain)].

PubMed

Prieto Rodríguez, M Ángeles; Danet Danet, Alina; Escudero Carretero, María J; Ruiz Azarola, Ainhoa; Pérez Corral, Olivia; García Toyos, Noelia

2012-01-01

To identify the attributes used by chronically-ill patients to describe physicians' competence in the public healthcare system in Andalucia. A total of 147 chronically-ill patients and their relatives were included in this qualitative study. Focal groups and in-depth interviews were performed in health centers and outpatient centers in Granada, Malaga, Seville, Cadiz and Cordoba between 2007 and 2008. Content analysis was carried out using Nudist Vivo. The participants defined medical competence as combining elements of technical ability and knowledge (awareness of and interest in the disease, continuity of follow-up and requesting specific tests) with interpersonal skills related to communication, information (informing, listening, trust, prompting questions) and attention (courtesy, cordiality, respect, interest and approachability). Primary care was expected to provide a close relationship, personalized treatment, information, drug prescription, and referral to specialized care. Specialized care was expected to provide an accurate diagnosis and appropriate treatment, information and follow-up. Highly valued aspects of emergency care were symptom relief, accurate diagnosis, referral to specialists and courtesy. Chronically-ill patients based their evaluation of medical competence on technical and interpersonal skills. Copyright © 2011 SESPAS. Published by Elsevier Espana. All rights reserved.

Guidelines for clinical supervision in health service psychology.

PubMed

2015-01-01

This document outlines guidelines for supervision of students in health service psychology education and training programs. The goal was to capture optimal performance expectations for psychologists who supervise. It is based on the premises that supervisors (a) strive to achieve competence in the provision of supervision and (b) employ a competency-based, meta-theoretical approach to the supervision process. The Guidelines on Supervision were developed as a resource to inform education and training regarding the implementation of competency-based supervision. The Guidelines on Supervision build on the robust literatures on competency-based education and clinical supervision. They are organized around seven domains: supervisor competence; diversity; relationships; professionalism; assessment/evaluation/feedback; problems of professional competence, and ethical, legal, and regulatory considerations. The Guidelines on Supervision represent the collective effort of a task force convened by the American Psychological Association (APA) Board of Educational Affairs (BEA). PsycINFO Database Record (c) 2015 APA, all rights reserved.

Judging the gender of the inanimate: Benevolent sexism and gender stereotypes guide impressions of physical objects.

PubMed

Meagher, Benjamin R

2017-09-01

Within a given culture, sexist ideologies and stereotypes are largely characterized by their prescriptive expectations for the types of social and behavioural domains men and women occupy. The activities that take place within these respective domains, however, frequently involve designed, physical artefacts. This study reports a pair of studies that test whether sexist schemas are capable of guiding not only impressions of men and women as social groups, but also their impressions of the inanimate objects associated with these groups. In Study 1, benevolent sexism was found to predict a greater willingness to classify physical objects as being either highly feminine or highly masculine, even when these objects had a neutral rating by the sample as a whole. In Study 2, stereotypes consistent with legitimizing ideologies (i.e., competence and warmth) predicted rating associated objects in complementary ways, in terms of greater liking of feminine objects but greater presumed competence needed for using masculine objects. These results demonstrate how sexist beliefs and attitudes are capable of bleeding into people's impressions of the physical world. © 2017 The British Psychological Society.

Patient satisfaction with nursing care in an urban and suburban emergency department.

PubMed

Wright, Greg; Causey, Sherry; Dienemann, Jacqueline; Guiton, Paula; Coleman, Frankie Sue; Nussbaum, Marcy

2013-10-01

Patient satisfaction is an important outcome measurement in the emergency department (ED). When unavoidable, the negative effect of patient wait time may be lessened by communicating expected wait time, affective support, health information, decisional control, and competent providers. This controlled quasi-experimental design used a convenience sample. The patient questionnaire included demographics, expected and perceived wait time, receiving of comfort items, information and engaging activities and their perceived helpfulness for coping with waiting, and the Consumer Emergency Care Satisfaction Scale measure of patient satisfaction with nursing. Systematic offering of comfort items, clinical information, and engaging activities were statistically analyzed for impact on perceived wait times, helpfulness in waiting, and satisfaction with nursing care. Interventions were supported by the data as helpful for coping with waiting and were significantly related to nursing care satisfaction. Interventions were less helpful for suburban patients who were also less satisfied. Nurses can influence patient satisfaction in the ED through communication and caring behaviors.

Sexual orientation differences in treatment expectation, alliance, and outcome among patients at risk for suicide in a public psychiatric hospital.

PubMed

Plöderl, Martin; Kunrath, Sabine; Cramer, Robert J; Wang, Jen; Hauer, Larissa; Fartacek, Clemens

2017-05-15

Sexual minority (SM) individuals (gay, lesbian, bisexual, or otherwise nonheterosexual) are at increased risk for mental disorders and suicide and adequate mental healthcare may be life-saving. However, SM patients experience barriers in mental healthcare that have been attributed to the lack of SM-specific competencies and heterosexist attitudes and behaviors on the part of mental health professionals. Such barriers could have a negative impact on common treatment factors such as treatment expectancy or therapeutic alliance, culminating in poorer treatment outcomes for SM versus heterosexual patients. Actual empirical data from general psychiatric settings is lacking, however. Thus, comparing the treatment outcome of heterosexual and SM patients at risk for suicide was the primary aim of this study. The secondary aim was to compare treatment expectation and working alliance as two common factors. We report on 633 patients from a suicide prevention inpatient department within a public psychiatric hospital. Most patients were at risk for suicide due to a recent suicide attempt or warning signs for suicide, usually in the context of a severe psychiatric disorder. At least one indicator of SM status was reported by 21% of patients. We assessed the treatment outcome by calculating the quantitative change in suicide ideation, hopelessness, and depression. We also ran related treatment responder analyses. Treatment expectation and working alliance were the assessed common factors. Contrary to the primary hypothesis, SM and heterosexual patients were comparable in their improvement in suicide ideation, hopelessness, or depression, both quantitatively and in treatment responder analysis. Contrary to the secondary hypothesis, there were no significant sexual orientation differences in treatment expectation and working alliance. When adjusting for sociodemographics, diagnosis, and length of stay, some sexual orientation differences became significant, indicating that SM patients have better outcomes. These unexpected but positive findings may be due to common factors of therapy compensating for SM-specific competencies. It may also be due to actual presence of SM competencies - though unmeasured - in the department. Replication in other treatment settings and assessment of SM-specific competencies are needed, especially in the field of suicide prevention, before these findings can be generalized.

Discrepancies between self- and adult-perceptions of social competence in children with neuropsychiatric disorders.

PubMed

Vuori, M; Autti-Rämö, I; Junttila, N; Vauras, M; Tuulio-Henriksson, A

2017-09-01

The present study examines discrepancies between self- and adult-perceptions of social competence in children with attention deficit-hyperactivity disorder (ADHD), autism spectrum disorders (ASD) and possible co-morbid disruptive behaviour disorders (DBD). Self-reported questionnaires were collected from multiple informants at the baseline of a multi-systemic family intervention programme for children (aged 5-12) with ADHD, ASD and possible co-morbid DBD. In total, out of the 154 families eligible for the study, information was received concerning children from 124 families (children n = 121; mothers n = 117; fathers n = 86; teachers n = 97). In addition to this, a comparison community sample of 318 school-aged children (approximately 10 years old) was utilized to examine the perceptions of children's social competence across intervention and population groups in more detail. Children's self-perceptions in the prosocial dimension of social competence (i.e. cooperating skills, empathy) did not differ between the intervention and comparison groups. Interestingly, the children in the intervention sample expressed more impulsivity and disruptiveness - the antisocial dimension of social competence - when compared with the children in the comparison sample. Adult ratings demonstrated that mothers, fathers and teachers reported decreased prosocial behaviour and increased antisocial behaviour across overall dimensions and sub-dimensions when compared with adults' ratings of elementary school children. Informant discrepancies between self-ratings and adult ratings across intervention groups yielded significant effect sizes (eta-squared) across all domains of social competence ranging from .09 to .25. Children's positive self-ratings of social competence relative to adult ratings increased within intervention sample when compared with population sample. The intervention sample children appeared to acknowledge their social competence deficits, yet self-perceptions were inflated relative to adult ratings when focusing on peer relationship difficulties, particularly, aggression to peers. © 2016 John Wiley & Sons Ltd.

Efforts to Improve Mathematics Teacher Competency Through Training Program on Design Olympiad Mathematics Problems Based on Higher Order Thinking Skills in The Junior High School

NASA Astrophysics Data System (ADS)

Arnellis, A.; Jamaan, E. Z.; Amalita, N.

2018-04-01

The goal to analyse a improvement of teacher competence after being trained in preparing high-order math olympicad based on high order thinking skills in junior high school teachers in Pesisir Selatan Regency. The sample of these activities are teachers at the MGMP junior high school in Pesisir Selatan District. Evaluation of the implementation is done by giving a pre test and post test, which will measure the success rate of the implementation of this activities. The existence of the devotion activities is expected to understand the enrichment of mathematics olympiad material and training in the preparation of math olympiad questions for the teachers of South Pesisir district junior high school, motivating and raising the interest of the participants in order to follow the mathematics olympiad with the enrichment of mathematics materials and the training of problem solving about mathematics olympiad for junior high school teachers, the participants gain experience and gain insight, as well as the ins and outs of junior mathematics olympiad and implement to teachers and students in olympic competitions. The result of that the post-test is better than the result of pretest in the training of mathematics teacher competence improvement in composing the mathematics olympiad problem based on high order thinking skills of junior high school (SMP) in Pesisir Selatan District, West Sumatra, Indonesia.

Keep Listening: Grammatical Context Reduces but Does Not Eliminate Activation of Unexpected Words

ERIC Educational Resources Information Center

Strand, Julia F.; Brown, Violet A.; Brown, Hunter E.; Berg, Jeffrey J.

2018-01-01

To understand spoken language, listeners combine acoustic-phonetic input with expectations derived from context (Dahan & Magnuson, 2006). Eye-tracking studies on semantic context have demonstrated that the activation levels of competing lexical candidates depend on the relative strengths of the bottom-up input and top-down expectations (cf.…

Community Members' Perceptions of Teacher Candidates during Panel Employment Interviews: Does Personality Mean More than Competence?

ERIC Educational Resources Information Center

Delli, Dane A.; Vera, Elizabeth M.

2008-01-01

The context for this study involves the intersection between a community's increasing expectation for hiring highly qualified classroom teachers and its increasing expectation for access and involvement in public schools. The current investigation attempted to identify community members' perceptions of the primary factors that influence their…

Chinese Parents' Expectations and Child Preacademic Skills: The Indirect Role of Parenting and Social Competence

ERIC Educational Resources Information Center

Ren, Lixin; Edwards, Carolyn Pope

2017-01-01

Research Findings: This study examined how parenting styles and child social-emotional functioning may help explain the indirect relations between Chinese parents' expectations for their preschool-age children's social-emotional development and their children's preacademic skills. A total of 154 parents with preschool-age children were recruited…

Career-Related Parental Support of Adolescents with Hearing Loss: Relationships with Parents' Expectations and Occupational Status

ERIC Educational Resources Information Center

Rinat, Michael; Cinamon, Rachel Gali; Most, Tova

2015-01-01

The study examined the contribution of parents' occupational status and expectations regarding persons with hearing loss to career-related support they provide their deaf and hard of hearing (dhh) adolescent children. Thirty-eight parents completed the Evaluation of Occupational Competence Scale (Weisel & Cinamon, 2005), the Evaluation of…

Toddler's Mastery Motivation and Maternal Expectations: Urban Puerto Rican and Dominican Mothers and Children.

ERIC Educational Resources Information Center

Knauf, Diana E.; Bobadilla, Wendy V.; Busch-Rossnagel, Nancy A.

Mastery motivation is considered important because it promotes competence and is believed to be the precursor to achievement motivation. Focusing on toddlers between 16 and 22 months old, this study examined the relationship between mastery motivation and environmental contributors, such as maternal expectations, and cultural orientation in Puerto…

Goal Complexity in Financial Aid and the Contingency of Organizational Sector

ERIC Educational Resources Information Center

Rutherford, Amanda

2016-01-01

Expectations of public institutions of higher education now include a growing number of competing goals. Financial assistance policies are expected to reward student talent, expand access to education, boost retention and graduation rates, and more. Yet research has not generally provided an empirical assessment of whether and how higher levels of…

Virginia's College and Career Ready Initiative Grade 12 English Capstone Course Content and Performance Expectations

ERIC Educational Resources Information Center

Virginia Department of Education, 2011

2011-01-01

Virginia's "College and Career Ready English Performance Expectations" grade 12 capstone course contains high-interest contextualized content designed to give certain students an additional boost for competent and successful entry into college and careers. The course will add to students' preparation for critical reading, college and…

Assessing Social Competence and Behavior Problems in a Sample of Italian Preschoolers Using the Social Competence and Behavior Evaluation Scale

ERIC Educational Resources Information Center

Sette, Stefania; Baumgartner, Emma; MacKinnon, David P.

2015-01-01

Research Findings: The main goals of this study were to examine the factor validity of the Social Competence and Behavior Evaluation (SCBE-30) scale using exploratory factor analysis and confirmatory factor analysis and to test factor invariance across gender in a sample of Italian preschool-age children (241 boys, 252 girls). The concurrent…

An Empirical Study on the Efficiency of College Teachers and Their Attitude in Teaching in Kancheepuram District

ERIC Educational Resources Information Center

Brindhamani, M.; Manichander, T.

2014-01-01

The quality of teaching depends upon the dedication of the teachers towards their profession and the improvisation of it depends upon the training, both pre-service and in-service they receive when they undergo the period of probation. A teacher is expected to have subject competency as well as linguistic competency. The main objective of the…

"It's Important for Them to Know Who They Are": Teachers' Efforts to Sustain Students' Cultural Competence in an Age of High-Stakes Testing

ERIC Educational Resources Information Center

Zoch, Melody

2017-01-01

This article examines how four urban elementary teachers designed their literacy instruction in ways that sought to sustain students' cultural competence--maintaining their language and cultural practices while also gaining access to more dominant ones--amid expectations to prepare students for high-stakes testing. A large part of their teaching…

Customized, Outcome-Based, Relevant Evaluation (CORE) at Lipscomb University: A Competency-Based Education Case Study

ERIC Educational Resources Information Center

Klein-Collins, Rebecca; Olson, Rick

2014-01-01

In recent years, there has been a surge of interest in competency-based degree programs at the postsecondary level. These programs are promising for the future of higher education because they establish clear expectations for what graduates must know and be able to do, and many models have been designed to allow students to learn and earn a degree…

Moral competence among nurses in Malawi: A concept analysis approach.

PubMed

Maluwa, Veronica Mary; Gwaza, Elizabeth; Sakala, Betty; Kapito, Esnath; Mwale, Ruth; Haruzivishe, Clara; Chirwa, Ellen

2018-01-01

Nurses are expected to provide comprehensive, holistic and ethically accepted care according to their code of ethics and practice. However, in Malawi, this is not always the case. This article analyses moral competence concept using the Walker and Avant's strategy of concept analysis. The aim of this article is to analyse moral competence concept in relation to nursing practice and determine defining attributes, antecedents and consequences of moral competence in nursing practice. Analysis of moral competence concept was done using Walker and Avant's strategy of concept analysis. Deductive analysis was used to find the defining attributes of moral competence, which were kindness, compassion, caring, critical thinking, ethical decision making ability, problem solving, responsibility, discipline, accountability, communication, solidarity, honesty, and respect for human values, dignity and rights. The identified antecedents were personal, cultural and religious values; nursing ethics training, environment and guidance. The consequences of moral competence are team work spirit, effective communication, improved performance and positive attitudes in providing nursing care. Moral competence can therefore be used as a tool to improve care in nursing practice to meet patients' problems and needs and consequently increase public's satisfaction in Malawi.

Eating competence of Hispanic parents is associated with attitudes and behaviors that may mediate fruit and vegetable-related behaviors of 4th grade youth.

PubMed

Lohse, Barbara; Cunningham-Sabo, Leslie

2012-10-01

Parent self-efficacy, outcome expectancies, and behaviors toward cooking and fruits and vegetables mediate children's eating. Eating competence, an intra-individual approach to food-related attitudes and behaviors, is associated with healthful outcomes but has not been studied as a moderator of parent food-related behaviors that mediate healthful eating in 4th grade children. Parents (n = 339; 78% Hispanic, 89% female) of 4th graders who participated in an impact study of the Cooking with Kids curriculum in Santa Fe, NM schools eligible for Supplemental Nutrition Assistance Program Education completed the following surveys: Satter eating competence inventory for low-income (ecSI/LI) (16 items, Likert scale, possible score 0-48); modeling behaviors related to food preparation and fruits/vegetables (11 items, Likert scale, possible score 0-33); self-efficacy/outcome expectancies (SE/OE) (12 items, Likert scale, possible score 12-60); and availability of fruits/vegetables (20 items, possible score 0-20). Higher scores indicate more desired behaviors. The mean ecSI/LI score was 33.6 ± 8.5; 59% were eating competent, i.e., ecSI/LI ≥ 32. Eating-competent parents demonstrated more modeling (16.3 ± 5.0 vs. 14.0 ± 4.3; P < 0.001), greater SE/OE (53.7 ± 10.1 vs. 51.2 ± 8.5; P = 0.03), and greater in-home fruit/vegetable availability (12.7 ± 3.0 vs. 11.9 ± 3.2; P = 0.02). Two clusters of modeling behavior were defined: achievers and strivers. Modeling achievers (34.9 ± 6.9) were more eating competent (P < 0.001) than strivers (30.3 ± 8.9). Eating competence moderated parent food-related behaviors. Measuring eating competence may contribute to understanding parent behavior as a mediator in school-based nutrition interventions.

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.

Teaching Competences Necessary for Developing Key Competences of Primary Education Students in Spain: Teacher Assessments

ERIC Educational Resources Information Center

De-Juanas Oliva, Ángel; Martín del Pozo, Rosa; Pesquero Franco, Encarnación

2016-01-01

In Spain the syllabus of primary education students and their future teachers is broken down by competences. As teacher educators we were interested in finding out "which teaching competences teachers consider are most necessary to facilitate learning of student key competences." Therefore, we conducted a study with a sample of 286…

Perceptions of Physical Competence, Motor Competence, and Participation in Organized Sport: Their Interrelationships in Young Children.

ERIC Educational Resources Information Center

Ulrich, Beverly D.

1987-01-01

A sample of 250 children from grades K through four were given a confidence scale, a motor competence assessment, and a questionnaire regarding sport participation in order to examine the interrelationships among perceived physical competence, motor competence, and participation in organized sport in young children. Results are discussed.…

[Competencies of the nurse in the management of cognitive and capital knowledge].

PubMed

Ruthes, Rosa Maria; Cunha, Isabel Cristina Kowal Olm

2009-01-01

The article presents a review of nurse's management competencies and the practical management of knowledge and the human capital and the applicability of the management for competencies. Globalization and competitiveness makes health organizations to search adaptative forms to the transformations of the management. For the nurse it is expected to consider solutions nursing team related to health organizations problems. The management of the intellectual capital must take care that the personnel is applying the knowing in benefit of the organization and the professional growth. If it will not have necessary competences for generalized application of knowledge, this is useless. The nurses must be prepared to evaluate technological, organizational and human resources and to develop competencies, knowledge, abilities, attitudes, and values to plan, to organize, to direct, to control the knowledge in the organizations.

The relationship between physical fitness and motor competence in children.

PubMed

Haga, M

2008-05-01

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

Prioritization in medical school simulation curriculum development using survey tools and desirability function: a pilot experiment.

PubMed

Ingrassia, Pier Luigi; Barozza, Ludovico Giovanni; Franc, Jeffrey Michael

2018-01-01

In Italy, there is no framework of procedural skills that all medical students should be able to perform autonomously at graduation. The study aims at identifying (1) a set of essential procedural skills and (2) which abilities could be potentially taught with simulation. Desirability score was calculated for each procedure to determine the most effective manner to proceed with simulation curriculum development. A web poll was conducted at the School of Medicine in Novara, looking at the level of expected and self-perceived competency for common medical procedures. Three groups were enrolled: (1) faculty, (2) junior doctors in their first years of practice, and (3) recently graduated medical students. Level of importance of procedural skills for independent practice expressed by teachers, level of mastery self-perceived by learners (students and junior doctors) and suitability of simulation training for the given technical skills were measured. Desirability function was used to set priorities for future learning. The overall mean expected level of competency for the procedural skills was 7.9/9. Mean level of self reported competency was 4.7/9 for junior doctors and 4.4/9 for recently graduated students. The highest priority skills according to the desirability function were urinary catheter placement, nasogastric tube insertion, and incision and drainage of superficial abscesses. This study identifies those technical competencies thought by faculty to be important and assessed the junior doctors and recent graduates level of self-perceived confidence in performing these skills. The study also identifies the perceived utility of teaching these skills by simulation. The study prioritizes those skills that have a gap between expected and observed competency and are also thought to be amenable to teaching by simulation. This allows immediate priorities for simulation curriculum development in the most effective manner. This methodology may be useful to researchers in other centers to prioritize simulation training.

The Cross-Cultural Loss Scale: development and psychometric evaluation.

PubMed

Wang, Kenneth T; Wei, Meifen; Zhao, Ran; Chuang, Chih-Chun; Li, Feihan

2015-03-01

The Cross-Cultural Loss Scale (CCLS), a measure of loss associated with crossing national boundaries, was developed across 2 samples of international students. With Sample 1 (N = 262), exploratory factor analyses were used to select the 14 CCLS items and to determine 3 factors: Belonging-Competency (α = .87), National Privileges (α = .68), and Access to Home Familiarity (α = .72). With Sample 2, confirmatory factor analyses (N = 256) cross-validated the 3-factor oblique model as well as a bifactor model. Cronbach alphas of CCLS subscale scores in Sample 2 ranged from .73 to .87. The validity of the CCLS scores was supported by its associations with related variables in the expected directions. Perceived cross-cultural losses were positively associated with negative affect, migration grief and loss, and discrimination and were negatively associated with life satisfaction, positive affect, general self-efficacy, and social connection with mainstream society. Moreover, the CCLS total and 2 subscale scores added significant incremental variance in predicting subjective well-being over and above related constructs. The results indicated measurement invariance and validity equivalency for the CCLS scores between men and women. The overall results from these 2 samples support CCLS as a psychometrically strong measure. 2015 APA, all rights reserved

Critical thinking ability of new graduate and experienced nurses.

PubMed

Fero, Laura J; Witsberger, Catherine M; Wesmiller, Susan W; Zullo, Thomas G; Hoffman, Leslie A

2009-01-01

This paper is a report of a study to identify critical thinking learning needs of new and experienced nurses. Concern for patient safety has grown worldwide as high rates of error and injury continue to be reported. In order to improve patient safety, nurses must be able to recognize changes in patient condition, perform independent nursing interventions, anticipate orders and prioritize. In 2004-2006, a consecutive sample of 2144 newly hired nurses in a university-affiliated healthcare system completed the Performance Based Development System Assessment consisting of 10 videotaped vignettes depicting change in patient status. Results were reported as meeting or not meeting expectations. For nurses not meeting expectations, learning needs were identified in one of six subcategories. Overall, 74.9% met assessment expectations. Learning needs identified for nurses not meeting expectations included initiating independent nursing interventions (97.2%), differentiation of urgency (67%), reporting essential clinical data (65.4%), anticipating relevant medical orders (62.8%), providing relevant rationale to support decisions (62.6%) and problem recognition (57.1%). Controlling for level of preparation, associate (P=0.007) and baccalaureate (P<0.0001) nurses were more likely to meet expectations as years of experience increased; a similar trend was not seen for diploma nurses (P=0.10). Controlling for years of experience, new graduates were less likely to meet expectations compared with nurses with >or=10 years experience (P=0.046). Patient safety may be compromised if a nurse cannot provide clinically competent care. Assessments such as the Performance Based Development System can provide information about learning needs and facilitate individualized orientation targeted to increase performance level.

Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study

ERIC Educational Resources Information Center

Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M.; Shanahan, Marie-Claire

2010-01-01

This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence…

A Proposal Comparing a Clinician-Guided Patient Information Module to Standard Patient Information Evaluating Treatment Expectations of Dermal Fillers

ERIC Educational Resources Information Center

Warren, Hermine

2014-01-01

In 2011, nearly 13 million nonsurgical cosmetic procedures were performed, representing a 6% increase from the previous year. Patients often present with unrealistic treatment expectations based on beauty industry standards and misinformation. In addition, due to the lack of competency standardization in this area, providers frequently deliver…

Competency Based Education: A Bibliography.

ERIC Educational Resources Information Center

Cox, Helen, Ed.

This bibliography is a sampling of the types of publications which have appeared recently on the subject of competency based education. Emphasis is given to current (1970-76) materials and to adult career-related competencies. Titles specifically naming some phase of competency-based education are preferred above titles that emphasize performance,…

Deriving Competencies for Mentors of Clinical and Translational Scholars

PubMed Central

Abedin, Zainab; Biskup, Ewelina; Silet, Karin; Garbutt, Jane M.; Kroenke, Kurt; Feldman, Mitchell D.; McGee, Jr, Richard; Fleming, Michael; Pincus, Harold Alan

2012-01-01

Abstract Although the importance of research mentorship has been well established, the role of mentors of junior clinical and translational science investigators is not clearly defined. The authors attempt to derive a list of actionable competencies for mentors from a series of complementary methods. We examined focus groups, the literature, competencies derived for clinical and translational scholars, mentor training curricula, mentor evaluation forms and finally conducted an expert panel process in order to compose this list. These efforts resulted in a set of competencies that include generic competencies expected of all mentors, competencies specific to scientists, and competencies that are clinical and translational research specific. They are divided into six thematic areas: (1) Communication and managing the relationship, (2) Psychosocial support, (3) Career and professional development, (4) Professional enculturation and scientific integrity, (5) Research development, and (6) Clinical and translational investigator development. For each thematic area, we have listed associated competencies, 19 in total. For each competency, we list examples that are actionable and measurable. Although a comprehensive approach was used to derive this list of competencies, further work will be required to parse out how to apply and adapt them, as well future research directions and evaluation processes. Clin Trans Sci 2012; Volume 5: 273–280 PMID:22686206

Decision-Making Competence, Social Orientation, Time Style, and Perceived Stress.

PubMed

Geisler, Martin; Allwood, Carl Martin

2018-01-01

Peoples' decision-making competence, defined as tendency to follow normative rational principles in their decision making, is important as it may influence the extent that requirements are met and levels of perceived stress. In addition, perceived stress could be influenced by social orientation and time style; for example, decisions need to comply with given deadlines and the expectations of others. In two studies, with students ( n = 118) and professionals (police investigators, n = 90), we examined how the three individual difference features: decision-making competence, social orientation, and time approach relate to perceived stress. Results showed that social orientation and time approach were related to levels of perceived stress, but decision-making competence was not. These results indicate that social orientation and time approach are important to consider in relation to perceived stress, but the role of decision-making competence may be less important for perceived stress. However, the role of decision-making competence for perceived stress needs to be further researched.

Interpersonal impact messages associated with different forms of achievement motivation.

PubMed

Conroy, David E; Pincus, Aaron L

2011-08-01

Two studies evaluated relations between different forms of achievement motivation and transactional interpersonal impact messages during a dyadic puzzle-solving task. In Study 1,400 college students received no formal competence feedback during the task. In Study 2, competence feedback was manipulated for 600 college students and used to create high-, low-, and mixed-status dyads. Expectancies of success had robust actor and partner effects on submission in both studies. Competence valuation was linked with communal partner effects in Study 1 and a generalized interpersonal sensitivity in Study 2. When competence was ambiguous, approach and avoidance achievement motives exhibited affectively driven actor and partner effects consistent with their roots in pride and shame, respectively; however, when competence was established formally, motives had more cognitively driven effects on person perception and behavior (e.g., rejection sensitivity). Collectively, these findings highlight the importance of the achievement motivation system for organizing interpersonal impact messages during competence pursuits. © 2011 The Authors. Journal Compilation © 2011, Wiley Periodicals, Inc.

Decision-Making Competence, Social Orientation, Time Style, and Perceived Stress

PubMed Central

Geisler, Martin; Allwood, Carl Martin

2018-01-01

Peoples’ decision-making competence, defined as tendency to follow normative rational principles in their decision making, is important as it may influence the extent that requirements are met and levels of perceived stress. In addition, perceived stress could be influenced by social orientation and time style; for example, decisions need to comply with given deadlines and the expectations of others. In two studies, with students (n = 118) and professionals (police investigators, n = 90), we examined how the three individual difference features: decision-making competence, social orientation, and time approach relate to perceived stress. Results showed that social orientation and time approach were related to levels of perceived stress, but decision-making competence was not. These results indicate that social orientation and time approach are important to consider in relation to perceived stress, but the role of decision-making competence may be less important for perceived stress. However, the role of decision-making competence for perceived stress needs to be further researched. PMID:29686634

Expectations and outcome skills of a generalist health care administrator.

PubMed

Jones, V B; Taylor, L C

1990-01-01

The question of the degree of technical versus managerial competence to be found in future graduates from health administration programs is not easily resolved. In the HIMSS 1988 survey of CIOs the attributes needed for success are listed in descending rank order as follows: leadership ability, vision/imagination, knowledge of hospital systems, business acumen, decisiveness, and technical competence. CIOs ranked technical competence as less important than other attributes associated with general management success. The expectations for attitudes, knowledge, and skills presented in this article support the greater importance of management abilities relative to pure technical competence. However, it is vital that an appropriate level of technical knowledge and skill be maintained to enable future alumni of health administration programs to function effectively as administrators. Depending on their role in a health care organization, greater or lesser technical knowledge may be needed. Those pursuing a career path toward CIO must, of necessity, have greater technical knowledge and skill. We have discussed necessary and expected attitudes, knowledge, and skills that will be needed by the generalist health administration graduate in the future. It will be important to develop and maintain an attitude that MIS is a strategic tool, that health care technology is a corporate asset, and that information is power. Graduates must recognize the necessity of maintaining and enhancing their knowledge and skills through continuing education. The knowledge base of MIS education should focus on determining information needs to support strategic goals, understanding of general systems theory, principles of systems analysis, design, implementation and maintenance, awareness and exposure to standard application software, and an awareness of external sources of data.(ABSTRACT TRUNCATED AT 250 WORDS)

Expectation maximization-based likelihood inference for flexible cure rate models with Weibull lifetimes.

