Adult educators' core competences

NASA Astrophysics Data System (ADS)

Wahlgren, Bjarne

2016-06-01

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

32 CFR 644.511 - Certificate of competency by SBA.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 4 2010-07-01 2010-07-01 true Certificate of competency by SBA. 644.511 Section... Stone § 644.511 Certificate of competency by SBA. Section 8(b)(7) of the Small Business Act (15 U.S.C. 637(b)(7)) authorizes the SBA to certify the competency of a small business concern as to capacity and...

Results of the First National Assessment of Computer Competence (The Printout).

ERIC Educational Resources Information Center

Balajthy, Ernest

1988-01-01

Discusses the findings of the National Assessment of Educational Progress 1985-86 survey of American students' computer competence, focusing on findings of interest to reading teachers who use computers. (MM)

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

PubMed Central

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

2016-01-01

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

Exploring the Role of Performance Assessment in Competency-Based Education: Recommendations from the National Summit on K-12 Competency-Based Education

ERIC Educational Resources Information Center

Gagnon, Laurie

2017-01-01

Based on reports created for the 2017 National Summit on K-12 Competency-Based Education, this article explores how educators can take action to build momentum for and implement competency education and performance assessment. As a guide to taking action, the article provides the following: (1) links to the four framing reports from the Summit;…

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…

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

DOE Office of Scientific and Technical Information (OSTI.GOV)

Komann, Steffen; Groeke, Carsten; Droste, Bernhard

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

A Comparative Analysis of International Frameworks for 21st Century Competences: Implications for National Curriculum Policies

ERIC Educational Resources Information Center

Voogt, Joke; Roblin, Natalie Pareja

2012-01-01

National curricula need to change drastically to comply with the competences needed for the 21st century. In this paper eight frameworks describing 21st century competences were analysed. A comprehensive search for information about 21st century competences was conducted across the official websites of the selected frameworks, resulting in 32…

77 FR 64450 - Hazardous Materials: Incorporation of Certain Special Permits and Competent Authorities Into...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-22

... varies from the regulations provided an equivalent level of safety is maintained. An approval is a... materials regulations (HMR) provided an equivalent level of safety is maintained. A competent authority (CA... drums. Transportation of spent bleaching earth. Requalification of non-DOT specification cylinders in...

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

PubMed

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

2014-03-01

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

A Comparison of National Board Certified Teachers with Non-National Board Certified Teachers on Student Competency in High School Physical Education

ERIC Educational Resources Information Center

Phillips, Amber

2008-01-01

The purpose of this study was to describe the differences of teachers with and without National Board Certification in relation to their percentages of student competency in high school physical education. Data from the South Carolina Physical Education Assessment Program (SCPEAP) were used as the measure of student competency. Student competency…

AAOHN Competencies.

PubMed

2015-11-01

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

School Psychologists Working with Native American Youth: Training, Competence, and Needs

ERIC Educational Resources Information Center

Robinson-Zanartu, Carol; Butler-Byrd, Nola; Cook-Morales, Valerie; Dauphinais, Paul; Charley, Elvina; Bonner, Mike

2011-01-01

Despite growing emphases on multicultural competence, Native American youth remain tremendously underserved by schools: low achievement, high dropout rates, and over-identification for special education persist. The authors analyzed responses of 403 school psychologists to a national survey regarding their competence gained in training, in current…

Using the Personal Competence Manager as a Complementary Approach to IMS Learning Design Authoring

ERIC Educational Resources Information Center

Vogten, Hubert; Koper, Rob; Martens, Harrie; van Bruggen, Jan

2008-01-01

In this article TENCompetence will be presented as a framework for lifelong competence development. More specifically, the relationship between the TENCompetence framework and the IMS Learning Design (LD) specification is explored. LD authoring has proven to be challenging and the toolset currently available is targeting expert users mostly…

Development of national competency-based learning objectives "Medical Informatics" for undergraduate medical education.

PubMed

Röhrig, R; Stausberg, J; Dugas, M

2013-01-01

The aim of this project is to develop a catalogue of competency-based learning objectives "Medical Informatics" for undergraduate medical education (abbreviated NKLM-MI in German). The development followed a multi-level annotation and consensus process. For each learning objective a reason why a physician needs this competence was required. In addition, each objective was categorized according to the competence context (A = covered by medical informatics, B = core subject of medical informatics, C = optional subject of medical informatics), the competence level (1 = referenced knowledge, 2 = applied knowledge, 3 = routine knowledge) and a CanMEDS competence role (medical expert, communicator, collaborator, manager, health advocate, professional, scholar). Overall 42 objectives in seven areas (medical documentation and information processing, medical classifications and terminologies, information systems in healthcare, health telematics and telemedicine, data protection and security, access to medical knowledge and medical signal-/image processing) were identified, defined and consented. With the NKLM-MI the competences in the field of medical informatics vital to a first year resident physician are identified, defined and operationalized. These competencies are consistent with the recommendations of the International Medical Informatics Association (IMIA). The NKLM-MI will be submitted to the National Competence-Based Learning Objectives for Undergraduate Medical Education. The next step is implementation of these objectives by the faculties.

3 CFR - Delegation of Waiver Authority Under Section 1022(a)(4) of the National Defense Authorization Act...

Code of Federal Regulations, 2013 CFR

2013-01-01

... 3 The President 1 2013-01-01 2013-01-01 false Delegation of Waiver Authority Under Section 1022(a)(4) of the National Defense Authorization Act for Fiscal Year 2012 Presidential Documents Other Presidential Documents Memorandum of February 28, 2012 Delegation of Waiver Authority Under Section 1022(a)(4) of the National Defense Authorization Act...

Travelling Concepts in National Curriculum Policy-Making: The Example of Competencies

ERIC Educational Resources Information Center

Nordin, Andreas; Sundberg, Daniel

2016-01-01

In this paper we will address the impact of Europeanisation on national curriculum reforms with empirical reference to the Swedish compulsory school, and based on the concept of competence discuss the question of transnational curriculum convergence. The main interest is directed towards how the answers to the question of what counts as knowledge…

32 CFR 776.20 - Competence.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 5 2010-07-01 2010-07-01 false Competence. 776.20 Section 776.20 National... Professional Conduct § 776.20 Competence. (a) Competence. A covered attorney shall provide competent, diligent.... Initial determinations as to competence of a covered USG attorney for a particular assignment shall be...

Australian National Training Authority. Annual Performance Report 1997-1998.

ERIC Educational Resources Information Center

Australian National Training Authority, Brisbane.

This document is the 1997-1998 annual performance report of the Australian National Training Authority (ANTA), which was established in 1992 as a commonwealth statutory authority to advise commonwealth, state, and territory ministers on policies and mechanisms to help the vocational and training (VET) sector achieve a more national focus. Section…

Defining the key roles and competencies of the clinician-educator of the 21st century: a national mixed-methods study.

PubMed

Sherbino, Jonathan; Frank, Jason R; Snell, Linda

2014-05-01

To determine a consensus definition of a clinician-educator and the related domains of competence. During September 2010 to March 2011, the authors conducted a two-phase mixed-methods national study in Canada using (1) focus groups of deans of medicine and directors of medical education centers to define the attributes, domains of competence, and core competencies of clinician-educators using a grounded theory analysis, and (2) a survey of 1,130 deans, academic chairs, and residency program directors to validate the focus group results. The 22 focus group participants described being active in clinical practice, applying theory to practice, and engaging in education scholarship-but not holding a particular administrative position-as essential attributes of clinician-educators. Program directors accounted for 68% of the 350 survey respondents, academic chairs for 19%, and deans for 13% (response rate: 31%). Among respondents, 85% endorsed the need for physicians with advanced training in medical education to serve as educational consultants. Domains of clinician-educator competence endorsed by >85% of respondents as important or very important were assessment, communication, curriculum development, education theory, leadership, scholarship, and teaching. With regard to training requirements, 55% endorsed a master's degree in education as effective preparation, whereas 39% considered faculty development programs effective. On the basis of this study's findings, the authors defined a clinician-educator as a clinician active in health professional practice who applies theory to education practice, engages in education scholarship, and serves as a consultant to other health professionals on education issues.

76 FR 12136 - National Science Board; Notice of Delegation of Authority

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-04

... NATIONAL SCIENCE FOUNDATION National Science Board; Notice of Delegation of Authority In accordance with Section 1863(e)(2) of the National Science Foundation Act, as amended, the National Science Board (Board) hereby gives notice in regards to a delegation of authority provided to the Director, National Science Foundation (NSF), as follows: Per...

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.

Optometry Australia Entry-level Competency Standards for Optometry 2014.

PubMed

Kiely, Patricia M; Slater, Jared

2015-01-01

Competency standards for entry-level to the profession of optometry in Australia were first developed in 1993, revised in 1997 and 2000, and again in 2008, when therapeutic competency standards were introduced but differentiated from the entry-level competencies. Therapeutic competencies were an additional requirement for the purpose of endorsing optometric registration to allow prescription of medicines for conditions of the eye. Recent changes to educational and registration requirements mean that therapeutic competencies are now required at entry-level. To address this and to ensure the standards reflect current best practice, a full revision of the standards was undertaken. A steering committee oversaw the review of the standards, which involved a literature review, workshops with optometrists and broad consultation with stakeholders, including the Optometry Board of Australia, individual optometrists and employers of optometrists, to identify changes needed. Representatives of the profession from Australia and New Zealand and from academia in Australia were involved. A modified document based on the feedback received was circulated to the State Divisions and the National Board of the then Optometrists Association Australia. The updated standards reflect the state of entry to the optometric profession in 2014; competencies for prescribing of scheduled medicines are included, new material has been added, other areas have been modified. The updated entry-level competency standards were adopted on behalf of the profession by the National Board of the then Optometrists Association Australia in March 2014. Competency standards have been updated so that they continue to be current and useful for the profession, individual optometrists and Australian and New Zealand registration authorities for the purposes of accreditation of optometric programs and assessment of overseas-trained optometrists. This paper details the revision process and presents the 2014 version of

Assuring dental hygiene clinical competence for licensure: a national survey of dental hygiene program directors.

PubMed

Fleckner, Lucinda M; Rowe, Dorothy J

2015-02-01

To conduct a national survey of dental hygiene program directors to gain their opinions of alternative assessments of clinical competency, as qualifications for initial dental hygiene licensure. A 22 question survey, comprised of statements eliciting Likert-scale responses, was developed and distributed electronically to 341 U.S. dental hygiene program directors. Responses were tabulated and analyzed using University of California, San Francisco Qualtrics® computer software. Data were summarized as frequencies of responses to each item on the survey. The response rate was 42% (n=143). The majority of respondents (65%) agreed that graduating from a Commission on Dental Accreditation (CODA)-approved dental hygiene program and passing the national board examination was the best measure to assure competence for initial licensure. The addition of "successfully completing all program's competency evaluations" to the above core qualifications yielded a similar percentage of agreement. Most (73%) agreed that "the variability of live patients as test subjects is a barrier to standardizing the state and regional examinations," while only 29% agreed that the "use of live patients as test subjects is essential to assure competence for initial licensure." The statement that the one-time state and regional examinations have "low validity in reflecting the complex responsibilities of the dental hygienist in practice" had a high (77%) level of agreement. Most dental hygiene program directors agree that graduating from a CODA-approved dental hygiene program and passing the national board examination would ensure that a graduate has achieved clinical competence and readiness to provide comprehensive patient-centered care as a licensed dental hygienist. Copyright © 2015 The American Dental Hygienists’ Association.

Pathways to Fitness for Practice: National Vocational Qualifications as a Foundation of Competence in Nurse Education.

ERIC Educational Resources Information Center

Grundy, Lynne

2001-01-01

The movement in British nursing education from nursing schools to higher education has been criticized for deficiencies in skills-based training. Adding a competency-based approach using National Vocational Qualifications is a way to ensure that nurses have practical competence as well as knowledge and understanding. (Contains 24 references.) (SK)

Competence and Competency-based Training: What the Literature Says

ERIC Educational Resources Information Center

Guthrie, Hugh

2009-01-01

This literature review, commissioned by the National Quality Council, provides a historical account of the development of competency-based training in Australia and summarises the issues arising from the range of reviews conducted on elements of the national training system. It also explores the variety of ways in which competence is conceived…

'Seeking authorization': a grounded theory exploration of mentors' experiences of assessing nursing students on the borderline of achievement of competence in clinical practice.

PubMed

Cassidy, Simon; Coffey, Michael; Murphy, Fiona

2017-09-01

To develop a substantive theoretical explanation of how mentors make sense of their experiences where nursing students are on the borderline of achievement of competence in clinical practice. The reluctance of Registered Nurse mentors to fail nursing students in clinical practice despite concerns about competence remains a contemporary issue in international healthcare education. Mentors' assessment decisions have considerable impact for a variety of key stakeholders, not least for students in these circumstances. Grounded theory qualitative study. Phase one involved 20 individual semi-structured interviews with nurse mentors in one United Kingdom National Health Service Health Board (July-October 2009). Phase two included eight individual semi-structured interviews and seven focus groups with mentors and practice educators (n = 38) in four further Health Boards (June 2011-February 2012). Data were analysed using open, axial and selective coding consistent with grounded theory method. Three categories 'the conundrum of practice competence,' 'the intensity of nurturing hopefulness,' and 'managing assessment impasse,' led to the study's substantive theoretical explanation - 'Seeking authorization: Establishing collective accountability for mentorship.' This demonstrates how mentors are dependent on key sources of support and feedback to validate their assessment decision-making, notwithstanding substantial personal, professional and organizational pressures. We conclude that management of borderline assessment situations is considerably developed by recognition of the authorizing effects of a wider community of assessors. Consequently, we identify the personal, professional and organizational implications involved in the preparation, support and regulation of mentors specifically during borderline assessment circumstances. © 2017 John Wiley & Sons Ltd.

Using competences and competence tools in workforce development.

PubMed

Green, Tess; Dickerson, Claire; Blass, Eddie

The NHS Knowledge and Skills Framework (KSF) has been a driving force in the move to competence-based workforce development in the NHS. Skills for Health has developed national workforce competences that aim to improve behavioural performance, and in turn increase productivity. This article describes five projects established to test Skills for Health national workforce competences, electronic tools and products in different settings in the NHS. Competences and competence tools were used to redesign services, develop job roles, identify skills gaps and develop learning programmes. Reported benefits of the projects included increased clarity and a structured, consistent and standardized approach to workforce development. Findings from the evaluation of the tools were positive in terms of their overall usefulness and provision of related training/support. Reported constraints of using the competences and tools included issues relating to their availability, content and organization. It is recognized that a highly skilled and flexible workforce is important to the delivery of high-quality health care. These projects suggest that Skills for Health competences can be used as a 'common currency' in workforce development in the UK health sector. This would support the need to adapt rapidly to changing service needs.

A comparison of international occupational therapy competencies: implications for Australian standards in the new millennium.

PubMed

Rodger, Sylvia; Clark, Michele; Banks, Rebecca; O'Brien, Mia; Martinez, Kay

2009-12-01

A timely evaluation of the Australian Competency Standards for Entry-Level Occupational Therapists (1994) was conducted. This thorough investigation comprised a literature review exploring the concept of competence and the applications of competency standards; systematic benchmarking of the Australian Occupational Therapy Competency Standards (OT AUSTRALIA, 1994) against other national and international competency standards and other affiliated documents, from occupational therapy and other cognate disciplines; and extensive nationwide consultation with the professional community. This paper explores and examines the similarities and disparities between occupational therapy competency standards documents available in English from Australia and other countries. An online search for national occupational therapy competency standards located 10 documents, including the Australian competencies. Four 'frameworks' were created to categorise the documents according to their conceptual underpinnings: Technical-Prescriptive, Enabling, Educational and Meta-Cognitive. Other characteristics that appeared to impact the design, content and implementation of competency standards, including definitions of key concepts, authorship, national and cultural priorities, scope of services, intended use and review mechanisms, were revealed. The proposed 'frameworks' and identification of influential characteristics provided a 'lens' through which to understand and evaluate competency standards. While consistent application of and attention to some of these characteristics appear to consolidate and affirm the authority of competency standards, it is suggested that the national context should be a critical determinant of the design and content of the final document. The Australian Occupational Therapy Competency Standards (OT AUSTRALIA, 1994) are critiqued accordingly, and preliminary recommendations for revision are proposed.

[Interplay between marketing authorization and early benefit assessment of drugs].

PubMed

Beinlich, Peggy; Müller-Berghaus, J; Sudhop, T; Vieths, S; Broich, K

2015-03-01

The early benefit assessment of newly approved drugs with new active substances or new applications that came into force on 1 January 2011 still presents a challenge to the parties involved. This article highlights the interplay between drug marketing approval and early benefit assessment. The constellation of a European, and even an international, largely harmonized, drug authorization process, with a mostly nationally regulated drug reimbursement situation causes inevitably friction, which could be reduced through joint advice discussions during the planning phase for pivotal studies. In 2013, the Federal Institute for Drugs and Medical Devices (BfArM) and the Paul Ehrlich Institute (PEI) provided 439 scientific advice procedures, compared with 98 advice meetings held at the Federal Joint Committee (G-BA), for 12 of which the BfArM or PEI provided written advice. The numbers of advice meetings held at the G-BA are increasing; however, the national competent authorities are involved in only a fraction of these. From the perspective of the national competent authorities, prompt and consistent involvement in the advice procedures regarding early benefit assessment would be useful and desirable.

The Arab American National Museum: Cultural Competency Training in Post-9/11 America

ERIC Educational Resources Information Center

Freij, Janice Ann

2011-01-01

In the aftermath of the tragic events of September 11th, 2001, Arab and Muslim Americans, already suffering from negative stereotyping, find themselves subject to greater hostility. The Arab American National Museum (AANM) has discovered that professional development and cultural competency training opportunities for law enforcement personnel,…

National Defense Authorization Act for Fiscal Year 2014

DTIC Science & Technology

2013-06-20

Administrator ............................................................... 251 Defense environmental cleanup (sec. 3102...415 Department of Energy national security authorizations (sec. 4701) ..... 416 LEGISLATIVE REQUIREMENTS...SR044rm aj et te o n D S K 2T P T V N 1P R O D w ith H E A R IN G 2 and manpower strengths; provide certain additional legislative authority, and

Caring and competency.

PubMed

Mustard, Lewis W

2002-06-01

The long-term crisis in nursing, particularly in acute care hospitals, is demonstrated in studies on negligence by the Institute of Medicine in To Err is Human: Building a Safer Health System1 and Crossing the Quality Chasm: A New Health System for the 21st Century.2 A review of the nursing literature reflects unclear definitions of competency and its component caring, and no single theory of competency has been adopted from the literature and used in the education of nurses. The American Nurses 2001 Code of Ethics does not resolve this confusion, because it does not correct the individual acts of nursing incompetencies in acute care hospitals. The author defines caring and competency by providing examples of what they are not in examining 200 actual cases of hospital nursing acts of incompetence by nursing discipline. None of these examples of imputed negligence was reported to the National Practitioner Data Bank because the "corporate shield" protected the nurses by not being named in the complaint nor named as part of the settlement against the hospital.A new model of the hospitalist, the nurse hospitalist, is presented to act as a daily teacher and facilitator for hospital nurses based on a curriculum of day-to-day examples of substandard patient care. This nurse specialist is an inpatient generalist advanced practice nurse who is employed by the hospital and reports to the chief nurse executive. The author proposes that this new model of the nurse hospitalist be devoted entirely to collaborating with nurse leaders, educators, charge nurses, and floor nurses throughout disciplines in advancing the competency of nursing. This daily proactive and prospective model of improving nursing performance in a facultative manner offers strategies to mitigate the limitations of the retrospective model of quality control. Total quality improvement practiced retroactively is ineffective. The author recommends no structural change in the institution but an educational agenda

Diabetes UK Position Statement. Competency frameworks in diabetes.

PubMed

Simmons, D; Deakin, T; Walsh, N; Turner, B; Lawrence, S; Priest, L; George, S; Vanterpool, G; McArdle, J; Rylance, A; Terry, G; Little, P

2015-05-01

The quality, skills and attitudes of staff working in the healthcare system are central to multidisciplinary learning and working, and to the delivery of the quality of care patients expect. Patients want to know that the staff supporting them have the right knowledge and attitudes to work in partnership, particularly for conditions such as diabetes where 95% of all care is delivered by the person with diabetes themselves. With the current changes in the NHS structures in England, and the potential for greater variation in the types of 'qualified provider', along with the recent scandal at Mid-Staffordshire Hospital, staff need to be shown to be competent and named/accredited or recognized as such. This will help to restore faith in an increasingly devolved delivery structure. The education and validation of competency needs to be consistently delivered and assured to ensure standards are maintained for different roles and disciplines across each UK nation. Diabetes UK recommends that all NHS organizations prioritize healthcare professional education, training and competency through the implementation of a National Diabetes Competency Framework and the phased approach to delivery to address this need. © 2015 The Authors. Diabetic Medicine © 2015 Diabetes UK.

The Challenges in Developing VET Competencies in E-Commerce.

ERIC Educational Resources Information Center

Mitchell, John

A formative evaluation was begun of an innovative project funded by the Australian National Training Authority (ANTA) to develop competencies and qualifications in e-commerce. The formative evaluation was designed to focus on inputs, processes, and interim outputs, identifying both good practice and areas for improvement. Findings to date…

Assessment for Learning Practices and Competency among Malaysian University Lecturers: A National Study

ERIC Educational Resources Information Center

Ahmad, Tunku Badariah Tunku; Zubairi, Ainol Madziah; Ibrahim, Mohd Burhan; Othman, Joharry; Rahman, Nik Suryani Abd; Rahman, Zainurin Abd; Nordin, Mohamad Sahari; Nor, Zainab Mohd

2014-01-01

This paper reports the findings of a national study involving 534 lecturers from 33 higher learning institutions in Malaysia to find out their self-reported practices and perceived competencies in assessment for learning. Data were collected using a 24-item assessment practice inventory drawn from five of the six standards stipulated in an…

Identifying core competencies for public health epidemiologists.

PubMed

Bondy, Susan J; Johnson, Ian; Cole, Donald C; Bercovitz, Kim

2008-01-01

Public health authorities have prioritized the identification of competencies, yet little empirical data exist to support decisions on competency selection among particular disciplines. We sought perspectives on important competencies among epidemiologists familiar with or practicing in public health settings (local to national). Using a sequential, qualitative-quantitative mixed method design, we conducted key informant interviews with 12 public health practitioners familiar with front-line epidemiologists' practice, followed by a web-based survey of members of a provincial association of public health epidemiologists (90 respondents of 155 eligible) and a consensus workshop. Competency statements were drawn from existing core competency lists and those identified by key informants, and ranked by extent of agreement in importance for entry-level practitioners. Competencies in quantitative methods and analysis, critical appraisal of scientific evidence and knowledge transfer of scientific data to other members of the public health team were all regarded as very important for public health epidemiologists. Epidemiologist competencies focused on the provision, interpretation and 'translation' of evidence to inform decision-making by other public health professionals. Considerable tension existed around some potential competency items, particularly in the areas of more advanced database and data-analytic skills. Empirical data can inform discussions of discipline-specific competencies as one input to decisions about competencies appropriate for epidemiologists in the public health workforce.

Innovation in transformative nursing leadership: nursing informatics competencies and roles.

PubMed

Remus, Sally; Kennedy, Margaret Ann

2012-12-01

In a recent brief to the Canadian Nurses Association's National Expert Commission on the Health of Our Nation, the Academy of Canadian Executive Nurses (ACEN) discussed leadership needs in the Canadian healthcare system, and promoted the pivotal role of nursing executives in transforming Canada's healthcare system into an integrated patient-centric system. Included among several recommendations was the need to develop innovative leadership competencies that enable nurse leaders to lead and advance transformative health system change. This paper focuses on an emerging "avant-garde executive leadership competency" recommended for today's health leaders to guide health system transformation. Specifically, this competency is articulated as "state of the art communication and technology savvy," and it implies linkages between nursing informatics competencies and transformational leadership roles for nurse executive. The authors of this paper propose that distinct nursing informatics competencies are required to augment traditional executive skills to support transformational outcomes of safe, integrated, high-quality care delivery through knowledge-driven care. International trends involving nursing informatics competencies and the evolution of new corporate informatics roles, such as chief nursing informatics officers (CNIOs), are demonstrating value and advanced transformational leadership as nursing executive roles that are informed by clinical data. Copyright © 2013 Longwoods Publishing.

The national occupational therapy practice analysis: findings and implications for competence.

PubMed

Dunn, W; Cada, E

1998-10-01

This article reports some of the findings from a national study of occupational therapy practice conducted by the National Board for Certification in Occupational Therapy (NBCOT) as part of its fiduciary responsibility to ensure that its entry-level certification examination is formulated on the basis of current practice. The NBCOT developed a survey with input from approximately 200 occupational therapy leaders and then used it to solicit information about current practice from 4,000 occupational therapists and 3,000 occupational therapy assistants. The sample included geographical location, experience level, and practice area distributions. Approximately 50% of the sample responded to the survey. Data indicate similarities and differences in occupational therapist and occupational therapy assistant practice (e.g., occupational therapists spend more time conducting evaluations, planning interventions, and supervising, whereas occupational therapy assistants spend more time providing interventions), an increased emphasis on population-based services (e.g., serving a business or industry rather than an individual worker), and an emphasis on occupation as a core knowledge base for practice. From a continuing competency perspective, the data can be useful to the profession; we can plan continuing education to address topics that practitioners have indicated are critical to their practice. The findings will be useful for revising the entry-level certification examination and may guide thinking about the parameters of continuing competence because the responses represent a cross-section of the profession.

Australian National Training Authority Annual Performance Report 1996-1997.

ERIC Educational Resources Information Center

Australian National Training Authority, Brisbane.

The Australian National Training Authority (ANTA) achieved the following objectives in 1996-97: (1) sought and obtained the agreement of the Ministerial Council to make the National Training Framework more flexible and usable by training providers and their major clients (businesses and individual learners); (2) obtained in principle agreement to…

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.

A National Perspective of Competencies for Teachers of Individuals with Physical and Health Disabilities.

ERIC Educational Resources Information Center

Heller, Kathryn Wolff; Fredrick, Laura D.; Dykes, Mary Kay; Best, Sherwood; Cohen, Elisabeth Tucker

1999-01-01

A national study involving 59 teachers instructing students with physical and health disabilities, 26 universities, 36 local school system directors, and 29 state departments of education, found over 40% of the teachers did not feel well trained in half of the competencies. Concerns regarding the effects of generic teacher certification are…

Collaboratively planning for medicines administration competency: a survey evaluation.

PubMed

Hemingway, Steve; Baxter, Hazel; Smith, George; Burgess-Dawson, Rebecca; Dewhirst, Kate

2011-04-01

This survey evaluated the experiences of mental health nurses who had undergone assessment of their competence in the administration of medicines using established assessment frameworks. Medicines management activities have at times been widely criticized. Joint collaborations between Higher Education Authorities and the National Health Service in education and training can start to address some of these criticisms. A questionnaire using 22 closed and open response questions was distributed to 827 practising mental health nurses and 44 graduate mental health nurses. A total of 70 registered and 41 graduate mental health nurses who had completed the assessment of administration competency frameworks responded to the survey. Response rates were 24 and 96%, respectively. The assessment frameworks were received positively. Environmental factors were perceived as the main barrier to medicines safety; however, this was not reflected in how this aspect of the competency framework was perceived. The administration of medicines is an area of mental health and all fields of nursing practice that needs attention. The use of competency frameworks as outlined in the 'Medicine with Respect Project' is one strategy to achieve the improvement in this essential clinical skill. © 2011 The Authors. Journal compilation © 2011 Blackwell Publishing Ltd.

Comprehensive National Cybersecurity Initiative: Legal Authorities and Policy Considerations

DTIC Science & Technology

2009-03-10

Separation of Powers in National Security Matters....................................................................... 10 Congressional Constraints on Executive Action ........................................................................... 15 Policy Considerations and Congressional Options........................................................................ 17 Conclusion..................................................................................................................................... 18 Author Contact

Defining Tobacco Regulatory Science Competencies.

PubMed

Wipfli, Heather L; Berman, Micah; Hanson, Kacey; Kelder, Steven; Solis, Amy; Villanti, Andrea C; Ribeiro, Carla M P; Meissner, Helen I; Anderson, Roger

2017-02-01

In 2013, the National Institutes of Health and the Food and Drug Administration funded a network of 14 Tobacco Centers of Regulatory Science (TCORS) with a mission that included research and training. A cross-TCORS Panel was established to define tobacco regulatory science (TRS) competencies to help harmonize and guide their emerging educational programs. The purpose of this paper is to describe the Panel's work to develop core TRS domains and competencies. The Panel developed the list of domains and competencies using a semistructured Delphi method divided into four phases occurring between November 2013 and August 2015. The final proposed list included a total of 51 competencies across six core domains and 28 competencies across five specialized domains. There is a need for continued discussion to establish the utility of the proposed set of competencies for emerging TRS curricula and to identify the best strategies for incorporating these competencies into TRS training programs. Given the field's broad multidisciplinary nature, further experience is needed to refine the core domains that should be covered in TRS training programs versus knowledge obtained in more specialized programs. Regulatory science to inform the regulation of tobacco products is an emerging field. The paper provides an initial list of core and specialized domains and competencies to be used in developing curricula for new and emerging training programs aimed at preparing a new cohort of scientists to conduct critical TRS research. © The Author 2016. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Presumptions respecting mental competence.

PubMed

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

1994-04-01

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

Teacher Competencies in Health Education: Results of a Delphi Study

PubMed Central

Moynihan, Sharon; Paakkari, Leena; Välimaa, Raili; Jourdan, Didier; Mannix-McNamara, Patricia

2015-01-01

Objective The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students. Method/Results A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance. Conclusion Twelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools. PMID:26630180

An epidemiological analysis of equine welfare data from regulatory inspections by the official competent authorities.

PubMed

Hitchens, P L; Hultgren, J; Frössling, J; Emanuelson, U; Keeling, L J

2017-07-01

Determining welfare status in a population is the first step in efforts to improve welfare. The primary objective of this study was to explore a new epidemiological approach for analysis of data from official competent authorities that pertain to compliance with animal welfare legislation. We reviewed data already routinely collected as part of Swedish official animal welfare inspections for 2010-13, using a checklist containing 45 checkpoints (CPs). These covered animal-, resource- and management-based measures of equine welfare. The animal-based CPs were measures that directly related to the animal and included social contact, body condition, hoof condition and cleanliness. Non-compliance with one or more of the animal-based CPs was used as a binary outcome of poor equine welfare; 95% confidence intervals (CI) were estimated using the exact binomial distribution. Associations were determined using multivariable logistic regression, adjusting for clustering on premises. Resource- and management-based CPs (model inputs) were reduced by principal component analysis. Other input factors included premises characteristics (e.g. size, location) and inspection characteristics (e.g. type of inspection). There were 30 053 premises with horses from 21 counties registered by the Swedish Board of Agriculture. In total 13 321 inspections of premises were conducted at 28.4% (n=8532) of all registered premises. For random inspections, the premises-prevalence of poor equine welfare was 9.5% (95% CI 7.5, 11.9). Factors associated with poor equine welfare were non-compliance with requirements for supervision, care or feeding of horses, facility design, personnel, stable hygiene, pasture and exercise area maintenance, as well as the owner not being notified of the inspection, a previous complaint or deficiency, spring compared with autumn, and not operating as a professional equine business. Horses at premises compliant with stabling and shelter requirements had significantly better

Competencies in Professional Psychology

ERIC Educational Resources Information Center

Kaslow, Nadine J.

2004-01-01

There has been a burgeoning interest in competency-based education and credentialing in professional psychology. This movement gained momentum at the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology. After defining professional competence, the author focuses on the identification and delineation…

Cultural Competence Revisited

ERIC Educational Resources Information Center

Garran, Ann Marie; Werkmeister Rozas, Lisa

2013-01-01

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

A Prescription for Cultural Competence in Medical Education

PubMed Central

Kripalani, Sunil; Bussey-Jones, Jada; Katz, Marra G; Genao, Inginia

2006-01-01

Cultural competence programs have proliferated in U.S. medical schools in response to increasing national diversity, as well as mandates from accrediting bodies. Although such training programs share common goals of improving physician-patient communication and reducing health disparities, they often differ in their content, emphasis, setting, and duration. Moreover, training in cross-cultural medicine may be absent from students' clinical rotations, when it might be most relevant and memorable. In this article, the authors recommend a number of elements to strengthen cultural competency education in medical schools. This “prescription for cultural competence” is intended to promote an active and integrated approach to multicultural issues throughout medical school training. PMID:16836623

Competency-Based Adult Vocational Education Programs: A National Survey. Research and Development Series No. 131.

ERIC Educational Resources Information Center

Russell, Earl B.; And Others

A national survey was conducted to identify the characteristics of specific competency-based adult vocational programs in both the public and private sectors. Through a variety of procedures approximately 1,900 persons were nominated as contacts for program information on all day and/or evening non-credit programs in any type of school or training…

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

PubMed

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

2017-03-01

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

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

PubMed

Story, Lachel; To, Yen M

2016-05-01

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

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.

The 2015 National Security Strategy: Authorities, Changes, Issues for Congress

DTIC Science & Technology

2016-02-26

climate change ;  ensure access to shared spaces (expanding cyberspace and including outer space and air and maritime security); and  increase global...hand, one could conclude that these, along with confronting climate change , convey both a wider range of national security challenges in terms of...The 2015 National Security Strategy: Authorities, Changes , Issues for Congress Nathan J. Lucas, Coordinator Section Research Manager Kathleen

A Meaning for Competency.

ERIC Educational Resources Information Center

Johnson, Charles E.; And Others

This paper, in an attempt to develop a meaning for the term "competency" as it relates to education, begins with a brief review of the literature of competency. The authors then offer their definition: a competency is a rational performance which satisfactorily meets the objectives for a desired condition and can be categorized as (a) basic, or…

The Acceptable Face of Competence.

ERIC Educational Resources Information Center

Johnston, Rita; Sampson, Mark

1993-01-01

Reviews the debate over the compatibility of education for academic degrees the competency-based approach required by Britain's National Vocational Qualifications. Considers problems in the definition of competence and the methods of assessment. (SK)

Competency measurements: testing convergent validity for two measures.

PubMed

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

2008-11-01

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

Adult Educators' Core Competences

ERIC Educational Resources Information Center

Wahlgren, Bjarne

2016-01-01

Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators' required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural environment as well as the kind of adult education concerned…

Middle School Teachers' Descriptions of Their Level of Competency in the National Education Technology Standards for Teachers

ERIC Educational Resources Information Center

Sam, Daisy

2011-01-01

The purpose of this mixed methods study was to investigate urban middle school teachers' descriptions of their competency in the current National Education Technology Standards for Teachers (NETS-T). The study also investigated how urban middle school teachers currently use technology to support their teaching and student learning. Research…

Religious Identity and Cultural Diversity: Exploring the Relationships between Religious Identity, Sexism, Homophobia, and Multicultural Competence

ERIC Educational Resources Information Center

Balkin, Richard S.; Schlosser, Lewis Z.; Levitt, Dana Heller

2009-01-01

In this article, the authors present the results from a national study investigating the relationships between religious identity, sexism, homophobia, and multicultural competence. Participants were 111 randomly sampled counseling professionals and graduate students. The results indicated a relationship between religious identity and various…

Society for Endocrinology Competency Framework for Adult Endocrine Nursing: 2nd edition.