PubMed

Balakrishnan, Narayanaswamy; Pal, Suvra

2016-08-01

Recently, a flexible cure rate survival model has been developed by assuming the number of competing causes of the event of interest to follow the Conway-Maxwell-Poisson distribution. This model includes some of the well-known cure rate models discussed in the literature as special cases. Data obtained from cancer clinical trials are often right censored and expectation maximization algorithm can be used in this case to efficiently estimate the model parameters based on right censored data. In this paper, we consider the competing cause scenario and assuming the time-to-event to follow the Weibull distribution, we derive the necessary steps of the expectation maximization algorithm for estimating the parameters of different cure rate survival models. The standard errors of the maximum likelihood estimates are obtained by inverting the observed information matrix. The method of inference developed here is examined by means of an extensive Monte Carlo simulation study. Finally, we illustrate the proposed methodology with a real data on cancer recurrence. © The Author(s) 2013.

Identifying Factors Associated with Risk Assessment Competencies of Public Health Emergency Responders.

PubMed

Hao, Jiejing; Ren, Jiaojiao; Wu, Qunhong; Hao, Yanhua; Sun, Hong; Ning, Ning; Ding, Ding

2017-06-04

This study aimed to better understand the current situation of risk assessment and identify the factors associated with competence of emergency responders in public health risk assessment. The participants were selected by a multi-stage, stratified cluster sampling method in Heilongjiang Centers for Disease Control and Prevention (CDC). The questionnaires that measured their perceptions on risk assessment competences were administered through the face-to-face survey. A final sample of 1889 staff was obtained. Of this sample, 78.6% of respondents rated their own risk assessment competences as "relatively low", contrasting with 21.4% rated as "relatively high". Most of the respondents (62.7%) did not participate in any risk assessment work. Only 13.7% and 42.7% of respondents reported participating in risk assessment training and were familiar with risk assessment tools. There existed statistical significance between risk assessment-related characteristics of respondents and their self-rated competences scores. Financial support from the government and administrative attention were regarded as the important factors contributing to risk assessment competences of CDC responders. Higher attention should be given to risk assessment training and enhancing the availability of surveillance data. Continuous efforts should be made to remove the financial and technical obstacles to improve the competences of risk assessment for public health emergency responders.

Identifying Factors Associated with Risk Assessment Competencies of Public Health Emergency Responders

PubMed Central

Hao, Jiejing; Ren, Jiaojiao; Wu, Qunhong; Hao, Yanhua; Sun, Hong; Ning, Ning; Ding, Ding

2017-01-01

This study aimed to better understand the current situation of risk assessment and identify the factors associated with competence of emergency responders in public health risk assessment. The participants were selected by a multi-stage, stratified cluster sampling method in Heilongjiang Centers for Disease Control and Prevention (CDC). The questionnaires that measured their perceptions on risk assessment competences were administered through the face-to-face survey. A final sample of 1889 staff was obtained. Of this sample, 78.6% of respondents rated their own risk assessment competences as “relatively low”, contrasting with 21.4% rated as “relatively high”. Most of the respondents (62.7%) did not participate in any risk assessment work. Only 13.7% and 42.7% of respondents reported participating in risk assessment training and were familiar with risk assessment tools. There existed statistical significance between risk assessment-related characteristics of respondents and their self-rated competences scores. Financial support from the government and administrative attention were regarded as the important factors contributing to risk assessment competences of CDC responders. Higher attention should be given to risk assessment training and enhancing the availability of surveillance data. Continuous efforts should be made to remove the financial and technical obstacles to improve the competences of risk assessment for public health emergency responders. PMID:28587226

Service user satisfaction with cognitive behavioural therapy for psychosis: Associations with therapy outcomes and perceptions of the therapist.

PubMed

Lawlor, Caroline; Sharma, Bina; Khondoker, Mizanur; Peters, Emmanuelle; Kuipers, Elizabeth; Johns, Louise

2017-03-01

Few studies have investigated service user satisfaction with cognitive behavioural therapy for psychosis (CBTp). This study explored its associations with clinical presentation and outcomes, retrospective expectations of progress, perceptions of the therapist, and demographic variables. One hundred and sixty-five service users completed self-report questionnaires pre- and post-CBTp in relation to the constructs of interest. Regression analyses explored associations with (1) overall satisfaction with therapy and (2) perceived progress, skills, and knowledge gained. Ninety-six per cent of service users reported satisfaction with therapy. Higher levels of overall satisfaction with, and perceived benefit from, therapy were associated with positive therapy expectations, positive ratings of therapist's personal qualities, competence and trustworthiness, lower pre-therapy depression, and improvements in quality of life. Symptom improvements were not related to overall satisfaction with therapy; however, with the exception of voices, better clinical outcomes were associated with subjective ratings of having made more progress and gained more CBT skills and knowledge. Demographic factors were not associated with satisfaction or perceived progress. In multiple regression analyses, expectations of progress showed the strongest associations with both satisfaction and perceived benefits. Other remaining significant associations consisted of perceptions of the therapist for satisfaction, and both pre-therapy levels of, and changes in, depression for perceived benefits. Qualitative feedback emphasized the importance of the therapeutic relationship and developing new coping strategies. The findings provide preliminary evidence that high levels of satisfaction with therapy are not contingent on good clinical outcomes and are instead associated with positive therapy expectations and perceptions of the therapist. Therapy expectations represent a neglected area of research and may have implications for levels of satisfaction with therapy and perceived benefit. The findings reinforce the importance of cognitive behavioural therapy for psychosis (CBTp) therapists demonstrating that they are supportive, competent, and trustworthy. The findings suggest that positive experiences of therapy do not require changes in psychosis symptoms and are instead related to changes in quality of life. Depressive symptoms at the start of therapy may adversely influence the extent to which CBT skills and knowledge are gained and levels of perceived progress at the end of therapy. The present sample was restricted to service users who completed therapy. Satisfaction levels were high. Further research is needed to explore factors associated with dissatisfaction with therapy. © 2016 The British Psychological Society.

Not by strength alone : children's conflict expectations follow the logic of the asymmetric war of attrition.

PubMed

Pietraszewski, David; Shaw, Alex

2015-03-01

The Asymmetric War of Attrition (AWA) model of animal conflict in evolutionary biology (Maynard Smith and Parker in Nature, 246, 15-18, 1976) suggests that an organism's decision to withdraw from a conflict is the result of adaptations designed to integrate the expected value of winning, discounted by the expected costs that would be incurred by continuing to compete, via sensitivity to proximate cues of how quickly each side can impose costs on the other (Resource Holding Potential), and how much each side will gain by winning. The current studies examine whether human conflict expectations follow the formalized logic of this model. Children aged 6-8 years were presented with third-party conflict vignettes and were then asked to predict the likely winner. Cues of ownership, hunger, size, strength, and alliance strength were systematically varied across conditions. Results demonstrate that children's expectations followed the logic of the AWA model, even in complex situations featuring multiple, competing cues, such that the actual relative costs and benefits that would accrue during such a conflict were reflected in children's expectations. Control conditions show that these modifications to conflict expectations could not have resulted from more general experimental artifacts or demand characteristics. To test the selectivity of these effects to conflict, expectations of search effort were also assessed. As predicted, they yielded a different pattern of results. These studies represent one of the first experimental tests of the AWA model in humans and suggest that future research on the psychology of ownership, conflict, and value may be aided by formalized models from evolutionary biology.

In pursuit of quality by viable quality assurance system: the controllers' perceptions.

PubMed

Aziz, Anwar

2011-01-01

Patients, families and communities expect safe, competent and compassionate nursing care that has always been a core value of nursing. To meet these expectations, a valid and reliable quality assurance (QA) system is crucial to ensure that nurse-graduates are competent, confident and fit to practice. The QA approach is seen to be fundamental for quality improvement, it would be appropriate to consider its influence in the nursing education in Pakistan as the current situation is evident of non-existence of such a system to assure its quality. The data is drawn from a qualitative case study conducted in 2004. Among a purposive sample of 71 nurses inclusive of a group of Controllers were interviewed on one-to-one basis. Interviews were audio taped to reduce the risk of any misinterpretation and to facilitate the exact description of data as it was said. The non-directive, semi-structured and open-ended questionnaire was used to collect data. Thematic analysis of verbatim transcripts of the interviews was done. The study findings reveal a unanimous desire of the nurses to gauge quality of nurse education through efficient and effective quality assurance system. A crucial need is felt to develop a viable quality assurance system to ensure approved level of quality in nursing education to deliver the right care to the right patient at the right time, every time. The continuous quality assurance and improvement (CQAI) framework based on Deming Quality Cycle (Plan, Do, Check and Act) could facilitate appropriate designing and development of mechanism.

Mentor judgements and decision-making in the assessment of student nurse competence in practice: A mixed-methods study.

PubMed

Burden, Sarah; Topping, Anne Elizabeth; O'Halloran, Catherine

2018-05-01

To investigate how mentors form judgements and reach summative assessment decisions regarding student competence in practice. Competence assessment is a significant component of pre-registration nursing programmes in the United Kingdom. Concerns exist that assessments are subjective, lack consistency and that mentors fail to judge student performance as unsatisfactory. A two-stage sequential embedded mixed-methods design. Data collected 2012-2013. This study involved a whole student cohort completing a UK undergraduate adult nursing programme (N = 41). Stage 1: quantitative data on mentor conduct of assessment interviews and the final decision recorded (N = 330 from 270 mentors) were extracted from student Practice Assessment Documents (PADs). Stage 2: mentor feedback in student PADs was used in Stimulated Recall interviews with a purposive sample of final placement mentors (N = 17). These were thematically analysed. Findings were integrated to develop a theoretically driven model of mentor decision-making. Course assessment strategies and documentation had limited effect in framing mentor judgements and decisions. Rather, mentors amassed impressions, moderated by expectations of an "idealized student" by practice area and programme stage that influenced their management and outcome of the assessment process. These impressions were accumulated and combined into judgements that informed the final decision. This process can best be understood and conceptualized through the Brunswik's lens model of social judgement. Mentor decisions were reasoned and there was a shared understanding of judgement criteria and their importance. This impression-based nature of mentor decision-making questions the reliability and validity of competency-based assessments used in nursing pre-registration programmes. © 2017 John Wiley & Sons Ltd.

The capability of static and dynamic features to distinguish competent from genuinely expert practitioners in pediatric diagnosis.

PubMed

Loveday, Thomas; Wiggins, Mark W; Searle, Ben J; Festa, Marino; Schell, David

2013-02-01

The authors describe the development of a new, more objective method of distinguishing experienced competent nonexpert from expert practitioners within pediatric intensive care. Expert performance involves the acquisition and use of refined feature-event associations (cues) in the operational environment. Competent non-experts, although experienced, possess rudimentary cue associations in memory. Thus, they cannot respond as efficiently or as reliably as their expert counterparts, particularly when key diagnostic information is unavailable, such as that provided by dynamic cues. This study involved the application of four distinct tasks in which the use of relevant cues could be expected to increase both the accuracy and the efficiency of diagnostic performance. These tasks included both static and dynamic stimuli that were varied systematically. A total of 50 experienced pediatric intensive staff took part in the study. The sample clustered into two levels across the tasks: Participants who performed at a consistently high level throughout the four tasks were labeled experts, and participants who performed at a lower level throughout the tasks were labeled competent nonexperts. The groups differed in their responses to the diagnostic scenarios presented in two of the tasks and their ability to maintain performance in the absence of dynamic features. Experienced pediatricians can be decomposed into two groups on the basis of their capacity to acquire and use cues; these groups differ in their diagnostic accuracy and in their ability to maintain performance in the absence of dynamic features. The tasks may be used to identify practitioners who are failing to acquire expertise at a rate consistent with their experience, position, or training. This information may be used to guide targeted training efforts.

Industrial Internship and Entrepreneurship Competencies on Vocational High School Students

NASA Astrophysics Data System (ADS)

Wendi, H. F.; Kusumah, I. H.

2018-02-01

The purpose of the research is to explore the influence of internship and vocational skill to student’s entrepreneurship competencies. The research used ex post facto approach. Population in this research is all students of Vocational High School in Bandung, Indonesia. The sample of 40 respondents was determined by proportional random sampling technique. The data were collected by instrument questionnaire and test. Data analysis used descriptive statistics and multiple linear regression. The results show that almost half students have a low the competencies of an entrepreneur. The hypothesis testing shows many the influence of factory teaching has a positive and significant effect on the competencies of an entrepreneur. Similarly, vocational skills have positive influence and significant on the competencies of an entrepreneur. Respectively, the influence of factory teaching and vocational skills expertise collectively have the effect on the competencies of an entrepreneur. Therefore, the influence of factory teaching and vocational skills are effective to student’s entrepreneurship cap competencies.

Competence and Quality in Real-Life Decision Making.

PubMed

Geisler, Martin; Allwood, Carl Martin

2015-01-01

What distinguishes a competent decision maker and how should the issue of decision quality be approached in a real-life context? These questions were explored in three studies. In Study 1, using a web-based questionnaire and targeting a community sample, we investigated the relationships between objective and subjective indicators of real-life decision-making success. In Study 2 and 3, targeting two different samples of professionals, we explored if the prevalent cognitively oriented definition of decision-making competence could be beneficially expanded by adding aspects of competence in terms of social skills and time-approach. The predictive power for each of these three aspects of decision-making competence was explored for different indicators of real-life decision-making success. Overall, our results suggest that research on decision-making competence would benefit by expanding the definition of competence, by including decision-related abilities in terms of social skills and time-approach. Finally, the results also indicate that individual differences in real-life decision-making success profitably can be approached and measured by different criteria.

The perception of performance in stress: the utilisation of cognitive facts by nondepressed and depressed students.

PubMed

Fisher, S

1985-01-01

Three experiments are reported in which expectancies about performance in stressful conditions by nondepressed and depressed nonclinical populations were examined. The first experiment was concerned with estimates of either errors or response rates made in advance, with regard to the likely competence level of a (hypothetical) person allegedly working in conditions of either loud noise, fatigue, sleep loss, social stress, or incentive. Nondepressed subjects as well as depressed subjects provided negative expectancies. The second experiment involved obtaining an estimate of personal competence in conditions where subjects were instructed that personal performance on the task would be required after the estimate had been provided. Nondepressed subjects differed from depressed subjects in that the estimates of the former were less negative in terms of the magnitude of the estimates provided. A third experiment was designed to see whether the negative expectancies about performance in stress exhibited both by nondepressed and by depressed subjects would be used in making allowances for the competence of a typist on the basis of a typescript allegedly produced under high noise conditions. An unexpected effect was that depressed subjects judged the typist more harshly and failed to make allowance for adverse working conditions in the way that nondepressed subjects did. The results are discussed in terms of the implications for understanding cognitive factors in depression.

The EC4 European syllabus for post-graduate training in clinical chemistry and laboratory medicine: version 4--2012.

PubMed

Wieringa, Gijsbert; Zerah, Simone; Jansen, Rob; Simundic, Ana-Maria; Queralto, José; Solnica, Bogdan; Gruson, Damien; Tomberg, Karel; Riittinen, Leena; Baum, Hannsjörg; Brochet, Jean-Philippe; Buhagiar, Gerald; Charilaou, Charis; Grigore, Camelia; Johnsen, Anders H; Kappelmayer, Janos; Majkic-Singh, Nada; Nubile, Giuseppe; O'Mullane, John; Opp, Matthias; Pupure, Silvija; Racek, Jaroslav; Reguengo, Henrique; Rizos, Demetrios; Rogic, Dunja; Špaňár, Július; Štrakl, Greta; Szekeres, Thomas; Tzatchev, Kamen; Vitkus, Dalius; Wallemacq, Pierre; Wallinder, Hans

2012-08-01

Laboratory medicine's practitioners across the European community include medical, scientific and pharmacy trained specialists whose contributions to health and healthcare is in the application of diagnostic tests for screening and early detection of disease, differential diagnosis, monitoring, management and treatment of patients, and their prognostic assessment. In submitting a revised common syllabus for post-graduate education and training across the 27 member states an expectation is set for harmonised, high quality, safe practice. In this regard an extended 'Core knowledge, skills and competencies' division embracing all laboratory medicine disciplines is described. For the first time the syllabus identifies the competencies required to meet clinical leadership demands for defining, directing and assuring the efficiency and effectiveness of laboratory services as well as expectations in translating knowledge and skills into ability to practice. In a 'Specialist knowledge' division, the expectations from the individual disciplines of Clinical Chemistry/Immunology, Haematology/Blood Transfusion, Microbiology/ Virology, Genetics and In Vitro Fertilisation are described. Beyond providing a common platform of knowledge, skills and competency, the syllabus supports the aims of the European Commission in providing safeguards to increasing professional mobility across European borders at a time when demand for highly qualified professionals is increasing and the labour force is declining. It continues to act as a guide for the formulation of national programmes supplemented by the needs of individual country priorities.

[Developing Perceived Competence Scale (PCS) for Adolescents].

PubMed

Özer, Arif; Gençtanirim Kurt, Dilek; Kizildağ, Seval; Demırtaş Zorbaz, Selen; Arici Şahın, Fatma; Acar, Tülin; Ergene, Tuncay

2016-01-01

In this study, Perceived Competence Scale was developed to measure high school students' perceived competence. Scale development process was verified on three different samples. Participants of the research are some high school students in 2011-2012 academic terms from Ankara. Participants' numbers are incorporated in exploratory factor analysis, confirmatory factor analysis and test-retest reliability respectively, as follows: 372, 668 and 75. Internal consistency coefficients (Cronbach's and stratified α) are calculated separately for each group. For data analysis Factor 8.02 and LISREL 8.70 package programs were used. According to results of the analyses, internal consistency coefficients (α) are .90 - .93 for academic competence, .82 - .86 for social competence in the samples that exploratory and confirmatory factor analysis performed. For the whole scale internal consistency coefficient (stratified α) is calculated as .91. As a result of test-retest reliability, adjusted correlation coefficients (r) are .94 for social competence and .90 for academic competence. In addition, to fit indexes and regression weights obtained from factor analysis, findings related convergent and discriminant validity, indicating that competence can be addressed in two dimensions which are academic (16 items) and social (14 items).

Self-perceived versus objectively measured competence in performing clinical practical procedures by final year medical students

PubMed Central

Banda, Sekelani

2016-01-01

Objectives To determine and compare the self-perceived and objectively measured competence in performing 14 core-clinical practical procedures by Final Year Medical Students of the University of Zambia. Methods The study included 56 out of 60 graduating University of Zambia Medical Students of the 2012/2013 academic year. Self-perceived competence: students rated their competence on 14 core- clinical practical procedures using a self-administered questionnaire on a 5-point Likert scale. Objective competence: it was measured by Objective Structured Clinical Examination (OSCE) by faculty using predetermined rating scales. Rank order correlation test was performed for self-perceived and objectively measured competence. Results Two thirds 36 (66.7%) of the participants perceived themselves as moderately competent, 15 (27.8%) rated themselves as highly competent while 3 (5.6%) had low self-perception. With objective competence, the majority 52 (92.8%) were barely competent while 4 (7.2%) were absolutely competent. When overall self-perception was compared to objectively measured competence, there was a discordance which was demonstrated by a negative correlation (Spearman rho -.123). Conclusions Significant numbers of students reported low self-competence in performing procedures such as endotracheal intubation, gastric lavage and cardiopulmonary resuscitation which most never performed during the clinical years of medical education. In addition, the negative correlation between self-perceived and objectively measured competence demonstrated the inability of students to assess and rate themselves objectively due to fear that others may know their weaknesses and realize that they are not as competent as expected at a specific level of training. PMID:27132255

Self-perceived versus objectively measured competence in performing clinical practical procedures by final year medical students.

PubMed

Katowa-Mukwato, Patricia; Banda, Sekelani

2016-04-30

To determine and compare the self-perceived and objectively measured competence in performing 14 core-clinical practical procedures by Final Year Medical Students of the University of Zambia. The study included 56 out of 60 graduating University of Zambia Medical Students of the 2012/2013 academic year. Self-perceived competence: students rated their competence on 14 core- clinical practical procedures using a self-administered questionnaire on a 5-point Likert scale. Objective competence: it was measured by Objective Structured Clinical Examination (OSCE) by faculty using predetermined rating scales. Rank order correlation test was performed for self-perceived and objectively measured competence. Two thirds 36 (66.7%) of the participants perceived themselves as moderately competent, 15 (27.8%) rated themselves as highly competent while 3 (5.6%) had low self-perception. With objective competence, the majority 52 (92.8%) were barely competent while 4 (7.2%) were absolutely competent. When overall self-perception was compared to objectively measured competence, there was a discordance which was demonstrated by a negative correlation (Spearman rho -.123). Significant numbers of students reported low self-competence in performing procedures such as endotracheal intubation, gastric lavage and cardiopulmonary resuscitation which most never performed during the clinical years of medical education. In addition, the negative correlation between self-perceived and objectively measured competence demonstrated the inability of students to assess and rate themselves objectively due to fear that others may know their weaknesses and realize that they are not as competent as expected at a specific level of training.

Face validity and reliability of a pictorial instrument for assessing fundamental movement skill perceived competence in young children.

PubMed

Barnett, Lisa M; Ridgers, Nicola D; Zask, Avigdor; Salmon, Jo

2015-01-01

To determine reliability and face validity of an instrument to assess young children's perceived fundamental movement skill competence. Validation and reliability study. A pictorial instrument based on the Test Gross Motor Development-2 assessed perceived locomotor (six skills) and object control (six skills) competence using the format and item structure from the physical competence subscale of the Pictorial Scale of Perceived Competence and Acceptance for Young Children. Sample 1 completed object control items in May (n=32) and locomotor items in October 2012 (n=23) at two time points seven days apart. Children were asked at the end of the test-retest their understanding of what was happening in each picture to determine face validity. Sample 2 (n=58) completed 12 items in November 2012 on a single occasion to test internal reliability only. Sample 1 children were aged 5-7 years (M=6.0, SD=0.8) at object control assessment and 5-8 years at locomotor assessment (M=6.5, SD=0.9). Sample 2 children were aged 6-8 years (M=7.2, SD=0.73). Intra-class correlations assessed in Sample 1 children were excellent for object control (intra-class correlation=0.78), locomotor (intra-class correlation=0.82) and all 12 skills (intra-class correlations=0.83). Face validity was acceptable. Internal consistency was adequate in both samples for each subscale and all 12 skills (alpha range 0.60-0.81). This study has provided preliminary evidence for instrument reliability and face validity. This enables future alignment between the measurement of perceived and actual fundamental movement skill competence in young children. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Competencies of Thai expertise teacher and PCK

NASA Astrophysics Data System (ADS)

Chantaranima, Tarntip; Yuenyong, Chokchai

2018-01-01

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

Coparenting Competence in Parents of Children with ASD: A Marker of Coparenting Quality.

PubMed

May, Chris D; St George, Jennifer M; Fletcher, Richard J; Dempsey, Ian; Newman, Louise K

2017-10-01

The coparenting relationship has been linked to parenting stress, parenting self-efficacy and many other concerns associated with the development of children with ASD. Parents of children with ASD (N = 22) were interviewed to explore three domains of their coparenting relationship; (1) adaptation to the emergence of their child's autism, (2) parenting their child with ASD, (3) expectations for their child's developmental outcomes. The concept of coparenting competence, developed during analysis, describes collective perceptions of parenting efficacy. Parents linked perceptions of coparenting competence to their, ability to cope with diagnosis and parenting, motivation to do what they could for their child, and hopes for their child's development. The concept of coparenting competence could play an important role in future research and intervention.

Social Competence in Preschool Children: Replication of Results and Clarification of a Hierarchical Measurement Model

ERIC Educational Resources Information Center

Santos, Antonio J.; Peceguina, Ines; Daniel, Joao R.; Shin, Nana; Vaughn, Brian E.

2013-01-01

This study tested assumptions and conclusions reached in an earlier confirmatory factor analysis (CFA) study of the social competence (SC) construct for preschool children. Two samples (total N = 408; a new Portuguese sample and one from US samples that had participated in the original study) contributed data. Seven SC indicators were tested for…

Information and Communication Technologies in the Life of University Freshmen: An Analysis of Change

ERIC Educational Resources Information Center

Verhoeven, Jef C.; Heerwegh, Dirk; De Wit, Kurt

2010-01-01

The passage from secondary school to university puts students in an environment with different expectations. Not only the expectations towards learning might change, but also towards ICT competences and computer use. The purpose of this article is to find out whether freshmen, after 6 months at the university, changed their self-perception of ICT…

Competence for internship: perceptions of final-year medical students.

PubMed

Draper, C E; Louw, G J

2012-07-01

A 'new', problem-based medical curriculum was introduced at the University of Cape Town (UCT) in 2002. The objective of this study was to assess the perceptions of competence for internship and the factors influencing competence of final-year medical students. Eighteen focus groups were conducted (six per year) with UCT final-year medical students in 2007 (n =27), 2008 (n =27), and 2009 (n =30). Guide questions covered student's expectations of internship, perceptions of competence, priorities regarding competence, and factors influencing competence. Participants felt generally positive about and competent to enter internship, and the transition into internship was characterized as having both personal and professional components. Participants identified interpersonal skills, theoretical grounding, and intellectual ability as strengths, and lack of basic science knowledge and certain procedural skills as weaknesses. Factors influencing competence included personal initiative, motivation, and clinical exposure. Curriculum strengths identified were teaching of interpersonal skills and development of students as lifelong learners. The main weaknesses identified were teaching and assessment of basic sciences, and problem-based learning (PBL). Overall, the participants felt generally positive about internship and the 'new' curriculum, and felt generally competent to enter internship. Their responses highlight the role of confidence in the development of competence. These findings highlight the complexities surrounding perceptions of students about competence and views about the content and methodology of the learning. Perceptions of students regarding competence are an important indicator of the attainment of intended curriculum outcomes, and provide valuable information for the improvement of curriculum.

A new instrument to measure sexual competence and interaction competence in youth: psychometric properties in female adolescents.

PubMed

Grauvogl, Andrea; Peters, Madelon L; Evers, Silvia M A A; van Lankveld, Jacques J D M

2015-01-01

The Sexual Competence and Interaction Competence in Youth is a self-report questionnaire that aims to measure sexual competence and interaction competence in adolescents. The study sample consisted of 276 female undergraduate students (M = 20.95 years, SD = 2.00 years). The factor structure of the questionnaire was calculated on full sample data. A subsample was used to calculate the validity and internal consistency (N = 236; M = 20.88 years, SD = 1.96). The test-retest reliability was also calculated in a subsample (N = 82; M = 21.45 years, SD = 1.74 years). On the basis of an exploratory factor analysis, 8 factors were extracted: (a) communication about sex, (b) refusing sex, (c) positive sexual attitudes, (d) male role in sexual interaction, (e) contraceptive use, (f) not suppressing problems and desires regarding sex, (g) sexual assertiveness, and (h) sexual hedonism. The subscales possess adequate internal consistency and moderate to excellent test-retest reliability. A higher order principal component analysis revealed a 2-factor structure that appears to adequately represent the sexual competence and interaction competence constructs. Furthermore, convergent and discriminant validity were considered to be good. The results indicate that the Sexual Competence and Interaction Competence in Youth may be a useful instrument to measure sexual and interaction competence among adolescents.

Preparing for practice: Nursing intern and faculty perceptions on clinical experiences.

PubMed

AlThiga, Hanan; Mohidin, Sharifah; Park, Yoon Soo; Tekian, Ara

2017-04-01

Clinical experience and exposure to real patients are required elements of nursing education. Trainees in nursing are expected to be prepared adequately for the hard-working environment, increasing patient complexity, and higher-level competencies. This study investigates differences between nursing interns and clinical faculty on actual and perceived importance of educational preparation and development of clinical competencies, focusing on the nursing curriculum and transition to practice. A convenient sampling technique with a mixed-methods design was used to collect quantitative and qualitative data, by surveying and interviewing nursing interns and faculty members from King Abdul-Aziz University in Saudi Arabia; data collection occurred in December 2015. The survey (23 items) and focused interviews measured perceptions of clinical instruction and experience. Descriptive statistics and t-tests were used to analyze differences in mean ratings between actual and perceived importance. Themes collected from narrative interview data were summarized. Significant differences were found between nursing interns (n = 46) and faculty (n = 29) perceptions of actual clinical teaching and experiences and its importance including the clinical teaching and the development of clinical competence, p < .01. Moreover, nursing interns rated actual experiences of knowledge base and skills significantly lower than faculty perceptions, p = .001. Narrative data provided in-depth information on factors contributing and hindering the learning and teaching environment. Findings from this study call for clinical instruction and experiences to take a step further to meet current practice standards and to improve patient safety in the health professions education of nurses.

Bedload Rating and Flow Competence Curves Vary With Watershed and Bed Material Parameters

NASA Astrophysics Data System (ADS)

Bunte, K.; Abt, S. R.

2003-12-01

Bedload transport rating curves and flow competence curves (largest bedload size for specified flow) are usually not known for streams unless a large number of bedload samples has been collected and analyzed. However, this information is necessary for assessing instream flow needs and stream responses to watershed effects. This study therefore analyzed whether bedload transport rating and flow competence curves were related to stream parameters. Bedload transport rating curves and flow competence curves were obtained from extensive bedload sampling in six gravel- and cobble-bed mountain streams. Samples were collected using bedload traps and a large net sampler, both of which provide steep and relatively well-defined bedload rating and flow competence curves due to a long sampling duration, a large sampler opening and a large sampler capacity. The sampled streams have snowmelt regimes, steep (1-9%) gradients, and watersheds that are mainly forested and relatively undisturbed with basin area sizes of 8 to 105 km2. The channels are slightly incised and can contain flows of more than 1.5 times bankfull with little overbank flow. Exponents of bedload rating and flow competence curves obtained from these measurements were found to systematically increase with basin area size and decrease with the degree of channel armoring. By contrast, coefficients of bedload rating and flow competence curves decreased with basin size and increased with armoring. All of these relationships were well-defined (0.86 < r2 < 0.99). Data sets from other studies in coarse-bedded streams fit the indicated trend if the sampling device used allows measuring bedload transport rates over a wide range and if bedload supply is somewhat low. The existence of a general positive trend between bedload rating curve exponents and basin area, and a negative trend between coefficients and basin area, is confirmed by a large data set of bedload rating curves obtained from Helley-Smith samples. However, in this case, the trends only become visible as basin area sizes span a wide range (1 - 10,000 km2). The well-defined relationships obtained from the bedload trap and the large net sampler suggest that exponents and coefficients of bedload transport rating curves (and flow competence curves) are predictable from an easily obtainable parameter such as basin size. However, the relationships of bedload rating curve exponents and coefficients with basin size and armoring appear to be influenced by the sampling device used and the watershed sediment production.

What No Child Left Behind Leaves Behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades

PubMed Central

Duckworth, Angela L.; Quinn, Patrick D.; Tsukayama, Eli

2013-01-01

The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In particular, we suggest that intelligence helps students learn and solve problems independent of formal instruction, whereas self-control helps students study, complete homework, and behave positively in the classroom. Two longitudinal, prospective studies of middle school students support predictions from this model. In both samples, IQ predicted changes in standardized achievement test scores over time better than did self-control, whereas self-control predicted changes in report card grades over time better than did IQ. As expected, the effect of self-control on changes in report card grades was mediated in Study 2 by teacher ratings of homework completion and classroom conduct. In a third study, ratings of middle school teachers about the content and purpose of standardized achievement tests and report card grades were consistent with the proposed model. Implications for pedagogy and public policy are discussed. PMID:24072936

Client expectations and satisfaction of quality in home care services. A consumer perspective.

PubMed

Samuelsson, G; Wister, A

2000-12-01

This study examines clients' expectations of quality in home care services and their perceived satisfaction with services among a random sample of 76 home care recipients in Vancouver, Canada. The researchers conducted face-to-face interviews that applied Multiattribute Utility Technology, a procedure that organizes several quality attributes of "ideal" home care into a tree structure to compare their relative importance and ranking from the clients' perspective. Participants also were asked to state their satisfaction or dissatisfaction with the services received in these domains. Among the five main quality attributes identified, the subjects ranked suitability of the home helper and its subset, personal competence, as the most important indicators of quality, followed by continuity in service. In addition, clients tended to have a high level of satisfaction with regard to the attributes of overall home care services. The highest level of satisfaction was reported for elements of personal dispositions of home care staff. The lowest level of satisfaction involved the time/availability components of the service. Finally, comparisons between client expectations and satisfaction of received home care services showed the highest discrepancy for the attributes of influence and time/availability and the greatest congruence for personal attributes of the staff. The results are discussed in terms of their implications for the delivery of home care services.

Teaching implementation science in a new Master of Science Program in Germany: a survey of stakeholder expectations.

PubMed

Ullrich, Charlotte; Mahler, Cornelia; Forstner, Johanna; Szecsenyi, Joachim; Wensing, Michel

2017-04-27

Implementation science in healthcare is an evolving discipline in German-speaking countries. In 2015, the Medical Faculty of the University of Heidelberg, Germany, implemented a two-year full-time Master of Science program Health Services Research and Implementation Science. The curriculum introduces implementation science in the context of a broader program that also covers health services research, healthcare systems, research methods, and generic academic skills. Our aim was to assess the expectations of different stakeholder groups regarding the master's program. An online survey listing desired competencies of prospective graduates was developed and administered to four groups: national experts in the field (including potential employers of graduates), teaching staff, enrolled students, and prospective students (N = 169). Competencies were extracted from the curriculum's module handbook. A five-point Likert scale was used for the assessment of 42 specific items. Data were analyzed descriptively. A total of 83 people participated in the survey (response rate 49%). The online survey showed a strong agreement across the groups concerning the desired competencies of graduates. About two-thirds of the listed competencies (27 items) were felt to be crucial or very important by 80% or more of participants, with little difference between stakeholder groups. Of the eight items specifically related to implementation in practice, six were in this category. Knowledge of implementation strategies (90% very important), knowledge of barriers and enablers of implementation (89%), and knowledge of evidence-based practice (89%) were the top priorities. The master's program is largely orientated towards the desired competencies of graduates according to students, teaching staff, and national experts.

Undergraduates' intentions to take a second language proficiency test: a comparison of predictions from the theory of planned behavior and social cognitive theory.

PubMed

Lin, Bih-Jiau; Chiou, Wen-Bin

2010-06-01

English competency has become essential for obtaining a better job or succeeding in higher education in Taiwan. Thus, passing the General English Proficiency Test is important for college students in Taiwan. The current study applied Ajzen's theory of planned behavior and the notions of outcome expectancy and self-efficacy from Bandura's social cognitive theory to investigate college students' intentions to take the General English Proficiency Test. The formal sample consisted of 425 undergraduates (217 women, 208 men; M age = 19.5 yr., SD = 1.3). The theory of planned behavior showed greater predictive ability (R2 = 33%) of intention than the social cognitive theory (R2 = 7%) in regression analysis and made a unique contribution to prediction of actual test-taking behavior one year later in logistic regression. Within-model analyses indicated that subjective norm in theory of planned behavior and outcome expectancy in social cognitive theory are crucial factors in predicting intention. Implications for enhancing undergraduates' intentions to take the English proficiency test are discussed.

Nursing and midwifery students' perceptions of spirituality, spiritual care, and spiritual care competency: A prospective, longitudinal, correlational European study.

PubMed

Ross, Linda; McSherry, Wilfred; Giske, Tove; van Leeuwen, René; Schep-Akkerman, Annemiek; Koslander, Tiburtius; Hall, Jenny; Steenfeldt, Vibeke Østergaard; Jarvis, Paul

2018-08-01

Nurses and midwives care for people at some of the most vulnerable moments of their lives, so it is essential that they have the skills to give care which is compassionate, dignified, holistic and person-centred. Holistic care includes spiritual care which is concerned with helping people whose beliefs, values and sense of meaning, purpose and connection is challenged by birth, illness or death. Spiritual care is expected of nurses/midwives but they feel least prepared for this part of their role. How nursing and midwifery students can be prepared for spiritual care is the focus of this study. 1. To describe undergraduate nursing and midwifery student's perceptions of spirituality/spiritual care, their perceived competence in giving spiritual care and how these perceptions change over time. 2. To explore factors contributing to development of spiritual care competency. Prospective, longitudinal, multinational, correlational survey design. A convenience sample of 2193 undergraduate nursing and midwifery students (69% response rate, dropping to 33%) enrolled at 21 universities in eight countries completed questionnaires capturing demographic data (purpose designed questionnaire) and measuring perception of spirituality/spiritual care (SSCRS), spiritual care competency (SCCS), spiritual wellbeing (JAREL) and spiritual attitude and involvement (SAIL) on 4 occasions (start of course n = 2193, year 2 n = 1182, year 3 n = 736, end of course n = 595) between 2011 and 2015. Data were analysed using descriptive, bivariate and multivariate analyses as appropriate. Perceived competency increased significantly over the course of students' study which they attributed to caring for patients, events in their own lives and teaching/discussion in university. Two factors were significantly correlated with perceived spiritual care competency: perception of spirituality/spiritual care, where a broad view was preferable, and personal spirituality, where high spiritual wellbeing (JAREL) and spiritual attitude and involvement (SAIL) scores were preferable. We have provided the first international evidence that perceived spiritual care competence is developed in undergraduate nursing and midwifery students and that students' perceptions of spirituality and personal spirituality contribute to that development. Implications for teaching and learning and student selection are discussed. The study is limited by attrition which is common in longitudinal research. Copyright © 2018 Elsevier Ltd. All rights reserved.

QUALITY IMPROVEMENT COMPETENCY GAPS IN PRIMARY CARE IN ALBANIAN, POLISH AND SLOVENIAN CONTEXTS: A STUDY PROTOCOL

PubMed Central

Czabanowska, Katarzyna; Burazeri, Genc; Klemenc-Ketis, Zalika; Kijowska, Violetta; Tomasik, Tomasz; Brand, Helmut

2012-01-01

Background: Nowadays, general practitioners (GPs) and family doctors (FDs) face increasing demands, as a consequence of complex patients’ expectations, developments in science and technology, and limitations within healthcare systems which can result in competency gaps. Therefore, there is a need to identify which competencies in quality improvement (QI) are most important for GPs and FDs to possess in order to meet the demands of contemporary health care practice. To date, however, little information is available on the self-assessment of competencies related to QI among GPs and FDs. To deal with these issues, a project on QI in continuous medical education was launched in 2011. The project aims to broaden the GPs’/ FDs’ continuous education offer, its quality and attractiveness, as well as provide them with opportunities for vocational advancement and enable the development of common, European frame of reference for GPs’/FDs’ occupational competencies. The third work package of the project consists of the validation research of the questionnaire developed on the basis of the competency framework in QI for GPs/FDs in Europe. Methods: A cross-sectional study will be carried out using the self-assessment QI questionnaire which was originally developed in English and subsequently it was cross-culturally adapted in Slovenian, Albanian and Polish settings by use of a pilot study on a conveniently selected group of FDs/GPs (N=10) in each participating country. The final version of the questionnaire will be administered to large samples in each country involved in the survey. Two weeks after the first administration of the questionnaire, a second round, with the same procedure and including the same group of respondents, will follow. Psychometric tests will be conducted including internal consistency (after the initial and subsequent application of the instrument) and stability over time (two-week test-retest reliability). Discussion: This self-assessment study will demonstrate the complex environment in which general practice/family medicine operates and, eventually, this gap analysis will set out strategically important areas for collaborative efforts related to QI in primary care. The authors consider that the study should be extended to other European countries to help identify most required competencies that GPs/FDs should possess in Europe and thus stir system and educational debate around QI curricula and training for primary care in Europe. PMID:23378694

Quality improvement competency gaps in primary care in Albanian, polish and slovenian contexts: a study protocol.

PubMed

Czabanowska, Katarzyna; Burazeri, Genc; Klemenc-Ketis, Zalika; Kijowska, Violetta; Tomasik, Tomasz; Brand, Helmut

2012-12-01

Nowadays, general practitioners (GPs) and family doctors (FDs) face increasing demands, as a consequence of complex patients' expectations, developments in science and technology, and limitations within healthcare systems which can result in competency gaps. Therefore, there is a need to identify which competencies in quality improvement (QI) are most important for GPs and FDs to possess in order to meet the demands of contemporary health care practice. To date, however, little information is available on the self-assessment of competencies related to QI among GPs and FDs. To deal with these issues, a project on QI in continuous medical education was launched in 2011. The project aims to broaden the GPs'/ FDs' continuous education offer, its quality and attractiveness, as well as provide them with opportunities for vocational advancement and enable the development of common, European frame of reference for GPs'/FDs' occupational competencies. The third work package of the project consists of the validation research of the questionnaire developed on the basis of the competency framework in QI for GPs/FDs in Europe. A cross-sectional study will be carried out using the self-assessment QI questionnaire which was originally developed in English and subsequently it was cross-culturally adapted in Slovenian, Albanian and Polish settings by use of a pilot study on a conveniently selected group of FDs/GPs (N=10) in each participating country. The final version of the questionnaire will be administered to large samples in each country involved in the survey. Two weeks after the first administration of the questionnaire, a second round, with the same procedure and including the same group of respondents, will follow. Psychometric tests will be conducted including internal consistency (after the initial and subsequent application of the instrument) and stability over time (two-week test-retest reliability). This self-assessment study will demonstrate the complex environment in which general practice/family medicine operates and, eventually, this gap analysis will set out strategically important areas for collaborative efforts related to QI in primary care. The authors consider that the study should be extended to other European countries to help identify most required competencies that GPs/FDs should possess in Europe and thus stir system and educational debate around QI curricula and training for primary care in Europe.

Race/Ethnicity and Self-Esteem in Families of Adolescents

ERIC Educational Resources Information Center

Phares, Vicky; Fields, Sherecce; Watkins-Clay, M. Monica; Kamboukos, Dimitra; Han, Sena

2005-01-01

Self-esteem and perceived competence have only been explored minimally in family studies with ethnically diverse samples. The current study explores self-esteem and perceived competence in a sample of adolescents, their mothers, and their fathers from three racial/ethnic groups: African American, Hispanic/Latino/Latina, and Caucasian. Results show…

Race/Ethnicity and Self-Esteem in Families of Adolescents

ERIC Educational Resources Information Center

Phares, Vicky; Fields, Sherecce; Watkins-Clay, M. Monica; Kamboukos, Dimitra; Han, Sena

2005-01-01

Self-esteem and perceived competence have only been explored minimally in family studies with ethnically diverse samples. The current study explores self-esteem and perceived competence in a sample of adolescents, their mothers, and their fathers from three racial/ ethnic groups: African American, Hispanic/Latino/Latina, and Caucasian. Results…

Factor structure of the pictorial scale of perceived competence and social acceptance with two pre-elementary samples.

PubMed

Mantzicopoulos, Panayota; French, Brian F; Maller, Susan J

2004-01-01

Competing models of the factorial structure of the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) were tested for fit using multisample confirmatory factor analysis. The best fitting model was tested for invariance (a) across samples of middle-class (n = 251) and economically disadvantaged (Head Start, n = 117) kindergarten children (whose ages ranged from 67 to 86 months), and (b) over time (at the end of preschool and kindergarten) for the Head Start sample. For kindergarten children, regardless of socioeconomic status, the factor structure of the PSPCSA was consistent with the 2-factor model of Competence and Acceptance. This model also fit reasonably well for Head Start children at the end of their preschool year. However, in addition to providing broad support for the dimensionality of the measure, our findings highlight important concerns about the PSPCSA. Copyright 2004 Society for Research in Child Development, Inc.

Computerized Vocational Objectives Manual and Data Bank for Students with Special Needs. A User's Manual and Comprehensive Data Bank of Over 3000 Vocational Entry and Exit Level Objectives Designed for Special Needs Learners.

ERIC Educational Resources Information Center

Flanagan, W. Malcolm

A project was conducted by Missouri LINC to create a computerized data bank of entry and exit-level competencies that could be applied to special education students in vocational education. The competencies that were developed through that project are contained in this guide. They are expected to be useful for vocational and special education…

What do you mean by "satisfactory"?

PubMed

Crebbin, W

2005-09-01

One of the difficulties in designing assessment for medical trainees has been defining what is meant by "satisfactory". Whilst a list of "unsatisfactory" and "outstanding" characteristics can be identified with very little difficulty, it is the middle ground that holds the challenge. This is especially true in the non-technical areas of medical practice, which have been brought into greater prominence since the development and publication of CanMEDS 2000. As part of that process, questions about what is meant by "satisfactory", "standards" and/or benchmarks, have been brought into sharper focus. Additional questions are being asked as to whether competencies must necessarily be equated with minimum expectations or if they can be set, in conjunction with standards, to situate required "satisfactory" performance at a level significantly above a minimal level. A search of current literature on competencies and assessment was carried out. From that analysis, it became evident that a definition of "satisfactory" in assessing competence is dependent upon the identification of underlying factors, including the kind of competence, the kind of knowledge, and the level of expertise required to match the standard of assessment. The varying definitions, expectations, and levels of "satisfactory" were mapped to illustrate a way to plot the level of "satisfactory" according to the task, the experience of the trainee, and the stage of training. This map also provides a method for developing shared understandings of the targeted level within the "satisfactory zone".

Simulation Studies as Designed Experiments: The Comparison of Penalized Regression Models in the “Large p, Small n” Setting

PubMed Central

Chaibub Neto, Elias; Bare, J. Christopher; Margolin, Adam A.

2014-01-01

New algorithms are continuously proposed in computational biology. Performance evaluation of novel methods is important in practice. Nonetheless, the field experiences a lack of rigorous methodology aimed to systematically and objectively evaluate competing approaches. Simulation studies are frequently used to show that a particular method outperforms another. Often times, however, simulation studies are not well designed, and it is hard to characterize the particular conditions under which different methods perform better. In this paper we propose the adoption of well established techniques in the design of computer and physical experiments for developing effective simulation studies. By following best practices in planning of experiments we are better able to understand the strengths and weaknesses of competing algorithms leading to more informed decisions about which method to use for a particular task. We illustrate the application of our proposed simulation framework with a detailed comparison of the ridge-regression, lasso and elastic-net algorithms in a large scale study investigating the effects on predictive performance of sample size, number of features, true model sparsity, signal-to-noise ratio, and feature correlation, in situations where the number of covariates is usually much larger than sample size. Analysis of data sets containing tens of thousands of features but only a few hundred samples is nowadays routine in computational biology, where “omics” features such as gene expression, copy number variation and sequence data are frequently used in the predictive modeling of complex phenotypes such as anticancer drug response. The penalized regression approaches investigated in this study are popular choices in this setting and our simulations corroborate well established results concerning the conditions under which each one of these methods is expected to perform best while providing several novel insights. PMID:25289666

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.

Reliability, Validity, and Factor Structure of the Current Assessment Practice Evaluation-Revised (CAPER) in a National Sample.

PubMed

Lyon, Aaron R; Pullmann, Michael D; Dorsey, Shannon; Martin, Prerna; Grigore, Alexandra A; Becker, Emily M; Jensen-Doss, Amanda

2018-05-11

Measurement-based care (MBC) is an increasingly popular, evidence-based practice, but there are no tools with established psychometrics to evaluate clinician use of MBC practices in mental health service delivery. The current study evaluated the reliability, validity, and factor structure of scores generated from a brief, standardized tool to measure MBC practices, the Current Assessment Practice Evaluation-Revised (CAPER). Survey data from a national sample of 479 mental health clinicians were used to conduct exploratory and confirmatory factor analyses, as well as reliability and validity analyses (e.g., relationships between CAPER subscales and clinician MBC attitudes). Analyses revealed competing two- and three-factor models. Regardless of the model used, scores from CAPER subscales demonstrated good reliability and convergent and divergent validity with MBC attitudes in the expected directions. The CAPER appears to be a psychometrically sound tool for assessing clinician MBC practices. Future directions for development and application of the tool are discussed.

Intensity of ADHD Symptoms and Subjective Feelings of Competence in School Age Children

ERIC Educational Resources Information Center

Hanc, Tomasz; Brzezinska, Anna Izabela

2009-01-01

The aim of this investigation was to assess how different levels of intensity of ADHD symptoms influence the development of the subjective feeling of competence in school age children. The sample was comprised of 62 children age 11 to 13. For the purpose of estimation of the subjective feeling of competence, The Feeling of Competence Questionnaire…

Longitudinal Stability of Social Competence Indicators in a Portuguese Sample: Q-Sort Profiles of Social Competence, Measures of Social Engagement, and Peer Sociometric Acceptance

ERIC Educational Resources Information Center

Santos, António J.; Vaughn, Brian E.; Peceguina, Inês; Daniel, João R.

2014-01-01

This study examines the temporal stability (over 3 years) of individual differences in 3 domains relevant to preschool children's social competence: social engagement/motivation, profiles of behavior and personality attributes characteristic of socially competent young children, and peer acceptance. Each domain was measured with multiple…

Expectations of Competency: The Mismatch between Employers' and Graduates' Views of End-User Computing Skills Requirements in the Workplace

ERIC Educational Resources Information Center

Gibbs, Shirley; Steel, Gary; Kuiper, Alison

2011-01-01

The use of computers has become part of everyday life. The high prevalence of computer use appears to lead employers to assume that university graduates will have the good computing skills necessary in many graduate level jobs. This study investigates how well the expectations of employers match the perceptions of near-graduate students about the…

Competence and Quality in Real-Life Decision Making

PubMed Central

2015-01-01

What distinguishes a competent decision maker and how should the issue of decision quality be approached in a real-life context? These questions were explored in three studies. In Study 1, using a web-based questionnaire and targeting a community sample, we investigated the relationships between objective and subjective indicators of real-life decision-making success. In Study 2 and 3, targeting two different samples of professionals, we explored if the prevalent cognitively oriented definition of decision-making competence could be beneficially expanded by adding aspects of competence in terms of social skills and time-approach. The predictive power for each of these three aspects of decision-making competence was explored for different indicators of real-life decision-making success. Overall, our results suggest that research on decision-making competence would benefit by expanding the definition of competence, by including decision-related abilities in terms of social skills and time-approach. Finally, the results also indicate that individual differences in real-life decision-making success profitably can be approached and measured by different criteria. PMID:26545239

Commentary on Stiers and colleagues' guidelines for competency development and measurement in rehabilitation psychology postdoctoral training.

PubMed

Hatcher, Robert L

2015-05-01

Comments on the article, "Guidelines for competency development and measurement in rehabilitation psychology postdoctoral training," by Stiers et al. (see record 2014-55195-001). Stiers and colleagues have provided a thorough and well-conceived set of guidelines that lay out the competencies expected for graduates of postdoctoral residencies in rehabilitation psychology, accompanied by a set of more specific, observable indicators of the residents' competence level. This work is an important aspect of the broader project of the Rehabilitation Psychology Specialty Council (APA Division 22, the American Board of Rehabilitation Psychology, the Foundation for Rehabilitation Psychology, the Academy of Rehabilitation Psychology, and the Council of Rehabilitation Psychology Postdocotral Training Programs) to develop overall guidelines for programs providing postdoctoral training in this field (Stiers et al., 2012). (c) 2015 APA, all rights reserved).

Perceived self-competence and relationship experiences in inpatient psychotherapy - a pilot study

PubMed Central

Sammet, Isa; Häfner, Steffen; Leibing, Eric; Lüneburg, Tim; Schauenburg, Henning

2007-01-01

Objective: The patient’s sense of capability in mastering future challenges (“self-competence”) represents an important therapeutic target. To date, empirical findings concerning the influence of the therapeutic relationship on perceived self-competence remain scarce. Against this backdrop, mutual associations between perceived self-competence, symptom distress and various relationship experiences within inpatient psychotherapy are investigated. Methods: 219 inpatients with heterogeneous diagnoses completed the SCL-90-R, the Relationship Questionnaire RQ1 and the Inventory of Interpersonal Problems IIP prior to therapy. Self-competence and relationships to the individual therapist, therapeutic team and fellow patients were assessed weekly using an inpatient questionnaire (SEB). Results: As expected, there were significant negative correlations between self-competence and symptom distress. Patients with more “fearfully avoidant” behavior upon admission experienced relationships during therapy as significantly more negative. Conversely, the quality of relationships to the individual therapist and fellow patients was predictive of a significant part of variance in self-competence upon discharge. Conclusions: A model of mutual interactions is proposed for the variables under investigation. Results suggest that the positive association between the therapeutic relationship and symptom reduction could partly be explained by an improvement in perceived self-competence. PMID:19742295

Competing effects of pain and fear of pain on postural control in low back pain?

PubMed

Mazaheri, Masood; Heidari, Elham; Mostamand, Javid; Negahban, Hossein; van Dieen, Jaap H

2014-12-01

A cross-sectional, observational study. To determine whether pain and fear of pain have competing effects on postural sway in patients with low back pain (LBP). Competing effects of pain and pain-related fear on postural control can be proposed as the likely explanation for inconsistent results regarding postural sway in the LBP literature. We hypothesized that although pain might increase postural sway, fear of pain might reduce sway through an increased cognitive effort or increased cocontraction to restrict body movement. The cognitive strategy would be less effective under dual-task conditions and the cocontraction strategy was expected to be less effective when standing on a narrow base of support surface. Postural sway was measured in combined conditions of base of support (full and narrow) and cognitive loading (single and dual tasks) in 3 experimental groups with current LBP, recent LBP, and no LBP. Sway amplitude, path length, mean power frequency, and sample entropy were extracted from center-of-pressure data. The current-LBP group and recent-LBP group reported significantly different levels of pain, but similar levels of pain catastrophizing and kinesiophobia. The current-LBP group tended to display larger sway amplitudes in the anteroposterior direction compared with the other 2 groups. Mean power frequency values in mediolateral direction were lower in patients with the current LBP compared with recent LBP. Smaller sample entropy was found in the current-LBP group than the other groups in most experimental conditions, particularly when standing on a narrow base of support. Alterations of postural sway are mostly mediated by pain but not pain-related fear. LBP tends to increase sway amplitude, which seems to be counteracted by increased effort invested in postural control leading to decreased frequency and increased regularity of sway particularly under increased task demands. Cross-sectional study.

[HUMAN RESOURCES MANAGEMENT BASED ON COMPETENCIES].

PubMed

Larumbe Andueza, Ma Carmen; De Mendoza Cánton, Juana Hermoso

2016-05-01

We are living in a time with a lot of changes in which health organizations have more challenges to face. One of them is to recognize, strengthen, develop and retain the talent they have. Competency-based human resources management is emerging as a tool that contributes to achieve that aim. Competencies from the generic or characteristic perspective: personality traits, values and motivations, which are deeply rooted in the person. Through elaborating a competencies map for the organization, and identifying the job competencies profile, above all in key jobs, the employees know what it is going to expect from them. After, detect and cover the learning needs, it is possible to achieve better adjust between worker-job. The nursing unit manager is a key job because it is a link between management team and nursing team. The way that it is performed, it will have impact on the quality of care and its team motivation. So, the most adequate person who covers this job would have a part of knowledge, skills, attitudes and compatible interests with her job. Competency-based management helps identify both the potential and learning needs to performing this job.

Multicultural Training Experiences as Predictors of Multicultural Competencies: Students' Perspectives

ERIC Educational Resources Information Center

Dickson, Ginger L.; Jepsen, David A.

2007-01-01

The authors surveyed a national sample of master's-level counseling students regarding their multicultural training experiences and their multicultural counseling competencies. A series of hierarchical regression models tested the prediction of inventoried competencies from measures of selected training experiences: (a) program cultural ambience…

A snapshot of patients' perceptions of oncology providers' cultural competence.

PubMed

Davey, Maureen P; Waite, Roberta; Nuñez, Ana; Niño, Alba; Kissil, Karni

2014-12-01

In this paper, we describe an anonymous cross-sectional survey with a sample of 100 racially diverse adult oncology patients using a newly developed patient-reported measure of providers' cultural competence, the Physicians' Cultural Competence for Patient Satisfaction Scale (PCCPS) [1, 2], which was developed using a US midwestern sample of primary care patients. Our primary aims were to examine the reliability of the PCCPS in a more racially diverse urban oncology clinical setting and to identify salient domains of oncology provider cultural competence based on patient-reported satisfaction with direct clinical encounters. Results suggest that patient-reported satisfaction was significantly associated with one of the four domains measured by the PCCPS, physician's patient-centered cultural competence (r = 0.40, p = 0.01), and female patients were more satisfied (t (91) = 5.23, p = 0.02). The PCCPS demonstrated good reliability in an urban diverse cancer patient population. Results help to inform the development of clinical tools that can improve oncology providers' cultural competency.

LEVEL OF COMPETENCIES OF FAMILY PHYSICIANS IN KOSOVO FROM DIFFERENT PERSPECTIVES.

PubMed

Bojaj, Gazmend; Skeraj, Fitim; Czabanowska, Katarzyna; Burazeri, Genc

2016-10-01

The aim of this analysis was to compare the level of self-perceived competencies of primary health care physicians in Kosovo with patients' viewpoint, as well as the necessary (required) level of such competencies from decision-makers' standpoint. Three cross-sectional studies were carried out in Kosovo in 2013 including: i) a representative sample of 1340 primary health care users aged ≥18 years (49% men; overall mean age: 50.5±17.9 years; response rate: 89%); ii) a representative sample of 597 primary health care physicians (49% men; overall mean age: 46.0±9.4 years; response rate: 90%), and; iii) a nationwide representative sample of 100 decision-makers operating at different primary health care institutions or public health agencies in Kosovo (63% men; mean age: 47.7±5.7 years). A structured self-administered questionnaire (consisting of 37 items) was used in the three surveys in order to assess physicians' competencies regarding different domains of the quality of health care. There was a significant gap in the level of self-perceived physicians' competencies and patients' perspective in transitional Kosovo. Furthermore, there was a gap in the level of self-perceived physicians' competencies and the necessary (required) level of physicians' competencies from decision-makers perspective which was less evident in Prishtina, but considerable in the other regions of Kosovo. Our analysis provides valuable evidence about the level of competencies of primary health care physicians in Kosovo from different stakeholders' perspectives. There is an urgent need for continuous professional development of family physicians in post-war Kosovo.

The applicability of the UK Public Health Skills and Knowledge Framework to the practitioner workforce: lessons for competency framework development.

PubMed

Shickle, Darren; Stroud, Laura; Day, Matthew; Smith, Kevin

2018-06-05

Many countries have developed competency frameworks for public health practice. While the number of competencies vary, frameworks cover similar knowledge and skills although they are not explicitly based on competency theory. A total of 15 qualitative group interviews (of up to six people), were conducted with 51 public health practitioners in 8 local authorities to assess the extent to which practitioners utilize competencies defined within the UK Public Health Skills and Knowledge Framework (PHSKF). Framework analysis was applied to the transcribed interviews. The overall framework was seen positively although no participants had previously read or utilized the PHSKF. Most could provide evidence, although some PHSKF competencies required creative thinking to fit expectations of practitioners and to reflect variation across the domains of practice which are impacted by job role and level of seniority. Evidence from previous NHS jobs or education may be needed as some competencies were not regularly utilized within their current local authority role. Further development of the PHSKF is required to provide guidance on how it should be used for practitioners and other members of the public health workforce. Empirical research can help benchmark knowledge/skills for workforce levels so improving the utility of competency frameworks.

Competencies of specialised wound care nurses: a European Delphi study.

PubMed

Eskes, Anne M; Maaskant, Jolanda M; Holloway, Samantha; van Dijk, Nynke; Alves, Paulo; Legemate, Dink A; Ubbink, Dirk T; Vermeulen, Hester

2014-12-01

Health care professionals responsible for patients with complex wounds need a particular level of expertise and education to ensure optimum wound care. However, uniform education for those working as wound care nurses is lacking. We aimed to reach consensus among experts from six European countries as to the competencies for specialised wound care nurses that meet international professional expectations and educational systems. Wound care experts including doctors, wound care nurses, lecturers, managers and head nurses were invited to contribute to an e-Delphi study. They completed online questionnaires based on the Canadian Medical Education Directives for Specialists framework. Suggested competencies were rated on a 9-point Likert scale. Consensus was defined as an agreement of at least 75% for each competence. Response rates ranged from 62% (round 1) to 86% (rounds 2 and 3). The experts reached consensus on 77 (80%) competences. Most competencies chosen belonged to the domain 'scholar' (n = 19), whereas few addressed those associated with being a 'health advocate' (n = 7). Competencies related to professional knowledge and expertise, ethical integrity and patient commitment were considered most important. This consensus on core competencies for specialised wound care nurses may help achieve a more uniform definition and education for specialised wound care nurses. © 2013 The Authors. International Wound Journal © 2013 Medicalhelplines.com Inc and John Wiley & Sons Ltd.