PubMed

Kieffer, Veronica; Davies, Kate; Gibson, Christine; Middleton, Morag; Munday, Jean; Shalet, Shashana; Shepherd, Lisa; Yeoh, Phillip

2015-03-01

This competency framework was developed by a working group of endocrine specialist nurses with the support of the Society for Endocrinology to enhance the clinical care that adults with an endocrine disorder receive. Nurses should be able to demonstrate that they are functioning at an optimal level in order for patients to receive appropriate care. By formulating a competency framework from which an adult endocrine nurse specialist can work, it is envisaged that their development as professional practitioners can be enhanced. This is the second edition of the Competency Framework for Adult Endocrine Nursing. It introduces four new competencies on benign adrenal tumours, hypo- and hyperparathyroidism, osteoporosis and polycystic ovary syndrome. The authors and the Society for Endocrinology welcome constructive feedback on the document, both nationally and internationally, in anticipation that further developments and ideas can be incorporated into future versions. © 2015 Society for Endocrinology.

Gillick reinstated: judging mid-childhood competence in healthcare law: an NHS Trust v ABC & A Local Authority [2014] EWHC 1445 (Fam).

PubMed

Moreton, Kirsty L

2015-01-01

This case commentary discusses a recent case concerning the competence of a 13-year-old girl to consent to the termination of her pregnancy. It critically analyses four specific elements of the judgment--Gillick competence, the impact of best interests, judicial deference to medical opinion, and individualism and the construction of undue influence. It concludes by commending the approach taken by the court as a reinstatement of the law as originally intended in Gillick but is nonetheless cautious as to its likely overall effect upon child decision-making. © The Author [2014]. Published by Oxford University Press; all rights reserved. For Permissions, please email: journals.permissions@oup.com.

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.

The Perceived Competence Scale for Children.

ERIC Educational Resources Information Center

Harter, Susan

1982-01-01

A new self-report instrument, the Perceived Competence Scale for Children, is described. Emphasis is placed on the assessment of a child's sense of competence across different domains, instead of on viewing perceived competence as a unitary construct. (Author/RH)

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…

78 FR 63976 - National Fuel Gas Supply Corporation; Notice of Request Under Blanket Authorization

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-25

... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [ Docket No. CP14-5-000] National Fuel..., 2013, National Fuel Gas Supply Corporation (National Fuel), 6363 Main Street, Williamsville, New York... the Commission's regulations under the Natural Gas Act (NGA). National Fuel seeks authorization to...

44 CFR 208.3 - Authority for the National US&R Response System.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Order 12148. (b) Implementing plan. The National Response Plan identifies DHS as the primary Federal...&R Response System. 208.3 Section 208.3 Emergency Management and Assistance FEDERAL EMERGENCY... RESPONSE SYSTEM General § 208.3 Authority for the National US&R Response System. (a) Enabling legislation...

44 CFR 208.3 - Authority for the National US&R Response System.

Code of Federal Regulations, 2012 CFR

2012-10-01

... Order 12148. (b) Implementing plan. The National Response Plan identifies DHS as the primary Federal...&R Response System. 208.3 Section 208.3 Emergency Management and Assistance FEDERAL EMERGENCY... RESPONSE SYSTEM General § 208.3 Authority for the National US&R Response System. (a) Enabling legislation...

44 CFR 208.3 - Authority for the National US&R Response System.

Code of Federal Regulations, 2013 CFR

2013-10-01

... Order 12148. (b) Implementing plan. The National Response Plan identifies DHS as the primary Federal...&R Response System. 208.3 Section 208.3 Emergency Management and Assistance FEDERAL EMERGENCY... RESPONSE SYSTEM General § 208.3 Authority for the National US&R Response System. (a) Enabling legislation...

44 CFR 208.3 - Authority for the National US&R Response System.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Order 12148. (b) Implementing plan. The National Response Plan identifies DHS as the primary Federal...&R Response System. 208.3 Section 208.3 Emergency Management and Assistance FEDERAL EMERGENCY... RESPONSE SYSTEM General § 208.3 Authority for the National US&R Response System. (a) Enabling legislation...

44 CFR 208.3 - Authority for the National US&R Response System.

Code of Federal Regulations, 2014 CFR

2014-10-01

... Order 12148. (b) Implementing plan. The National Response Plan identifies DHS as the primary Federal...&R Response System. 208.3 Section 208.3 Emergency Management and Assistance FEDERAL EMERGENCY... RESPONSE SYSTEM General § 208.3 Authority for the National US&R Response System. (a) Enabling legislation...

Cultural competence: a constructivist definition.

PubMed

Blanchet Garneau, Amélie; Pepin, Jacinthe

2015-01-01

In nursing education, most of the current teaching practices perpetuate an essentialist perspective of culture and make it imperative to refresh the concept of cultural competence in nursing. The purpose of this article is to propose a constructivist definition of cultural competence that stems from the conclusions of an extensive critical review of the literature on the concepts of culture, cultural competence, and cultural safety among nurses and other health professionals. The proposed constructivist definition is situated in the unitary-transformative paradigm in nursing as defined by Newman and colleagues. It makes the connection between the field of competency-based education and the nursing discipline. Cultural competence in a constructivist paradigm that is oriented toward critical, reflective practice can help us develop knowledge about the role of nurses in reducing health inequalities and lead to a comprehensive ethical reflection about the social mandate of health care professionals. © The Author(s) 2014.

Rater Wealth Predicts Perceptions of Outgroup Competence

PubMed Central

Chan, Wayne; McCrae, Robert R.; Rogers, Darrin L.; Weimer, Amy A.; Greenberg, David M.; Terracciano, Antonio

2011-01-01

National income has a pervasive influence on the perception of ingroup stereotypes, with high status and wealthy targets perceived as more competent. In two studies we investigated the degree to which economic wealth of raters related to perceptions of outgroup competence. Raters’ economic wealth predicted trait ratings when 1) raters in 48 other cultures rated Americans’ competence and 2) Mexican Americans rated Anglo Americans’ competence. Rater wealth also predicted ratings of interpersonal warmth on the culture level. In conclusion, raters’ economic wealth, either nationally or individually, is significantly associated with perception of outgroup members, supporting the notion that ingroup conditions or stereotypes function as frames of reference in evaluating outgroup traits. PMID:22379232

38 CFR 3.353 - Determinations of incompetency and competency.

Code of Federal Regulations, 2010 CFR

2010-07-01

... incompetency and competency. 3.353 Section 3.353 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS... Purposes § 3.353 Determinations of incompetency and competency. (a) Definition of mental incompetency. A...) Authority. (1) Rating agencies have sole authority to make official determinations of competency and...

Competency assessment tools: An exploration of the pedagogical issues facing competency assessment for nurses in the clinical environment.

PubMed

Franklin, Natasha; Melville, Paula

2015-01-01

Competency assessment is a paradigm that is common in the healthcare environment and this being particularly true within the nursing profession. Demonstration of competence is necessary to meet the requirements of healthcare organisations and is a mandated requirement of nurses by the Nursing and Midwifery Board of Australia. Within the nursing education sector, one approach to determine competence, is through the use of competency assessment tools. Despite widespread use of competency assessment tools there remains ongoing concerns relating to the efficacy of competency assessment tools as a mean to demonstrate 'competency' amongst enrolled and registered nurses in the clinical environment. The authors of this paper ascertain that competency assessment tools run a serious risk of being nothing more than a 'quick-fix' means of assessment to demonstrate 'nursing competence' required for key performance indicators and clinical governance and that will provide evidence for accreditation standards. Based on this premise, the authors, provide an alternative approach to the use of competency assessment tools that moves away from a 'tick-box' approach to a 'patient-centred' competency model. This approach increases the reliability and validity of competency assessments, allows for the recognition of the knowledge, skills and experience of individual nurses, offers a more satisfying and rewarding approach to demonstrating 'competency' for nurses and finally, demonstrates 'real-life' competency.

Competency model for dentists in China: Results of a Delphi study

PubMed Central

Zhao, Liying; Wang, Yu; Jiang, Yiyuan; Meng, Kai; Zheng, Dongxiang

2018-01-01

Objective With the increasing awareness of the importance of oral health, patients have an increasing need for integrated care from dentists. In China, the dentistry examination consists of two parts: a practical skills examination and a comprehensive medical examination; to date, no assessment methods that are based on specialized dentistry competencies, unlike the United States, Canada, and other countries, have been established. Therefore, the purpose of this study was to construct a competency model for dentists in China in order to guide the development, admission, training and assessment of dentists. Methods Using a literature review, focus group interviews and in-depth personal interviews, a dentist competency index was developed with an expert consultation questionnaire. A panel of 20 specialist experts was chosen from ten national medical universities to carry out two rounds of Delphi expert analysis, using the boundary value method to filter the indicators and the Analytic Hierarchy Process to calculate the weights of the primary indicators. Results Two rounds of Delphi results showed that the expert authority, enthusiasm, and coordination coefficients were high. Constructs of the competency model that included seven primary indicators and 62 secondary indicators determined the weight of each index. The seven primary indicators included the following: clinical skills and medical services, disease prevention and health promotion, interpersonal communication skills, core values and professionalism, medical knowledge and lifelong learning ability, teamwork ability and scientific research ability. Conclusion In conclusion, the use of the Delphi method to construct an initial model of Chinese physician competency is scientific and feasible. The initial competency model conforms to the characteristics and quality requirements of dentists in China and has a strong scientific basis. The dentist competency model should be used in the National Dental Licensing

Competency model for dentists in China: Results of a Delphi study.

PubMed

Geng, Yunxia; Zhao, Liying; Wang, Yu; Jiang, Yiyuan; Meng, Kai; Zheng, Dongxiang

2018-01-01

With the increasing awareness of the importance of oral health, patients have an increasing need for integrated care from dentists. In China, the dentistry examination consists of two parts: a practical skills examination and a comprehensive medical examination; to date, no assessment methods that are based on specialized dentistry competencies, unlike the United States, Canada, and other countries, have been established. Therefore, the purpose of this study was to construct a competency model for dentists in China in order to guide the development, admission, training and assessment of dentists. Using a literature review, focus group interviews and in-depth personal interviews, a dentist competency index was developed with an expert consultation questionnaire. A panel of 20 specialist experts was chosen from ten national medical universities to carry out two rounds of Delphi expert analysis, using the boundary value method to filter the indicators and the Analytic Hierarchy Process to calculate the weights of the primary indicators. Two rounds of Delphi results showed that the expert authority, enthusiasm, and coordination coefficients were high. Constructs of the competency model that included seven primary indicators and 62 secondary indicators determined the weight of each index. The seven primary indicators included the following: clinical skills and medical services, disease prevention and health promotion, interpersonal communication skills, core values and professionalism, medical knowledge and lifelong learning ability, teamwork ability and scientific research ability. In conclusion, the use of the Delphi method to construct an initial model of Chinese physician competency is scientific and feasible. The initial competency model conforms to the characteristics and quality requirements of dentists in China and has a strong scientific basis. The dentist competency model should be used in the National Dental Licensing Examination in China.

Confidence and authority through new knowledge: An evaluation of the national educational programme in paediatric oncology nursing in Sweden.

PubMed

Pergert, Pernilla; Af Sandeberg, Margareta; Andersson, Nina; Márky, Ildikó; Enskär, Karin

2016-03-01

There is a lack of nurse specialists in many paediatric hospitals in Sweden. This lack of competence is devastating for childhood cancer care because it is a highly specialised area that demands specialist knowledge. Continuing education of nurses is important to develop nursing practice and also to retain them. The aim of this study was to evaluate a Swedish national educational programme in paediatric oncology nursing. The nurses who participated came from all of the six paediatric oncology centres as well as from general paediatric wards. At the time of the evaluation, three groups of registered nurses (n=66) had completed this 2year, part-time educational programme. A study specific questionnaire, including closed and open-ended questions was sent to the 66 nurses and 54 questionnaires were returned. Answers were analysed using descriptive statistics and qualitative content analysis. The results show that almost all the nurses (93%) stayed in paediatric care after the programme. Furthermore, 31% had a position in management or as a consultant nurse after the programme. The vast majority of the nurses (98%) stated that the programme had made them more secure in their work. The nurses were equipped, through education, for paediatric oncology care which included: knowledge generating new knowledge; confidence and authority; national networks and resources. They felt increased confidence in their roles as paediatric oncology nurses as well as authority in their encounters with families and in discussions with co-workers. New networks and resources were appreciated and used in their daily work in paediatric oncology. The programme was of importance to the career of the individual nurse and also to the quality of care given to families in paediatric oncology. The national educational programme for nurses in Paediatric Oncology Care meets the needs of the highly specialised care. Copyright © 2015 Elsevier Ltd. All rights reserved.

Competencies in Ornamental Horticulture

ERIC Educational Resources Information Center

Loewen, Curtis E.

1974-01-01

Based on the author's dissertation, this article pertains to the identification of competencies for ornamental horticulture workers in Oregon. Findings were based on interviews with 56 ornamental horticulture business employers regarding 100 competencies. The method used can serve as a model for obtaining occupational information to develop and…

76 FR 23817 - Statement of Organization, Functions, and Delegations of Authority; National Institutes of Health

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-28

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Statement of Organization, Functions, and Delegations of Authority; National Institutes of Health Part N, National Institutes of Health, of the Statement of Organization, Functions, and Delegations of Authority for the Department of Health and Human Services (40 FR...

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

PubMed Central

Ma, Hing Keung

2012-01-01

Social competence is defined in terms of interpersonal relationships, self and group identities, and development of citizenship. While the focus of the author's previous research is on relationship and identity, the main focus of this paper is on the development of citizenship. A 4-stage developmental model of citizenship is proposed. A brief discussion of the educational implication of each of the stages is presented. The issues concerning the assessment of social competence are clearly delineated, and the discussion serves as a basis for future studies. Finally, five current issues concerning the launch of the “Moral and National Education (MNE) Subject” in Hong Kong primary and secondary schools are discussed. PMID:22645418

The Importance of Military Cultural Competence.

PubMed

Meyer, Eric G; Writer, Brian W; Brim, William

2016-03-01

Military cultural competence has recently gained national attention. Experts have posited that limited outcomes in the treatment of posttraumatic stress disorder and depression in the military may be related to limited familiarity with the military. National surveys have indicated low military cultural competence among providers and limited educational efforts on military culture or pertinent military pathology in medical schools and residency training programs. Military families, with their own unique military cultural identity, have been identified as a population with increased risks associated with deployment. In response to these findings, several curricula regarding military culture have been established and widely distributed. Assessments of military cultural competence have also been developed. The clinical impact of enhanced cultural competence in general has thus far been limited. The military, however, with its highly prescribed cultural identity, may be a model culture for further study.

47 CFR 11.19 - EAS Non-participating National Authorization Letter.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 1 2010-10-01 2010-10-01 false EAS Non-participating National Authorization Letter. 11.19 Section 11.19 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL EMERGENCY ALERT... level EAS. It states that the EAS Participant has agreed to go off the air or discontinue programming on...

47 CFR 11.19 - EAS Non-participating National Authorization Letter.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 47 Telecommunication 1 2011-10-01 2011-10-01 false EAS Non-participating National Authorization Letter. 11.19 Section 11.19 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL EMERGENCY ALERT... level EAS. It states that the EAS Participant has agreed to go off the air or discontinue programming on...

Looking Forward: Rethinking the National Education Reform Blueprint with the Contributing Authors

ERIC Educational Resources Information Center

Wang, Yimin; Ross, Heidi

2013-01-01

This article concludes the two issues on the College Entrance Examination (CEE) in which the contributing authors were invited to take part in a moderated discussion of their opinions on a newly unveiled national policy document titled "Blueprint for Medium and Long-Term National Education Reform and Development (2010-0)" (hereafter, the…

Interprofessional QI Training Enhances Competency and QI Productivity Among Graduates: Findings From Nationwide Children's Hospital.

PubMed

Bartman, Thomas; Heiser, Karen; Bethune, Andrew; Crandall, Wallace; McClead, Richard; Davis, J Terrance; Brilli, Richard J

2018-02-01

Significant resources are expended on quality improvement (QI) training courses. The authors sought to determine whether education provided in QI course training improves self-assessed QI content competence and QI-related productivity among course graduates. "Quality Improvement Essentials" is a four-month didactic and experiential course designed to prepare multidisciplinary professionals to participate in and lead QI efforts at Nationwide Children's Hospital (NCH). This study used a milestone-based self-assessment survey of graduates from 2012 to 2014 to gauge change in participants' self-assessed QI competency after course completion. Four competency domains were evaluated: QI knowledge; testing and implementing change using teams; data management and analysis; and spreading and sustaining science. Metrics for assessing individual QI productivity were presentation or publication of QI work outside NCH; local, regional, or national QI teaching; serving on a local, regional, or national QI committee; appointment as a QI leader; involvement in an internal or external QI collaborative; and leading a maintenance of certification Part IV project approved by NCH. Course participation more than doubled participants' self-assessed QI competence across all four domains. Gains continued after the course, increasing with time rather than degrading. Self-assessed competency increase was significantly associated with increased QI productivity. Self-assessed QI competence dramatically improved after participation in an educational course and continued to increase over time. Increased self-assessed QI competency correlated with increased individual QI productivity. Further studies are necessary to fully evaluate "return on investment" for this type of course.