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

PubMed

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

2015-01-01

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

Decision Making in Health and Medicine

NASA Astrophysics Data System (ADS)

Hunink, Myriam; Glasziou, Paul; Siegel, Joanna; Weeks, Jane; Pliskin, Joseph; Elstein, Arthur; Weinstein, Milton C.

2001-11-01

Decision making in health care means navigating through a complex and tangled web of diagnostic and therapeutic uncertainties, patient preferences and values, and costs. In addition, medical therapies may include side effects, surgery may lead to undesirable complications, and diagnostic technologies may produce inconclusive results. In many clinical and health policy decisions it is necessary to counterbalance benefits and risks, and to trade off competing objectives such as maximizing life expectancy vs optimizing quality of life vs minimizing the required resources. This textbook plots a clear course through these complex and conflicting variables. It clearly explains and illustrates tools for integrating quantitative evidence-based data and subjective outcome values in making clinical and health policy decisions. An accompanying CD-ROM features solutions to the exercises, PowerPoint® presentations of the illustrations, and sample models and tables.

Do Employees Leave Just Because They Can? Examining the Perceived Employability-Turnover Intentions Relationship.

PubMed

Acikgoz, Yalcin; Sumer, H Canan; Sumer, Nebi

2016-07-03

The relationship between perceived employability and turnover intentions seems much more complicated than what the common sense would suggest. Based on the reviewed literature, it was expected that job satisfaction, affective commitment, and perceived job security would moderate this relationship. Using a sample of working individuals from different occupations and sectors (N = 721), it was found that employees who perceived themselves as highly employable were more likely to have turnover intentions when their affective commitment was low and perceived job security was high; and the relationship was negative for employees with shorter tenures. Understanding the conditions under which perceived employability is associated with turnover intentions may help organizations design human resource policies that allow them to retain an educated and competent workforce.

Medicare prescription drug coverage: Consumer information and preferences

PubMed Central

Winter, Joachim; Balza, Rowilma; Caro, Frank; Heiss, Florian; Jun, Byung-hill; Matzkin, Rosa; McFadden, Daniel

2006-01-01

We investigate prescription drug use, and information and enrollment intentions for the new Medicare Part D drug insurance program, using a sample of Medicare-eligible subjects surveyed before open enrollment began for this program. We find that, despite the complexity of competing plans offered by private insurers under Part D, a majority of the Medicare population had information on this program and a substantial majority planned to enroll. We find that virtually all elderly, even those with no current prescription drug use, can expect to benefit from enrollment in a Part D Standard plan at the low premiums available in the current market. However, there is a significant risk that many eligible seniors, particularly low-income elderly with poor health or cognitive impairment, will make poor enrollment and plan choices. PMID:16682629

Impact of a critical care postgraduate certificate course on nurses' self-reported competence and confidence: A quasi-experimental study.

PubMed

Baxter, Rebecca; Edvardsson, David

2018-06-01

Postgraduate education is said to support the development of nurses' professional competence and confidence, essential to the delivery of safe and effective care. However, there is a shortness of empirical evidence to demonstrate an increase to nurses' self-reported confidence and competence on completion of critical care postgraduate certificate-level education. To explore the impact of a critical care postgraduate certificate course on nurses' self-reported competence and confidence. To explore the psychometric properties and performance of the Critical Care Competence and Confidence Questionnaire. A quasi-experimental pre/post-test design. A total population sample of nurses completing a critical care postgraduate certificate course at an Australian University. The Critical Care Competence and Confidence Questionnaire was developed for this study to measure nurses' self-reported competence and confidence at baseline and follow up. Descriptive and inferential statistics were used to explore sample characteristics and changes between baseline and follow-up. Reliability of the questionnaire was explored using Cronbach's Alpha and item-total correlations. There was a statistically significant increase in competence and confidence between baseline and follow-up across all questionnaire domains. Satisfactory reliability estimates were found for the questionnaire. Completion of a critical care postgraduate certificate course significantly increased nurses' perceived competence and confidence. The Critical Care Competence and Confidence Questionnaire was found to be psychometrically sound for measuring nurses' self-reported competence and confidence. Copyright © 2018 Elsevier Ltd. All rights reserved.

A proposal for teaching basic clinical skills for mastery: the case against vertical integration.

PubMed

Benbassat, Jochanan; Baumal, Reuben

2007-01-01

The authors argue that medical school faculty should (1) make a distinction among competencies that they feel need to be taught for mastery (i.e., at a level of proficiency expected from a practicing physician) and those that should be taught at lower levels of proficiency, and (2) impart the former competencies in single teaching units. The authors propose that the skills that students should be expected to master include patient interviewing, physical examination, patient counseling on health promotion and disease prevention (HP/DP), and self-directed learning. The concepts of a hypothetical teaching unit that aims to impart these skills are described. By the end of this unit, the students would be expected to (1) examine simulated and real patients to detect risk indicators and physical findings for the diseases that are the most common causes of death in the patient's gender and age group, and to look for risk indicators and physical findings for diseases where early diagnosis and treatment have been shown to reduce mortality for such patients, and (2) provide counseling for lifestyle changes and future clinical examinations. The authors believe that the objective of acquiring an ability to counsel a patient on HP/DP at the level of competence of a practicing physician will motivate students to acquire the skills of patient interviewing, physical examination, and self-directed learning more effectively than would a succession of reinforcements of these subjects throughout the curriculum.

Competencies "plus": the nature of written comments on internal medicine residents' evaluation forms.

PubMed

Ginsburg, Shiphra; Gold, Wayne; Cavalcanti, Rodrigo B; Kurabi, Bochra; McDonald-Blumer, Heather

2011-10-01

Comments on residents' in-training evaluation reports (ITERs) may be more useful than scores in identifying trainees in difficulty. However, little is known about the nature of comments written by internal medicine faculty on residents' ITERs. Comments on 1,770 ITERs (from 180 residents in postgraduate years 1-3) were analyzed using constructivist grounded theory beginning with an existing framework. Ninety-three percent of ITERs contained comments, which were frequently easy to map onto traditional competencies, such as knowledge base (n = 1,075 comments) to the CanMEDs Medical Expert role. Many comments, however, could be linked to several overlapping competencies. Also common were comments completely unrelated to competencies, for instance, the resident's impact on staff (813), or personality issues (450). Residents' "trajectory" was a major theme (performance in relation to expected norms [494], improvement seen [286], or future predictions [286]). Faculty's assessments of residents are underpinned by factors related and unrelated to traditional competencies. Future evaluations should attempt to capture these holistic, integrated impressions.

The Positive Illusory Bias in Children and Adolescents With ADHD: Further Evidence.

PubMed

Volz-Sidiropoulou, Eftychia; Boecker, Maren; Gauggel, Siegfried

2016-02-01

This study aimed to examine the accuracy of self-reports of children and adolescents with ADHD in evaluating activity limitations. Self-reports of children/adolescents with ADHD (n = 89) were compared with those of nonreferred children (n = 94), relative to parent reports about children's competence. Competence was measured with a 34-item rating scale. Behavioral disorders were documented with the Child Behavior Checklist. Children/adolescents with ADHD were much more likely than controls to overestimate their competence in certain daily activities relative to parent reports, demonstrating a positive illusory bias. Positive illusory bias was found to be pronounced in activities, which were expected to be affected by symptoms of ADHD. Overestimations of competencies were more likely to be accompanied with externalizing problems. Results support the presence of the positive illusory bias also in the domain of everyday life activities. Improvement of self-evaluation of competencies should become a focus of treatment. © The Author(s) 2013.

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.

The healthcare team's perception of the role of the perioperative nurse: A qualitative study.

PubMed

Espinoza, Pilar; Galaz Letelier, Luz Maria; Cunill Leppe, María Dolores; Yercic Bravo, Margarita; Ferdinand, Constanza; Ferrer Lagunas, Lilian

2016-09-01

The surgical process requires the coordination of a number of professionals who understand their own roles and responsibilities, as well as those of the team. In the perioperative setting, expectations are established around behaviors and competencies of every team member. These expectations are influenced by knowledge, training and experience, and may ultimately influence results and the ability to adapt and respond to work demands. In Chile, there exists an ambiguity and lack of definition in the role of the nurse. The objective of this study was to examine the healthcare team's perception of the current role of the perioperative nurse, as well as the expected and desired characteristics of the role from the team's perspective. A qualitative, descriptive case study was carried out, using semi-structured interviews conducted with a purposive sample of surgeons, anaesthesiologists, professional nurses and technical nurses from three hospitals in Santiago, Chile. The accounts were analysed using an inductive, thematic format. It was found that the current perioperative nursing role, with a predominance of administrative charting, recordkeeping and guidelines for the management of safety, quality control and human and material resources, restricts direct patient care. Expected characteristics of the role included comprehensive theoretical and practical training and the development of relational skills for teamwork, direct patient care and advocacy in the surgical context. These results provided initial steps towards redefining the role of the perioperative nurse, strengthening collaborative efforts and optimising patient care during a time of high vulnerability. Copyright the Association for Perioperative Practice.

Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics

NASA Astrophysics Data System (ADS)

Fielding-Wells, Jill; O'Brien, Mia; Makar, Katie

2017-03-01

Inquiry-based learning (IBL) is a pedagogical approach in which students address complex, ill-structured problems set in authentic contexts. While IBL is gaining ground in Australia as an instructional practice, there has been little research that considers implications for student motivation and engagement. Expectancy-value theory (Eccles and Wigfield 2002) provides a framework through which children's beliefs about their mathematical competency and their expectation of success are able to be examined and interpreted, alongside students' perceptions of task value. In this paper, Eccles and Wigfield's expectancy-value model has been adopted as a lens to examine a complete unit of mathematical inquiry as undertaken with a class of 9-10-year-old students. Data were sourced from a unit (˜10 lessons) based on geometry and geometrical reasoning. The units were videotaped in full, transcribed, and along with field notes and student work samples, subjected to theoretical coding using the dimensions of Eccles and Wigfield's model. The findings provide insight into aspects of IBL that may impact student motivation and engagement. The study is limited to a single unit; however, the results provide a depth of insight into IBL in practice while identifying features of IBL that may be instrumental in bringing about increased motivation and engagement of students in mathematics. Identifying potentially motivating aspects of IBL enable these to be integrated and more closely studied in IBL practises.

A Study on Differential Aptitude and Teaching Competency of Student Teachers in Kancheepuram District

ERIC Educational Resources Information Center

Shanmugam, P. N. Lakshmi

2016-01-01

The investigator studied the differential aptitude and teaching competency of student teachers in Kancheepuram district. The sample consisted of 300 student teachers drawn by questionnaire through quota sampling technique from SRM School of Teacher Education and Research and Muthukumaran College of Education. It was found that student teachers…

Core competencies for pharmaceutical physicians and drug development scientists

PubMed Central

Silva, Honorio; Stonier, Peter; Buhler, Fritz; Deslypere, Jean-Paul; Criscuolo, Domenico; Nell, Gerfried; Massud, Joao; Geary, Stewart; Schenk, Johanna; Kerpel-Fronius, Sandor; Koski, Greg; Clemens, Norbert; Klingmann, Ingrid; Kesselring, Gustavo; van Olden, Rudolf; Dubois, Dominique

2013-01-01

Professional groups, such as IFAPP (International Federation of Pharmaceutical Physicians and Pharmaceutical Medicine), are expected to produce the defined core competencies to orient the discipline and the academic programs for the development of future competent professionals and to advance the profession. On the other hand, PharmaTrain, an Innovative Medicines Initiative project, has become the largest public-private partnership in biomedicine in the European Continent and aims to provide postgraduate courses that are designed to meet the needs of professionals working in medicines development. A working group was formed within IFAPP including representatives from PharmaTrain, academic institutions and national member associations, with special interest and experience on Quality Improvement through education. The objectives were: to define a set of core competencies for pharmaceutical physicians and drug development scientists, to be summarized in a Statement of Competence and to benchmark and align these identified core competencies with the Learning Outcomes (LO) of the PharmaTrain Base Course. The objectives were successfully achieved. Seven domains and 60 core competencies were identified and aligned accordingly. The effective implementation of training programs using the competencies or the PharmaTrain LO anywhere in the world may transform the drug development process to an efficient and integrated process for better and safer medicines. The PharmaTrain Base Course might provide the cognitive framework to achieve the desired Statement of Competence for Pharmaceutical Physicians and Drug Development Scientists worldwide. PMID:23986704

Impact of emotional competence on supportive care needs, anxiety and depression symptoms of cancer patients: a multiple mediation model.

PubMed

Baudry, A-S; Lelorain, S; Mahieuxe, M; Christophe, V

2018-01-01

The aim of this study was to test the effect of intrapersonal and interpersonal emotional competence on cancer patients' supportive care needs, as mediated by anxiety and depression symptoms. Cross-sectional design: 137 cancer patients (42% breast or ovarian cancer, 58% gastrointestinal cancer) in 4 French hospitals completed the Profile of Emotional Competence (PEC), the Hospital Anxiety and Depression Scale (HADS), and the Supportive Care Needs Survey Short Form (SCNS-SF). Bootstrap methods with PROCESS Macro were used to test multiple mediation models. Emotional competence presented a direct or indirect beneficial effect on the satisfaction of supportive care needs, anxiety and depression symptoms. As expected, anxiety and depression symptoms had also strong positive correlations with unmet needs. All multiple mediation models were significant, except for physical needs: intrapersonal and interpersonal emotional competence impacted anxiety and depression symptoms, which in turn impacted psychological, sexual, care/support, and information needs. These innovative results show the important effect of patients' emotional competence on their supportive care need satisfaction, as mediated by anxiety and depression. Consequently, patients with high emotional competence may require less psychosocial input from medical clinicians. Thus, emotional competence may be integrated into health models and psychosocial interventions to improve patient adjustment. Further investigation is, however, needed to know which are the most beneficial specific emotional competences and at what point of the cancer pathway.

Evaluation of a Cultural Competence Assessment for Preservice Teachers

ERIC Educational Resources Information Center

Bustamante, Rebecca M.; Skidmore, Susan T.; Nelson, Judith A.; Jones, Brandolyn E.

2016-01-01

Globally, public schools enroll culturally and linguistically diverse student populations and teacher preparation programs must assess the cultural competence of preservice teachers. Yet, few adequately tested measures of teacher cultural competence are available. In this research study, a sample of 396 preservice teachers were surveyed to…

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…

The Contribution of Inhibitory Control to Preschoolers' Social-Emotional Competence

ERIC Educational Resources Information Center

Rhoades, Brittany L.; Greenberg, Mark T.; Domitrovich, Celene E.

2009-01-01

Social-emotional competence is a key developmental task during early childhood. This study examined concurrent relationships between maternal education and employment status, children's sex, ethnicity, age, receptive vocabulary, emotional knowledge, attention skills, inhibitory control and social-emotional competence in a sample of 146 preschool,…

Self-Efficacy and Multicultural Competence of School Counselors

ERIC Educational Resources Information Center

Owens, Delila; Bodenhorn, Nancy; Bryant, Rhonda M.

2010-01-01

The study examined the relationship between school counselor self efficacy and perceived multicultural competence self efficacy in a sample of 157 school counselors. Results reveal School Counselor Self-Efficacy (SCSE) cultural acceptance subscale was a statistically significant predictor of all three multicultural competencies (MCC: Terminology,…

A nationwide survey on the expectation of public healthcare providers on family medicine specialists in Malaysia-a qualitative analysis of 623 written comments.

PubMed

Chew, Boon-How; Cheong, Ai-Theng; Ismail, Mastura; Hamzah, Zuhra; A-Rashid, Mohd-Radzniwan; Md-Yasin, Mazapuspavina; Ali, Norsiah

2014-06-11

To examine the expectation of public healthcare providers/professionals (PHCPs) who are working closely with family medicine specialists (FMSs) at public health clinics. Cross-sectional study. This study is part of a larger national study on the perception of the Malaysian public healthcare professionals on FMSs. PHCPs from three categories of health facilities, namely hospitals, health clinics and health offices. Qualitative analysis of written comments of respondents' expectation of FMSs. The participants' response rate was 58% (780/1345) with an almost equal proportion from each public healthcare facility. We identified 21 subthemes for the 623 expectation comments. The six emerging themes are (1) need for more FMSs, (2) clinical roles and functions of FMSs, (3) administrative roles of FMSs, (4) contribution to community and public health, (5) attributes improvement and (6) research and audits. FMSs were expected to give attention to clinical duty. Delivering this responsibility with competence included having the latest medical knowledge in their own and others' medical disciplines, practising evidence-based medicine in prehospital and posthospital care, better supervision of staff and doctors under their care, fostering effective teamwork, communicating more often with hospital specialists and making appropriate referral. Expectations ranged from definite and strong for more FMSs at the health clinics to low expectation for FMSs' involvement in research; to mal-expectation on FMSs' involvement in community and public health programmes. There were some remarkable differences in expectations on FMSs from the three different PHCPs. These ranged from being clinically competent and administratively available for patients and staff at the health clinics, to mal-expectations on FMSs to engage in public health affairs. Relevant parties, including FMSs themselves, could take appropriate self-improvement initiatives to enhance public practice of family medicine and patient care. 08-12-1167. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

A nationwide survey on the expectation of public healthcare providers on family medicine specialists in Malaysia—a qualitative analysis of 623 written comments

PubMed Central

Chew, Boon-How; Cheong, Ai-Theng; Ismail, Mastura; Hamzah, Zuhra; A-Rashid, Mohd-Radzniwan; Md-Yasin, Mazapuspavina; Ali, Norsiah

2014-01-01

Objective To examine the expectation of public healthcare providers/professionals (PHCPs) who are working closely with family medicine specialists (FMSs) at public health clinics. Design Cross-sectional study. Setting This study is part of a larger national study on the perception of the Malaysian public healthcare professionals on FMSs. Participants PHCPs from three categories of health facilities, namely hospitals, health clinics and health offices. Main outcome measures Qualitative analysis of written comments of respondents’ expectation of FMSs. Results The participants’ response rate was 58% (780/1345) with an almost equal proportion from each public healthcare facility. We identified 21 subthemes for the 623 expectation comments. The six emerging themes are (1) need for more FMSs, (2) clinical roles and functions of FMSs, (3) administrative roles of FMSs, (4) contribution to community and public health, (5) attributes improvement and (6) research and audits. FMSs were expected to give attention to clinical duty. Delivering this responsibility with competence included having the latest medical knowledge in their own and others’ medical disciplines, practising evidence-based medicine in prehospital and posthospital care, better supervision of staff and doctors under their care, fostering effective teamwork, communicating more often with hospital specialists and making appropriate referral. Expectations ranged from definite and strong for more FMSs at the health clinics to low expectation for FMSs’ involvement in research; to mal-expectation on FMSs’ involvement in community and public health programmes. Conclusions There were some remarkable differences in expectations on FMSs from the three different PHCPs. These ranged from being clinically competent and administratively available for patients and staff at the health clinics, to mal-expectations on FMSs to engage in public health affairs. Relevant parties, including FMSs themselves, could take appropriate self-improvement initiatives to enhance public practice of family medicine and patient care. Trial registration number NMRR ID: 08-12-1167. PMID:24919639

LGBT-Competence in Social Work Education: The Relationship of School Contexts to Student Sexual Minority Competence.

PubMed

McCarty-Caplan, David

2018-01-01

This study examined the relationship between master of social work programs' (MSW) support of lesbian, gay, bisexual, and transgender people (LGBT-competence) and the sexual minority competence (LGB-competence) of social work students. Data were gathered from a sample of MSW program directors, faculty members, and students (N = 1385) within 34 MSW programs in the United States. A series of hierarchical linear models tested if a MSW program's LGBT-competence was associated with the LGB-competence of its students. Results showed a significant relationship between organizational LGBT-competence and individual LGB-competence within schools of social work, and that programs with greater LGBT-competence also had students who felt more competent to work with sexual minorities. These findings suggest schools of social work can take substantive action at an organizational level to improve the professional LGB-competence of future social workers. Implications for social work education are discussed.

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

PubMed

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

2017-12-01

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

The Pharma Summit 2010: competing in the future healthcare system.

PubMed

Kibble, Alexandra

2010-04-01

The Pharma Summit 2010, held in London, included topics covering the future changes and developments that are expected in the pharmaceutical industry. This conference report highlights selected presentations on various visions for the future of the pharma industry, the expected revolution in healthcare, changes with patients driving healthcare innovation, the future of healthcare technology, and the outlook for the global economy and emerging markets in the pharma industry.

Decision-making competence predicts domain-specific risk attitudes

PubMed Central

Weller, Joshua A.; Ceschi, Andrea; Randolph, Caleb

2015-01-01

Decision-making competence (DMC) reflects individual differences in rational responding across several classic behavioral decision-making tasks. Although it has been associated with real-world risk behavior, less is known about the degree to which DMC contributes to specific components of risk attitudes. Utilizing a psychological risk-return framework, we examined the associations between risk attitudes and DMC. Italian community residents (n = 804) completed an online DMC measure, using a subset of the original Adult-DMC battery. Participants also completed a self-reported risk attitude measure for three components of risk attitudes (risk-taking, risk perceptions, and expected benefits) across six risk domains. Overall, greater performance on the DMC component scales were inversely, albeit modestly, associated with risk-taking tendencies. Structural equation modeling results revealed that DMC was associated with lower perceived expected benefits for all domains. In contrast, its association with perceived risks was more domain-specific. These analyses also revealed stronger indirect effects for the DMC → expected benefits → risk-taking path than the DMC → perceived risk → risk-taking path, especially for behaviors that may be considered more maladaptive in nature. These results suggest that DMC performance differentially impacts specific components of risk attitudes, and may be more strongly related to the evaluation of expected value of a specific behavior. PMID:26029128

Empirical evolution of a framework that supports the development of nursing competence.

PubMed

Lima, Sally; Jordan, Helen L; Kinney, Sharon; Hamilton, Bridget; Newall, Fiona

2016-04-01

The aim of this study was to refine a framework for developing competence, for graduate nurses new to paediatric nursing in a transition programme. A competent healthcare workforce is essential to ensuring quality care. There are strong professional and societal expectations that nurses will be competent. Despite the importance of the topic, the most effective means through which competence develops remains elusive. A qualitative explanatory method was applied as part of a mixed methods design. Twenty-one graduate nurses taking part in a 12-month transition programme participated in semi-structured interviews between October and November 2013. Interviews were informed by data analysed during a preceding quantitative phase. Participants were provided with their quantitative results and a preliminary model for development of competence and asked to explain why their competence had developed as it had. The findings from the interviews, considered in combination with the preliminary model and quantitative results, enabled conceptualization of a Framework for Developing Competence. Key elements include: the individual in the team, identification and interpretation of standards, asking questions, guidance and engaging in endeavours, all taking place in a particular context. Much time and resources are directed at supporting the development of nursing competence, with little evidence as to the most effective means. This study led to conceptualization of a theory thought to underpin the development of nursing competence, particularly in a paediatric setting for graduate nurses. Future research should be directed at investigating the framework in other settings. © 2015 John Wiley & Sons Ltd.

The Rewards of Human Capital Competences for Young European Higher Education Graduates

ERIC Educational Resources Information Center

Garcia-Aracil, Adela; Mora, Jose-Gines; Vila, Luis E.

2004-01-01

The labour market rewards for a number of required human capital competences are analysed using a sample of young European higher education graduates. Factor analysis is applied to classify competences by jobs into eight orthogonal groups, namely participative, methodological, specialised, organisational, applying rules, physical, generic and…

Student Competency Profile Chart: A Competency Based Vocational Education Instrument.

ERIC Educational Resources Information Center

Martell, John L.

This document defines, describes usage of, and provides samples of student competency profiles being used in 17 vocational programs at Rutland Area Vocational-Technical Center in Rutland, Vermont. The profiles cover the following programs: auto body, auto mechanics, business/data processing, cabinetmaking, carpentry/masonry, culinary arts,…

Development and Initial Examination of the School Psychology Multicultural Competence Scale

ERIC Educational Resources Information Center

Malone, Celeste M.; Briggs, Candyce; Ricks, Elizabeth; Middleton, Kyndra; Fisher, Sycarah; Connell, James

2016-01-01

This study reports on the initial development and examination of the School Psychology Multicultural Competence Scale (SPMCS), a 45-item self-report measure for evaluating school psychologists' multicultural competence in the primary domains of school psychology practice (i.e., assessment, consultation, intervention). A sample of 312 school…

Initial Reliability and Validity of the Perceived Social Competence Scale

ERIC Educational Resources Information Center

Anderson-Butcher, Dawn; Iachini, Aidyn L.; Amorose, Anthony J.

2008-01-01

Objective: This study describes the development and validation of a perceived social competence scale that social workers can easily use to assess children's and youth's social competence. Method: Exploratory and confirmatory factor analyses were conducted on a calibration and a cross-validation sample of youth. Predictive validity was also…

Practitioners' Ideas on Laboratory Skills Competencies Needed for Physical Science Teachers

ERIC Educational Resources Information Center

James, Robert K.; Schaaf, Joel

1975-01-01

In order to determine the competencies needed for teaching secondary physical science a survey of a sample of physical science teachers in Kansas secondary schools was conducted. The major competencies reported could be classified under the following general headings: equipment purchase and operation, maintenance of laboratory safety, and…

Adolescent Reasoning about Advertisements: Preliminary Investigations.

ERIC Educational Resources Information Center

Linn, Marcia C.; And Others

1982-01-01

Three studies investigate the role of competence factors (defined as acquisition of Piagetian formal reasoning) and performance factors (defined as influences from content and expectations) with respect to adolescents' reasoning about advertisements reporting product tests. (Author/MP)

Self-assessed driver competence among novice drivers--a comparison of driving test candidate assessments and examiner assessments in a Dutch and Finnish sample.

PubMed

Mynttinen, Sami; Sundström, Anna; Vissers, Jan; Koivukoski, Marita; Hakuli, Kari; Keskinen, Esko

2009-01-01

This study examined novice drivers' overconfidence by comparing their self-assessed driver competence with the assessments made by driving examiners. A Finnish (n=2,739) and a Dutch sample (n=239) of drivers license candidates assessed their driver competence in six areas and took the driving test. In contrast to previous studies where drivers have assessed their skill in comparison to the average driver, a smaller proportion overestimated and a larger proportion made realistic self-assessments of their driver competence in the present study, where self-assessments were compared with examiner assessments. Between 40% and 50% of the candidates in both samples made realistic assessments and 30% to 40% overestimated their competence. The proportion of overestimation was greater in the Dutch than in the Finnish sample, which might be explained by greater possibilities for practicing self-assessment in the Finnish driver education system. Similar to other self-assessment studies that indicate that incompetence is related to overestimation, a larger proportion of candidates that failed the test overestimated their skill compared to those who passed. In contrast to other studies, males did not overestimate their skills more than females, and younger driver candidates were not more overconfident than older drivers. Although a great proportion of the candidates made a realistic assessment of their own driver competence, overestimation is still a problem that needs to be dealt with. To improve the accuracy of novice drivers' self-assessment, methods for self-assessment training should be developed and implemented in the driver licensing process.

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

ERIC Educational Resources Information Center

Kuittinen, Matti; Meriläinen, Matti; Räty, Hannu

2014-01-01

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

Coercion, competence, and consent in offenders with personality disorder

PubMed Central

Zlodre, J; Yiend, J; Burns, T

2016-01-01

Competence to consent to treatment has not previously been examined in a personality disorder cohort without comorbid mental disorder. We examined competence and coercion in 174 individuals diagnosed with severe personality disorder using two validated tools (the MacArthur Competence Assessment Tool for Treatment and the MacArthur Coercion Assessment Scale – Short Form). Competence was not categorically impaired, but there were variations within the sample on dimensional competence measures. Further, there were significant negative correlations between experienced coercion and competence. Higher coercion scores were associated with two components of competence: lower understanding and reasoning. Patients who consented to treatment had higher scores on competence measures and experienced less coercion. These findings suggest that therapeutic approaches that decrease experienced coercion and increase competence may increase the engagement of individuals diagnosed with severe personality disorders in treatment. PMID:27284235

Soils and Fertilizers. Competency Based Teaching Materials in Horticulture.

ERIC Educational Resources Information Center

Legacy, Jim; And Others

This competency-based curriculum unit on soils and fertilizers is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The four sections are each divided into teaching content (in a question-and-answer format) and student skills that outline taking soil samples, testing samples, preparing soil for…

Team behaviors: working effectively in teams.

PubMed

Wilson, C K

1998-12-01

The work of building and sustaining teams is often underestimated by middle managers. A manager must have the ability to develop and evolve staff toward a new level of competence, required because of radically upgraded expectations. Managers must be clear about what it means to empower teams, to avoid the trappings of giving "lip service" to authority boundaries, which may exist only on paper. Achieving this clarity means understanding the characteristics of effective teams: a high degree of interdependence, strong sense of organizational empowerment, self-determination, competence, commitment, and genuine concern about the quality of work being performed. An important tool for the manager interested in team development is the creation of a performance model, grounded in the foundational relationship competencies necessary for team success. Performance modeling assists not only in identifying of competency gaps that can be addressed by training but also in determining the workplace barriers to team success.

AMIA Board white paper: definition of biomedical informatics and specification of core competencies for graduate education in the discipline

PubMed Central

Kulikowski, Casimir A; Shortliffe, Edward H; Currie, Leanne M; Elkin, Peter L; Hunter, Lawrence E; Johnson, Todd R; Kalet, Ira J; Lenert, Leslie A; Musen, Mark A; Ozbolt, Judy G; Smith, Jack W; Tarczy-Hornoch, Peter Z

2012-01-01

The AMIA biomedical informatics (BMI) core competencies have been designed to support and guide graduate education in BMI, the core scientific discipline underlying the breadth of the field's research, practice, and education. The core definition of BMI adopted by AMIA specifies that BMI is ‘the interdisciplinary field that studies and pursues the effective uses of biomedical data, information, and knowledge for scientific inquiry, problem solving and decision making, motivated by efforts to improve human health.’ Application areas range from bioinformatics to clinical and public health informatics and span the spectrum from the molecular to population levels of health and biomedicine. The shared core informatics competencies of BMI draw on the practical experience of many specific informatics sub-disciplines. The AMIA BMI analysis highlights the central shared set of competencies that should guide curriculum design and that graduate students should be expected to master. PMID:22683918

Information and informatics literacy: skills, timing, and estimates of competence.