Tobacco Control Competencies for US Medical Students

PubMed Central

Geller, Alan C.; Zapka, Jane; Brooks, Katie R.; Dube, Catherine; Powers, Catherine A.; Rigotti, Nancy; O’Donnell, Joseph; Ockene, Judith

2005-01-01

The 2004 National Action Plan for Tobacco Cessation recommended that the US Department of Health and Human Services convene a diverse group of experts to ensure that competency in tobacco dependence interventions be a core graduation requirement for all new physicians and other key health care professionals. Core competencies would guide the design of new modules and explicitly outline the learning objectives for all graduating medical students. In 2002, the National Cancer Institute funded a consortium to develop, test, and integrate tobacco curricula at 12 US medical schools. Because there was neither an explicit set of tobacco competencies for medical schools nor a process to develop them, one of the consortium’s tasks was to articulate competencies and learning objectives. PMID:15914815

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.

Hospital cultural competency as a systematic organizational intervention: Key findings from the national center for healthcare leadership diversity demonstration project.

PubMed

Weech-Maldonado, Robert; Dreachslin, Janice L; Epané, Josué Patien; Gail, Judith; Gupta, Shivani; Wainio, Joyce Anne

Cultural competency or the ongoing capacity of health care systems to provide for high-quality care to diverse patient populations (National Quality Forum, 2008) has been proposed as an organizational strategy to address disparities in quality of care, patient experience, and workforce representation. But far too many health care organizations still do not treat cultural competency as a business imperative and driver of strategy. The aim of the study was to examine the impact of a systematic, multifaceted, and organizational level cultural competency initiative on hospital performance metrics at the organizational and individual levels. This demonstration project employs a pre-post control group design. Two hospital systems participated in the study. Within each system, two hospitals were selected to serve as the intervention and control hospitals. Executive leadership (C-suite) and all staff at one general medical/surgical nursing unit at the intervention hospitals experienced a systematic, planned cultural competency intervention. Assessments and interventions focused on three organizational level competencies of cultural competency (diversity leadership, strategic human resource management, and patient cultural competency) and three individual level competencies (diversity attitudes, implicit bias, and racial/ethnic identity status). In addition, we evaluated the impact of the intervention on diversity climate and workforce diversity. Overall performance improvement was greater in each of the two intervention hospitals than in the control hospital within the same health care system. Both intervention hospitals experienced improvements in the organizational level competencies of diversity leadership and strategic human resource management. Similarly, improvements were observed in the individual level competencies for diversity attitudes and implicit bias for Blacks among the intervention hospitals. Furthermore, intervention hospitals outperformed their respective

Incorporation of core competency questions into an annual national self-assessment examination for residents in physical medicine and rehabilitation: results and implications.

PubMed

Webster, Joseph B

2009-03-01

To determine the performance and change over time when incorporating questions in the core competency domains of practice-based learning and improvement (PBLI), systems-based practice (SBP), and professionalism (PROF) into the national PM&R Self-Assessment Examination for Residents (SAER). Prospective, longitudinal analysis. The national Self-Assessment Examination for Residents (SAER) in Physical Medicine and Rehabilitation, which is administered annually. Approximately 1100 PM&R residents who take the examination annually. Inclusion of progressively more challenging questions in the core competency domains of PBLI, SBP, and PROF. Individual test item level of difficulty (P value) and discrimination (point biserial index). Compared with the overall test, questions in the subtopic areas of PBLI, SBP, and PROF were relatively easier and less discriminating (correlation of resident performance on these domains compared with that on the total test). These differences became smaller during the 3-year time period. The difficulty level of the questions in each of the subtopic domains was raised during the 3 year period to a level close to the overall exam. Discrimination of the test items improved or remained stable. This study demonstrates that, with careful item writing and review, multiple-choice items in the PBLI, SBP, and PROF domains can be successfully incorporated into an annual, national self-assessment examination for residents. The addition of these questions had value in assessing competency while not compromising the overall validity and reliability of the exam. It is yet to be determined if resident performance on these questions corresponds to performance on other measures of competency in the areas of PBLI, SBP, and PROF.

78 FR 53745 - National Fuel Gas Supply Corporation; Notice of Request Under Blanket Authorization

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-30

... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. CP13-530-000] National Fuel Gas Supply Corporation; Notice of Request Under Blanket Authorization Take notice that on August 12, 2013, National Fuel Gas Supply Corporation (National Fuel), 6363 Main Street, Williamsville, New York...

Creating Competence: Perspectives and Practices in Organizations.

ERIC Educational Resources Information Center

Mulder, Martin

Creating competence has become a major issue in organizations. Various authors contend that competency management has the potential of integrating organizational strategy, human-resource instruments, and human-resource development; that competency development can lead to performance improvement; and that it can help Human Resource Development…

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

PubMed

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

2013-01-01

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

78 FR 40663 - Delegation of Authority to the Southern Ute Indian Tribe To Implement and Enforce National...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-08

...] Delegation of Authority to the Southern Ute Indian Tribe To Implement and Enforce National Emissions... Indian Tribe's (SUIT) July 3, 2012 request for delegation of authority to implement and enforce National... Southern Ute Indian Tribe's (SUIT) July 3, 2012 request for delegation of authority to implement and...

Competencies and Managerial Effectiveness: Putting Competencies to Work.

ERIC Educational Resources Information Center

Pickett, Les

1998-01-01

Illustrates how the development of an effective competencies framework and a complimentary performance management program provide an opportunity for enterprise and individual growth and in increased shareholder value. Identifies key elements such as training and development and a supportive and motivating culture. (Author/JOW)

24 CFR 203.439a - Mortgages on property in Allegany Reservation of Seneca Nation of Indians authorized by section...

Code of Federal Regulations, 2011 CFR

2011-04-01

... Reservation of Seneca Nation of Indians authorized by section 203(q) of the National Housing Act. 203.439a... Indians authorized by section 203(q) of the National Housing Act. (a) Applicability. This section shall apply to mortgages authorized by section 203(q) of the National Housing Act (§ 203.43j of this part...

24 CFR 203.439a - Mortgages on property in Allegany Reservation of Seneca Nation of Indians authorized by section...

Code of Federal Regulations, 2012 CFR

2012-04-01

... Reservation of Seneca Nation of Indians authorized by section 203(q) of the National Housing Act. 203.439a... Indians authorized by section 203(q) of the National Housing Act. (a) Applicability. This section shall apply to mortgages authorized by section 203(q) of the National Housing Act (§ 203.43j of this part...

24 CFR 203.439a - Mortgages on property in Allegany Reservation of Seneca Nation of Indians authorized by section...

Code of Federal Regulations, 2014 CFR

2014-04-01

... Reservation of Seneca Nation of Indians authorized by section 203(q) of the National Housing Act. 203.439a... Indians authorized by section 203(q) of the National Housing Act. (a) Applicability. This section shall apply to mortgages authorized by section 203(q) of the National Housing Act (§ 203.43j of this part...

24 CFR 203.439a - Mortgages on property in Allegany Reservation of Seneca Nation of Indians authorized by section...

Code of Federal Regulations, 2010 CFR

2010-04-01

... Reservation of Seneca Nation of Indians authorized by section 203(q) of the National Housing Act. 203.439a... Indians authorized by section 203(q) of the National Housing Act. (a) Applicability. This section shall apply to mortgages authorized by section 203(q) of the National Housing Act (§ 203.43j of this part...

24 CFR 203.439a - Mortgages on property in Allegany Reservation of Seneca Nation of Indians authorized by section...

Code of Federal Regulations, 2013 CFR

2013-04-01

... Reservation of Seneca Nation of Indians authorized by section 203(q) of the National Housing Act. 203.439a... Indians authorized by section 203(q) of the National Housing Act. (a) Applicability. This section shall apply to mortgages authorized by section 203(q) of the National Housing Act (§ 203.43j of this part...

Blueprint for Sustainable Change in Diversity Management and Cultural Competence: Lessons From the National Center for Healthcare Leadership Diversity Demonstration Project.

PubMed

Dreachslin, Janice L; Weech-Maldonado, Robert; Gail, Judith; Epané, Josué Patien; Wainio, Joyce Anne

How can healthcare leaders build a sustainable infrastructure to leverage workforce diversity and deliver culturally and linguistically appropriate care to patients? To answer that question, two health systems participated in the National Center for Healthcare Leadership's diversity leadership demonstration project, November 2008 to December 2013. Each system provided one intervention hospital and one control hospital.The control hospital in each system participated in pre- and postassessments but received no preassessment feedback and no intervention support. Each intervention hospital's C-suite leadership and demonstration project manager worked with a diversity coach provided by the National Center for Healthcare Leadership to design and implement an action plan to improve diversity and cultural competence practices and build a sustainable infrastructure. Plans explored areas of strength and areas for improvement that were identified through preintervention assessments. The assessments focused on five competencies of strategic diversity management and culturally and linguistically appropriate care: diversity leadership, strategic human resource management, organizational climate, diversity climate, and patient cultural competence.This article describes each intervention hospital's success in action plan implementation and reports results of postintervention interviews with leadership to provide a blueprint for sustainable change.

Beyond Microskills: Toward a Model of Counseling Competence

ERIC Educational Resources Information Center

Ridley, Charles R.; Mollen, Debra; Kelly, Shannon M.

2011-01-01

Heeding the call to the profession, the authors present both a definition and model of counseling competence. Undergirding the model are 15 foundational principles. The authors conceptualize counseling competence as more complex and nuanced than do traditional microskills models and include cognitive, affective, and behavioral components. The…

Optometrists Association Australia Universal (entry-level) and Therapeutic Competency Standards for Optometry 2008.

PubMed

Kiely, Patricia M

2009-07-01

Competency standards for entry-level to the profession of optometry in Australia were first developed in 1993, revised in 1997 and expanded in 2000 to include therapeutic competency standards. The entry-level standards cover the competencies required by a person entering the profession without therapeutic endorsement of their registration. The therapeutic competency standards address the additional competencies required for therapeutic endorsement of registration. This paper presents a revised version of the universal (entry-level) and therapeutic competency standards for the profession of optometry in Australia in 2008. Expert members of the profession and representatives from schools of optometry, registration boards in Australia, state divisions of Optometrists Association Australia and the New Zealand Association of Optometrists were consulted in the process of updating the standards. Three new elements of competency have been added to the standards. Twenty-three new performance criteria with associated indicators have been added. Some performance criteria from the earlier document have been combined. Substantial alterations were made to the presentation of indicators throughout the document. The updated entry-level (universal) and therapeutic competency standards were adopted on behalf of the profession by the National Council of Optometrists Association Australia in November 2008. Competency standards are used by Australian and New Zealand registration authorities for the purposes of registration and therapeutic endorsement of registration via the Optometry Council of Australia and New Zealand accreditation and assessment processes. They have also been used as the basis of the World Council of Optometry Global Competency-Based Model.

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

PubMed

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

2012-10-01

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

76 FR 7216 - National Institutes of Health Statement of Organization, Functions, and Delegations of Authority

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-09

..., Functions, and Delegations of Authority Part N, National Institutes of Health, of the Statement of Organization, Functions, and Delegations of Authority for the Department of Health and Human Services (40 FR... evaluation program. Delegations of Authority Statement: All delegations and redelegations of authority to...

Nurse competence: a concept analysis.

PubMed

Smith, Sarah A

2012-10-01

  The purpose of this analysis was to explore the concept of nurse competence.   Data sources include EBSCOhost, Gale PowerSearch, ProQuest, PubMed Medline, Google Scholar, and Online Journal of Issues in Nursing.   This paper utilizes Rodgers' evolutionary method to analyze the concept of nurse competence.   Antecedents to nurse competence include personal and external motivations. Attributes include integrating knowledge into practice, experience, critical thinking, proficient skills, caring, communication, environment, motivation, and professionalism. Consequences include confidence, safe practice, and holistic care. Implications for nursing responsibility regarding defining nurse competence and ensuring nurse competence need to be identified. More research is needed to determine the best evaluation methods for the different facets of nurse competence. © 2012, The Author. International Journal of Nursing Knowledge © 2012, NANDA International.

IPMA Standard Competence Scope in Project Management Education

ERIC Educational Resources Information Center

Bartoška, Jan; Flégl, Martin; Jarkovská, Martina

2012-01-01

The authors of the paper endeavoured to find out key competences in IPMA standard for educational approaches in project management. These key competences may be used as a basis for project management university courses. An incidence matrix was set up, containing relations between IPMA competences described in IPMA competence baseline. Further,…

Exploring Integration in Action: Competencies as Building Blocks of Expertise.

PubMed

Mylopoulos, Maria; Borschel, Debaroti Tina; O'Brien, Tara; Martimianakis, Sofia; Woods, Nicole N

2017-12-01

Competency frameworks such as the CanMEDS roles and the ACGME core competencies may lead to the implicit assumption that physicians can learn and practice individual competencies in isolation. In contrast, models of adaptive expertise suggest that the integration of competencies reflects the capabilities of an expert physician. Thus, educational programming aimed at teaching discrete roles or competencies might overlook expert physician capabilities that are central to patient care. To develop expertise, learning opportunities must reflect expert capabilities. To better understand the relationship between competency-based medical education and expert development, the authors sought to explore how integrated competencies are enacted during patient care by postgraduate medical trainees. Using a cognitive ethnographic approach, in 2014-2015 the authors conducted observations and-to refine and elaborate these observations-ad hoc informal interviews with 13 postgraduate trainee participants. Data collection resulted in 92 hours of observation, 26 patient case portraits, and a total of 220 pages of field notes for analysis. Through analysis, the authors identified and examined moments when postgraduate trainees appeared to be simultaneously enacting multiple competencies. The authors identified two key expert capabilities in moments of integrated competence: finding complexity and being patient-centered. They described two mechanisms for these forms of integration: valuing the patient's narrative of their illness, and integrated understanding. Understanding integrated competencies as the building blocks of expert capabilities, along with recognizing the importance of mechanisms that support integration, offers an opportunity to use existing competency-based frameworks to understand and teach adaptive expertise.

3 CFR - Continuation of the National Emergency With Respect to Cuba and of the Emergency Authority...

Code of Federal Regulations, 2014 CFR

2014-01-01

... to Cuba and of the Emergency Authority Relating to the Regulation of the Anchorage and Movement of... the National Emergency With Respect to Cuba and of the Emergency Authority Relating to the Regulation... aircraft in international airspace north of Cuba. On February 26, 2004, by Proclamation 7757, the national...

3 CFR - Continuation of the National Emergency With Respect to Cuba and of the Emergency Authority...

Code of Federal Regulations, 2012 CFR

2012-01-01

... to Cuba and of the Emergency Authority Relating to the Regulation of the Anchorage and Movement of... the National Emergency With Respect to Cuba and of the Emergency Authority Relating to the Regulation... aircraft in international airspace north of Cuba. On February 26, 2004, by Proclamation 7757, the national...

3 CFR - Continuation of the National Emergency With Respect to Cuba and of the Emergency Authority...

Code of Federal Regulations, 2013 CFR

2013-01-01

... to Cuba and of the Emergency Authority Relating to the Regulation of the Anchorage and Movement of... the National Emergency With Respect to Cuba and of the Emergency Authority Relating to the Regulation... aircraft in international airspace north of Cuba. On February 26, 2004, by Proclamation 7757, the national...

75 FR 55582 - National Institutes of Health Statement of Organization, Functions, and Delegations of Authority

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-13

... authority statement: All delegations and redelegations of authority to officers and employees of NIH that..., Functions, and Delegations of Authority Part N, National Institutes of Health, of the Statement of Organization, Functions, and Delegations of Authority for the Department of Health and Human Services (40 FR...

Assessment of competency in endoscopy: establishing and validating generalizable competency benchmarks for colonoscopy.

PubMed

Sedlack, Robert E; Coyle, Walter J

2016-03-01

The Mayo Colonoscopy Skills Assessment Tool (MCSAT) has previously been used to describe learning curves and competency benchmarks for colonoscopy; however, these data were limited to a single training center. The newer Assessment of Competency in Endoscopy (ACE) tool is a refinement of the MCSAT tool put forth by the Training Committee of the American Society for Gastrointestinal Endoscopy, intended to include additional important quality metrics. The goal of this study is to validate the changes made by updating this tool and establish more generalizable and reliable learning curves and competency benchmarks for colonoscopy by examining a larger national cohort of trainees. In a prospective, multicenter trial, gastroenterology fellows at all stages of training had their core cognitive and motor skills in colonoscopy assessed by staff. Evaluations occurred at set intervals of every 50 procedures throughout the 2013 to 2014 academic year. Skills were graded by using the ACE tool, which uses a 4-point grading scale defining the continuum from novice to competent. Average learning curves for each skill were established at each interval in training and competency benchmarks for each skill were established using the contrasting groups method. Ninety-three gastroenterology fellows at 10 U.S. academic institutions had 1061 colonoscopies assessed by using the ACE tool. Average scores of 3.5 were found to be inclusive of all minimal competency thresholds identified for each core skill. Cecal intubation times of less than 15 minutes and independent cecal intubation rates of 90% were also identified as additional competency thresholds during analysis. The average fellow achieved all cognitive and motor skill endpoints by 250 procedures, with >90% surpassing these thresholds by 300 procedures. Nationally generalizable learning curves for colonoscopy skills in gastroenterology fellows are described. Average ACE scores of 3.5, cecal intubation rates of 90%, and intubation times

The Past and the Promise: Today's Competency Education Movement. Students at the Center: Competency Education Research Series

ERIC Educational Resources Information Center

Le, Cecilia; Wolfe, Rebecca E.; Steinberg, Adria

2014-01-01

Competency education is attracting significant interest as a promising way to help meet our national priority of ensuring that all young people are ready for college and careers. In competency-based schools, students advance at different rates, based on their ability to demonstrate mastery of learning objectives. Teachers provide customized…

Emergency medicine point-of-care ultrasonography: a national needs assessment of competencies for general and expert practice.