PubMed

Scott, C S; Schaad, D C; Mandel, L S; Brock, D M; Kim, S

2000-01-01

Computing and biomedical informatics technologies are providing almost instantaneous access to vast amounts of possibly relevant information. Although students are entering medical school with increasingly sophisticated basic technological skills, medical educators must determine what curricular enhancements are needed to prepare learners for the world of electronic information. The purpose was to examine opinions of academic affairs and informatics administrators, curriculum deans and recently matriculated medical students about prematriculation competence and medical education learning expectations. Two surveys were administered: an Information Literacy Survey for curriculum/informatics deans and a Computing Skills Survey for entering medical students. Results highlight differences of opinion about entering competencies. They also indicate that medical school administrators believe that most basic information skills fall within the domain of undergraduate medical education. Further investigations are needed to determine precise entry-level skills and whether information literacy will increase as a result of rising levels of technical competence.

Cultural Competency Training Requirements in Graduate Medical Education

PubMed Central

Ambrose, Adrian Jacques H.; Lin, Susan Y.; Chun, Maria B. J.

2013-01-01

Background Cultural competency is an important skill that prepares physicians to care for patients from diverse backgrounds. Objective We reviewed Accreditation Council for Graduate Medical Education (ACGME) program requirements and relevant documents from the ACGME website to evaluate competency requirements across specialties. Methods The program requirements for each specialty and its subspecialties were reviewed from December 2011 through February 2012. The review focused on the 3 competency domains relevant to culturally competent care: professionalism, interpersonal and communication skills, and patient care. Specialty and subspecialty requirements were assigned a score between 0 and 3 (from least specific to most specific). Given the lack of a standardized cultural competence rating system, the scoring was based on explicit mention of specific keywords. Results A majority of program requirements fell into the low- or no-specificity score (1 or 0). This included 21 core specialties (leading to primary board certification) program requirements (78%) and 101 subspecialty program requirements (79%). For all specialties, cultural competency elements did not gravitate toward any particular competency domain. Four of 5 primary care program requirements (pediatrics, obstetrics-gynecology, family medicine, and psychiatry) acquired the high-specificity score of 3, in comparison to only 1 of 22 specialty care program requirements (physical medicine and rehabilitation). Conclusions The degree of specificity, as judged by use of keywords in 3 competency domains, in ACGME requirements regarding cultural competency is highly variable across specialties and subspecialties. Greater specificity in requirements is expected to benefit the acquisition of cultural competency in residents, but this has not been empirically tested. PMID:24404264

The social competence of Latino kindergartners and growth in mathematical understanding.

PubMed

Galindo, Claudia; Fuller, Bruce

2010-05-01

We know that social competence contributes to young children's adaptation to, and cognitive learning within, classroom settings. Yet initial evidence is mixed on the social competencies that Latino children bring to kindergarten and the extent to which these skills advance cognitive growth. Building from ecocultural and developmental-risk theory, this paper shows children's social competence to be adaptive to the normative expectations and cognitive requirements of culturally bounded settings in both the home and classroom. Latino socialization in the home may yield social competencies that teachers value rather than reflect "risk factors" that constrain children's school readiness. We draw on the Early Childhood Longitudinal Study, kindergarten cohort (N = 19,590) to detail 5 social competencies at entry to school--self-control, interpersonal skills, approaches to learning, internalizing and externalizing problem behaviors--and to examine variability among Latino subgroups. We then test the extent to which baseline variation in social competence accounts for children's cognitive growth during the kindergarten year. We find that Latino children from poor, but not middle-class, families display weaker social competencies vis-à-vis White children (all relationships p < or = .05). Social competence levels contribute to Latino children's cognitive growth, which is shaped most strongly by positive approaches to learning. The disparities in competencies observed for Latino children from poor families, relative to White children, are significant yet much smaller than gaps in baseline levels of mathematical understanding. We discuss how the consonance or mismatch between competencies acquired at home and those valued by teachers must consider cultural differences, social-class position, and variation among diverse Latino subgroups. 2010 APA, all rights reserved

Competency to stand trial among female inpatients.

PubMed

Kois, Lauren; Pearson, Jessica; Chauhan, Preeti; Goni, Margaret; Saraydarian, Lisa

2013-08-01

Competency to stand trial evaluations are conducted by forensic mental health professionals to opine whether defendants possess the mental abilities to understand, appreciate, and reason in regard to their court proceedings. The majority of research on competency to stand trial evaluations has focused on males, with research on female defendants being relatively underexplored. Even less is known of diverse female samples referred for competency evaluation. In the current study, we sought to examine whether characteristics associated with competency among predominantly male samples translate to a racially, ethnically, and culturally diverse group of female defendants (N = 288, 85% non-White). Chi-square analyses revealed significant relationships between findings of incompetence and defendants' diagnosis of a psychotic disorder, active psychotic symptoms, medication noncompliance, nonparticipation in the evaluation, and nonfelony charges. Logistic regression analysis indicated that defendants who experienced active psychotic symptoms, did not participate in their evaluations, and were not compliant with their medication were most likely to be found incompetent. Notably, neither minority status nor age was a significant characteristic in predicting incompetence. These findings in particular differ from much of the literature and highlight the need to examine competency within a cross-cultural framework, as characteristics associated with competency opinions do not necessarily translate across demographic groups.

Charting the Road to Competence: Developmental Milestones for Internal Medicine Residency Training

PubMed Central

Green, Michael L.; Aagaard, Eva M.; Caverzagie, Kelly J.; Chick, Davoren A.; Holmboe, Eric; Kane, Gregory; Smith, Cynthia D.; Iobst, William

2009-01-01

Background The Accreditation Council for Graduate Medical Education (ACGME) Outcome Project requires that residency program directors objectively document that their residents achieve competence in 6 general dimensions of practice. Intervention In November 2007, the American Board of Internal Medicine (ABIM) and the ACGME initiated the development of milestones for internal medicine residency training. ABIM and ACGME convened a 33-member milestones task force made up of program directors, experts in evaluation and quality, and representatives of internal medicine stakeholder organizations. This article reports on the development process and the resulting list of proposed milestones for each ACGME competency. Outcomes The task force adopted the Dreyfus model of skill acquisition as a framework the internal medicine milestones, and calibrated the milestones with the expectation that residents achieve, at a minimum, the “competency” level in the 5-step progression by the completion of residency. The task force also developed general recommendations for strategies to evaluate the milestones. Discussion The milestones resulting from this effort will promote competency-based resident education in internal medicine, and will allow program directors to track the progress of residents and inform decisions regarding promotion and readiness for independent practice. In addition, the milestones may guide curriculum development, suggest specific assessment strategies, provide benchmarks for resident self-directed assessment-seeking, and assist remediation by facilitating identification of specific deficits. Finally, by making explicit the profession's expectations for graduates and providing a degree of national standardization in evaluation, the milestones may improve public accountability for residency training. PMID:21975701

Quality Management and Information Brokerage.

ERIC Educational Resources Information Center

van Halm, Johan

1995-01-01

To compete effectively, information brokers need to adopt management and marketing tools; Total Quality Management can upgrade an organization's performance by using customer feedback of its services. SERVQUAL identifies gaps in service by assessing quality expectations versus quality experiences. (AEF)

7 CFR 1484.20 - How can my organization apply to the Cooperator program?

Code of Federal Regulations, 2010 CFR

2010-01-01

... that it is accepting applications for participation in the Cooperator program for a specified marketing... performance of competing suppliers, expected changes in demand, etc.; (ii) The long-term strategy that will be...

Psychometric Characteristics of the California Preschool Social Competence Scale in a Spanish Population Sample

ERIC Educational Resources Information Center

Julvez, Jordi; Forns, Maria; Ribas-Fito, Nuria; Mazon, Carlos; Torrent, Maties; Garcia-Esteban, Raquel; Ellison-Loschmann, Lis; Sunyer, Jordi

2008-01-01

Research Findings: Few rating scales measure social competence in very young Spanish or Catalan children. We aimed to analyze the psychometric characteristics of the California Preschool Social Competence Scale (CPSCS) when applied to a Spanish- and Catalan-speaking population. Children were rated by their respective teachers within 6 months…

Didactic Competencies among Teaching Staff of Universities in Kenya

ERIC Educational Resources Information Center

Karimi, Florah Katanu

2014-01-01

The aim of this study was to establish the levels and types of didactic competencies that exist among teaching staff in universities in Kenya, giving recognition to curriculum development, pedagogical attributes and quality assurance competencies. The study was carried out in two phases among two samples of the teaching staff population. The first…

Patterns of Attachment and Emotional Competence in Middle Childhood

ERIC Educational Resources Information Center

Colle, Livia; Del Giudice, Marco

2011-01-01

The study investigated the relationship between patterns of attachment and emotional competence at the beginning of middle childhood in a sample of 122 seven-year-olds. A new battery of tasks was developed in order to assess two facets of emotional competence (emotion recognition and knowledge of regulation strategies). Attachment was related to…

Changing Competence Perceptions, Changing Values: Implications for Youth Sport.

ERIC Educational Resources Information Center

Rodriguez, Daniel; Wigfield, Allan; Eccles, Jacquelynne S.

This study analyzed change in sport competence beliefs, perceived value of athletics, and self-esteem, employing a 3-year longitudinal sample of children. Data came from a 10-year longitudinal study of the development and socialization of children's competence-related beliefs, valuing of different achievement activities, and self-esteem. The study…

The Case for the Perceived Social Competence Scale II

ERIC Educational Resources Information Center

Anderson-Butcher, Dawn; Amorose, Anthony J.; Lower, Leeann M.; Riley, Allison; Gibson, Allison; Ruch, Donna

2016-01-01

Objective: This study examines the psychometric properties of the revised Perceived Social Competence Scale (PSCS), a brief, user-friendly tool used to assess social competence among youth. Method: Confirmatory factor analyses (CFAs) examined the factor structure and invariance of an enhanced scale (PSCS-II), among a sample of 420 youth.…

Bidirectional Associations among Sensitive Parenting, Language Development, and Social Competence

ERIC Educational Resources Information Center

Barnett, Melissa A.; Gustafsson, Hanna; Deng, Min; Mills-Koonce, W. Roger; Cox, Martha

2012-01-01

Rapid changes in language skills and social competence, both of which are linked to sensitive parenting, characterize early childhood. The present study examines bidirectional associations among mothers' sensitive parenting and children's language skills and social competence from 24 to 36?months in a community sample of 174 families. In addition,…

Strengthening Socio-Emotional Competencies in a School Setting: Data from the Pyramid Project

ERIC Educational Resources Information Center

Ohl, Madeleine; Fox, Pauline; Mitchell, Kathryn

2013-01-01

Background: Development of socio-emotional competencies is key to children's successful social interaction at home and at school. Aims: This study examines the efficacy of a UK primary school-based intervention, the Pyramid project, in strengthening children's socio-emotional competencies. Sample: Participants were 385 children from seven schools…

Parental child abuse potential and subsequent coping competence in disadvantaged preschool children: moderating effects of sex and ethnicity.

PubMed

Lopez, Cristina M; Begle, Angela Moreland; Dumas, Jean E; de Arellano, Michael A

2012-03-01

This study evaluated the effects of abuse potential in parents on subsequent coping competence domains in their children, using a model empirically supported in a high-risk community sample by Moreland and Dumas (2007). Data from an ethnically diverse sample of 579 parents enrolled in the PACE (Parenting Our Children to Excellence) program was used to evaluate whether parental child abuse potential assessed at pre-intervention negatively contributed to child affective, achievement, and social coping competence in preschoolers one year later, and whether these associations were moderated by sex or ethnicity. Cross-sectional results indicated that parental child abuse potential was negatively related to child affective and achievement coping competence, after accounting for variance associated with child behavior problems. However, child abuse potential was not predictive of subsequent coping competence in any domain after controlling for previous levels of child coping competence. No moderating effects were found for sex and ethnicity, but results showed main effects of sex and ethnicity in cross-sectional analyses. Clinical implications and future directions are discussed. Copyright © 2012 Elsevier Ltd. All rights reserved.

Associations among attitudes, perceived difficulty of learning science, gender, parents' occupation and students' scientific competencies

NASA Astrophysics Data System (ADS)

Chi, ShaoHui; Wang, Zuhao; Liu, Xiufeng; Zhu, Lei

2017-11-01

This study investigated the associations among students' attitudes towards science, students' perceived difficulty of learning science, gender, parents' occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and a Likert scale questionnaire. Multiple regression analysis revealed that students' general interest of science, their parents' occupations and perceived difficulty of science significantly associated with their scientific competencies. However, there was no gender gap in terms of scientific competencies.

Patterns of Competence and Adjustment Among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Homes: A Replication in a Sample of Serious Juvenile Offenders

PubMed Central

Steinberg, Laurence; Blatt-Eisengart, Ilana; Cauffman, Elizabeth

2009-01-01

The correlates of authoritative, authoritarian, indulgent, and neglectful parenting were examined within a sample of 1,355 14- to 18-year-olds adjudicated of serious criminal offenses. The sample is composed primarily of poor, ethnic-minority youth living in impoverished urban neighborhoods. As has been found in community samples, juvenile offenders who describe their parents as authoritative are more psychosocially mature, more academically competent, less prone to internalized distress, and less prone to externalizing problems than their peers,whereas those who describe their parents as neglectful are less mature, less competent, and more troubled. Juvenile offenders who characterize their parents as either authoritarian or indulgent typically score somewhere between the two extremes, although those from authoritarian homes are consistently better functioning than those from indulgent homes. These patterns did not vary as a function of adolescents' ethnicity or gender. PMID:20016759

Patterns of Competence and Adjustment Among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Homes: A Replication in a Sample of Serious Juvenile Offenders.

PubMed

Steinberg, Laurence; Blatt-Eisengart, Ilana; Cauffman, Elizabeth

2006-03-01

The correlates of authoritative, authoritarian, indulgent, and neglectful parenting were examined within a sample of 1,355 14- to 18-year-olds adjudicated of serious criminal offenses. The sample is composed primarily of poor, ethnic-minority youth living in impoverished urban neighborhoods. As has been found in community samples, juvenile offenders who describe their parents as authoritative are more psychosocially mature, more academically competent, less prone to internalized distress, and less prone to externalizing problems than their peers,whereas those who describe their parents as neglectful are less mature, less competent, and more troubled. Juvenile offenders who characterize their parents as either authoritarian or indulgent typically score somewhere between the two extremes, although those from authoritarian homes are consistently better functioning than those from indulgent homes. These patterns did not vary as a function of adolescents' ethnicity or gender.

Family relationships and social competence during late adolescence.

PubMed

Bell, N J; Avery, A W; Jenkins, D; Feld, J; Schoenrock, C J

1985-04-01

Data from a large sample of late adolescents was used to examine associations between family relationships (reported closeness to parents and siblings) and perceived social competence. Significant positive relationships were found between family bonds and the social competence measures, which included social self-esteem, instrumentality, expressiveness, shyness, and degree of satisfaction/ease in same- and opposite-sex peer relationships. There was no evidence of differential effects of sibling versus parent relationships upon adolescent social competence.

Structure and content of Native American stereotypic subgroups: Not just (ig)noble.

PubMed

Burkley, Edward; Durante, Federica; Fiske, Susan T; Burkley, Melissa; Andrade, Angela

2017-04-01

Prejudice against Native Americans as an overall group generally polarizes into positive and negative stereotypic extremes, but distinct subgroups may explain this variability. Using college student samples (Study 1), a preliminary study identified common Native American subgroups and then a main study (N = 153, 74% women, 73% White, mean age = 19 years) had participants rate these subgroups on basic dimensions of stereotype content (i.e., warmth and competence), elicited emotions (e.g., admiration, contempt), and elicited behaviors (e.g., facilitation, harm). In Study 2, these preliminary study and main study procedures were replicated using nationwide samples (main study: N = 139, 51% women, 78% White, mean age = 35 years). For the most part, similar Native American subgroups emerged in both samples. Using the stereotype content model (SCM; Fiske, Cuddy, Glick, & Xu, 2002), the subgroups were found to vary along a competence-by-warmth space. The majority of subgroups (e.g., alcoholics, lazy) were judged low in both competence and warmth. Additional subgroups (e.g., casino operators, warriors) were ambivalently judged as high on competence but low on warmth. Subgroups perceived as high in both competence and warmth elicited more admiration, those low in both competence and warmth elicited more contempt, those high in competence elicited more passive facilitation and less passive harm, and those high in warmth elicited more active facilitation and less active harm. Native American stereotypes are apparently characterized by both noble and ignoble subgroups, highlighting the importance of studying stereotypes at the subgroup level. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Expected surgical competencies of an Indian medical graduate: a gap analysis using a cross-sectional survey.

PubMed

Jamkar, Arun; Bansal, Payal; Patrikar, Seema; Baxi, Gaurang

2015-01-01

In 2010, the Medical Council of India published the Vision 2015 document, which sought to create an 'Indian Medical Graduate' as a 'physician of first contact of the community while being globally relevant'. This vision for undergraduate medical education is proposed to be realised through a competency-based curriculum. We conducted a gap analysis using a cross-sectional survey to document surgeons' perceptions regarding competencies identified in surgery. Eight competencies specific to surgery are proposed, which formed the basis for the study. We defined sub-competencies for each of these and developed a questionnaire containing ratings of importance and ability for the sub-competencies from low to very high on a 4-point Likert scale. The questionnaire was administered to 450 surgeons attending a state-level annual conference in surgery asking them to provide the importance ratings and their own ability on those (sub) competencies when they graduated. The importance and ability ratings were ranked and a gap analysis was done. The study response rate was 69.8%. While most competencies were perceived by the surgeons as being highly important, their self-ratings revealed a statistically significant gap between importance and ability when they graduated. They also rated themselves as being more competent on some than on others. Some competencies were high on importance as well as on ability, while others were high on importance but low on ability, revealing a gap. A low importance-high ability relationship was seen for a few competencies. Competencies related to emergency and trauma care and communication had the largest gaps. The gaps identified in surgical competencies for graduating physicians are specific and have implications for the competency-based curriculum and implementation in terms of teaching, assessment and faculty development. It also has implications for seamless transition between undergraduate and postgraduate competencies, as all of these are prerequisites at the start of a surgical residency.

Culture and Cultural Competence in Nursing Education and Practice: The State of the Art.

PubMed

Harkess, Linda; Kaddoura, Mahmoud

2016-07-01

The concept of cultural competency has developed a substantial presence in nursing education and practice since first attracting widespread attention in the 1990s. While several theories and corresponding measures of cultural competency have been advanced and tried, much work remains, as many nursing professionals continue to call for greater evidence-based research and attention to patient perspectives and outcomes. Using a method provided by Hawker et al. to appraise articles, this paper compares nine recent (2008-2013) studies (including two composite studies) related to cultural competency, undergraduate curricula, and teaching strategies in nursing to assess the state of the art in this important area of care. The studies applied phenomenological, study abroad, online, and service learning strategies, four of which relied on some version of Campinha-Bacote's IAPCC© model. These studies reported a general improvement in competency among students, though generally only to a level of cultural awareness, and admitted being constrained by several common limitations. Improved results and more realistic expectations in this area may require a closer understanding of the nature of the "culture" that underlies cultural competence. Harkess Kaddoura. © 2015 Wiley Periodicals, Inc.

A Delphi approach to developing a core competency framework for family practice registered nurses in Ontario.

PubMed

Moaveni, Azadeh; Gallinaro, Anna; Conn, Lesley Gotlib; Callahan, Sheilagh; Hammond, Melanie; Oandasan, Ivy

2010-12-01

This paper describes the results of a Delphi panel process to gain consensus on a role description and competency framework for family practice registered nurses (FP-RNs) in Ontario. Based on the findings from interviews and focus groups with family practice registered nurses and their inter-professional colleagues throughout Ontario, a core competency framework for FP-RNs emerged consisting of six distinct roles - Professional, Expert, Communicator, Synergist, Health Educator and Lifelong Learner - with accompanying enabling competency statements. This framework was refined and validated by a panel of experts from various nursing and family medicine associations and organizations through a Delphi consensus process. This core competency framework for FP-RNs was developed as a stepping stone for clarifying this very important and poorly understood role in family practice. As a result of this research, we expect a greater acknowledgement of the contributions and expertise of the FP-RN as well as the need to celebrate and profile this role. This work has already led to the establishment of a network of stakeholders from nursing organizations in Ontario who are considering opportunities to move the development and use of the competency framework forward.

Defining a competency framework: the first step toward competency-based medical education.

PubMed

Mirzazadeh, Azim; Mortaz Hejri, Sara; Jalili, Mohammad; Asghari, Fariba; Labaf, Ali; Sedaghat Siyahkal, Mojtaba; Afshari, Ali; Saleh, Narges

2014-01-01

Despite the existence of a large variety of competency frameworks for medical graduates, there is no agreement on a single set of outcomes. Different countries have attempted to define their own set of competencies to respond to their local situations. This article reports the process of developing medical graduates' competency framework as the first step in the curriculum reform in Tehran University of Medical Sciences (TUMS). A participatory approach was applied to develop a competency framework in Tehran University of Medical Sciences (TUMS). Following literature review, nominal group meetings with students and faculty members were held to generate the initial list of expectations, and 9 domains was proposed. Then, domains were reviewed, and one of the domains was removed. The competency framework was sent to Curriculum Reform Committee for consideration and approval, where it was decided to distribute electronic and paper forms among all faculty members and ask them for their comments. Following incorporating some of the modifications, the document was approved by the committee. The TUMS competency framework consists of 8 domains: Clinical skills; Communication skills; Patient management; Health promotion and disease prevention; Personal development; Professionalism, medical ethics and law; Decision making, reasoning and problem-solving; and Health system and the corresponding role of physicians. Development of a competency framework through a participatory approach was the first step towards curriculum reform in TUMS, aligned with local needs and conditions. The lessons learned through the process may be useful for similar projects in the future.

Comparing the MMPI-2 Scale Scores of Parents Involved in Parental Competency and Child Custody Assessments

ERIC Educational Resources Information Center

Resendes, John; Lecci, Len

2012-01-01

MMPI-2 scores from a parent competency sample (N = 136 parents) are compared with a previously published data set of MMPI-2 scores for child custody litigants (N = 508 parents; Bathurst et al., 1997). Independent samples t tests yielded significant and in some cases substantial differences on the standard MMPI-2 clinical scales (especially Scales…

Determining Performance Levels of Competencies for Job Entry Required of Beginning Farm Operators. Final Report.

ERIC Educational Resources Information Center

Avery, John H.

A sample of 145 people representing eighty farm operations and a statewide sample of 233 agricultural and agribusiness workers participated in a study to identify competencies, their importance (on a one to five rating scale), and the performance level required of a beginning farm operator in each of the following five cluster areas considered…

ICT Competence and Lecturers' Job Efficacy: A Study of Two Universities in Nigeria

ERIC Educational Resources Information Center

Akpan, Charles P.

2014-01-01

The study sought to establish the influence of ICT competence on lecturers' job efficacy in two universities in Nigeria. The sample of the study consisted of 500 university teachers randomly sampled from a population of 1,795 teachers. The results of the study revealed that male and female lecturers did not differ significantly in their level of…

Experimental evolution of bet hedging under manipulated environmental uncertainty in Neurospora crassa.

PubMed

Graham, Jeffrey K; Smith, Myron L; Simons, Andrew M

2014-07-22

All organisms are faced with environmental uncertainty. Bet-hedging theory expects unpredictable selection to result in the evolution of traits that maximize the geometric-mean fitness even though such traits appear to be detrimental over the shorter term. Despite the centrality of fitness measures to evolutionary analysis, no direct test of the geometric-mean fitness principle exists. Here, we directly distinguish between predictions of competing fitness maximization principles by testing Cohen's 1966 classic bet-hedging model using the fungus Neurospora crassa. The simple prediction is that propagule dormancy will evolve in proportion to the frequency of 'bad' years, whereas the prediction of the alternative arithmetic-mean principle is the evolution of zero dormancy as long as the expectation of a bad year is less than 0.5. Ascospore dormancy fraction in N. crassa was allowed to evolve under five experimental selection regimes that differed in the frequency of unpredictable 'bad years'. Results were consistent with bet-hedging theory: final dormancy fraction in 12 genetic lineages across 88 independently evolving samples was proportional to the frequency of bad years, and evolved both upwards and downwards as predicted from a range of starting dormancy fractions. These findings suggest that selection results in adaptation to variable rather than to expected environments. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

Abortion training in Canadian obstetrics and gynecology residency programs.

PubMed

Liauw, J; Dineley, B; Gerster, K; Hill, N; Costescu, D

2016-11-01

To evaluate the current state of abortion training in Canadian Obstetrics and Gynecology residency programs. Surveys were distributed to all Canadian Obstetrics and Gynecology residents and program directors. Data were collected on inclusion of abortion training in the curriculum, structure of the training and expected competency of residents in various abortion procedures. We distributed and collected surveys between November 2014 and May 2015. In total, 301 residents and 15 program directors responded, giving response rates of 55% and 94%, respectively. Based on responses by program directors, half of the programs had "opt-in" abortion training, and half of the programs had "opt-out" abortion training. Upon completion of residency, 66% of residents expected to be competent in providing first-trimester surgical abortion in an ambulatory setting, and 35% expected to be competent in second-trimester surgical abortion. Overall, 15% of residents reported that they were not aware of or did not have access to abortion training within their program, and 69% desired more abortion training during residency. Abortion training in Canadian Obstetrics and Gynecology residency programs is inconsistent, and residents desire more training in abortion. This suggests an ongoing unmet need for training in this area. Policies mandating standardized abortion training in obstetrics and gynecology residency programs are necessary to improve delivery of family planning services to Canadian women. Abortion training in Canadian Obstetrics and Gynecology residency programs is inconsistent, does not meet resident demand and is unlikely to fulfill the Royal College of Physicians and Surgeons of Canada objectives of training in the specialty. Copyright © 2016 Elsevier Inc. All rights reserved.

An Institutional Ethnography of Nurses' Support of Breastfeeding on the Night Shift.

PubMed

Grassley, Jane S; Clark, Manda; Schleis, Joyce

2015-01-01

To describe nurses' support of breastfeeding on the night shift and to identify the interpersonal interactions and institutional structures that affect this support. Institutional ethnography. The mother/baby unit of a tertiary care hospital with 4200 births per year. Registered nurses (N = 16) who provided care on the night shift to mother/infant dyads in the immediate postpartum period. Data were collected using focus groups, individual and group interviews, and mother/baby unit observations. The focus groups were held before the night shift and had five participants. The nine individual and group interviews were conducted between 0100 and 0230 on the mother/baby unit. Three unit observations were conducted. Interviews were recorded, professionally transcribed, and analyzed using a content analysis method. Data analysis yielded three themes that described these nurses' support of breastfeeding on the night shift: competing priorities, incongruent expectations, and influential institutional structures. The need of visitors to see their new family members competed with the needs of mothers to rest and breastfeed their newborns. Helping breastfeeding dyads who experienced difficulties competed with providing care to other patients. Parents' expectations regarding newborn behavior were incongruent with the reality of newborn feeding and sleeping patterns. Institutional structures that affected the provision of breastfeeding support by nurses included hospital breastfeeding practices, staffing, and policies. Nurses' support of breastfeeding on the night shift encompasses a complex interplay of interpersonal interactions with new families and visitors regarding priorities and expectations and negotiating institutional structures such as feeding policies and staffing. © 2015 AWHONN, the Association of Women's Health, Obstetric and Neonatal Nurses.

Persuasive Effects of Point of View, Protagonist Competence, and Similarity in a Health Narrative About Type 2 Diabetes.

PubMed

Chen, Meng; Bell, Robert A; Taylor, Laramie D

2017-08-01

We examined the persuasive effects of three narrative features in a message about type 2 diabetes: narrative point of view (first- vs. third-person perspective), protagonist competence (positive role model who prevents diabetes vs. negative role model who develops diabetes), and protagonist-reader similarity (demographically similar vs. dissimilar). We posited that a first-person point of view would elevate people's identification levels more than a third-person point of view, especially when the protagonist was depicted as a positive role model. We also expected a similar protagonist to foster greater levels of identification than a dissimilar one. In addition, the positive effect of a competent role model on identification was expected to be enhanced under the condition of reader-protagonist similarity. Finally, we hypothesized that the effects of identification on persuasion would be mediated by self-referencing. Participants 30 years of age or younger (N = 489) were randomly assigned to read a story about a person with a family history of type 2 diabetes that was altered with regard to the experimental factors. Thereafter they completed a questionnaire incorporating measures of study variables. Greater levels of identification were found to foster self-referencing, leading to persuasion. Identification was strongest with a first-person point of view and when the narrator was a positive role model. The effect of identification on persuasion was mediated by self-referencing. Contrary to expectations, protagonist-reader demographic similarity did not affect identification or self-referencing. There was no support for the two moderation hypotheses.

The budget process in schools of nursing: a primer for the novice administrator.

PubMed

Starck, P L; Bailes, B

1996-01-01

All administrators are expected to be competent in budget and financial management. Novice administrators of schools of nursing are expected to know about the budgetary process, budgeting techniques, and the various types of budgets that can be used, such as the open-ended budget, incremental budget, alternate-level budget, quota budget, formula budget, intramural budget, zero-based budget, and cost center budget. In addition, administrators are expected to know what key questions need to be asked about how the budget is structured and revenue sources and how to manage and evaluate their budgets.

Parenting Practices and Perceived Social Support: Longitudinal Relations with the Social Competence of Mexican-origin Children.

PubMed

Taylor, Zoe E; Conger, Rand D; Robins, Richard W; Widaman, Keith F

2015-11-01

Social bonds and supportive relationships are widely recognized as being indispensable to healthy psychological functioning and well-being. Social support is a psychological resource that is expected to also contribute positively to parenting practices. The present study longitudinally examined the relations between mothers' ( N = 674) and fathers' ( N = 430) perceived social support and parenting behaviors, and their relations with children's social competence during early adolescence in Mexican-origin single and two-parent families. Our constructs of interest (warm parenting, monitoring, perceived social support, and children's social competence) were significantly correlated at T1, and demonstrated significant stability across time for both parental models. Parental warmth (as reported by the child, and opposite parent) and parental monitoring (self-reported by mothers and fathers) were correlated and also showed bidirectional associations across time. Parental monitoring at T2 positively predicted change in children's social competence at T3 (controlling for T1 social competence) for mothers. Parental warmth at T2 positively predicted change in children's social competence at T3 (controlling for T1 social competence) for fathers. For mothers, the indirect effect of social support at T1 on children's social competence at T3 via parental monitoring at T2 (and controlling for prior levels) was significant. Findings suggest that maternal perceived social support contributes to children's social competence due to its positive relation to maternal monitoring. Results may also suggest that mothers' and fathers' parenting behaviors differentially relate to children's social competence in Latino families, although additional work focused on comparing parenting behaviors in two-parent families is needed.

Social-emotional competence and early adolescents' peer acceptance in school: Examining the role of afternoon cortisol.

PubMed

Oberle, Eva

2018-01-01

The present study investigated the role of afternoon cortisol in social-emotional competence and peer acceptance in early adolescence. To date, research on basal cortisol activity and social development in childhood and adolescence has predominately focused on understanding maladjustment and dysfunction in development. The degree to which basal cortisol is also involved in positive adjustment and social functioning remains largely unexplored. A total of 154 early adolescents (46% female; Mean age = 11.26; SD = .65) from diverse ethnic backgrounds provided self-reports of perspective taking, peer reports of acceptance by classmates, peer reports of prosocial behaviors, and saliva samples to assess basal cortisol. As expected and in alignment with previous research, afternoon cortisol, perspective taking, prosocial behaviors, and peer acceptance were all positively correlated. Path analyses followed by bootstrapping analyses revealed that the direct path from higher afternoon cortisol to higher levels of prosocial behavior was fully mediated by perspective taking skills. The direct path from higher afternoon cortisol to peer acceptance was fully mediated by perspective taking skills and prosocial behavior. The findings are discussed within the broader context of previous research on cortisol and social adjustment in childhood and early adolescence. The practical relevance of the findings is considered.

The effect of observational learning on students' performance, processes, and motivation in two creative domains.

PubMed

Groenendijk, Talita; Janssen, Tanja; Rijlaarsdam, Gert; van den Bergh, Huub

2013-03-01

Previous research has shown that observation can be effective for learning in various domains, for example, argumentative writing and mathematics. The question in this paper is whether observational learning can also be beneficial when learning to perform creative tasks in visual and verbal arts. We hypothesized that observation has a positive effect on performance, process, and motivation. We expected similarity in competence between the model and the observer to influence the effectiveness of observation. Sample.  A total of 131 Dutch students (10(th) grade, 15 years old) participated. Two experiments were carried out (one for visual and one for verbal arts). Participants were randomly assigned to one of three conditions; two observational learning conditions and a control condition (learning by practising). The observational learning conditions differed in instructional focus (on the weaker or the more competent model of a pair to be observed). We found positive effects of observation on creative products, creative processes, and motivation in the visual domain. In the verbal domain, observation seemed to affect the creative process, but not the other variables. The model similarity hypothesis was not confirmed. Results suggest that observation may foster learning in creative domains, especially in the visual arts. © 2011 The British Psychological Society.

New insights into the factors mediating the onset of puberty in sea bass.

PubMed

Espigares, F; Rocha, A; Molés, G; Gómez, A; Carrillo, M; Zanuy, S

2015-12-01

In populations of 1-year-old male European sea bass (Dicentrarchus labrax), only large males are able to acquire for the first time a functional competence of their reproductive axis; in other words, to attain puberty. To examine the causes and mechanisms involved in the onset of puberty in this species, a size sorting sampling was carried out to obtain two experimental groups of small and large male fish exhibiting different growth rates. As expected, only large fish reached full spermiogenesis (stage V of testicular development) by the end of the experiment. Our study suggests that fish size is a permissive condition to ensure full effectiveness of the hormonal (Gnrh1, gonadotropins and sexual steroids) actions. Thus, though small fish had endocrine profiles similar to those of large fish, their amplitude was much lower, and was most likely the reason why functional competence of the reproductive axis was not achieved. Moreover, this work provides evidence of the involvement of kisspeptin and Gnrh1 systems in the onset of puberty in a marine teleost fish. It also indicates that very likely kisspeptin and Gnrh1 may regulate gonadotropins and sex steroids at specific stages of testicular development. Copyright © 2015 Elsevier Inc. All rights reserved.

Understanding African Americans' Views of the Trustworthiness of Physicians

PubMed Central

Jacobs, Elizabeth A; Rolle, Italia; Ferrans, Carol Estwing; Whitaker, Eric E; Warnecke, Richard B

2006-01-01

BACKGROUND Many scholars have written about the historical underpinnings and likely consequences of African Americans distrust in health care, yet little research has been done to understand if and how this distrust affects African Americans' current views of the trustworthiness of physicians. OBJECTIVE To better understand what trust and distrust in physicians means to African Americans. DESIGN Focus-group study, using an open-ended discussion guide. SETTING Large public hospital and community organization in Chicago, IL. PATIENTS Convenience sample of African-American adult men and women. MEASUREMENTS Each focus group was systematically coded using grounded theory analysis. The research team then identified themes that commonly arose across the 9 focus groups. RESULTS Participants indicated that trust is determined by the interpersonal and technical competence of physicians. Contributing factors to distrust in physicians include a lack of interpersonal and technical competence, perceived quest for profit and expectations of racism and experimentation during routine provision of health care. Trust appears to facilitate care-seeking behavior and promotes patient honesty and adherence. Distrust inhibits care-seeking, can result in a change in physician and may lead to nonadherence. CONCLUSIONS Unique factors contribute to trust and distrust in physicians among African-American patients. These factors should be considered in clinical practice to facilitate trust building and improve health care provided to African Americans. PMID:16808750

Motivation, treatment engagement and psychosocial outcomes in outpatients with severe mental illness: a test of Self-Determination Theory.

PubMed

Jochems, Eline C; Duivenvoorden, Hugo J; van Dam, Arno; van der Feltz-Cornelis, Christina M; Mulder, Cornelis L

2017-09-01

Currently, it is unclear whether Self-Determination Theory (SDT) applies to the mental health care of patients with severe mental illness (SMI). Therefore, the current study tested the process model of SDT in a sample of outpatients with SMI. Participants were 294 adult outpatients with a primary diagnosis of a psychotic disorder or a personality disorder and their clinicians (n = 57). Structural equation modelling was used to test the hypothesized relationships between autonomy support, perceived competence, types of motivation, treatment engagement, psychosocial functioning and quality of life at two time points and across the two diagnostic groups. The expected relations among the SDT variables were found, but additional direct paths between perceived competence and clinical outcomes were needed to obtain good model fit. The obtained process model was found to be stable across time and different diagnostic patient groups, and was able to explain 18% to 36% of variance in treatment engagement, psychosocial functioning and quality of life. It is concluded that SDT can be a useful basis for interventions in the mental health care for outpatients with SMI. Additional experimental research is needed to confirm the causality of the relations between the SDT constructs and their ability to influence treatment outcomes. Copyright © 2016 John Wiley & Sons, Ltd.

Implementation of a project-based engineering school: increasing student motivation and relevant learning

NASA Astrophysics Data System (ADS)

Terrón-López, María-José; García-García, María-José; Velasco-Quintana, Paloma-Julia; Ocampo, Jared; Vigil Montaño, María-Reyes; Gaya-López, María-Cruz

2017-11-01

The School of Engineering at Universidad Europea de Madrid (UEM) implemented, starting in the 2012-2013 period, a unified academic model based on project-based learning as the methodology used throughout the entire School. This model expects that every year, in each grade, all the students should participate in a capstone project integrating the contents and competencies of several courses. This paper presents the academic context under which this experience has been implemented, and a summary of the work done to design and implement the Project-Based Engineering School at the UEM. The steps followed, the structure used, some sample projects, as well as the difficulties and benefits of implementing the programme are discussed in this paper. The results are encouraging as students are more motivated and the initial set objectives were accomplished.

Underage abortion and beyond: developments of Spanish law in competent minor's autonomy.

PubMed

Ribot, Jordi

2012-01-01

This paper examines the recent developments in underage abortion and related questions in Spanish law. Despite the prevalence of the language of autonomy, like in Britain, children's interests are not defined in Spain by relying exclusively on the competent child's views. Parental opinion and societal expectations are given due weight, although sometimes only implicitly. Calculated ambiguity in legal practice and in the relevant legal texts provides evidence of the pervasive influence of deeply rooted distrust as against clear-cut rules favouring a young person's autonomy.

Dealing with Daily Challenges in Dementia (Deal-id Study): An Experience Sampling Study to Assess Caregivers' Sense of Competence and Experienced Positive Affect in Daily Life.

PubMed

van Knippenberg, Rosalia J M; de Vugt, Marjolein E; Ponds, Rudolf W; Myin-Germeys, Inez; Verhey, Frans R J

2017-08-01

Positive emotions and feelings of competence seem to play an important role in the well-being of caregivers of people with dementia. Both are likely to fluctuate constantly throughout the caretaking process. Unlike standard retrospective methods, momentary assessments in daily life can provide insight into these moment-to-moment fluctuations. Therefore, in this study both retrospective and momentary assessments were used to examine the relationship between caregivers' sense of competence and their experienced positive affect (PA) in daily life. Thirty Dutch caregivers provided momentary data on PA and daily sense of competence ratings for 6 consecutive days using the experience sampling methodology. Additionally, they reported retrospectively on their sense of competence with a traditional questionnaire. A positive association was found between retrospective and daily measured sense of competence. Caregivers reported corresponding levels of sense of competence on both measures. Both daily and retrospective sense of competence were positively associated with the experienced levels of PA. However, daily sense of competence appeared to be the strongest predictor. Regarding the variability in PA, only daily sense of competence showed a significant association, with a higher daily sense of competence predicting a more stable PA pattern. This study provides support for redirecting caregiver support interventions toward enhancement of positive rather than negative experiences and focusing more on caregivers' momentary emotional experiences. Momentary assessments are a valuable addition to standard retrospective measures and provide a more comprehensive and dynamic view of caregiver functioning. Copyright © 2016 American Association for Geriatric Psychiatry. Published by Elsevier Inc. All rights reserved.

Nurses’ professional competency and organizational commitment: Is it important for human resource management?

PubMed Central

Karami, Abbas; Farokhzadian, Jamileh; Foroughameri, Golnaz

2017-01-01

Background Professional competency is a fundamental concept in nursing, which has a direct relationship with quality improvement of patient care and public health. Organizational commitment as a kind of affective attachment or sense of loyalty to the organization is an effective factor for professional competency. Objective This study was conducted to evaluate the nurses´ professional competency and their organizational commitment as well as the relationship between these two concepts. Methods and materials This descriptive-analytic study was conducted at the hospitals affiliated with a University of Medical Sciences, in the southeast of Iran in 2016. The sample included 230 nurses who were selected using stratified random sampling. Data were gathered by three questionnaires including socio-demographic information, competency inventory for registered nurse (CIRN) and Allen Meyer's organizational commitment. Results Results showed that professional competency (Mean±SD: 2.82±0.53, range: 1.56–4.00) and organizational commitment (Mean±SD: 72.80±4.95, range: 58–81) of the nurses were at moderate levels. There was no statistically significant correlation between professional competency and organizational commitment (ρ = 0.02; p = 0.74). There were significant differences in professional competency based on marital status (p = 0.03) and work experience (p<0.001). Conclusion The results highlighted that the nurses needed to be more competent and committed to their organizations. Developing professional competency and organizational commitment is vital, but not easy. This study suggests that human resource managers should pursue appropriate strategies to enhance the professional competency and organizational commitment of their nursing staff. It is necessary to conduct more comprehensive studies for exploring the status and gaps in the human resource management of healthcare in different cultures and contexts. PMID:29117271

Factors affecting emergency preparedness competency of public health inspectors: a cross-sectional study in northeastern China

PubMed Central

Ning, Ning; Kang, Zheng; Jiao, Mingli; Hao, Yanhua; Gao, Lijun; Sun, Hong; Wu, Qunhong

2014-01-01

Objectives To determine the emergency preparedness competency specific to public health inspectors (PHIs), preparedness limitations and needs of the workforce, as well as to identify important factors that affect the preparedness competency of PHIs. Setting Cross-sectional survey was conducted in Heilongjiang, a province in northeastern China. Participants A questionnaire was administered to a sample of 368 PHIs from 17 public health inspection agencies, chosen by stratified cluster sampling strategy. 9 PHIs and 6 agency's leaders were invited to participate in an in-depth interview. Outcome measures Self-rated preparedness competency in quantitative study was measured. Multivariate logistic regression model was used to test the associations between individual determinants and self-rated preparedness competency. Key themes relating to preparedness competency of PHIs in qualitative study were analysed. Results Although 82% of PHIs highly rated their general preparedness competency, there were significant differences among the assessment on specific domains of their competency. Comparing with attitude, the domains of skills and knowledge tend to be lower (p=0.000). Awareness on one's own responsibilities regarding emergency response work was identified as the most important factor associated with preparedness competency (adjusted OR=6.33, 95% CI 3.30 to 12.16). Lack of explicit national job requirements, overlapping responsibilities and poor collaboration among agencies, together with poor knowledge and skills level of personnel, led to an ambiguity of responsibility, and hindered the preparedness competency enhancement of PHIs furthermore. Conclusions Ambiguity responsibility in emergency response is still a prominent issue that hinders the further improvement on the preparedness competency for PHIs’ in China. Intensified capacity-building activities targeting at individuals’ weakness in specific knowledge and skills are urgently needed; in addition, capacity building at policy and system level as well as agency levels is of equal importance. PMID:24384897

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

PubMed

Karami, Abbas; Farokhzadian, Jamileh; Foroughameri, Golnaz

2017-01-01

Professional competency is a fundamental concept in nursing, which has a direct relationship with quality improvement of patient care and public health. Organizational commitment as a kind of affective attachment or sense of loyalty to the organization is an effective factor for professional competency. This study was conducted to evaluate the nurses´ professional competency and their organizational commitment as well as the relationship between these two concepts. This descriptive-analytic study was conducted at the hospitals affiliated with a University of Medical Sciences, in the southeast of Iran in 2016. The sample included 230 nurses who were selected using stratified random sampling. Data were gathered by three questionnaires including socio-demographic information, competency inventory for registered nurse (CIRN) and Allen Meyer's organizational commitment. Results showed that professional competency (Mean±SD: 2.82±0.53, range: 1.56-4.00) and organizational commitment (Mean±SD: 72.80±4.95, range: 58-81) of the nurses were at moderate levels. There was no statistically significant correlation between professional competency and organizational commitment (ρ = 0.02; p = 0.74). There were significant differences in professional competency based on marital status (p = 0.03) and work experience (p<0.001). The results highlighted that the nurses needed to be more competent and committed to their organizations. Developing professional competency and organizational commitment is vital, but not easy. This study suggests that human resource managers should pursue appropriate strategies to enhance the professional competency and organizational commitment of their nursing staff. It is necessary to conduct more comprehensive studies for exploring the status and gaps in the human resource management of healthcare in different cultures and contexts.

Sixteen-year comparisons of parent-reported emotional and behaviour problems and competencies in Norwegian children aged 7-9 years.

PubMed

Nøvik, Torunn Stene; Jozefiak, Thomas

2014-04-01

Studies about changes in the prevalence of emotional and behaviour problems across time are lacking, especially among younger children. To determine if the level of parent-reported emotional and behaviour problems and competencies in young Norwegian school children had changed across a 16-year time interval. We compared parent reports obtained by the Child Behavior Checklist in two samples of children aged 7-9 years from the general population assessed in 1991 and 2007. The results demonstrated overall stability or slight decreases of emotional and behaviour problems and a significant increase in competencies, mainly due to increased activity and social competence scores in the 2007 sample. Boys obtained higher scores than girls in Total Problems, Externalizing and Attention problems at both time points and there was a high stability of the rank order of items. The findings suggest stability in child emotional and behaviour problems, and an increase of competencies across the period.

Self-esteem in severely burned adults.

PubMed

Imran Haider Zaidi, Syed Muhammad; Yaqoob, Nazia; Noreen, Sidra

2017-12-01

A cross-sectional study was conducted to investigate the level of and gender difference in self-esteem among adult victims of severe burn injuries. Severely burned adults aged 20 to 40 years participated in this investigation from March 2015 to April 2016 in five hospitals of Faisalabad and Lahore. Purposive sampling technique was used and a self-esteem scale was used to assess different dimensions of self-esteem. Out of 40 patients, there were 25 men (62.5%) and 15 women (37.5%) with mean age of 28.28±4.60 years (range: 20-40 years). A significant positive relationship between subscales of self-esteem scale were found: self-acceptance and self-competence r=0.55, p<0.01; self-acceptance and academic self-competence r=0.47, p<0.01; self-acceptance and social and physical acceptance r=0.57, p<0.01; self-competence and academic self-competence r=0.48, p<0.01; self-competence and social and physical acceptance r=0.50, p<0.01; academic self-competence and social and physical acceptance r=0.45, p<0.01). Independent sample t-test indicated a significant difference between self-competence among severely burned men and women (t=2.18; p<0.05). A significant gender difference indicated higher affected levels specifically in the self-competency component of self-esteem among women victims.

Specific Features of Social Competence Development in the Future Music Teachers Working at Universities

ERIC Educational Resources Information Center

Dzheksembekova, Menslu I.; Ibrayeva, Kamarsulu E.; Akhmetova, Aimkul K.; Urazalieva, Moldir A.; Sultangaliyeva, Elmira S.; Issametova, Klavdiya I.

2016-01-01

This paper aims at analyzing specific features of social competence of future music teachers and the development of specialized techniques in order to improve the quality of motivational and cognitive components of student social competence. The sample involved 660 undergraduate students. The authors used a number of research methods, such as…

Socio­-Emotional Key Competencies: Can They Be Measured and What Do They Relate To?

ERIC Educational Resources Information Center

Peterson, E. R.; Farruggia, S. F.; Hamilton, R. J.; Brown, G. T. L.; Elley-Brown, M. J.

2013-01-01

Four socio-emotional New Zealand Curriculum key competencies (Managing Self, Participating and Contributing, Relating to Others and Thinking) were investigated in a two-part study. The first part used a questionnaire to quantitatively model the four key competencies in a sample of 995 secondary students. The second part examined whether the key…

Emotion Knowledge and Self-Regulation as Predictors of Preschoolers' Cognitive Ability, Classroom Behavior, and Social Competence

ERIC Educational Resources Information Center

Garner, Pamela W.; Waajid, Badiyyah

2012-01-01

The development of children's cognitive and social skills is a topic of considerable importance and interest in education and educational psychology. The current study examines whether emotion knowledge and self-regulation predict cognitive competence, social competence, and classroom behavior problems among a sample of 74 preschoolers (40 boys).…

Development of Articulated Competency-Based Curriculum in Automated Systems/Robotics Technology. Final Report.

ERIC Educational Resources Information Center

Luzerne County Community Coll., Nanticoke, PA.

A project was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in cooperation with area vocational-technical schools, the first year of a competency-based curriculum in automated systems/robotics. Existing programs were reviewed by the task force and a list of sample competencies was developed and sent to area…

Teacher-Child Relationships and Social Competence: A Two-Year Longitudinal Study of Chinese Preschoolers

ERIC Educational Resources Information Center

Zhang, Xiao; Nurmi, Jari-Erik

2012-01-01

Based on a two-year and three-wave longitudinal sample of 118 Chinese preschoolers, the present study examined the cross-lagged associations between teacher-child relationships and social competence, and the cross-system generalization of social competence between home and school. At each of the three waves, teachers rated the children's…

Associations among Attitudes, Perceived Difficulty of Learning Science, Gender, Parents' Occupation and Students' Scientific Competencies

ERIC Educational Resources Information Center

Chi, ShaoHui; Wang, Zuhao; Liu, Xiufeng; Zhu, Lei

2017-01-01

This study investigated the associations among students' attitudes towards science, students' perceived difficulty of learning science, gender, parents' occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and…

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

ERIC Educational Resources Information Center

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

2004-01-01

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

Performance in European Higher Education: A Non-Parametric Production Frontier Approach

ERIC Educational Resources Information Center

Joumady, Othman; Ris, Catherine

2005-01-01

This study examines technical efficiency in European higher education (HE) institutions. To measure efficiency, we consider the capacity of each HE institution, on one hand, to provide competencies to graduates and, on the other hand, to match competencies provided during education to competencies required in the job. We use a large sample of…

MECHANICAL COMPETENCIES NEEDED FOR EMPLOYMENT IN FARM MACHINERY SALES AND SERVICE, AND FARM SUPPLIES AND EQUIPMENT BUSINESSES.

ERIC Educational Resources Information Center

GENTRY, GENE A.

OBJECTIVES WERE TO DETERMINE--(1) THE MECHANICAL COMPETENCIES AND UNDERSTANDINGS NEEDED BY EMPLOYEES IN TWO OFF-FARM AGRICULTURAL OCCUPATIONS, AND (2) THE DIFFERENCES BETWEEN COMPETENCIES NEEDED BY THESE EMPLOYEES AND SUCCESSFUL FARMERS. DAVID TUGEND'S SURVEY INSTRUMENT WAS THE BASIS FOR AN INSTRUMENT USED TO INTERVIEW RANDOM SAMPLES OF 25…

Teaching statics of fluids in bioengineering: a multidisciplinary proposal based on competences

NASA Astrophysics Data System (ADS)

Alborch, A.; Puzzella, A.; Lopez, N.; Cabrera, L.; Zabala, A.; Demartini, H.

2007-11-01

The aim of this work is to share the findings of an educational experience undertaken by first-year university students of bioengineering, oriented towards the model of Competence-based Education. Different aspects on integrative education pursued in the subject goals are explicitly focused here by designing a strategy within a contextualized and multidisciplinary approach that combines knowledge from Physics, Chemistry and Biology. The topic chosen for the work is Static of Fluids, because it allows relating pressure to its biological effects on human beings. After evaluating a pre-test, new interrelated strategies are implemented. Due to the motivation audiovisuals generate in adolescents, we start showing an argumentative film entitled 'The Big Blue', and continue with different individual and/or group activities, finishing with a post-test to assess the development of the competences proposed. Results are encouraging as regards the level of specific competences acquired and, complementarily, basic and professional competences in general. Besides, the experience met expectations as regards student motivation, interest and commitment to learning, which ensured the path taken by the academicians by means of implementing innovative strategies.

Developing a competency framework for U.S. state food and feed testing laboratory personnel.

PubMed

Kaml, Craig; Weiss, Christopher C; Dezendorf, Paul; Ishida, Maria; Rice, Daniel H; Klein, Ron; Salfinger, Yvonne

2014-01-01

A competency-based training curriculum framework for U.S. state food and feed testing laboratories personnel is being developed by the International Food Protection Training Institute (IFPTI) and three partners. The framework will help laboratories catalog existing training courses/modules, identify training gaps, inform training curricula, and create career-spanning professional development learning paths, ensuring consistent performance expectations and increasing confidence in shared test results. Ultimately, the framework will aid laboratories in meeting the requirements of ISO/IEC 17025 (2005) international accreditation and the U.S. Food Safety Modernization Act (U.S. Public Law 111-353). In collaboration with the Association of Food and Drug Officials, the Association of Public Health Laboratories, and the Association of American Feed Control Officials, IFPTI is carrying out the project in two phases. In 2013, an expert panel of seven subject matter experts developed competency and curriculum frameworks for five professional levels (entry, mid-level, expert, supervisor/manager, and senior administration) across four competency domains (technical, communication, programmatic, and leadership) including approximately 80 competencies. In 2014 the expert panel will elicit feedback from peers and finalize the framework.

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

PubMed

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

2014-01-01

To create a clinical competency committee (CCC) that (1) centers on the competency-based milestones, (2) is simple to implement, (3) creates competency expertise, and (4) guides remediation and coaching of residents who are not progressing in milestone performance evaluations. We created a CCC that meets monthly and at each meeting reviews a resident class for milestone performance, a competency (by a faculty competency champion), a resident rotation service, and any other resident or issue of concern. University surgical residency program. The CCC members include the program director, associate program directors, director of surgical curriculum, competency champions, departmental chair, 2 at-large faculty members, and the administrative chief residents. Seven residents were placed on remediation (later renamed as coaching) during the academic year after falling behind on milestone progression in one or more competencies. An additional 4 residents voluntarily placed themselves on remediation for medical knowledge after receiving in-training examination scores that the residents (not the CCC membership) considered substandard. All but 2 of the remediated/coached residents successfully completed all area milestone performance but some chose to stay on the medical knowledge competency strategy. Monthly meetings of the CCC make milestone evaluation less burdensome. In addition, the expectations of the residents are clearer and more tangible. "Competency champions" who are familiar with the milestones allow effective coaching strategies and documentation of clear performance improvements in competencies for successful completion of residency training. Residents who do not reach appropriate milestone performance can then be placed in remediation for more formal performance evaluation. The function of our CCC has also allowed us opportunity to evaluate the required rotations to ensure that they offer experiences that help residents achieve competency performance necessary to be safe and effective surgeons upon completion of training. © 2013 Published by Association of Program Directors in Surgery on behalf of Association of Program Directors in Surgery.

Student diversity at Erasmus Medical Centre Rotterdam: does it make any difference?

PubMed

Selleger, Veronica J; Bonke, Benno; Leeman, Yvonne A M

2006-08-01

In an ethnically diverse society cultural competence is indispensable for medical doctors. At present 10% of the Dutch population are first- or second-generation non-Western immigrants. With 8% Western and 18% non-Western immigrants, originating from 30 different countries, the 2001 Rotterdam first-year students highly out-rated the national average of immigrant medical students. Diverse student populations may enhance students' cultural competence but can also generate conflicts or even racism. This was the first Dutch study on expectations and experiences of medical students related to their ethnic and religious background. In December 2001 all first-year students were approached with an anonymous questionnaire, including statements on the expected influence of their culture and religion on their medical education (rated on a 1-5 Likert scale). In spring 2003 17 students from the same cohort, 8 immigrants and 9 ethnic Dutch, were interviewed extensively on their study experiences in a diverse student population. In 2001 the response rate was 90% (277/308), female-male ratio 63% (175/102). Non-Western immigrants expected for their medical education more benefits from their culture but also more obstacles than ethnic Dutch (p < or = 0.005). Protestants and Muslims expected more obstacles than the non-religious and Catholics (p < or = 0.05). In the interviews three main issues emerged: peer training in physical examination in mixed-gender groups, lack of attention to student diversity during education, and demand for education in cross-cultural medicine. Three incidents of perceived discrimination were reported. The ethnic Dutch students interviewed did not socialize much with immigrants, nor did students of both groups learn much from one another. Most students favoured mixed study groups. The diversity of the population does not seem to have caused serious problems, nor has it offered educational benefits. The challenge for educators is to provide systematic education in cultural competence and cross-cultural medicine, in which students and educators indeed practise communication across cultural borders.

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

PubMed

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

2012-01-01

This paper describes the development and validation of the Revised Perioperative Competence Scale (PPCS-R). There is a lack of a psychometrically tested sound self-assessment tools to measure nurses' perceived competence in the operating room. Content validity was established by a panel of international experts and the original 98-item scale was pilot tested with 345 nurses in Queensland, Australia. Following the removal of several items, a national sample that included all 3209 nurses who were members of the Australian College of Operating Room Nurses was surveyed using the 94-item version. Psychometric testing assessed content validity using exploratory factor analysis, internal consistency using Cronbach's alpha, and construct validity using the "known groups" technique. During item reduction, several preliminary factor analyses were performed on two random halves of the sample (n=550). Usable data for psychometric assessment were obtained from 1122 nurses. The original 94-item scale was reduced to 40 items. The final factor analysis using the entire sample resulted in a 40 item six-factor solution. Cronbach's alpha for the 40-item scale was .96. Construct validation demonstrated significant differences (p<.0001) in perceived competence scores relative to years of operating room experience and receipt of specialty education. On the basis of these results, the psychometric properties of the PPCS-R were considered encouraging. Further testing of the tool in different samples of operating room nurses is necessary to enable cross-cultural comparisons. Copyright © 2011 Elsevier Ltd. All rights reserved.

Individual differences in decision making competence revealed by multivariate fMRI.

PubMed

Talukdar, Tanveer; Román, Francisco J; Operskalski, Joachim T; Zwilling, Christopher E; Barbey, Aron K

2018-06-01

While an extensive literature in decision neuroscience has elucidated the neurobiological foundations of decision making, prior research has focused primarily on group-level effects in a sample population. Due to the presence of inherent differences between individuals' cognitive abilities, it is also important to examine the neural correlates of decision making that explain interindividual variability in cognitive performance. This study therefore investigated how individual differences in decision making competence, as measured by the Adult Decision Making Competence (A-DMC) battery, are related to functional brain connectivity patterns derived from resting-state fMRI data in a sample of 304 healthy participants. We examined connectome-wide associations, identifying regions within frontal, parietal, temporal, and occipital cortex that demonstrated significant associations with decision making competence. We then assessed whether the functional interactions between brain regions sensitive to decision making competence and seven intrinsic connectivity networks (ICNs) were predictive of specific facets of decision making assessed by subtests of the A-DMC battery. Our findings suggest that individual differences in specific facets of decision making competence are mediated by ICNs that support executive, social, and perceptual processes, and motivate an integrative framework for understanding the neural basis of individual differences in decision making competence. © 2018 Wiley Periodicals, Inc.

Assessing decision making and dispute resolution in environmental policy: Regulatory negotiations at the Environmental Protection Agency

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lyons, E.A.