PubMed

Fischer, Lisa M; Woo, Michael Y; Lee, A Curtis; Wiss, Ray; Socransky, Steve; Frank, Jason R

2015-01-01

Emergency medicine point-of-care ultrasonography (EM-PoCUS) is a core competency for residents in the Royal College of Physicians and Surgeons of Canada and College of Family Physicians of Canada emergency medicine (EM) training programs. Although EM-PoCUS fellowships are currently offered in Canada, there is little consensus regarding what training should be included in a Canadian EM-PoCUS fellowship curriculum or how this contrasts with the training received in an EM residency.Objectives To conduct a systematic needs assessment of major stakeholders to define the essential elements necessary for a Canadian EM-PoCUS fellowship training curriculum. We carried out a national survey of experts in EM-PoCUS, EM residency program directors, and EM residents. Respondents were asked to identify competencies deemed either nonessential to EM practice, essential for general EM practice, essential for advanced EM practice, or essential for EM-PoCUS fellowship trained (‘‘expert’’) practice. The response rate was 81% (351 of 435). PoCUS was deemed essential to general EM practice for basic cardiac, aortic, trauma, and procedural imaging. PoCUS was deemed essential to advanced EM practice in undifferentiated symptomatology, advanced chest pathologies, and advanced procedural applications. Expert-level PoCUS competencies were identified for administrative, pediatric, and advanced gynecologic applications. Eighty-seven percent of respondents indicated that there was a need for EM-PoCUS fellowships, with an ideal length of 6 months. This is the first needs assessment of major stakeholders in Canada to identify competencies for expert training in EM-PoCUS. The competencies should form the basis for EM-PoCUS fellowship programs in Canada.

Assessing Chemistry-Learning Competencies of Students in Isolated Rural Senior High Schools by Using the National Examination: A Case Study of Simeulue Island, Indonesia

ERIC Educational Resources Information Center

Adlim, M-; Soewarno, S.; Ali, Hasbi; Ibrahim, Armia; Umar, Hasmunir; Ismail, Khairil; Gani, Usman A.; Hasan, Ishak; Yasin, Burhanuddin

2014-01-01

This study explored learning competency based on the Indonesian National Examination focusing especially on chemistry performance and the circumstances of senior high school students and teachers in rural areas of Simeulue Island, Indonesia. The National Examination total score and chemistry score for students in rural areas were consistently…

Sheep Production Occupations. Skills and Competencies.

ERIC Educational Resources Information Center

Sabol, Joe

This report summarizes the findings of a national study to determine what skills and competencies are needed by beginning employees on sheep ranches and farms, lamb feedlots, and in the sheep shearing industry. The research procedure, which involved determining from the sheep industry the competencies needed by beginning employees in the thirteen…

Energy Auditor and Quality Control Inspector Competency Model

DOE Office of Scientific and Technical Information (OSTI.GOV)

Head, Heather R.; Kurnik, Charles W.; Schroeder, Derek

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

Targeting a company's real core competencies.

PubMed

Snyder, A V; Ebeling, H W

1992-01-01

By recognizing its core competencies, a company can clearly define organizational boundaries and focus resources for maximum advantage. The authors outline an approach for identifying those competencies that can provide a company with the best chance to achieve long-term competitive advantage.

3 CFR - Delegation of Certain Functions Under Section 1265 of the National Defense Authorization Act for...

Code of Federal Regulations, 2011 CFR

2011-01-01

... 3 The President 1 2011-01-01 2011-01-01 false Delegation of Certain Functions Under Section 1265 of the National Defense Authorization Act for Fiscal Year 2010 Presidential Documents Other Presidential Documents Memorandum of April 20, 2010 Delegation of Certain Functions Under Section 1265 of the National Defense Authorization Act for Fiscal...

Public health financial management competencies.

PubMed

Honoré, Peggy A; Costich, Julia F

2009-01-01

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

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

PubMed

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

2014-03-01

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

In Practice: Using the "Developing Competency" Vector to Prepare Students for Competent Academic Major Exploration

ERIC Educational Resources Information Center

Galilee-Belfer, Mika

2012-01-01

Though many programs for undecided students focus on the "developing purpose" vector, the author argues that putting purpose before competency is putting the cart before the horse. In this article, she shares practical strategies she has used to help her students at the University of Arizona reach competence in understanding the academic world.…

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.

31 CFR 500.566 - Certain transactions authorized on behalf of North Korean nationals incident to their travel and...

Code of Federal Regulations, 2010 CFR

2010-07-01

... behalf of North Korean nationals incident to their travel and maintenance expenses. 500.566 Section 500..., Authorizations and Statements of Licensing Policy § 500.566 Certain transactions authorized on behalf of North... (b) of this section, the following transactions are authorized by or on behalf of a national of North...

Establishing the Competence of Outdoor Training Staff.

ERIC Educational Resources Information Center

Everard, Bertie

1997-01-01

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

National Intelligence and National Prosperity

ERIC Educational Resources Information Center

Hunt, Earl; Wittmann, Werner

2008-01-01

What is the relation between the cognitive competence of a national population that nation's economic prosperity? Lynn and Vanhanen [Lynn, R. & Vanhanen, T. (2002). "IQ and the wealth of nations." Westport, CT: Praeger.] presented data pointing to an exceptionally strong relationship between IQ scores and Gross Domestic Product per…

Defining and Comparing Generic Competences in Higher Education

ERIC Educational Resources Information Center

Kallioinen, Outi

2010-01-01

In this article the author discusses the importance of defining generic competences in alignment with the European definitions. As a case study the generic competences defined by Laurea University of Applied Sciences are compared with European definitions of generic competences. The purpose is to open up the various perspectives within this…

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.

Developing a competency framework for academic physicians.

PubMed

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

2017-03-01

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

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

ERIC Educational Resources Information Center

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

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

Intercultural Competency in Public Health: A Call for Action to Incorporate Training into Public Health Education

PubMed Central

Fleckman, Julia M.; Dal Corso, Mark; Ramirez, Shokufeh; Begalieva, Maya; Johnson, Carolyn C.

2015-01-01

Due to increasing national diversity, programs addressing cultural competence have multiplied in U.S. medical training institutions. Although these programs share common goals for improving clinical care for patients and reducing health disparities, there is little standardization across programs. Furthermore, little progress has been made to translate cultural competency training from the clinical setting into the public health setting where the focus is on population-based health, preventative programming, and epidemiological and behavioral research. The need for culturally relevant public health programming and culturally sensitive public health research is more critical than ever. Awareness of differing cultures needs to be included in all processes of planning, implementation and evaluation. By focusing on community-based health program planning and research, cultural competence implies that it is possible for public health professionals to completely know another culture, whereas intercultural competence implies it is a dual-sided process. Public health professionals need a commitment toward intercultural competence and skills that demonstrate flexibility, openness, and self-reflection so that cultural learning is possible. In this article, the authors recommend a number of elements to develop, adapt, and strengthen intercultural competence education in public health educational institutions. PMID:26389109

Intercultural Competency in Public Health: A Call for Action to Incorporate Training into Public Health Education.

PubMed

Fleckman, Julia M; Dal Corso, Mark; Ramirez, Shokufeh; Begalieva, Maya; Johnson, Carolyn C

2015-01-01

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

Developing Common Competencies for Southeast Asian General Dental Practitioners.

PubMed

Chuenjitwongsa, Supachai; Poolthong, Suchit; Bullock, Alison; Oliver, Richard G

2017-09-01

Current policy in Southeast Asian dental education focuses on high-quality dental services from new dental graduates and the free movement of dental practitioners across the region. The Southeast Asian Nations (ASEAN) Dental Councils have proposed the "Common Major Competencies for ASEAN General Dental Practitioners" to harmonize undergraduate dental education. This article discusses how the ASEAN competencies were developed and established to assist the development of general dental practitioners with comparable knowledge, skills, and attitudes across ASEAN. The competencies were developed through four processes: a questionnaire about current national oral health problems, a two-round Delphi process that sought agreement on competencies, a panel discussion by representatives from ASEAN Dental Councils, and data verification by the representatives after the meeting. Key themes of the ASEAN competencies were compared with the competencies from the U.S., Canada, Europe, Australia, and Japan. A total of 33 competency statements, consistent with other regions, were agreed upon and approved. Factors influencing the ASEAN competencies and their implementation include oral health problems in ASEAN, new knowledge and technology in dentistry, limited institutional resources, underregulated dental schools, and uneven distribution of dental practitioners. The ASEAN competencies will serve as the foundation for further developments in ASEAN dental education including policy development, curriculum revision, quality assurance, and staff development. Collaboration amongst stakeholders is essential for successful harmonization of ASEAN dental education.

78 FR 13207 - Continuation of the National Emergency With Respect to Cuba and of the Emergency Authority...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-26

...--Continuation of the National Emergency With Respect to Cuba and of the Emergency Authority Relating to the... Respect to Cuba and of the Emergency Authority Relating to the Regulation of the Anchorage and Movement of... north of Cuba. On February 26, 2004, by Proclamation 7757, the national emergency was extended and its...

76 FR 11071 - Continuation of the National Emergency With Respect to Cuba and of the Emergency Authority...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-28

...--Continuation of the National Emergency With Respect to Cuba and of the Emergency Authority Relating to the... Respect to Cuba and of the Emergency Authority Relating to the Regulation of the Anchorage and Movement of... north of Cuba. On February 26, 2004, by Proclamation 7757, the national emergency was extended and its...

Towards the development of skills-based health promotion competencies: the Canadian experience.

PubMed

Hyndman, Brian

2009-06-01

The health promotion competencies presented in the Galway Consensus Conference Statement build on an emerging international literature that includes a proposed set of Canadian competencies developed for health promotion practitioners. In Canada, the creation of draft health promotion competencies by Health Promotion Ontario (HPO) was fueled by increased concerns about the potential marginalization of health promotion as well as a national public health renewal process that placed increased emphasis on competency development as a means of strengthening the public health workforce. This commentary presents the proposed Canadian competencies and provides an overview of the process utilized to develop them. Key similarities and differences between the proposed Canadian competencies and the competencies outlined in the Consensus Statement are also explored. The Canadian experience illustrates the way in which national health promotion competencies can be shaped by cultural and political factors unique to a specific jurisdiction.

Competency standards for newly graduated prosthetist/orthotists in Sweden.

PubMed

Ramstrand, Nerrolyn; Ramstrand, Simon

2018-05-01

There are currently no national competency standards upon which to develop educational objectives for prosthetist/orthotists in Sweden. While standards have been developed in other countries, they cannot be applied without confirming their relevance in a Swedish context. To describe and obtain consensus on core competencies required for newly graduated prosthetist/orthotists in Sweden. Modified Delphi process. A modified Delphi technique was carried out. Focus groups were initially used to identify core competency domains. Two consecutive questionnaires, containing a list of potential competency items, were sent to a group of stakeholders with ties to the prosthetic and orthotic profession. Stakeholders were requested to rate their level of agreement with each competency item and provide written comments. Finally, two focus groups were conducted to obtain feedback on the draft competency standards. Forty-four competency items, listed under five key domains of practice, were identified as essential for newly graduated prosthetist/orthotists in Sweden. Many similarities exist in core competency descriptions for prosthetist/orthotists in Sweden when compared to other countries. Regional differences do however exist, and it is important to confirm the relevance of core competency items at a national level before they are applied. Clinical relevance Competency standards developed in this study can be used to guide development of learning objectives within an undergraduate prosthetic and orthotic program, provide a framework for workforce development, assist professional organizations in understanding the needs of their members, and prepare for international accreditation.

Implementing Competency-Based Business Curricula in Higher Education

ERIC Educational Resources Information Center

Dragoo, Amie; Barrows, Richard

2016-01-01

Development of competency-based education business curricula at three universities showed substantial variation. Curriculum competencies were developed from traditional learning objectives or employer interviews and addressed once or several times. Assessments were unique or based on traditional program or national examinations. Faculty roles were…

Financial Relationships With Industry Among National Comprehensive Cancer Network Guideline Authors.

PubMed

Mitchell, Aaron P; Basch, Ethan M; Dusetzina, Stacie B

2016-12-01

Financial conflicts of interest (FCOIs) among authors of clinical practice guidelines have the potential to influence treatment recommendations. To quantify FCOIs with industry among authors of the National Comprehensive Cancer Network (NCCN) guidelines. We assessed FCOIs occurring during 2014 among NCCN guideline authors in the United States. All were physician members of the NCCN guideline committees for lung, breast, prostate, and colorectal cancer as of the end of 2014. The data source for FCOIs was Open Payments, which is publically reported by the Centers for Medicare and Medicaid Services. This study was cross-sectional. The proportion of NCCN authors having FCOIs with industry; the average amount received from industry sources per author. Of 125 guideline authors, 108 (86%) had at least 1 reported FCOI. Authors received an average of $10 011 (range, $0-$106 859) in general payments (GPs), which include consulting, meals, lodging, and similar transfers of value, and $236 066 (range $0-$2 756 713) in industry research payments (RPs), including funding associated with clinical trials. Approximately 84% of authors received GPs, while 47% received RPs. Eight (6%) had FCOIs in excess of the $50 000 net and/or $20 000 single-company maximums stipulated by NCCN. Among NCCN guideline authors, FCOIs involving RPs were of greater value, while those involving GPs were more prevalent. Although FCOIs may result from engaging in important scholarship, FCOIs may still influence guideline authors in counterproductive ways. Research is needed to understand how best to manage author FCOIs during guideline creation.

Ophthalmology resident surgical competency: a national survey.

PubMed

Binenbaum, Gil; Volpe, Nicholas J

2006-07-01

To describe the prevalence, management, and career outcomes of ophthalmology residents who struggle with surgical competency and to explore related educational issues. Fourteen-question written survey. Fifty-eight program directors at Accreditation Council on Graduate Medical Education-accredited, United States ophthalmology residency programs, representing a total of 2179 resident graduates, between 1991 and 2000. Study participants completed a mailed, anonymous survey whose format combined multiple choice and free comment questions. Number of surgically challenged residents, types of problems identified, types of remediation, final departmental decision at the end of residency, known career outcomes, and residency program use of microsurgical skills laboratories and applicant screening tests. One hundred ninety-nine residents (9% overall; 10% mean per program) were labeled as having trouble mastering surgical skills. All of the programs except 2 had encountered such residents. The most frequently cited problems were poor hand-eye coordination (24%) and poor intraoperative judgment (22%). Most programs were supportive and used educational rather than punitive measures, the most common being extra practice-laboratory time (32%), scheduling cases with the best teaching surgeon (23%), and counseling (21%). Nearly one third (31%) of residents were believed to have overcome their difficulties before graduation. Other residents were encouraged to pursue medical ophthalmology (22%) or to obtain further surgical training through a fellowship (21%) or a supervised practice setting (12%); these residents were granted a departmental statement of satisfactory completion of residency for Board eligibility. Twelve percent were asked to leave residency. Of reported career outcomes, 92% of residents were practicing ophthalmology, 65% as surgical and 27% as medical ophthalmologists. Ninety-eight percent of residency programs had microsurgical practice facilities, 64% had a formal

Teaching Competencies for Community Preceptors.

PubMed

Brink, Darin; Simpson, Deb; Crouse, Byron; Morzinski, Jeffrey; Bower, Douglas; Westra, Ruth

2018-05-01

Although community physicians provide one-fourth of the outpatient training received in medical school, usually there is no formal training of the preceptor. Currently there is no agreed-upon list of teaching competencies for community physician-preceptors. Using a modified Delphi process, the authors aimed to identify core teaching competencies for community preceptors for use in training and evaluation. A medical educator and three faculty members with expertise in faculty development created a list of teaching competencies organized in five domains. These competencies were finalized through a multiround modified Delphi technique with key stakeholder groups including (1) nonphysician medical educators, (2) academic physicians involved in faculty development, (3) community physicians who regularly precept medical students, (4) family medicine residents, (5) third-year medical students in a 9-month-long longitudinal clerkship. Proposed competencies were retained if 70% of the participants ranked it as "very or extremely important." In the first round, 24 competencies were evaluated by 40 physician preceptors participating in a rural faculty development conference. These were refined, and four additional competencies were added by the cohort. Subsequent rounds utilized a survey approach with broader audiences resulting in a final list of 21 competencies in five domains. Five competency domains with 21 teaching competencies can now be used to guide community preceptors' training and evaluation.

76 FR 58006 - Office of the National Coordinator for Health Information Technology; Delegation of Authority

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-19

... for Health Information Technology; Delegation of Authority Notice is hereby given that I have delegated to the National Coordinator for Health Information Technology (National Coordinator), or his or... information technology as it relates to health information and health promotion, preventive health services...

77 FR 6534 - Malheur National Forest; Oregon; Summit Logan Grazing Authorization Project

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-08

... Creek and Summit Prairie allotments. These allotments are within the Upper Malheur River and Upper North Fork Malheur River watersheds. The Summit Logan Grazing Authorization Project area is located south and west of Prairie City, Oregon and encompasses approximately 40,272 acres of National Forest System Lands...

[Problem-based learning, a comparison in the acquisition of transversal competencies].

PubMed

González Pascual, Juan Luis; López Martin, Inmaculada; Toledo Gómez, David

2009-01-01

In the European Higher Education Area (EEES in Spanish reference), a change in the pedagogical model has occurred: from teaching centered on the figure of the professor to learning centered on students, from an integral perspective. This learning must bring together the full set of competencies included in the program requirements necessary to obtain a degree. The specific competencies characterize a profession and distinguish one from others. The transversal competencies surpass the limits of one particular discipline to be potentially developed in all; these are subdivided in three types: instrumental, interpersonal and systemic. The authors describe and compare the acquisition of transversal competencies connected to students' portfolios and Problem-based Learning as pedagogical methods from the perspective of second year nursing students at the European University in Madrid during the 2007-8 academic year To do so, the authors carried out a transversal descriptive study; data was collected by a purpose-made questionnaire the authors developed which they based on the transversal competencies of the Tuning Nursing Project. Variables included age, sex, pedagogical method, perception on acquisition of those 24 competencies by means of a Likert Scale. U de Mann-Whitney descriptive and analytical statistics. The authors conclude that the portfolio and Problem-based Learning are useful pedagogical methods for acquiring transversal competencies; these results coincide with those of other studies. Comparing both methods, the authors share the opinion that the Problem-based Learning method could stimulate the search for information better than the portfolio method.