This dissertation is an evaluation of the use of negotiations in the rule-making context at the US Environmental Protection Agency (EPA). The goal is to assess the benefits and the limitations of negotiation as a policy process, and to make explicit the values which are expected from a negotiation process as well as the conditions which must be met in order for those values to be realized. Three distinct values are expected of negotiation processes: (1) negotiation is promoted as an efficient process that can save time and money in public decision making by avoiding protracted and expensive legal actions;more » (2) it is expected that a negotiation process which provides a mechanism for reaching accommodation among all competing perspectives can yield good policy outcomes; face-to-face interactions among parties with competing interests should provide opportunities for building better relationships among individuals and also for building community. The usefulness of negotiation as a policy tool is limited by the fact that negotiation is only appropriate in a few select cases in which the issues are mature and the parties affected by the issues are prepared for negotiation.« less

A Comparison of the Social Competence of Children with Moderate Intellectual Disability in Inclusive versus Segregated School Settings

ERIC Educational Resources Information Center

Hardiman, Sharon; Guerin, Suzanne; Fitzsimons, Elaine

2009-01-01

This is the first study to compare the social competence of children with moderate intellectual disability in inclusive versus segregated school settings in the Republic of Ireland. A convenience sample was recruited through two large ID services. The sample comprised 45 children across two groups: Group 1 (n = 20; inclusive school) and Group 2 (n…

Factors Influencing Teachers' Competence in Developing Resilience in Vulnerable Children in Primary Schools in Uasin Gishu County, Kenya

ERIC Educational Resources Information Center

Silyvier, Tsindoli; Nyandusi, Charles

2015-01-01

The purpose of the study was to assess the effect of teacher characteristics on their competence in developing resilience in vulnerable primary school children. A descriptive survey research design was used. This study was based on resiliency theory as proposed by Krovetz (1998). Simple random sampling was used to select a sample size of 108…

An Exploratory Study of the Relationship among Perceived Personal and Social Competence, Health Risk Behaviors, and Academic Achievement of Selected Undergraduate Students

ERIC Educational Resources Information Center

Rhodes, Darson L.

2009-01-01

A sample of 656 undergraduate students from multiple sections of an introductory nutrition course, a personal health course, and a physical fitness course at a large Midwestern University completed one of four surveys. Using matrix sampling, each participant completed a survey measuring one of four personal and social competence constructs; coping…

Residents' perceptions of an integrated longitudinal curriculum: a qualitative study.

PubMed

Lubitz, Rebecca; Lee, Joseph; Hillier, Loretta M

2015-01-01

The purpose of this study was to explore family medicine residents' perceptions of a newly restructured integrated longitudinal curriculum. A purposeful sample of 16 family medicine residents participated in focus group interviews conducted from a grounded theory perspective to identify the characteristics of this training model that contribute to and that challenge learning. Eight key themes were identified: continuity of care, relevance to family medicine, autonomy, program-focused preparation, professional development as facilitated by role modeling, patient volume, clarity of expectations for learners, and logistics. Positive learning experiences were marked by high levels of autonomy, continuity, and relevance to family medicine. Less favorable learning experiences were characterized by limited opportunities for continuity of care, limited relevance to family medicine practice and unclear expectations for the resident's role. Family physician-led learning experiences contributed to residents' understanding of the full scope of family medicine practice, more so than specialist-led experiences. The logistics of implementing the integrated block were challenging and negatively impacted continuity and learning. This study suggests that an integrated longitudinalized family medicine block training model has the potential to support the principles of a longitudinal integrated competency-based curriculum to effectively prepare residents for family medicine practice.

Religiosity and social welfare: competing influences of cultural conservatism and prosocial value orientation.

PubMed

Malka, Ariel; Soto, Christopher J; Cohen, Adam B; Miller, Dale T

2011-08-01

This research examines the hypothesis that religiosity has two competing psychological influences on the social welfare attitudes of contemporary Americans. On the one hand, religiosity promotes a culturally based conservative identity, which in turn promotes opposition to federal social welfare provision. On the other hand, religiosity promotes a prosocial value orientation, which in turn promotes support of federal social welfare provision. Across two national samples (Ns = 1,513 and 320) and one sample of business employees (N = 710), reliable support for this competing pathways model was obtained. We argue that research testing influences of nonpolitical individual differences on political preferences should consider the possibility of competing influences that are rooted in a combination of personality processes and contextual-discursive surroundings. © 2011 The Authors. Journal Compilation © 2011, Wiley Periodicals, Inc.

The relation between learning mathematics and students' competencies in undesrtanding texts

NASA Astrophysics Data System (ADS)

Hapipi, Azmi, Syahrul; Sripatmi, Amrullah

2017-08-01

This study was a descriptive study that aimed to gain an overview on the relation between learning mathematics and students' competencies in understanding texts. This research was classified as an ex post facto study due in part to the variable studied is the variable that was already happening. While the technique of taking the sample using stratified proportional sampling techniques. These techniques have been selected for the condition of the population, in the context of learning mathematics, diverse and also tiered. The results of this study indicate that there is a relationship between learning mathematics and students' competencies in understanding texts.

Laboratory study of test methods for polymer modified asphalt in hot mix pavement.

DOT National Transportation Integrated Search

1989-11-01

Increasing use of asphalt binders modified with elastomeric or plastic modifiers makes the specification of binders a difficult task. Ideally, a generic specification would allow various suppliers and additives to compete based on expected performanc...

Building Leadership Talent through Performance Evaluation

ERIC Educational Resources Information Center

Clifford, Matthew

2015-01-01

Most states and districts scramble to provide professional development to support principals, but "principal evaluation" is often lost amid competing priorities. Evaluation is an important method for supporting principal growth, communicating performance expectations to principals, and improving leadership practice. It provides leaders…

Get out of the office and on to the ward.

PubMed

Keogh, Kat

2014-07-15

The draft NMC code spells out what is expected of nurses in leadership roles, including ensuring concerns are listened to and putting patient care first. Managers must also ensure staff have the skills, knowledge and competence for safe practice.

Nursing competency and organizational climate as perceived by staff nurses in a Chinese university hospital.

PubMed

Ying, Liu; Kunaviktikul, Wipada; Tonmukayakal, Ouyporn

2007-09-01

Nursing competency is important to ensure patient safety and improve the quality of nursing care. Based on competency-based human resource management strategies, the organizational climate can positively influence nursing competency. However, a review of the literature indicated that there were no studies about the relationship between nursing competency and organizational climate in the People's Republic of China. This descriptive, correlational study examined the relationship between nursing competency and the organizational climate. The sample consisted of 243 staff nurses who completed the questionnaire worked at one university hospital in Liao Ning Province. The findings showed that there was a significantly moderate positive relationship between nursing competency and organizational climate. The study results suggested that Chinese nurse managers should maintain and provide a positive organizational climate to improve nursing competency.

[Effect of feeding competencies on the nutritional status of children with cerebral palsy].

PubMed

Campos, Maria Antónia; Kent-Smith, L; Costa Santos, C

2007-01-01

The purpose of this study was to determine if the feeding competencies influence the nutritional status in a group of Portuguese children with cerebral palsy (CP). One hundred and five children, aged between 4 and 12 years, were studied. Nutritional status was determined through BMI for age (BMI_y), and subescapular (SSF) and tricipital skinfolds (TSF). Feeding competencies were evaluated using the seven levels of the Functional Feeding Assessment test (FFA). This study confirmed the high prevalence of malnutrition in children with CP, since 44,8% of the sample had a BMI_y bellow the 5th percentile (Pct5). Significant differences were observed between males and females, namely in malnutrition which was higher in females (52, 4% had a BMI_y

Demographic characteristics, social competence, and behavior problems in children with gender identity disorder: a cross-national, cross-clinic comparative analysis.

PubMed

Cohen-Kettenis, Peggy T; Owen, Allison; Kaijser, Vanessa G; Bradley, Susan J; Zucker, Kenneth J

2003-02-01

This study examined demographic characteristics, social competence, and behavior problems in clinic-referred children with gender identity problems in Toronto, Canada (N = 358), and Utrecht, The Netherlands (N = 130). The Toronto sample was, on average, about a year younger than the Utrecht sample at referral, had a higher percentage of boys, had a higher mean IQ, and was less likely to be living with both parents. On the Child Behavior Checklist (CBCL), both groups showed, on average, clinical range scores in both social competence and behavior problems. A CBCL-derived measure of poor peer relations showed that boys in both clinics had worse ratings than did the girls. A multiple regression analysis showed that poor peer relations were the strongest predictor of behavior problems in both samples. This study-the first cross-national, cross-clinic comparative analysis of children with gender identity disorder-found far more similarities than differences in both social competence and behavior problems. The most salient demographic difference was age at referral. Cross-national differences in factors that might influence referral patterns are discussed.

Predominant discourses in Swedish nursing.

PubMed

Dahlborg-Lyckhage, Elisabeth; Pilhammar-Anderson, Ewa

2009-05-01

The aim of this study was to elucidate the predominant discourse in the field of Swedish nursing in 2000, 25 years after nursing was introduced as an academic discipline in Sweden. The method used was content analysis and deconstructive analysis of discourses. Laws, statutes, regulations, and examination requirements, including official reports, recruitment campaigns, and media coverage, were analyzed. The findings uncovered competing discourses striving to gain hegemony. In the public sector, official requirements competed against the media fixation on gender stereotypes and the realities of local recruitment campaigns. Media has a major role in disseminating prevailing conceptions and conventions pertaining to the nursing profession. As a result, decision makers, students, patients, and family members could get lower expectations of the professional competence of nursing practitioners than would otherwise have been the case in the absence of media exposure.

Assessing the relevance of higher education courses.

PubMed

Gómez, Pedro; González, María Jose; Gil, Francisco; Lupiáñez, José Luis; Moreno, María Francisca; Rico, Luis; Romero, Isabel

2007-05-01

The establishment of the European Higher Education Area has involved specifying lists of professional competencies that programs are expected to develop, and with this the need for procedures to measure how every course within a higher education program is aligned with the program's competencies. We propose an instrument for characterizing this alignment, a process that we call assessing the relevance of a course. Using information from the course syllabus (objectives, contents and assessment scheme), our instrument produces indicators for characterizing the syllabus in terms of a competence list and for assessing its coherence. Because assessment involves quality, the results obtained can also be used to revise and improve the course syllabus. We illustrate this process with an example of a methods course from a mathematics teacher education program at a Spanish university.

The Longitudinal Interplay of Psychopathology and Social Competence during Chinese Children's Transition to Preschool

ERIC Educational Resources Information Center

Zhang, Xiao

2013-01-01

The present study examined the longitudinal relations between psychopathology and social competence in a sample of 115 Chinese children during the transition to preschool initiated in their third year of life. Social competence was assessed by maternal reports at three months after preschool entry (T1) and at the end of the first (T2) and second…

Low Academic Competence in First Grade as a Risk Factor for Depressive Cognitions and Symptoms in Middle School

ERIC Educational Resources Information Center

Herman, Keith C.; Lambert, Sharon F.; Reinke, Wendy M.; Ialongo, Nicholas S.

2008-01-01

The present study investigated the role of low academic competence in the emergence of depressive cognitions and symptoms. Structural equation modeling was conducted on a longitudinal sample of African American boys (n = 253) and girls (n = 221). Results supported the hypothesized path models from academic competence in 1st grade to depressive…

The Role of Challenge in Students' Engagement and Competence in High School Science Classrooms: Hispanic and Non-Hispanic Whites Compared

ERIC Educational Resources Information Center

Schmidt, Jennifer A.; Kackar-Cam, Hayal Z.; Strati, Anna D.; Shumow, Lee

2015-01-01

This study explores the associations of ethnicity and perceived challenge with high-school students' academic engagement and perceived competence in science. Data were collected through a variant of the Experience Sampling Method in which participants reported on their levels of engagement, perceived competence, and challenge while in science…

Evaluating the Effects of Competency-Based Web Learning on Self-Directed Learning Aptitudes

ERIC Educational Resources Information Center

Chang, Chi-Cheng

2007-01-01

The main aim of the study is to evaluate the impact of the competency-based web learning material (CBWLM) on the self-directed learning aptitude (SDLA) of college students. Specifically, it seeks to investigate, statistically, the changes in SDLAs at different stages of competency-based web learning (CBWL) over an eight-week period. The sample of…

Level of Self-Efficacy of Prospective Mathematics Teachers on Competencies for Planning and Organizing Instruction

ERIC Educational Resources Information Center

San, Ismail

2014-01-01

The purpose of this study was to determine the level of self-efficacy of prospective mathematics teachers (PMTs) on the competency "planning and organizing instruction" that is one of the teacher competencies identified in 2009 by Ministry of Education. The sample of this study consists of 111 total prospective teachers (PTs) study in…

Self-vs.-Teammate Assessment of Leadership Competence: The Effects of Gender, Leadership Self-Efficacy, and Motivation to Lead

ERIC Educational Resources Information Center

Rosch, David M.; Collier, Daniel A.; Zehr, Sarah M.

2014-01-01

A sample (N = 81) of undergraduates participating in a semester-long team-project engineering course completed assessments of their leadership competence, motivation to lead, and leadership self-efficacy, as well as the leadership competence of their peers who served within their durable teams. Results indicated that peers scored students lower…

E-cigarette Use and Willingness to Smoke in a Sample of Adolescent Nonsmokers

PubMed Central

Wills, Thomas A.; Sargent, James D.; Knight, Rebecca; Pagano, Ian; Gibbons, Frederick X.

2016-01-01

Objective There is little evidence on the consequences of electronic cigarette (e-cigarette) use in adolescence. With a multiethnic sample of nonsmokers, we assessed the relation between e-cigarette use and social-cognitive factors that predict smoking combustible cigarettes (cigarettes). Methods School-based cross-sectional survey of 2,309 high school students (M age 14.7 years). Participants reported on e-cigarette use and cigarette use; on smoking-related cognitions (smoking expectancies, prototypes of smokers) and peer smoker affiliations; and on willingness to smoke cigarettes. Regression analyses conducted for non-cigarette smokers tested the association between e-cigarette use and willingness to smoke cigarettes, controlling for demographics, parenting, academic and social competence, and personality variables. Structural equation modeling (SEM) analyses tested whether the relation between e-cigarette use and willingness was mediated through any of the three smoking-related variables. Results Nonsmokers who had used e-cigarettes (18% of the total sample) showed more willingness to smoke cigarettes compared to those who had never used any tobacco product; the adjusted odds ratio was 2.35 (95% confidence interval 1.73 – 3.19). Additionally, willingness prospectively predicted smoking onset. SEM showed that the relation between e-cigarette use and willingness to smoke was partly mediated through more positive expectancies about smoking but there was also a direct path from e-cigarette use to willingness. Conclusions Among adolescent nonsmokers, e-cigarette use is associated with willingness to smoke, a predictor of future cigarette smoking. The results suggest that use of e-cigarettes by adolescents is not without attitudinal risk for cigarette smoking. These findings have implications for formulation of policy about access to e-cigarettes by adolescents. PMID:26261237

The Core Competencies for General Orthopaedic Surgeons.

PubMed

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

2017-01-18

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

Providing effective supervision in clinical neuropsychology.

PubMed

Stucky, Kirk J; Bush, Shane; Donders, Jacobus

2010-01-01

A specialty like clinical neuropsychology is shaped by its selection of trainees, educational standards, expected competencies, and the structure of its training programs. The development of individual competency in this specialty is dependent to a considerable degree on the provision of competent supervision to its trainees. In clinical neuropsychology, as in other areas of professional health-service psychology, supervision is the most frequently used method for teaching a variety of skills, including assessment, report writing, differential diagnosis, and treatment. Although much has been written about the provision of quality supervision in clinical and counseling psychology, very little published guidance is available regarding the teaching and provision of supervision in clinical neuropsychology. The primary focus of this article is to provide a framework and guidance for the development of suggested competency standards for training of neuropsychological supervisors, particularly at the residency level. In this paper we outline important components of supervision for neuropsychology trainees and suggest ways in which clinicians can prepare for supervisory roles. Similar to Falender and Shafranske (2004), we propose a competency-based approach to supervision that advocates for a science-informed, formalized, and objective process that clearly delineates the competencies required for good supervisory practice. As much as possible, supervisory competencies are related to foundational and functional competencies in professional psychology, as well as recent legislative initiatives mandating training in supervision. It is our hope that this article will foster further discussion regarding this complex topic, and eventually enhance training in clinical neuropsychology.

Improving information technology competencies: implications for psychiatric mental health nursing.

PubMed

Fetter, Marilyn S

2009-01-01

While substantial evidence links information technology (IT) with improved patient safety, care quality, access, and efficiency, nurses must demonstrate competencies in computers, informatics, and information literacy in order to use IT for practice, education, and research. The nursing profession has established IT competencies for all nurses at beginning and experienced levels. Newly revised standards also articulate role-specific expectations for advanced practice nurses. Unfortunately, there is a concern that many nurses may not possess these capabilities and that nurse educators are not prepared to teach them. IT competency evaluations, which have focused predominately on nursing education, indicate novice skill levels for most faculty and students. In numerous studies, again conducted largely in nursing education, significant improvement in IT competencies has been achieved only with intensive interventions. Deficits in IT competencies are a significant concern, because the federal government has mandated full implementation of Electronic Health Records (EHR) by 2014. EHR will require all nurses to use IT to deliver, document, and obtain reimbursement for patient care. In response to these concerns, two recent initiatives, the "Health Information Technology Scholars (HITS)" and "Technology Informatics Guiding Education Reform (TIGER)" projects, have been launched. By enhancing IT competencies, these projects will enable nurses to use evidence-based practice and other innovations to transform clinical care, education, and research. This report updates psychiatric-mental health nurses on the IT competencies literature, recent enhancement initiatives and innovations, and their implications for the specialty.

Wishful thinking in the 2008 U.S. presidential election.

PubMed

Krizan, Zlatan; Miller, Jeffrey C; Johar, Omesh

2010-01-01

In elections, political preferences are strongly linked to the expectations of the electoral winner-people usually expect their favorite candidate to win. This link could be driven by wishful thinking (a biasing influence of preferences), driven by a biasing influence of expectations on one's wishes, or produced spuriously. To examine these competing possibilities in the 2008 U.S. presidential election, a longitudinal study assessed uncommitted young voters' electoral expectations and preferences over four time points during the month before the election. The findings indicated clear support for wishful thinking: Over time, people's preferences shaped their expectations, but the reverse was not the case. Moreover, these relations were larger among those more strongly identified with their political party and held even when perceptions of general candidate popularity were taken into account. Finally, changes in electoral expectations were consequential, as they shaped disappointment in the electoral results even after taking candidate preferences into account.

Common competencies for all healthcare managers: the Healthcare Leadership Alliance model.

PubMed

Stefl, Mary E

2008-01-01

Today's healthcare executives and leaders must have management talent sophisticated enough to match the increased complexity of the healthcare environment. Executives are expected to demonstrate measurable outcomes and effectiveness and to practice evidence-based management. At the same time, academic and professional programs are emphasizing the attainment of competencies related to workplace effectiveness. The shift to evidence-based management has led to numerous efforts to define the competencies most appropriate for healthcare. The Healthcare Leadership Alliance (HLA), a consortium of six major professional membership organizations, used the research from and experience with their individual credentialing processes to posit five competency domains common among all practicing healthcare managers: (1) communication and relationship management, (2) professionalism, (3) leadership, (4) knowledge of the healthcare system, and (5) business skills and knowledge. The HLA engaged in a formal process to delineate the knowledge, skills, and abilities within each domain and to determine which of these competencies were core or common among the membership of all HLA associations and which were specialty or specific to the members of one or more HLA organizations. This process produced 300 competency statements, which were then organized into the Competency Directory, a unique and interactive database that can be used for assessing individual and organizational competencies. Overall, this work helps to unify the field of healthcare management and provides a lexicon and a basis for collaboration among different types of healthcare executives. This article discusses the steps that the HLA followed. It also presents the HLA Competency Directory; its application and relevance to the practitioner and academic communities; and its strengths, limitations, and potential.

Developing osteopathic competencies in geriatrics for medical students.

PubMed

Noll, Donald R; Channell, Millicent King; Basehore, Pamela M; Pomerantz, Sherry C; Ciesielski, Janice; Eigbe, Patrick Arekhandia; Chopra, Anita

2013-04-01

Minimum core competencies for allopathic medical students in the specialty area of geriatrics have been developed, comprising 26 competencies divided into 8 topical domains. These competencies are appropriate for osteopathic medical students, but they do not include competencies relating to osteopathic principles and practice (OPP) in geriatrics. There remains a need within the osteopathic profession to develop specialty-specific competencies specific to OPP. To develop more specific and comprehensive minimum competencies in OPP for osteopathic medical students in the field of geriatric medicine. The Delphi technique (a structured communication technique that uses a panel of experts to reach consensus) was adapted to generate new core competencies relating to OPP. Osteopathic geriatricians and members of the Educational Council on Osteopathic Principles (ECOP) of the American Association of Colleges of Osteopathic Medicine participated in a breakout session and 2 rounds of surveys. Proposed competencies with 80% of the participants ranking it as "very important and should be added as a competency" were retained. Participants were also asked if they agreed that competencies in OPP should include specific types of osteopathic manipulative treatment techniques for the elderly. Responses were received from 26 osteopathic physician experts: 17 ECOP members and 9 geriatricians. Fourteen proposed competencies were developed: 7 related to the existing topic domains, and 7 were placed into a new domain of osteopathic manipulative medicine (OMM). Six proposed competencies were retained, all of which were in the new OMM domain. These competencies related to using OMM for gait and balance assessment, knowing adverse events and contraindications of OMM, using OMM for pain relief and end-of-life care, using OMM in the hospital and nursing home setting, adapting OMM to fit an elderly individual, and using OMM to address limited range of motion and ability to perform activities of daily living. Thirteen of 22 participants (59%) agreed that OPP competencies should include specific osteopathic manipulative treatment techniques. The Delphi consensus building process was used to create 6 new minimum competencies in OMM for osteopathic medical students for the specialty area of geriatrics. Using data from this consensus, medical schools, residencies, and fellowships can create standards and expectations for osteopathic physicians regarding the best care of geriatric patients.

Analysing the role of the PICU nurse to guide education of new graduate nurses.

PubMed

Long, Debbie A; Young, Jeanine; Rickard, Claire M; Mitchell, Marion L

2013-04-01

One strategy to address the current nursing shortage in specialty areas has been to introduce graduate nurse programs. However introducing novice nurses to specialty areas raises concerns around education and competency which, in turn, highlights the need to identify and prioritise the elements of competent paediatric intensive care unit (PICU) nursing care considered essential to safe practice. To determine the key knowledge, skills and attributes of competent level PICU nurses. A practice analysis survey of 15 nurse educators was conducted in all eight Australian and New Zealand PICUs during 2008. Three areas of practice essential to PICU nursing competence were explored: patients most commonly cared for; frequency and criticality of activities performed; and level of independence against critical care nursing competency standards. Data were analysed using descriptive statistics. Cardiac and respiratory problems accounted for over 50% of patients cared for by competent level nurses. Cardiac and respiratory activities were therefore also ranked as the most important activities. Respondents identified that competency domains of teamwork and professional practice are performed with minimal supervision, whereas clinical problem solving requires supervision and assistance. PICU nurses are performing activities and caring for a breadth of complex patients within a year of entering the workforce. Using a practice analysis to define actual practice and expectations can assist in the identification and prioritisation of content for graduate and other educational programs. Copyright © 2013 Elsevier Ltd. All rights reserved.

Cultural competence in health care and its implications for pharmacy. Part 1. Overview of key concepts in multicultural health care.

PubMed

O'Connell, Mary Beth; Korner, Eli J; Rickles, Nathaniel M; Sias, Jeri J

2007-07-01

Pharmacists are caring for more individuals of diverse age, gender, race, ethnicity, socioeconomic status, religion, sexual orientation, and health beliefs than in previous decades. Not all residents of the United States equally experience long life spans and good health. Health disparities in various cultures have been documented. One critical aspect of reducing health disparities is moving health care providers, staff, administrators, and practices toward increased cultural competence and proficiency. Effective delivery of culturally and linguistically appropriate service in cross-cultural settings is identified as cultural competence. Culture is a dynamic process, with people moving in and out of various cultures throughout their lives. The failure to understand and respect individuals and their cultures could impede pharmaceutical care. Incongruent beliefs and expectations between the patient and pharmacist could lead to misunderstandings, confusion, and ultimately to drug misadventures. Models and frameworks have been developed that provide descriptions of the process by which individuals, practice settings, and organizations can become culturally competent and proficient. This article, the first in a five-part series, presents an overview of issues related to cultural competence in health care with an emphasis on the pharmacy profession. Also provided are definitions for cultural competence and related terms, a brief overview of health disparities and challenges to the common morality, and a discussion of models and frameworks that describe pathways to cultural competence and proficiency.

Numerical cognition explains age-related changes in third-party fairness.

PubMed

Chernyak, Nadia; Sandham, Beth; Harris, Paul L; Cordes, Sara

2016-10-01

Young children share fairly and expect others to do the same. Yet little is known about the underlying cognitive mechanisms that support fairness. We investigated whether children's numerical competencies are linked with their sharing behavior. Preschoolers (aged 2.5-5.5) participated in third-party resource allocation tasks in which they split a set of resources between 2 puppets. Children's numerical competence was assessed using the Give-N task (Sarnecka & Carey, 2008; Wynn, 1990). Numerical competence-specifically knowledge of the cardinal principle-explained age-related changes in fair sharing. Although many subset-knowers (those without knowledge of the cardinal principle) were still able to share fairly, they invoked turn-taking strategies and did not remember the number of resources they shared. These results suggest that numerical cognition serves as an important mechanism for fair sharing behavior, and that children employ different sharing strategies (division or turn-taking) depending on their numerical competence. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Profile and competences for the graduating European dentist - update 2009.

PubMed

Cowpe, J; Plasschaert, A; Harzer, W; Vinkka-Puhakka, H; Walmsley, A D

2010-11-01

This paper presents the profile and competences for the European Dentist as approved by the General Assembly of the Association for Dental Education in Europe at its annual meeting held in Helsinki in August 2009. A new taskforce was convened to update the previous document published in 2005. The updated document was then sent to all European Dental Schools, ministries of health, national dental associations and dental specialty associations or societies in Europe. The feedback received was used to improve the document. European dental schools are expected to adhere to the profile and the 17 major competences but the supporting competences may vary in detail between schools. The document will be reviewed once again in 5 years time. Feedback to the newly published document is welcomed and all dental educators are encouraged to draw upon the content of the paper to assist them in harmonising the curriculum throughout Europe with the aim of improving the quality of the dental curriculum. © 2010 John Wiley & Sons A/S.

Evaluation Procedures in the Charlotte-Mecklenburg Career Ladder Plan.

ERIC Educational Resources Information Center

Schlechty, Phillip C.

1985-01-01

Describes faculty evaluation procedures used in the Charlotte-Mecklenburg (North Carolina) Public Schools in conjunction with career development. Covers the program's philosophy, purposes, and special characteristics; expectations set and competencies sought; the areas evaluation; evaluator characteristics; the observation process; teachers'…

Photosynthate distribution patterns in cherrybark oak seedling sprouts

Treesearch

Brian Roy Lockhart; John D. Hodges; Emile S. Gardiner; Andrew W. Ezell

2003-01-01

Summary We used 14C tracers to determine photosynthate distribution in cherrybark oak (Quercus pagoda Raf.) seedling sprouts following release from competing mid-story vegetation. Fall acquisition of labeled photosynthates by seedlings followed expected source--sink patterns, with root and basal stem tissues...

Raising Global Citizens: Focus on Cultural Competency

ERIC Educational Resources Information Center

Koprucu, Sirin

2009-01-01

Corporate leaders of high-growth initiative employment sectors, such as advanced manufacturing, aerospace, automotive, biotechnology, health care, hospitality, information technology, and homeland security, are not the only ones who list intercultural communication and management skills as business requisites. The entrepreneurs who are expected to…

Getting Ready for the Jobs of the Future.

ERIC Educational Resources Information Center

Cetron, Marvin J.

1983-01-01

Workers must be retrained to fill the new jobs created by technology. Twenty-one occupations expected to become increasingly important are described. Competent teachers must be attracted to vocational education, and teaching methods must be updated. Education must equip people to change. (RM)

Motor Skill Competence and Perceived Motor Competence: Which Best Predicts Physical Activity among Girls?

PubMed

Khodaverdi, Zeinab; Bahram, Abbas; Khalaji, Hassan; Kazemnejad, Anoshirvan

2013-10-01

The main purpose of this study was to determine which correlate, perceived motor competence or motor skill competence, best predicts girls' physical activity behavior. A sample of 352 girls (mean age=8.7, SD=0.3 yr) participated in this study. To assess motor skill competence and perceived motor competence, each child completed the Test of Gross Motor Development-2 and Physical Ability sub-scale of Marsh's Self-Description Questionnaire. Children's physical activity was assessed by the Physical Activity Questionnaire for Older Children. Multiple linear regression model was used to determine whether perceived motor competence or motor skill competence best predicts moderate-to-vigorous self-report physical activity. Multiple regression analysis indicated that motor skill competence and perceived motor competence predicted 21% variance in physical activity (R(2)=0.21, F=48.9, P=0.001), and motor skill competence (R(2)=0.15, ᵝ=0.33, P= 0.001) resulted in more variance than perceived motor competence (R(2)=0.06, ᵝ=0.25, P=0.001) in physical activity. Results revealed motor skill competence had more influence in comparison with perceived motor competence on physical activity level. We suggest interventional programs based on motor skill competence and perceived motor competence should be administered or implemented to promote physical activity in young girls.

Developing competencies for medical librarians in Pakistan.

PubMed

Ullah, Midrar; Anwar, Mumtaz A

2013-03-01

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

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.

Implementation of minimal invasive gynaecological surgery certification will challenge gynaecologists with new legal and ethical issues.

PubMed

Tanos, V; Socolov, R; Demetriou, P; Kyprianou, M; Watrelot, A; Van Belle, Y; Campo, R

2016-06-27

The introduction of a certification / diploma program in Minimal Invasive Surgery (MIS) is expected to improve surgical performance, patient's safety and outcome. The Gynaecological Endoscopic Surgical Education and Assessment programme (GESEA) and the ESHRE Certification for Reproductive Endoscopic Surgery (ECRES) provides a structured learning path, recognising different pillars of competence. In order to achieve a high level of competence a two steps validation is necessary: (a) the individual should be certified of having the appropriate theoretical knowledge and (b) the endoscopic psychomotor skills before entering in the diploma programme reflecting the surgical competence. The influence of such an educational and credentialing path could improve safety and offer financial benefits to the hospitals, physicians and healthcare authorities. Moreover the medicolegal consequences can be important when a significant amount of surgeons possess the different diplomas. As the programs are becoming universally accessible, recognised as the best scientific standard, included in the continuous medical education (CME) and continuous professional development (CPD), it is expected that a significant number of surgeons will soon accomplish the diploma path. The co-existence and practice of both non-certified and certified surgeons with different degrees of experience is unavoidable. However, it is expected that national health systems (NHS), hospitals and insurance companies will demand and hire doctors with high and specific proficiency to endoscopic surgery. When medico-legal cases are under investigation, the experts should be aware of the limitations that individual experience provides. The court first of all examines and then judges if there is negligence and decides accordingly. However, lack of certification may be considered as negligence by a surgeon operating a case that eventual faces litigation problems. Patients' safety and objective preoperative counselling are mandatory, directly connected to MIS certification while eliminating any dispute of surgeons' credibility.