Mediational and Deviance Theories of Late High School Failure: Process Roles of Structural Strains, Academic Competence, and General versus Specific Problem Behavior

ERIC Educational Resources Information Center

Newcomb, Michael D.; Abbott, Robert D.; Catalano, Richard F.; Hawkins, J. David; Battin-Pearson, Sara; Hill, Karl

2002-01-01

Understanding and preventing high school failure is a national priority. Structural strain and general deviance theories attempt to explain late high school failure. The authors tested the hypotheses that general (vs. specific) deviance and academic competence mediate the relationships between structural strain factors (gender, ethnicity, and…

Cultural competence and social relationships: a social network analysis.

PubMed

Dauvrin, M; Lorant, V

2017-06-01

This study investigated the role of social relationships in the sharing of cultural competence by testing two hypotheses: cultural competence is a socially shared behaviour; and central healthcare professionals are more culturally competent than non-central healthcare professionals. Sustaining cultural competence in healthcare services relies on the assumption that being culturally competent is a socially shared behaviour among health professionals. This assumption has never been tested. Organizational aspects surrounding cultural competence are poorly considered. This therefore leads to a heterogeneous implementation of cultural competence - especially in continental Europe. We carried out a social network analysis in 24 Belgian inpatient and outpatient health services. All healthcare professionals (ego) were requested to fill in a questionnaire (Survey on social relationships of health care professionals) on their level of cultural competence and to identify their professional relationships (alter). We fitted regression models to assess whether (1) at the dyadic level, ego cultural competence was associated with alter cultural competence, and (2) health professionals of greater centrality had greater cultural competence. At the dyadic level, no significant associations were found between ego cultural competence and alter cultural competence, with the exception of subjective exposure to intercultural situations. No significant associations were found between centrality and cultural competence, except for subjective exposure to intercultural situations. Being culturally competent is not a shared behaviour among health professionals. The most central healthcare professionals are not more culturally competent than less central health professionals. Culturally competent health care is not yet a norm in health services. Health care and training authorities should either make cultural competent health care a licensing criteria or reward culturally competent health care

Nursing informatics competencies: bibliometric analysis.

PubMed

Kokol, Peter; Blažun, Helena; Vošner, Janez; Saranto, Kaija

2014-01-01

Information and communication technology is developing rapidly and it is incorporated in many health care processes, but in spite of that fact we can still notice that nursing informatics competencies had received limited attention in basic nursing education curricula in Europe and especially in Eastern European countries. The purpose of the present paper is to present the results of a bibliometric analysis of the nursing informatics competencies scientific literature production. We applied the bibliometrics analysis to the corpus of 332 papers found in SCOPUS, related to nursing informatics competencies. The results showed that there is a positive trend in the number of published papers per year, indicating the increased research interest in nursing informatics competencies. Despite the fact that the first paper was published in Denmark, the most prolific country regarding the research in nursing informatics competencies is United States as are their institutions and authors.

78 FR 56233 - National Foundation on Fitness, Sports, and Nutrition Establishment Act; Delegation of Authority...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-12

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Office of the Secretary National Foundation on Fitness, Sports, and Nutrition Establishment Act; Delegation of Authority; Office of the Assistant Secretary for... Section 5 of the National Foundation on Fitness, Sports, and Nutrition Establishment Act, Public Law 111...

Cultural competencies for graduate nursing education.

PubMed

Clark, Lauren; Calvillo, Evelyn; Dela Cruz, Felicitas; Fongwa, Marie; Kools, Susan; Lowe, John; Mastel-Smith, Beth

2011-01-01

Nursing is challenged to meet the health needs of ethnic and socioculturally diverse populations. To this end, American Association of Colleges of Nursing (AACN) charged an expert nursing faculty advisory group to formulate competencies for graduate nursing education, expanding them to integrate leadership and scholarship. The Cultural Competency in Baccalaureate Nursing Education served as the springboard for the initiative. In formulating the graduate cultural competencies and the toolkit, the advisory group reviewed all AACN Essentials documents and the cultural competency literature, drew upon their collective experiences with cultural diversity, and used cultural humility as the supporting framework. Six core competencies were formulated and endorsed by the AACN board of directors and key professional nursing organizations. A companion toolkit was compiled to provide resources for the implementation of the competencies. A 1-day conference was held in California to launch the cultural competencies and toolkit. Dissemination to graduate nursing programs is in process, with emphasis on faculty readiness to undertake this graduate educational transformation. The AACN Cultural Competencies for Graduate Nursing Education set national standards to prepare culturally competent nurses at the graduate level who will contribute to the elimination of health disparities through education, clinical practice, research, scholarship, and policy. 2011 Elsevier Inc. All rights reserved.

Empirical Determination of Competence Areas to Computer Science Education

ERIC Educational Resources Information Center

Zendler, Andreas; Klaudt, Dieter; Seitz, Cornelia

2014-01-01

The authors discuss empirically determined competence areas to K-12 computer science education, emphasizing the cognitive level of competence. The results of a questionnaire with 120 professors of computer science serve as a database. By using multi-dimensional scaling and cluster analysis, four competence areas to computer science education…

Do Business Schools Value the Competencies that Businesses Value?

ERIC Educational Resources Information Center

Abraham, Steven Eric; Karns, Lanny A.

2009-01-01

The authors used survey research to determine the congruence among the competencies that businesses identify as being indicative of successful managers, the competencies that business schools identify as being indicative of successful graduates, and the competencies that are emphasized in business school curricula. The results show that although…

Examining Multimedia Competencies for Educational Technologists in Higher Education

ERIC Educational Resources Information Center

Iqdami, Muhammad Nazil; Branch, Robert Maribe

2016-01-01

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

National Field Testing of the "Mini" Version of the Transition Competence Battery for Adolescents and Young Adults Who Are Deaf.

ERIC Educational Resources Information Center

Bullis, Michael; Reiman, John W.; Davis, Cheryl; Reid, Chris

1997-01-01

A study involving 593 students (ages 15-29) with deafness investigated the validity of a shortened version of the Transition Competence Battery for Deaf Adolescents and Young Adults (TCB). Overall results suggest that the "Mini" TCB is a viable assessment tool that can be used in transition assessment. (Author/CR)

National strategy for suicide prevention in Japan: impact of a national fund on progress of developing systems for suicide prevention and implementing initiatives among local authorities.

PubMed

Nakanishi, Miharu; Yamauchi, Takashi; Takeshima, Tadashi

2015-01-01

In Japan, the Cabinet Office released the 'General Principles of Suicide Prevention Policy' in 2007 and suggested nine initiatives. In 2009, a national fund was launched to help prefectures (the administrative divisions of Japan) and local authorities implement five categories of suicide-prevention programs. This paper examines the impact of the national fund on the establishment of the systems for suicide prevention and the implementation of these initiatives among local authorities. The present study included 1385 local authorities (79.5%) from all 47 prefectures that responded to the cross-sectional questionnaire survey. Improved suicide-prevention systems and the implementation of nine initiatives in April 2013 were observed among 265 local authorities (19.1%) that implemented 'Training of community service providers' and 'Public awareness campaigns'; 178 local authorities (12.9%) that implemented 'Face-to-face counseling', 'Training of community service providers' and 'Public awareness campaigns'; and 324 local authorities (23.4%) that implemented 'Trauma-informed policies and practices'. There was no significant difference in suicide-prevention systems and the implementation of nine initiatives between 203 local authorities (14.7%) that implemented only 'Public awareness campaigns' and 231 local authorities (16.7%) that did not implement any suicide-prevention programs. The results of our study suggest that the national fund promoted the establishment of community systems for suicide prevention and helped implement initiatives among local authorities. The national suicide-prevention strategy in Japan should explore a standard package of programs to guide community suicide-prevention efforts with a sustained workforce among local authorities. © 2014 The Authors. Psychiatry and Clinical Neurosciences © 2014 Japanese Society of Psychiatry and Neurology.

75 FR 49494 - Statement of Organization, Functions, and Delegations of Authority; Office of the National...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-13

... Information Technology (ONC), as last amended at 74 FR 62785- 62786, dated December 1, 2009, is corrected as... the Secretary or by the National Coordinator for Health Information Technology, all delegations and..., Functions, and Delegations of Authority; Office of the National Coordinator for Health and Information...

Research on Computer-Based Education for Reading Teachers: A 1989 Update. Results of the First National Assessment of Computer Competence.

ERIC Educational Resources Information Center

Balajthy, Ernest

Results of the 1985-86 National Assessment of Educational Progress (NAEP) survey of American students' knowledge of computers suggest that American schools have a long way to go before computers can be said to have made a significant impact. The survey covered the 3rd, 7th, and 11th grade levels and assessed competence in knowledge of computers,…

36 CFR 13.1130 - Is commercial fishing authorized in the marine waters of Glacier Bay National Park?

Code of Federal Regulations, 2013 CFR

2013-07-01

... authorized in the marine waters of Glacier Bay National Park? 13.1130 Section 13.1130 Parks, Forests, and Public Property NATIONAL PARK SERVICE, DEPARTMENT OF THE INTERIOR NATIONAL PARK SYSTEM UNITS IN ALASKA Special Regulations-Glacier Bay National Park and Preserve Commercial Fishing § 13.1130 Is commercial...

36 CFR 13.1130 - Is commercial fishing authorized in the marine waters of Glacier Bay National Park?

Code of Federal Regulations, 2014 CFR

2014-07-01

... authorized in the marine waters of Glacier Bay National Park? 13.1130 Section 13.1130 Parks, Forests, and Public Property NATIONAL PARK SERVICE, DEPARTMENT OF THE INTERIOR NATIONAL PARK SYSTEM UNITS IN ALASKA Special Regulations-Glacier Bay National Park and Preserve Commercial Fishing § 13.1130 Is commercial...

36 CFR 13.1130 - Is commercial fishing authorized in the marine waters of Glacier Bay National Park?

Code of Federal Regulations, 2011 CFR

2011-07-01

... authorized in the marine waters of Glacier Bay National Park? 13.1130 Section 13.1130 Parks, Forests, and Public Property NATIONAL PARK SERVICE, DEPARTMENT OF THE INTERIOR NATIONAL PARK SYSTEM UNITS IN ALASKA Special Regulations-Glacier Bay National Park and Preserve Commercial Fishing § 13.1130 Is commercial...

36 CFR 13.1130 - Is commercial fishing authorized in the marine waters of Glacier Bay National Park?

Code of Federal Regulations, 2012 CFR

2012-07-01

... authorized in the marine waters of Glacier Bay National Park? 13.1130 Section 13.1130 Parks, Forests, and Public Property NATIONAL PARK SERVICE, DEPARTMENT OF THE INTERIOR NATIONAL PARK SYSTEM UNITS IN ALASKA Special Regulations-Glacier Bay National Park and Preserve Commercial Fishing § 13.1130 Is commercial...

36 CFR 13.1130 - Is commercial fishing authorized in the marine waters of Glacier Bay National Park?

Code of Federal Regulations, 2010 CFR

2010-07-01

... authorized in the marine waters of Glacier Bay National Park? 13.1130 Section 13.1130 Parks, Forests, and Public Property NATIONAL PARK SERVICE, DEPARTMENT OF THE INTERIOR NATIONAL PARK SYSTEM UNITS IN ALASKA Special Regulations-Glacier Bay National Park and Preserve Commercial Fishing § 13.1130 Is commercial...

Must We Bother with Competency-Based Teacher Education?

ERIC Educational Resources Information Center

Riechard, Donald E.

1976-01-01

The basic issue of competency-based teacher education (CBTE) is presented. Characteristics of the groups (new occult and old ostrich) representing the two extreme positions are identified. The magnitude of the CBTE movement at the national, state, and institutional level is assessed. States possessing competency-based certification requirements…

The Department of the Navy Systems Engineering Career Competency Model (SECCM)

DTIC Science & Technology

2015-05-13

Respond 71% Value 18% Organize 3% Characterize 4% Affective Domain Total KSAs : 869 ENG Career Field Competency Model 10 1.0 Mission Level...The Department of the Navy Systems Engineering Career Competency Model (SECCM) 2015 Acquisition Symposium Naval Postgraduate School Monterey...Career Competency Model (SECCM) 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER

Journey towards Cultural Competency: Lessons Learned.

ERIC Educational Resources Information Center

Evans, John E.

This report highlights initiatives and accomplishments of the National Maternal and Child Health (MCH) Resource Center on Cultural Competency and a related consortium of 12 states and the District of Columbia from October 1992 through September 1995. Following an introductory section, the first chapter focuses on the role of the National MCH…

Developing Competency in Payroll Procedures

ERIC Educational Resources Information Center

Jackson, Allen L.

1975-01-01

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

'Vague Oviedo': autonomy, culture and the case of previously competent patients.

PubMed

Pascalev, Assya; Vidalis, Takis

2010-03-01

The paper examines the ethical and legal challenges of making decisions for previously competent patients and the role of advance directives and legal representatives in light of the Oviedo Convention. The paper identifies gaps in the Convention that result in conflicting instructions in cases of a disagreement between the expressed prior wishes of a patient, and the legal representative. The authors also examine the legal and moral status of informally expressed prior wishes of patients unable to consent. The authors argue that positivist legal reasoning is insufficient for a consistent interpretation of the relevant provisions of the Convention and argue that ethical argumentation is needed to provide guidance in such cases. Based on the ethical arguments, the authors propose a way of reconciling the apparent inconsistencies in the Oviedo Convention. They advance a culturally sensitive approach to the application of the Convention at the national level. This approach understands autonomy as a broader, relational consent and emphasizes the social and cultural embeddedness of the individual. Based on their approach, the authors argue that there exists a moral obligation to respect the prior wishes of the patient even in countries without advance directives. Yet it should be left to the national legislations to determine the extent of this obligation and its concrete forms.

High and mighty: height increases authority in professional refereeing.

PubMed

Stulp, Gert; Buunk, Abraham P; Verhulst, Simon; Pollet, Thomas V

2012-08-24

Throughout the animal kingdom, larger males are more likely to attain social dominance. Several lines of evidence suggest that this relationship extends to humans, as height is positively related to dominance, status and authority. We hypothesized that height is also a determinant of authority in professional refereeing. According to the International Football Association Board, FIFA, football ("soccer") referees have full authority to enforce the laws of the game and should use their body language to show authority and to help control the match. We show that height is indeed positively related to authority status: referees were taller than their assistants (who merely have an advisory role) in both a national (French League) and an international (World Cup 2010) tournament. Furthermore, using data from the German League, we found that height was positively associated with authoritative behavior. Taller referees were better able to maintain control of the game by giving fewer fouls, thereby increasing the "flow of the game". Referee height was also positively associated with perceived referee competence, as taller referees were assigned to matches in which the visiting team had a higher ranking. Thus, height appears to be positively related to authority in professional refereeing.

Core Competencies for Doctoral Education in Public Health

PubMed Central

Calhoun, Judith G.; Weist, Elizabeth M.; Raczynski, James M.

2012-01-01

The Association of Schools of Public Health (ASPH) released the Doctor of Public Health (DrPH) Core Competency Model in 2009. Between 2007 and 2009, a national expert panel with members of the academic and practice communities guided by the ASPH Education Committee developed its 7 performance domains, including 54 competencies. We provide an overview and analysis of the challenges and issues associated with the variability in DrPH degree offerings, reflect on the model development process and related outcomes, and discuss the significance of the model, future applications, and challenges for integration across educational settings. With the model, ASPH aims to stimulate national discussion on the competencies needed by DrPH graduates with the new challenges of 21st-century public health practice and to better define the DrPH degree. PMID:22095342

Leadership Training and the Problems of Competency Development.

PubMed

Reid, W Michael; Dold, Claudia Jennifer

An important workforce development effort during the past 25 years has been developing competency sets. Several of the sets rely on the concepts of Senge's Learning Organization and Burns' Transformational Leadership. The authors' experiences and study in designing and implementing a curriculum for a public health leadership institute based on these concepts raised several important questions about competency development and application. To summarize the use of the Senge and Burns frameworks in several competency sets and the practice literature and to assess the status of competency development for those frameworks and for competency development generally. The authors reviewed several commonly used competency sets and textbooks and searched 3 leading public health practice journals (Journal of Public Health Management and Practice, Public Health Reports, and American Journal of Public Health) for Senge and Burns framework terms. They also reviewed efforts to implement competency sets in public health education and practice. (1) The extent to which the articles and texts demonstrated understanding of the frameworks and reported their implementation and (2) whether competency statements and their uses in the literature contained precise definitions of competencies (knowledge, skills, behaviors, and attitudes associated with them), the standards by which competence is to be measured, and the means for measuring their attainment. "Learning Organization" and "Transformational Leadership" terms were used often and viewed favorably. However, the terms were rarely defined as Senge and Burns had, the uses generally did not indicate the complexity and difficulty of implementation, and there was only one report of even partial implementation. The review of competency development efforts found there is virtually no attention to the definitional and measurement issues in the literature. Unless public health organizations recognize the need for a common understanding of

Fundamental contradictions in cultural competence.