Assessing curriculum effectiveness: a survey of Uniformed Services University medical school graduates.

PubMed

Picho, Katherine; Gilliland, William R; Artino, Anthony R; DeZee, Kent J; Dong, Ting; McManigle, John E; Cruess, David F; Durning, Steven J

2015-04-01

This study assessed alumni perceptions of their preparedness for clinical practice using the Accreditation Council for Graduate Medical Education (ACGME) competencies. We hypothesized that our alumni's perception of preparedness would be highest for military-unique practice and professionalism and lowest for system-based practice and practice-based learning and improvement. 1,189 alumni who graduated from the Uniformed Services University (USU) between 1980 and 2001 completed a survey modeled to assess the ACGME competencies on a 5-point, Likert-type scale. Specifically, self-reports of competencies related to patient care, communication and interpersonal skills, medical knowledge, professionalism, systems-based practice, practice-based learning and improvement, and military-unique practice were evaluated. Consistent with our expectations as the nation's military medical school, our graduates were most confident in their preparedness for military-unique practice, which included items assessing military leadership (M = 4.30, SD = 0.65). USU graduates also indicated being well prepared for the challenges of residency education in the domain of professionalism (M = 4.02, SD = 0.72). Self-reports were also high for competencies related to patient care (M = 3.86, SD = 0.68), communication and interpersonal skills (M = 3.88, SD = 0.66), and medical knowledge (M = 3.78, SD = 0.73). Consistent with expectations, systems-based practice (M = 3.50, SD = 0.70) and practice-based learning and improvement (M = 3.57, SD = 0.62) were the lowest rated competencies, although self-reported preparedness was still quite high. Our findings suggest that, from the perspective of our graduates, USU is providing both an effective military-unique curriculum and is preparing trainees for residency training. Further, these results support the notion that graduates are prepared to lead and to practice medicine in austere environments. Compared to other competencies that were assessed, self-ratings for systems-based practice and practice-based learning and improvement were the lowest, which suggests the need to continue to improve USU education in these areas. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Influence of Teacher Competency on Integration of ICT in Teaching and Learning in Public Secondary Schools in Machakos

ERIC Educational Resources Information Center

Michael, Felistas Mbithe; Maithya, Redempta; Cheloti, Selpher K.

2016-01-01

This study was set to investigate the influence of teachers' competency on the integration of ICT in teaching and learning in public secondary schools in Machakos County. The study hypothesis was that: There is no significant relationship between teacher competency and the integration of ICT in teaching and learning. The study used a sample of…

Development of a Moodle Course for Schoolchildren's Table Tennis Learning Based on Competence Motivation Theory: Its Effectiveness in Comparison to Traditional Training Method

ERIC Educational Resources Information Center

Zou, Junhua; Liu, Qingtang; Yang, Zongkai

2012-01-01

Based on Competence Motivation Theory (CMT), a Moodle course for schoolchildren's table tennis learning was developed (The URL is http://www.bssepp.com, and this course allows guest access). The effects of the course on students' knowledge, perceived competence and interest were evaluated through quantitative methods. The sample of the study…

The Benefit of the GLOBE Program for the Development of Inquiry Competence in the Czech and Slovak Contexts

ERIC Educational Resources Information Center

Smoláková, Nikoleta; Švajdaa, Juraj; Koróny, Samuel; Cincera, Jan

2016-01-01

This study compares the inquiry competence of the 8th-grade students participating in the science and environmental education program GLOBE in the Czech Republic with a sample of students of the same age not participating in the program from the Slovak and Czech Republics. Inquiry competence is analyzed as a set of variables representing students'…

Poor Sleep Is Related to Lower Emotional Competence Among Adolescents.

PubMed

Brand, Serge; Kirov, Roumen; Kalak, Nadeem; Gerber, Markus; Schmidt, Norman B; Lemola, Sakari; Correll, Christoph U; Holsboer-Trachsler, Edith

2016-01-01

The aim of the present study was to explore the association between subjective insomnia and self-reported emotional competence in areas such as regulating and perceiving one's own emotions and empathy, in a sample of adolescents. Gender differences were also explored. 366 adolescents in 10th to 12th grade (mean age: M = 16.9 years) took part in this cross-sectional study. They completed questionnaires related to emotional competencies, empathy, and sleep. Higher scores for insomnia were associated with lower scores for some aspects of emotional competence and empathy. Compared to males, females generally had higher scores for emotional competence. Poor sleep as subjectively experienced among adolescents is associated with specific impairments in emotional competence and empathy. Gender-related patterns were also observed.

A Process Model of Parenting and Adolescents’ Friendship Competence

PubMed Central

Cook, Emily C.; Buehler, Cheryl; Fletcher, Anne C.

2014-01-01

This study examined the prospective relationship between negative parenting behaviors and adolescents’ friendship competence in a community sample of 416 two-parent families in the Southeastern USA. Adolescents’ externalizing problems and their emotional insecurity with parents were examined as mediators. Parents’ psychological control was uniquely associated with adolescents’ friendship competence. When both mediators were included in the same model, adolescents’ perceptions of emotional insecurity in the parent–adolescent relationship fully mediated the association between parents’ psychological control and adolescents’ friendship competence. Parental hostility was associated with friendship competence indirectly through adolescents’ emotional insecurity. Results contribute to identifying the mechanisms by which parenting affects youths’ friendship competence, which is important in informing theory and practice regarding interpersonal relationships in adolescence. PMID:24882948

Application of Student Book Based On Integrated Learning Model Of Networked Type With Heart Electrical Activity Theme For Junior High School

NASA Astrophysics Data System (ADS)

Gusnedi, G.; Ratnawulan, R.; Triana, L.

2018-04-01

The purpose of this study is to determine the effect of the use of Integrated Science IPA books Using Networked Learning Model of knowledge competence through improved learning outcomes obtained. The experimental design used is one group pre test post test design to know the results before and after being treated. The number of samples used is one class that is divided into two categories of initial ability to see the improvement of knowledge competence. The sample used was taken from the students of grade VIII SMPN 2 Sawahlunto, Indonesia. The results of this study indicate that most students have increased knowledge competence.

Implementing the undergraduate mini-CEX: a tailored approach at Southampton University.

PubMed

Hill, Faith; Kendall, Kathleen; Galbraith, Kevin; Crossley, Jim

2009-04-01

The mini-clinical evaluation exercise (mini-CEX) is widely used in the UK to assess clinical competence, but there is little evidence regarding its implementation in the undergraduate setting. This study aimed to estimate the validity and reliability of the undergraduate mini-CEX and discuss the challenges involved in its implementation. A total of 3499 mini-CEX forms were completed. Validity was assessed by estimating associations between mini-CEX score and a number of external variables, examining the internal structure of the instrument, checking competency domain response rates and profiles against expectations, and by qualitative evaluation of stakeholder interviews. Reliability was evaluated by overall reliability coefficient (R), estimation of the standard error of measurement (SEM), and from stakeholders' perceptions. Variance component analysis examined the contribution of relevant factors to students' scores. Validity was threatened by various confounding variables, including: examiner status; case complexity; attachment specialty; patient gender, and case focus. Factor analysis suggested that competency domains reflect a single latent variable. Maximum reliability can be achieved by aggregating scores over 15 encounters (R = 0.73; 95% confidence interval [CI] +/- 0.28 based on a 6-point assessment scale). Examiner stringency contributed 29% of score variation and student attachment aptitude 13%. Stakeholder interviews revealed staff development needs but the majority perceived the mini-CEX as more reliable and valid than the previous long case. The mini-CEX has good overall utility for assessing aspects of the clinical encounter in an undergraduate setting. Strengths include fidelity, wide sampling, perceived validity, and formative observation and feedback. Reliability is limited by variable examiner stringency, and validity by confounding variables, but these should be viewed within the context of overall assessment strategies.

Cultural competence in healthcare in the community: A concept analysis.

PubMed

Henderson, Saras; Horne, Maria; Hills, Ruth; Kendall, Elizabeth

2018-03-07

This study aims to conduct a concept analysis on cultural competence in community healthcare. Clarification of the concept of cultural competence is needed to enable clarity in the definition and operation, research and theory development to assist healthcare providers to better understand this evolving concept. Rodgers' evolutionary concept analysis method was used to clarify the concept's context, surrogate terms, antecedents, attributes and consequences and to determine implications for further research. Articles from 2004 to 2015 were sought from Medline, PubMed, CINAHL and Scopus using the terms "cultural competency" AND "health," "cultural competence" OR "cultural safety" OR "cultural knowledge" OR "cultural awareness" OR cultural sensitivity OR "cultural skill" AND "Health." Articles with antecedents, attributes and consequences of cultural competence in community health were included. The 26 articles selected included nursing (n = 8), health (n = 8), psychology (n = 2), social work (n = 1), mental health (n = 3), medicine (n = 3) and occupational therapy (n = 1). Findings identify cultural openness, awareness, desire, knowledge and sensitivity and encounter as antecedents of cultural competence. Defining attributes are respecting and tailoring care aligned with clients' values, needs, practices and expectations, providing equitable and ethical care, and understanding. Consequences of cultural competence are satisfaction with care, the perception of quality healthcare, better adherence to treatments, effective interaction and improved health outcomes. An interesting finding is that the antecedents and attributes of cultural competence appear to represent a superficial level of understanding, sometimes only manifested through the need for social desirability. What is reported as critical in sustaining competence is the carers' capacity for a higher level of moral reasoning attainable through formal education in cultural and ethics knowledge. Our conceptual analysis incorporates moral reasoning in the definition of cultural competence. Further research to underpin moral reasoning with antecedents, attributes and consequences could enhance its clarity and promote a sustainable enactment of cultural competence. © 2018 John Wiley & Sons Ltd.

Sexual Health Competencies for Undergraduate Medical Education in North America.

PubMed

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

2017-04-01

The number of hours spent teaching sexual health content and skills in medical education continues to decrease despite the increase in sexual health issues faced by patients across the lifespan. In 2012 and 2014, experts across sexuality disciplines convened for the Summits on Medical School Education and Sexual Health to strategize and recommend approaches to improve sexual health education in medical education systems and practice settings. One of the summit recommendations was to develop sexual health competencies that could be implemented in undergraduate medical education curricula. To discuss the process of developing sexual health competencies for undergraduate medical education in North America and present the resulting competencies. From 2014 to 2016, a summit multidisciplinary subcommittee met through face-to-face, phone conference, and email meetings to review prior competency-based guidelines and then draft and vet general sexual health competencies for integration into undergraduate medical school curricula. The process built off the Association of American Medical Colleges' competency development process for training medical students to care for lesbian, gay, bisexual, transgender, and gender non-conforming patients and individuals born with differences of sex development. This report presents the final 20 sexual health competencies and 34 qualifiers aligned with the 8 overall domains of competence. Development of a comprehensive set of sexual health competencies is a necessary first step in standardizing learning expectations for medical students upon completion of undergraduate training. It is hoped that these competencies will guide the development of sexual health curricula and assessment tools that can be shared across medical schools to ensure that all medical school graduates will be adequately trained and comfortable addressing the different sexual health concerns presented by patients across the lifespan. Bayer CR, Eckstrand KL, Knudson G, et al. Sexual Health Competencies for Undergraduate Medical Education in North America. J Sex Med 2017;14:535-540. Copyright © 2017 International Society for Sexual Medicine. Published by Elsevier Inc. All rights reserved.

Parental attitudes and social competence in adolescents.

PubMed

Drózdz, E; Pokorski, M

2007-11-01

The aim of the study was to evaluate the relationships among perceived parental attitudes and domains of social competence in late adolescents. Forty boys and 40 girls, all aged 18, representing a population sample of high school second graders were examined. Self-report data were collected using questionnaires of parent-child relations and of social competence. Analyses detected a significant association between the maternal loving or protective attitude and competence in interpersonal relations in the combined sample of adolescents. However, gender was a moderator of this general relationship. Maternal control fostered their sons' interpersonal relations, and no such relationship was observed toward daughters. Adolescents' behavior was somehow less influenced by fatherly control. The findings are in line with the concept of familism as a dominant form of family organization, but implicate constraints in parental sentiments whose overly expression may backfire and do more harm than good in other domains of social competence of adolescents, such as assertiveness and performance during social exposure. The study may contribute to future research on how parenting style shapes adolescent social outcomes.

minSKIN does a multifaceted intervention improve the competence in the diagnosis of skin cancer by general practitioners? Study protocol for a randomised controlled trial.

PubMed

Badertscher, Nina; Rosemann, Thomas; Tandjung, Ryan; Braun, Ralph P

2011-06-30

In Switzerland, skin cancer is one of the most common neoplasms. Melanoma is the most aggressive one and can be lethal if not detected and removed on time. Nonmelanoma skin cancer is more frequent as melanoma; it is seldom lethal but can disfigure patients in advanced stages. General practitioners (GPs) are often faced with suspicious skin lesions of their patients. Randomised controlled trial (RCT). 60 GPs, randomised into intervention group and control group. GPs get a Lumio loupe, a digital camera and continuous feedback based on pictures of skin lesions they send to the Dermatologist. Competence in the diagnosis of skin cancer by GPs, measured as the percentage of correctly classified pictures of skin lesions. At baseline, and prior to any intervention (T0), GPs will be asked to rate 36 pictures of skin lesions according to their likelihood of malignancy on a visual analogue scale (VAS). After a full day training course with both groups (T1) and after one year of continuous feedback (T2) with the intervention group, we will repeat the picture scoring session with both groups, using new pictures. We want to determine whether a multifaceted intervention (including technical equipment and a continuous feedback on skin lesions) leads to an improved competence in the diagnosis of skin cancer by GPs. This study addresses the hypothesis that an additional feedback loop, based on pictures performed in daily practice by GPs is superior to a simple educational intervention regarding diagnostic competence. We expect an improvement of the competence in skin cancer diagnosis by GPs in both groups after the full day training course. Beside this immediate effect, we also expect a long term effect in the intervention group because of the continuous problem based feedback. ISRCTN29854485.

Competence in coping with stress in adolescents from three regions of the world.

PubMed

Persike, Malte; Seiffge-Krenke, Inge

2012-07-01

The ways adolescents develop and use strategies to cope with stress vary according to cultural scripts and values. This cross-sectional study tested the impact of region and gender on adolescents' stress perceptions and coping styles. A total sample of 10,941 adolescents (51.3% female) from 20 countries completed questionnaires on stress and coping behaviors in four domains (school, parents, peers, and romantic relationships). Standardized samples of n = 200 were drawn from each country, resulting in a sample of N = 4,000 adolescents (mean age 15.18, SD = 1.76, balanced gender distribution). Based on the results of discriminant analysis, the adolescents could be grouped into three world regions (Western, Eastern/Asian, and Southern). Results revealed that levels of perceived stressfulness of issues in different domains were universally similar among adolescents from all three regions. Parent- and school-related stress received the highest rankings, and peer- and romance-related stress the lowest. Differences emerged with respect to coping style, depending on region and gender. Coping styles characterized by negotiating, seeking support, and emotional outlet were used more often by adolescents from the Western region than those from the Eastern/Asian or Southern regions. Females in all regions had higher rates in the use of negotiating and seeking support than males did. Adolescents from all countries, despite regional variations, exhibited more emotional outlet in response to conflicts with parents than with peers or romantic partners. Overall, adolescents from all regions of the world demonstrated an impressive level of coping competencies, as only about one fifth of all coping responses involved the use of withdrawal and denial. The findings are discussed with respect to how the effects of globalization and changing societal expectations may have contributed to similar levels of perceived stressfulness and increased coping agency in adolescents in different parts of the world.

Trust in the physician-patient relationship in developing healthcare settings: a quantitative exploration.

PubMed

Gopichandran, Vijayaprasad; Chetlapalli, Satish Kumar

2015-01-01

Trust in physicians is the patient's optimistic acceptance of vulnerability and the expectation that the physician will do what is best for his/her welfare. This study was undertaken to develop a conceptual understanding of the dimensions and determinants of trust in physicians in healthcare settings in resource-poor, developing countries. A cross-sectional household survey was conducted on a sample of 625 men and women from urban and rural areas in Tamil Nadu, India. The sample was selected using a multistage sampling method and a pre-tested structured questionnaire was utilised. The questionnaire covered the five dimensions of trust: perceived competence of the physician, assurance of treatment, confidence in the physician, loyalty towards him/her, and respect for him/her. Items covering four main factors that influence trust, ie shared identity, the physician's behaviour, personal involvement of the physician and level of comfort with him/her, were included in the questionnaire. A structural equation model was constructed with the dimensions of trust on one hand and the four factors influencing trust on the other. Trust in physicians is based more on notional constructs, such as assurance of treatment (b=0.714, p<0.001) and respect for the physician (b=0.763, p<0.001),than objective assessments, such as the physician's competence (b=0.607, p<0.001). Feeling comfortable with the physician (b=0.630, p<0.001) and the physician's communication skills (b=0.253, p<0.001) significantly influence the level of trust. The former is correlated with the personal involvement of the physician (r=0.124, p<0.001), and so is the latter (r=0.152, p<0.001). The overall model has a good statistical fit. The factors that give rise to trust in physicians vary with the sociocultural context.

Acceptance alone is a better predictor of psychopathology and well-being than emotional competence, emotion regulation and mindfulness.

PubMed

Kotsou, Ilios; Leys, Christophe; Fossion, Pierre

2018-01-15

Emotional competence, emotion regulation, mindfulness and acceptance have all been strongly associated to emotional disorders and psychological well-being in multiple studies. However little research has compared the unique predictive ability of these different constructs. We hypothesised that they will all share a large proportion of common variance and that when compared to the broader constructs emotional competence, emotion regulation and mindfulness, acceptance alone would predict a larger proportion of unique variance METHODS: 228 participants from a community sample completed anonymously measures of anxiety, depression, happiness, acceptance, mindfulness, emotional competence and emotion regulation. We then ran multiple regressions to assess and compare the predictive ability of these different constructs. For measures of psychological distress, the acceptance measure uniquely accounted for between 4 and 30 times the variance that the emotional competence, emotion regulation and mindfulness measures did. These results are based on cross-sectional designs and non-clinical samples, longitudinal and experimental studies as clinical samples may be useful in order to assess the potential protective power of acceptance over time. Another limitation is the use of self-report questionnaires. Results confirmed our hypothesis, supporting the research on the importance of acceptance as a central factor in the understanding of the onset and maintenance of emotional disorders. Copyright © 2017 Elsevier B.V. All rights reserved.

Teaching Labor Market Survey Methodology in Rehabilitation Counseling

ERIC Educational Resources Information Center

Barros-Bailey, Mary

2012-01-01

Labor Market Survey (LMS) and labor market analysis knowledge and methodologies are minimum competencies expected of rehabilitation counselors through credentialing and accreditation boards. However, LMS knowledge and methodology is an example of a contemporary oral tradition that is universally recognized in rehabilitation and disability services…

Work Integrated Learning Competencies: Industrial Supervisors' Perspectives

ERIC Educational Resources Information Center

Makhathini, Thobeka Pearl

2016-01-01

Research on student-learning outcomes indicates that university graduates do not possess relevant skills required by the industry such as leadership, emotional intelligence, problem solving, communication, decision-making skills and the ability to function in a multicultural environment. Currently, engineering graduates are expected to perform…

Compete or Die! How To Increase Enrollment in a Competitive Market: Part I.

ERIC Educational Resources Information Center

Wassom, Julie

1998-01-01

Presents strategies for increasing the enrollment in child care programs in a competitive market. Discusses ways to investigate the market, including examining the competition, parents' expectations, and the industry; and ways to differentiate a center from its competitors. (KB)

Planning Education: Exchanging Approaches to Teaching Practice-Based Skills

ERIC Educational Resources Information Center

Ritchie, Heather; Sheppard, Adam; Croft, Nick; Peel, Deborah

2017-01-01

Planning curricula have continually evolved to meet changing societal needs, technological change and employer expectations. The professional accrediting body in the United Kingdom, the Royal Town Planning Institute, stipulates the core planning skills required, differentiating between formal classroom-based learning and professional competencies,…

Investigation of Multicultural Education Courses: The Case of Georgia State University

ERIC Educational Resources Information Center

Basbay, Alper

2014-01-01

Multicultural education includes the design of learning environments according to different cultural characteristics and learners' respectful attitudes towards these characteristics. One of the teachers' expected competencies in multicultural education is recognizing learners' cultural characteristics and being respectful of these during the…

A crisis in critical thinking.

PubMed

del Bueno, Dorothy

2005-01-01

Aggregate results for competency assessment of new registered nurses using the Performance Based Development System indicate that most new graduates do not meet expectations for entry-level clinical judgment ability.This article discusses implications for nursing education and offers recommendations for developing clinical judgment in nursing students.

Teaching Mathematics Education with Cultural Competency

ERIC Educational Resources Information Center

Dornoo, Michael

2015-01-01

Students learn through connections when understanding is enhanced by a more holistic view of the content. When mathematics is presented from diverse perspectives, students with diverse backgrounds, expectations, histories, and experiences benefit greatly. In this article the author addresses the need to teach mathematics with cultural competency…

Professional Development Seen as Employment Capital

ERIC Educational Resources Information Center

Mackay, Margaret

2017-01-01

Practitioners need to invest in professional development to enhance credibility, job security and employment prospects. Employer expectations of continuing development as a performance measure link to the notion of career capital; namely that knowledge competence influences job advancement. This study uses an interpretivist approach to explore…

Student Professionalism Competencies in Optometric Education

ERIC Educational Resources Information Center

Register, Shilpa J.

2012-01-01

Society has high expectations of health care practitioners leaving the burden of proof on healthcare educational institutions. As educators, it is our responsibility to ensure that students acquire the cognitive and affective domains associated with professionalism through the acquisition of appropriate skills and knowledge leading to the…

Hispanic Women's Health Care Provider Control Expectations: The Influence of Fatalism and Acculturation

PubMed Central

Roncancio, Angelica M.; Ward, Kristy K.; Berenson, Abbey B.

2011-01-01

In order to understand how culture influences Hispanic women's views about their health care provider (HCP), we examined the relationship between acculturation and fatalism in the HCP control expectations of Hispanic women. (A HCP control expectation is the extent to which an individual believes that her HCP has control over her health.) We predicted that acculturation would be negatively associated with HCP control expectations and fatalism would be positively associated with HCP control expectations. A group of 1,027 young Hispanic women (mean age 21.24 years; SD = 2.46) who were University of Texas Medical Branch clinic patients completed a comprehensive survey. Structural equation modeling was employed and as predicted, acculturation was negatively associated with HCP control expectations (p < .001) and fatalism was positively associated (p < .001). Understanding fatalism, acculturation, and their influence on HCP control expectations will help us understand this population's perceptions of their HCPs. This knowledge will assist HCPs in providing culturally competent care which will increase adherence to medical treatment and screening guidelines. PMID:21551928

Hispanic women's health care provider control expectations: the influence of fatalism and acculturation.

PubMed

Roncancio, Angelica M; Ward, Kristy K; Berenson, Abbey B

2011-05-01

In order to understand how culture influences Hispanic women's views about their health care provider (HCP), we examined the relationship between acculturation and fatalism in the HCP control expectations of Hispanic women. (A HCP control expectation is the extent to which an individual believes that her HCP has control over her health.) We predicted that acculturation would be negatively associated with HCP control expectations, and fatalism would be positively associated with HCP control expectations. A group of 1,027 young Hispanic women (mean age 21.24 years; SD=2.46) who were University of Texas Medical Branch clinic patients completed a comprehensive survey. Structural equation modeling was employed and, as predicted, acculturation was negatively associated with HCP control expectations (p<.001) and fatalism was positively associated (p<.001). Understanding fatalism, acculturation, and their influence on HCP control expectations will help us understand this population's perceptions of their HCPs. This knowledge will assist HCPs in providing culturally competent care which will increase adherence to medical treatment and screening guidelines.

Does community health care require different competencies from physicians and nurses?

PubMed Central

2014-01-01

Background Recently competency approach in Health Professionals’ Education (HPE) has become quite popular and for an effective competency based HPE, it is important to design the curriculum around the health care needs of the population to be served and on the expected roles of the health care providers. Unfortunately, in community settings roles of health providers tend to be described less clearly, particularly at the Primary Health Care (PHC) level where a multidisciplinary and appropriately prepared health team is generally lacking. Moreover, to tailor the education on community needs there is no substantial evidence on what specific requirements the providers must be prepared for. Methods This study has explored specific tasks of physicians and nurses employed to work in primary or secondary health care units in a context where there is a structural scarcity of community health care providers. In-depth Interviews of 11 physicians and 06 nurses working in community settings of Pakistan were conducted along with review of their job descriptions. Results At all levels of health settings, physicians’ were mostly engaged with diagnosing and prescribing medical illness of patients coming to health center and nurses depending on their employer were either providing preventive health care activities, assisting physicians or occupied in day to day management of health center. Geographical location or level of health facility did not have major effect on the roles being expected or performed, however the factors that determined the roles performed by health providers were employer expectations, preparation of health providers for providing community based care, role clarity and availability of resources including health team at health facilities. Conclusions Exploration of specific tasks of physicians and nurses working in community settings provide a useful framework to map competencies, and can help educators revisit the curricula and instructional designs accordingly. Furthermore, in community settings there are many synergies between the roles of physicians and nurses which could be simulated as learning activities; at the same time these two groups of health providers offer distinct sets of services, which must be harnessed to build effective, non-hierarchal, collaborative health teams. PMID:24387322

Muscle dysmorphia in different degrees of bodybuilding activities: validation of the Italian version of Muscle Dysmorphia Disorder Inventory and Bodybuilder Image Grid.

PubMed

Santarnecchi, Emiliano; Dèttore, Davide

2012-06-01

The purpose of the study was to validate two measures of muscle dysmorphia (MD) into the Italian language. The sample included three participant groups: (1) competing bodybuilders, (2) non-competing bodybuilders, and (3) non-bodybuilding controls. In general the Italian versions of the scales showed psychometric utility that is consistent with the original instruments. The severity of MD was greater for competing bodybuilders than non-competing bodybuilders and controls. Copyright © 2012 Elsevier Ltd. All rights reserved.

Sexual assault and rape perpetration by college men: the role of the big five personality traits.

PubMed

Voller, Emily K; Long, Patricia J

2010-03-01

A sample of 521 college men completed the Revised NEO Personality Inventory and an expanded version of the Sexual Experiences Survey to examine whether variation in the Big Five personality traits in a normal, college population provides any insight into the nature of sexual assault and rape perpetrators. Rape perpetrators reported lower levels of Agreeableness and Conscientiousness when compared to both sexual assault perpetrators and nonperpetrators, and lower levels of Extraversion when compared to nonperpetrators. Rape perpetrators also endorsed lower levels of tendermindedness, excitement-seeking, warmth, positive emotions, feelings, altruism, competence, and dutifulness, and higher levels of vulnerability. Contrary to expectation, overall personality profiles followed remarkably comparable patterns for sexual assault and nonperpetrators, suggesting that sexual assault perpetrators were more similar to nonperpetrators than to rape perpetrators. Findings suggest that individuals who perpetrate sexual offenses, particularly rape, differ from nonperpetrators on dimensions of normal personality. Clinical and research implications are discussed.

A practical guide to value of information analysis.

PubMed

Wilson, Edward C F

2015-02-01

Value of information analysis is a quantitative method to estimate the return on investment in proposed research projects. It can be used in a number of ways. Funders of research may find it useful to rank projects in terms of the expected return on investment from a variety of competing projects. Alternatively, trialists can use the principles to identify the efficient sample size of a proposed study as an alternative to traditional power calculations, and finally, a value of information analysis can be conducted alongside an economic evaluation as a quantitative adjunct to the 'future research' or 'next steps' section of a study write up. The purpose of this paper is to present a brief introduction to the methods, a step-by-step guide to calculation and a discussion of issues that arise in their application to healthcare decision making. Worked examples are provided in the accompanying online appendices as Microsoft Excel spreadsheets.

The role of life skills promotion in substance abuse prevention: a mediation analysis.

PubMed

Bühler, Anneke; Schröder, Elke; Silbereisen, Rainer K

2008-08-01

Research has shown that life skills programs are the most effective single activity in school-based substance abuse prevention. However, little is known about the processes through which they are effective. This study examines whether an evidence-based prevention program targeting general competence is effective through the promotion of knowledge about life skills and enhanced related behaviors. Based on a sample of 442 fifth graders participating in a quasi-experimental prevention study, as expected, mediation analyses revealed that increased knowledge about life skills paralleled an increase in students' distant attitudes toward alcohol and nicotine use. Unexpectedly, behaviors manifesting enhanced life skills were found not only among program participants who remained experimental/non-smokers or stopped smoking but also among smokers. In general, findings suggest that favorable prevention outcomes may be influenced through building knowledge about general life skills. The notion of uniform mechanisms of effectiveness in prevention programs is discussed.

The transition from medical student to doctor: perceptions of final year students and preregistration house officers related to expected learning outcomes.

PubMed

Lempp, H; Seabrook, M; Cochrane, M; Rees, J

2005-03-01

In this prospective qualitative study over 12 months, we evaluated the educational and clinical effectiveness of a new final year undergraduate programme in a London medical school (Guy's, King's and St Thomas'). A stratified sample of 17/360 final year students were interviewed four times, and the content was assessed against 32 amalgamated learning outcomes identified in 1997 in The New Doctor. At the beginning of the preregistration year, eight of the learning outcomes were already met, 10 partly, eight remained to be attained and for six, insufficient evidence existed. Preregistration house officers who have been through the final year student house officer programme expressed competence in many of the outcomes of the General Medical Council's New Doctor. The study identified areas such as prescribing where further developments are needed and will help in planning the new foundation programme.