PubMed

Johnson, Yvonne M; Munch, Shari

2009-07-01

Cultural competence (CC) is considered highly relevant to social work practice with clients belonging to ethnic and racial minority groups, as the burgeoning literature and creation of practice standards on CC attest. However, examination of the conceptual underpinnings of CC reveals several major anomalies. The authors argue that several aspects of CC contradict central social work concepts or are at odds with current, standard social work practice. These contradictions extend to the epistemological foundations of CC and the rights and dignity of the individual. To further stress the conceptual tensions at the heart of CC, the authors incorporate recent philosophical work addressing collective identities and group rights. The question of whether culturally competent practice is achievable is also addressed. The authors urge academicians and practitioners to thoroughly examine the theoretical and ethical bases of CC because of their highly important ramifications for social work practice.

3 CFR - Delegation of Reporting Function Specified in Section 1043 of the National Defense Authorization...

Code of Federal Regulations, 2013 CFR

2013-01-01

... 3 The President 1 2013-01-01 2013-01-01 false Delegation of Reporting Function Specified in Section 1043 of the National Defense Authorization Act for Fiscal Year 2012 Presidential Documents Other Presidential Documents Memorandum of February 27, 2012 Delegation of Reporting Function Specified in Section 1043 of the National Defense Authorizatio...

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.

5 CFR 1315.20 - Application of Section 1010 of the National Defense Authorization Act for Fiscal Year 2001.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 5 Administrative Personnel 3 2011-01-01 2011-01-01 false Application of Section 1010 of the National Defense Authorization Act for Fiscal Year 2001. 1315.20 Section 1315.20 Administrative Personnel OFFICE OF MANAGEMENT AND BUDGET OMB DIRECTIVES PROMPT PAYMENT § 1315.20 Application of Section 1010 of the National Defense Authorization Act for...

5 CFR 1315.20 - Application of Section 1010 of the National Defense Authorization Act for Fiscal Year 2001.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 5 Administrative Personnel 3 2012-01-01 2012-01-01 false Application of Section 1010 of the National Defense Authorization Act for Fiscal Year 2001. 1315.20 Section 1315.20 Administrative Personnel OFFICE OF MANAGEMENT AND BUDGET OMB DIRECTIVES PROMPT PAYMENT § 1315.20 Application of Section 1010 of the National Defense Authorization Act for...

5 CFR 1315.20 - Application of Section 1010 of the National Defense Authorization Act for Fiscal Year 2001.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 5 Administrative Personnel 3 2014-01-01 2014-01-01 false Application of Section 1010 of the National Defense Authorization Act for Fiscal Year 2001. 1315.20 Section 1315.20 Administrative Personnel OFFICE OF MANAGEMENT AND BUDGET OMB DIRECTIVES PROMPT PAYMENT § 1315.20 Application of Section 1010 of the National Defense Authorization Act for...

5 CFR 1315.20 - Application of Section 1010 of the National Defense Authorization Act for Fiscal Year 2001.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 5 Administrative Personnel 3 2013-01-01 2013-01-01 false Application of Section 1010 of the National Defense Authorization Act for Fiscal Year 2001. 1315.20 Section 1315.20 Administrative Personnel OFFICE OF MANAGEMENT AND BUDGET OMB DIRECTIVES PROMPT PAYMENT § 1315.20 Application of Section 1010 of the National Defense Authorization Act for...

Can Reflection Boost Competences Development in Organizations?

ERIC Educational Resources Information Center

Nansubuga, Florence; Munene, John C.; Ntayi, Joseph M.

2015-01-01

Purpose: The purpose of this paper is to examine the gaps in some existing competence frameworks and investigate the power of reflection on one's behavior to improve the process of the competences development. Design/methodology/approach: The authors used a correlational design and a quasi-experimental non-equivalent group design involving a…

An Investigation of Teacher, Principal, and Superintendent Perceptions on the Ability of the National Framework for Principal Evaluations to Measure Principals' Leadership Competencies

ERIC Educational Resources Information Center

Lamb, Lori D.

2014-01-01

The purpose of this qualitative study was to investigate the perceptions of effective principals' leadership competencies; determine if the perceptions of teachers, principals, and superintendents aligned with the proposed National Framework for Principal Evaluations initiative. This study examined the six domains of leadership outlined by the…

Competency-based medical education for plastic surgery: where do we begin?

PubMed

Knox, Aaron D C; Gilardino, Mirko S; Kasten, Steve J; Warren, Richard J; Anastakis, Dimitri J

2014-05-01

North American surgical education is beginning to shift toward competency-based medical education, in which trainees complete their training only when competence has been demonstrated through objective milestones. Pressure is mounting to embrace competency-based medical education because of the perception that it provides more transparent standards and increased public accountability. In response to calls for reform from leading bodies in medical education, competency-based medical education is rapidly becoming the standard in training of physicians. The authors summarize the rationale behind the recent shift toward competency-based medical education and creation of the milestones framework. With respect to procedural skills, initial efforts will require the field of plastic surgery to overcome three challenges: identifying competencies (principles and procedures), modeling teaching strategies, and developing assessment tools. The authors provide proposals for how these challenges may be addressed and the educational rationale behind each proposal. A framework for identification of competencies and a stepwise approach toward creation of a principles oriented competency-based medical education curriculum for plastic surgery are presented. An assessment matrix designed to sample resident exposure to core principles and key procedures is proposed, along with suggestions for generating validity evidence for assessment tools. The ideal curriculum should provide exposure to core principles of plastic surgery while demonstrating competence through performance of index procedures that are most likely to benefit graduating residents when entering independent practice and span all domains of plastic surgery. The authors advocate that exploring the role and potential benefits of competency-based medical education in plastic surgery residency training is timely.

Teaching and clinical educator competency: bringing two worlds together.

PubMed

Robinson, Cathy P

2009-01-01

More sessional clinical educators are being employed in educational institutions today than ever before. Also identified in the literature are issues affecting sessional clinical educators' ability to develop and maintain educator competency. Using the definition of educator competency by the National League for Nursing (NLN 2005a), explored in this paper are ways of increasing sessional clinical educator competency, such as orientation and mentorship programs to support student learning in clinical environments. Approaches in the form of theoretical models designed to evaluate clinical educator competency are examined. A new Sessional Clinical Educator Competency (SCEC) Framework is offered to provide direction for implementing strategies to develop and evaluate sessional clinical educator competency. Suggested is that the SCEC framework could be useful for educational administrators and sessional clinical educators to assess clinical educator competency.

Evaluating Physician Competency: What Difference Does It Make?

ERIC Educational Resources Information Center

Brockway, Barbara Stephens

1978-01-01

A system for evaluating clinical competency of residents was designed to test expert opinions as well as the skills of the practitioner. Four measures of clinical competency were included: data collection completeness; problem identification accuracy; interview skills; and patient and physician assessment. (Author/MH)

Inter-Institutional Relations in the Governance of England's National Parks: A Governmentality Perspective

ERIC Educational Resources Information Center

Thompson, Nicola

2005-01-01

Using Foucault's governmentality approach this paper analyses recent developments in power relations between different levels of government. Taking as its empirical focus the relationship between England's National Park Authorities (NPAs) and the UK government, the paper argues that there are two competing imperatives at work in the governance of…

Teacher Educator Technology Competencies

ERIC Educational Resources Information Center

Foulger, Teresa S.; Graziano, Kevin J.; Schmidt-Crawford, Denise A.; Slykhuis, David A.

2017-01-01

The U.S. National Educational Technology Plan recommends the need to have a common set of technology competencies specifically for teacher educators who prepare teacher candidates to teach with technology (U.S. Department of Education, Office of Educational Technology, 2017). This study facilitated the co-creation of the Teacher Educator…

Social Competence and Obesity in Elementary School

PubMed Central

Cunningham, Solveig A.

2015-01-01

Objectives. We examined the relationship between children’s weight and social competence. Methods. We used data from the third- and fifth-grade waves of the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (n = 8346) to examine changes in children’s weight and social competence. Results. Obesity in third grade was not associated with subsequent changes in social competence between third and fifth grade, but social competence in third grade was associated with subsequent development of obesity. Among normal-weight children, having higher social competence in third grade was associated with lower odds of becoming overweight (odds ratio [OR] = 0.80 ±0.09; P < .05) or obese (OR = 0.20 ±0.08; P < .001). In addition, obese children with higher social competence were more likely to lose weight between third and fifth grade (OR = 1.43 ±0.25; P < .05). Conclusions. Obesity and impaired social competence often occur together and have serious implications for children's well-being. More knowledge about how weight and social competence affect one another could inform interventions to promote children’s social development and reduce obesity. PMID:25393191

Rethinking Psyop: How DOD Could Restructure to Compete in the Information Environment

DTIC Science & Technology

2016-12-01

HOW DOD COULD RESTRUCTURE TO COMPETE IN THE INFORMATION ENVIRONMENT by David B. Quayle Justin J. Schiltz Shawn A. Stangle December 2016...RESTRUCTURE TO COMPETE IN THE INFORMATION ENVIRONMENT 5. FUNDING NUMBERS 6. AUTHOR(S) David B. Quayle, Justin J. Schiltz, Shawn A. Stangle 7. PERFORMING...political and military leaders speak about the importance of competing in the information environment in the struggle against violent extremism, as well

State of Charter Authorizing: 2015 State of Charter Authorizing Report

ERIC Educational Resources Information Center

National Association of Charter School Authorizers, 2016

2016-01-01

Since 2008, the National Association of Charter School Authorizers (NACSA) has annually surveyed our nation's authorizers. Survey findings provide an annual measuring stick for those in the field of authorizing, and they help education decision makers, foundations, legislators, and researchers inform their understanding of the field of charter…

The problem with competencies in global health education.

PubMed

Eichbaum, Quentin

2015-04-01

The demand for global health educational opportunities among students and trainees in high-income countries (HICs) has led to a proliferation of available global health programs. In keeping with the drive towards competency-based medical education, many of these programs have been defining their own global health competencies. Developing such competencies presents several unique challenges, including (1) a failure to take sufficient account of local contexts coupled with a lack of inclusiveness in developing these competencies, (2) the disjunction between the learning approaches of "individualism" in HICs and the relative "collectivism" of most host countries, and (3) shortcomings associated with assessing competencies in resource-limited settings. To meet these challenges, the author recommends reenvisioning the approach to competencies in global health using fresh metaphors, innovative modes of assessment, and the creation of more appropriate competency domains.

41 CFR 102-37.540 - What is the authority for donations to the American National Red Cross?

Code of Federal Regulations, 2010 CFR

2010-07-01

... for donations to the American National Red Cross? 102-37.540 Section 102-37.540 Public Contracts and... REGULATION PERSONAL PROPERTY 37-DONATION OF SURPLUS PERSONAL PROPERTY Donations to the American National Red Cross § 102-37.540 What is the authority for donations to the American National Red Cross? Section 551...

41 CFR 102-37.540 - What is the authority for donations to the American National Red Cross?

Code of Federal Regulations, 2013 CFR

2013-07-01

... for donations to the American National Red Cross? 102-37.540 Section 102-37.540 Public Contracts and... REGULATION PERSONAL PROPERTY 37-DONATION OF SURPLUS PERSONAL PROPERTY Donations to the American National Red Cross § 102-37.540 What is the authority for donations to the American National Red Cross? Section 551...

41 CFR 102-37.540 - What is the authority for donations to the American National Red Cross?

Code of Federal Regulations, 2011 CFR

2011-01-01

... for donations to the American National Red Cross? 102-37.540 Section 102-37.540 Public Contracts and... REGULATION PERSONAL PROPERTY 37-DONATION OF SURPLUS PERSONAL PROPERTY Donations to the American National Red Cross § 102-37.540 What is the authority for donations to the American National Red Cross? Section 551...

41 CFR 102-37.540 - What is the authority for donations to the American National Red Cross?

Code of Federal Regulations, 2012 CFR

2012-01-01

... for donations to the American National Red Cross? 102-37.540 Section 102-37.540 Public Contracts and... REGULATION PERSONAL PROPERTY 37-DONATION OF SURPLUS PERSONAL PROPERTY Donations to the American National Red Cross § 102-37.540 What is the authority for donations to the American National Red Cross? Section 551...

41 CFR 102-37.540 - What is the authority for donations to the American National Red Cross?

Code of Federal Regulations, 2014 CFR

2014-01-01

... for donations to the American National Red Cross? 102-37.540 Section 102-37.540 Public Contracts and... REGULATION PERSONAL PROPERTY 37-DONATION OF SURPLUS PERSONAL PROPERTY Donations to the American National Red Cross § 102-37.540 What is the authority for donations to the American National Red Cross? Section 551...

Core competencies in clinical neuropsychology training across the world.

PubMed

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

2018-05-01

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

Actualization of Competencies of Graduates-Engineers in Russia

ERIC Educational Resources Information Center

Ivashova, Valentina A.; Dub, Galina V.; Kenina, Diana S.; Kosintseva, Yulia F.; Migatcheva, Marina V.

2016-01-01

The article presents the results of the empirical research relevant to the labor market competencies of graduates with the major in engineering. Subjective preferences of employers shape requirements for the personal and professional characteristics of a graduate. In authors' opinion, the professional competences of engineers stated in educational…

Constructing Competence: Autism, Voice and the "Disordered" Body

ERIC Educational Resources Information Center

Biklen, Douglas; Kliewer, Christopher

2006-01-01

Definitions of intelligence have traditionally been rooted in literacy competence. In this article, the authors examine two historical examples where societal prejudices and institutional forces worked to limit and regulate access to literacy. The first example illustrates how racism and denial of competence were so profoundly linked and…

Identifying Competencies for Volunteer Administrators for the Coming Decade: A National Delphi Study.

ERIC Educational Resources Information Center

Boyd, Barry L.

2003-01-01

A Delphi panel of 13 experts categorized 33 competencies for volunteer administration into 5 constructs: organizational leadership, systems leadership, organizational culture, personal skills, and management skills. Twelve barriers to acquiring competencies and 21 methods to address them were identified. (Contains 24 references.) (SK)

Racial bias in child protection? A comparison of competing explanations using national data.

PubMed

Drake, Brett; Jolley, Jennifer M; Lanier, Paul; Fluke, John; Barth, Richard P; Jonson-Reid, Melissa

2011-03-01

Cases of child abuse and neglect that involve black children are reported to and substantiated by public child welfare agencies at a rate approximately twice that of cases that involve white children. A range of studies have been performed to assess the degree to which this racial disproportionality is attributable to racial bias in physicians, nurses, and other professionals mandated to report suspected child victimization. The prevailing current explanation posits that the presence of bias among reporters and within the child welfare system has led to the current large overrepresentation of black children. A competing explanation is that overrepresentation of black children is mainly the consequence of increased exposure to risk factors such as poverty. We tested the competing models by using data drawn from national child welfare and public health sources. We compared racial disproportionality ratios on rates of victimization from official child welfare organizations to rates of key public health outcomes not subject to the same potential biases (eg, general infant mortality). We found that racial differences in victimization rate data from the official child welfare system are consistent with known differences for other child outcomes. We also found evidence supporting the presence of cultural protective factors for Hispanic children, termed the "Hispanic paradox." Although our findings do not preclude the possibility of racial bias, these findings suggest that racial bias in reporting and in the child welfare system are not large-scale drivers of racial disproportionality. Our data suggest that reduction of black/white racial disproportionality in the child welfare system can best be achieved by a public health approach to reducing underlying risk factors that affect black families.

Teach to Compete

ERIC Educational Resources Information Center

Shields, David Light; Funk, Christopher

2011-01-01

After years of working with athletes and coaches of all ages, the authors have come to the conclusion that young people need to be taught how to compete. Rather than assume students understand competition, it is vital that they are educated about it. Coaches and physical educators have both a unique opportunity and profound responsibility to teach…

Vocational Agriculture Teachers' Opinions Relative to Selected Animal Science Competencies.

ERIC Educational Resources Information Center

Thomas, Larry G.; Groves, Ramsey

1986-01-01

The attitudes of 107 vocational agriculture teachers toward animal science competencies were compared to those of respondents to the National Agriculture Occupations Competency Study. The areas of disagreement indicate a need for increased cooperation between agricultural education and animal science departments in teacher preparation. (SK)

Strategy, Distinctive Competence, and Organizational Performance.

ERIC Educational Resources Information Center

Snow, Charles C.; Hrebiniak, Lawrence G.

1980-01-01

Focuses on the perceptions of top managers in four industries (plastics, semiconductors, automotives, and air transportation) who examined relationships among strategy, distinctive competence, and organizational performance. (Author/IRT)

Competency-Based Objectives for the Student Teaching Experience.

ERIC Educational Resources Information Center

Johnson, Ann Randolph; And Others

1982-01-01

The article examines a competency-based objectives system for evaluating the student teaching experience for majors in speech-language pathology and audiology programs. It is composed of 89 competencies which cover the broad range of knowledge, skill, and value objectives that a student is likely to experience during student teaching. (Author/SW)

3 CFR - Continuation of the National Emergency Relating to Cuba and of the Emergency Authority Relating...

Code of Federal Regulations, 2011 CFR

2011-01-01

... Cuba and of the Emergency Authority Relating to the Regulation of the Anchorage and Movement of Vessels... Emergency Relating to Cuba and of the Emergency Authority Relating to the Regulation of the Anchorage and... north of Cuba. On February 26, 2004, by Proclamation 7757, the national emergency was extended and its...

The ethics of Canadian entry-to-practice pain competencies: how are we doing?

PubMed

Watt-Watson, Judy; Peter, Elizabeth; Clark, A John; Dewar, Anne; Hadjistavropoulos, Thomas; Morley-Forster, Pat; O'Leary, Christine; Raman-Wilms, Lalitha; Unruh, Anita; Webber, Karen; Campbell-Yeo, Marsha

2013-01-01

Although unrelieved pain continues to represent a significant problem, prelicensure educational programs tend to include little content related to pain. Standards for professional competence strongly influence curricula and have the potential to ensure that health science students have the knowledge and skill to manage pain in a way that also allows them to meet professional ethical standards. To perform a systematic, comprehensive examination to determine the entry-to-practice competencies related to pain required for Canadian health science and veterinary students, and to examine how the presence and absence of pain competencies relate to key competencies of an ethical nature. Entry-to-practice competency requirements related to pain knowledge, skill and judgment were surveyed from national, provincial and territorial documents for dentistry, medicine, nursing, pharmacy, occupational therapy, physiotherapy, psychology and veterinary medicine. Dentistry included two and nursing included nine specific pain competencies. No references to competencies related to pain were found in the remaining health science documents. In contrast, the national competency requirements for veterinary medicine, surveyed as a comparison, included nine pain competencies. All documents included competencies pertaining to ethics. The lack of competencies related to pain has implications for advancing skillful and ethical practice. The lack of attention to pain competencies limits the capacity of health care professionals to alleviate suffering, foster autonomy and use resources justly. Influencing professional bodies to increase the number of required entry-to-practice pain competencies may ultimately have the greatest impact on education and practice.

13 CFR 125.5 - What is the Certificate of Competency Program?

Code of Federal Regulations, 2014 CFR

2014-01-01

... Competency Program? 125.5 Section 125.5 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION GOVERNMENT CONTRACTING PROGRAMS § 125.5 What is the Certificate of Competency Program? (a) General. (1) The Certificate of Competency (COC) Program is authorized under section 8(b)(7) of the Small Business Act (15 U.S...

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

PubMed

Goldman, Joanne; Kitto, Simon; Reeves, Scott

2017-11-21

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

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

PubMed

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

2005-01-01

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

Perceived Competence of Women Managers in Public Human Service Organizations: A Comparative View.

ERIC Educational Resources Information Center

Ezell, Hazel F.; And Others

1980-01-01

Responses of male and female managers were analyzed for differences existing in perceptions of self-competence and differences in their evaluations of the competence of women managers generally. Findings suggest female managers see themselves as competent but see female managers in general as being less competent. (Author/RC)

77 FR 24176 - Bridger-Teton National Forest; Wyoming; Long Term Special Use Authorization for Wyoming Game and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-23

... DEPARTMENT OF AGRICULTURE Forest Service Bridger-Teton National Forest; Wyoming; Long Term Special Use Authorization for Wyoming Game and Fish Commission To Use National Forest System Land for Their... Game and Fish Commission (WGFC) to continue to use facilities at Alkali Creek Feedground to conduct...

Competency to Proceed to Trial Evaluations and Rational Understanding.

PubMed

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

2015-12-01

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

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

ERIC Educational Resources Information Center

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

2006-01-01

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

Interaction with a high-versus low-competence influence source in inductive reasoning.

PubMed

Butera, Fabrizio; Caverni, Jean-Paul; Rossi, Sandrine

2005-04-01

Literature on inductive reasoning shows that when testing hypotheses, people are biased toward the use of confirmatory strategies (P. C. Wason, 1960). In the present article, the authors presented 2 studies showing how people use confirmation and disconfirmation strategies during actual interaction in problem solving. Study 1 showed that participants were able to learn to use disconfirmation when confronted with a low-competence, nonthreatening partner. When the partner was high in competence (thereby threatening the participant's competence), participants used confirmation, even when the partner used disconfirmation. In Study 2, the authors aimed at generalizing the aforementioned results by exploring the hypothesis that disconfirmation stems from the possibility of diverging from norms. Participants who were confronted with the violation of a conversational norm used a high proportion of disconfirmation, whatever the source of influence. When there was no violation but there was a low-competence partner, the proportion of disconfirmation was high; when there was no violation but there was a high-competence partner, the proportion of disconfirmation was low. The authors discussed the interpersonal functions of confirmation and disconfirmation.

Competence and Sex Prejudice--Is the Latter Disappearing?

ERIC Educational Resources Information Center

McCutcheon, Lynn E.; Fichter, Eugene H.

Male (N=80) and female (N=80) subjects who were matched for age and GPA were presented with either a competently or incompetently worded version of a 750-word excerpt from a journal article. The article was attributed to either Joan or John Maxwell. Subjects rated each article on scales for: professional competence of the author; writing style;…

Acquired and Participatory Competencies in Health Professions Education: Definition and Assessment in Global Health.

PubMed

Eichbaum, Quentin

2017-04-01

Many health professions education programs in high-income countries (HICs) have adopted a competency-based approach to learning. Although global health programs have followed this trend, defining and assessing competencies has proven problematic, particularly in resource-constrained settings of low- and middle-income countries (LMICs) where HIC students and trainees perform elective work. In part, this is due to programs failing to take sufficient account of local learning, cultural, and health contexts.A major divide between HIC and LMIC settings is that the learning contexts of HICs are predominantly individualist, whereas those of LMICs are generally collectivist. Individualist cultures view learning as something that the individual acquires independent of context and can possess; collectivist cultures view learning as arising dynamically from specific contexts through group participation.To bridge the individualist-collectivist learning divide, the author proposes that competencies be classified as either acquired or participatory. Acquired competencies can be transferred across contexts and assessed using traditional psychometric approaches; participatory competencies are linked to contexts and require alternative assessment approaches. The author proposes assessing participatory competencies through the approach of self-directed assessment seeking, which includes multiple members of the health care team as assessors.The proposed classification of competencies as acquired or participatory may apply across health professions. The author suggests advancing participatory competencies through mental models of sharing. In global health education, the author recommends developing three new competency domains rooted in participatory learning, collectivism, and sharing: resourceful learning; transprofessionalism and transformative learning; and social justice and health equity.

32 CFR 174.15 - Indemnification under Section 330 of the National Defense Authorization Act for Fiscal Year 1993.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 1 2010-07-01 2010-07-01 false Indemnification under Section 330 of the National Defense Authorization Act for Fiscal Year 1993. 174.15 Section 174.15 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE CLOSURES AND REALIGNMENT REVITALIZING BASE CLOSURE COMMUNITIES AND ADDRESSING IMPACTS OF REALIGNMENT...

32 CFR 174.15 - Indemnification under Section 330 of the National Defense Authorization Act for Fiscal Year 1993.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 32 National Defense 1 2013-07-01 2013-07-01 false Indemnification under Section 330 of the National Defense Authorization Act for Fiscal Year 1993. 174.15 Section 174.15 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE CLOSURES AND REALIGNMENT REVITALIZING BASE CLOSURE COMMUNITIES AND ADDRESSING IMPACTS OF REALIGNMENT...

32 CFR 174.15 - Indemnification under Section 330 of the National Defense Authorization Act for Fiscal Year 1993.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 1 2011-07-01 2011-07-01 false Indemnification under Section 330 of the National Defense Authorization Act for Fiscal Year 1993. 174.15 Section 174.15 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE CLOSURES AND REALIGNMENT REVITALIZING BASE CLOSURE COMMUNITIES AND ADDRESSING IMPACTS OF REALIGNMENT...

32 CFR 174.15 - Indemnification under Section 330 of the National Defense Authorization Act for Fiscal Year 1993.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 32 National Defense 1 2014-07-01 2014-07-01 false Indemnification under Section 330 of the National Defense Authorization Act for Fiscal Year 1993. 174.15 Section 174.15 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE CLOSURES AND REALIGNMENT REVITALIZING BASE CLOSURE COMMUNITIES AND ADDRESSING IMPACTS OF REALIGNMENT...

32 CFR 174.15 - Indemnification under Section 330 of the National Defense Authorization Act for Fiscal Year 1993.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 32 National Defense 1 2012-07-01 2012-07-01 false Indemnification under Section 330 of the National Defense Authorization Act for Fiscal Year 1993. 174.15 Section 174.15 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE CLOSURES AND REALIGNMENT REVITALIZING BASE CLOSURE COMMUNITIES AND ADDRESSING IMPACTS OF REALIGNMENT...

Developing Students' Intercultural Communication Competences in Western Etiquette Teaching

ERIC Educational Resources Information Center

Zhang, Xiaochi

2010-01-01

How to develop students' intercultural communication competences is a controversial issue in foreign language education in China. In this article, the author attempts to offer an answer to this issue by putting forward a proposition for developing students' intercultural communication competences in western etiquette teaching. First of all, the…

An integrative approach to cultural competence in the psychiatric curriculum.

PubMed

Fung, Kenneth; Andermann, Lisa; Zaretsky, Ari; Lo, Hung-Tat

2008-01-01

As it is increasingly recognized that cultural competence is an essential quality for any practicing psychiatrist, postgraduate psychiatry training programs need to incorporate cultural competence training into their curricula. This article documents the unique approach to resident cultural competence training being developed in the Department of Psychiatry at the University of Toronto, which has the largest residency training program in North America and is situated in an ethnically diverse city and country. The authors conducted a systematic review of cultural competence by searching databases including PubMed, PsycINFO, PsycArticles, CINAHL, Social Science Abstracts, and Sociological Abstracts; by searching government and professional association publications; and through on-site visits to local cross-cultural training programs. Based on the results of the review, a resident survey, and a staff retreat, the authors developed a deliberate "integrative" approach with a mindful, balanced emphasis on both generic and specific cultural competencies. Learning objectives were derived from integrating the seven core competencies of a physician as defined by the Canadian Medical Education Directions for Specialists (CanMEDS) roles framework with the tripartite model of attitudes, knowledge, and skills. The learning objectives and teaching program were further integrated across different psychiatric subspecialties and across the successive years of residency. Another unique strategy used to foster curricular and institutional change was the program's emphasis on evaluation, making use of insights from modern educational theories such as formative feedback and blueprinting. Course evaluations of the core curriculum from the first group of residents were positive. The authors propose that these changes to the curriculum may lead to enhanced cultural competence and clinical effectiveness in health care.

Competency-Based Instruction for Marketing Students.

ERIC Educational Resources Information Center

Heath, Betty; Williams, Terry M.

1982-01-01

Which method of instruction is more effective for postsecondary students: competency-based or traditional? This study reveals that the effectiveness of one method over the other depends on work experience of the student. (Author)

Developing Cultural Competence in Working with Korean Immigrant Families

ERIC Educational Resources Information Center

Kim, Irene J.; Kim, Luke I. C.; Kelly, James G.

2006-01-01

The authors provide an in-depth examination of the historical background, cultural values, family roles, and community contexts of Korean Americans as an aid to both researchers and clinicians in developing cultural competence with this particular group. First, the concept of cultural competence is defined. A brief history of Korean immigration…

Competence-Based Education and Training--About Frequently Asked Questions

ERIC Educational Resources Information Center

Mulder, Martin

2012-01-01

This article follows the author's previous piece on practical guidelines for the development of comprehensive competence-based education and training (Mulder, 2012). It is about the questions that have been and are still frequently asked in presentations, workshops and classes about the introduction of competence-based education. Here, the author…

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…

Implementing Competence Frameworks in Mexico

ERIC Educational Resources Information Center

de Anda, Maria Luisa

2011-01-01

This article is based on the Mexican case study undertaken as part of the comparative study of the implementation and impact of National Qualifications Frameworks (NQF). Even though Mexico does not have a comprehensive NQF, the country has considerable experience in the development of labour competence technical standards; these share some aims…

Perspective: Organizational professionalism: relevant competencies and behaviors.

PubMed

Egener, Barry; McDonald, Walter; Rosof, Bernard; Gullen, David

2012-05-01

The professionalism behaviors of physicians have been extensively discussed and defined; however, the professionalism behaviors of health care organizations have not been systemically categorized or described. Defining organizational professionalism is important because the behaviors of a health care organization may substantially impact the behaviors of physicians and others within the organization as well as other institutions and the larger community. In this article, the authors discuss the following competencies of organizational professionalism, derived from ethical values: service, respect, fairness, integrity, accountability, mindfulness, and self-motivation. How nonprofit health care organizations can translate these competencies into behaviors is described. For example, incorporating metrics of population health into assessments of corporate success may increase collaboration among regional health care organizations while also benefiting the community. The unique responsibilities of leadership to model these competencies, promote them in the community, and develop relevant organizational strategies are clarified. These obligations elevate the importance of the executive leadership's capacity for self-reflection and the governing boards' responsibility for mapping operational activities to organizational mission. Lastly, the authors consider how medical organizations are currently addressing professionalism challenges. In an environment made turbulent by regulatory change and financial constraints, achieving proficiency in professionalism competencies can assist nonprofit health care organizations to promote population health and the well-being of their workforces.

75 FR 8791 - Continuation of the National Emergency Relating to Cuba and of the Emergency Authority Relating...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-25

... to Cuba and of the Emergency Authority Relating to the Regulation of the Anchorage and Movement of... February 23, 2010 Continuation of the National Emergency Relating to Cuba and of the Emergency Authority....-registered civilian aircraft in international airspace north of Cuba. On February 26, 2004, by Proclamation...

45 CFR 2540.540 - Who has authority to approve use of national service insignia?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Who has authority to approve use of national service insignia? 2540.540 Section 2540.540 Public Welfare Regulations Relating to Public Welfare.... All other uses must be approved in writing by the director of the Corporation's Office of Public...

An Australian Study of Generic Competencies Required by Engineers

ERIC Educational Resources Information Center

Male, S. A.; Bush, M. B.; Chapman, E. S.

2011-01-01

Engineering curricula have expanded in recent decades. In addition to science and technical engineering, they now include several non-technical competencies. This is a trend reinforced by programme accreditation. The authors take the viewpoint that it is important to ensure that graduates have the competencies they will require for their work. The…

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

PubMed

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

2015-12-19

developed a valid questionnaire supporting national SWOT analysis on the acquisition of core competences in medical education. Results suggest that Portuguese graduates are not fully prepared for clinical practice. Curricular improvements in core competences and the educational development of the transition period between undergraduate and postgraduate education ought to be considered. Outcome-based program evaluation relying on graduates' grouped self-assessments contributes to inform changes in medical education.

Evolution of Communicative Competence in Adolescents Growing up in Orphanages

ERIC Educational Resources Information Center

Ribakova, Laysan A.; Parfilova, Gulfia G.; Karimova, Lilya Sh.; Karimova, Raushan B.

2015-01-01

The article describes features of the communicative competence evolution in adolescents growing up in orphanages. The specificity is revealed and definition is given to key concept of the research, namely "communicative competence". Authors emphasize and demonstrate the evaluation peculiarities of the adolescents, growing up in…

Multicultural Counseling Competencies, 2003: Association for Multicultural Counseling and Development.

ERIC Educational Resources Information Center

Roysircar, Gargi; Arredondo, Patricia; Fuertes, Jairo N.; Ponterotto, Joseph G.; Toporek, Rebecca L.

This book updates earlier Association for Multicultural Counseling and Development (AMCD) multicultural counseling competencies (MCC). Each chapter author particularizes definitions and/or conceptualizations of multicultural competencies to the topic of his or her chapter. The present document operationalizes the MCC into practice examples,…

Developing Idiomatic Competence in the ESOL Classroom: A Pragmatic Account

ERIC Educational Resources Information Center

Liontas, John I.

2015-01-01

Building on previous theoretical constructs and empirical findings on idioms, this article advances an integrated theoretical and methodological framework for developing idiomatic competence in English for speakers of other languages (ESOL). Beginning with a definition of the term "idiomatic competence," the author then presents a…

Development of a competency framework for nurse managers in Ireland.

PubMed

McCarthy, Geraldine; Fitzpatrick, Joyce J

2009-08-01

This article describes the results of an Irish national study on the Competency Model for Nursing Management commissioned by the Office of Health Management. More than 300 nurse managers and 80 service stakeholders (other professionals, managers, and service colleagues) participated in the development of generic competencies for nurse managers and specific competencies for three levels of managers-director level, middle manager level, and front-line managers. Examples of behavioral indicators (both positive and negative) for each competency level also have been delineated. Future efforts are being directed toward evaluating the usefulness of the competency model for assessing readiness to manage among job applicants, implementation of continuing education programs for nurse managers, and overall career development and planning. Copyright 2009, SLACK Incorporated.

Experiments on Competence and Performance.

ERIC Educational Resources Information Center

Ladefoged, Peter; Fromkin, V.A.

1968-01-01

The paper discusses some important distinctions between linguistic competence and linguistic performance. It is the authors' contention that the distinction between the two must be maintained in experimental linguistics, or else inadequate models result. Three experiments are described. In the first, subjects pronounce nonsense words and the…

32 CFR 553.2 - Statutory authority.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 32 National Defense 3 2014-07-01 2014-07-01 false Statutory authority. 553.2 Section 553.2 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY MILITARY RESERVATIONS AND NATIONAL CEMETERIES ARMY NATIONAL CEMETERIES § 553.2 Statutory authority. Basic statutory authority...

Learning to Negotiate Reality: A Strategy for Teaching Intercultural Competencies

ERIC Educational Resources Information Center

Antal, Ariane Berthoin; Friedman, Victor J.

2008-01-01

Intercultural competencies are more important for people in business than ever before. In this article, the authors present an approach they designed and used for developing "negotiating reality" as a key intercultural competence at an international business school in Europe. They outline the theoretical underpinnings from intercultural…

Nursing accounting competencies related to HIV in a Papua New Guinea context.

PubMed

Brown, Alistair M

2013-01-01

Nursing administration is an important part of the campaign to eliminate HIV across Papua New Guinea (PNG). This paper considers the critical importance of developing nursing leadership in effective accounting competencies in relation to HIV projects in PNG. The results of the study's textual analysis of audit reports of the Auditor General of PNG revealed a failure on the part of PNG's main health agencies involved with its national HIV program to provide competent financial reporting. In light of these results, this study shows how improving accounting and other financial competencies among nursing leaders would benefit the implementation of the PNG HIV national strategy. The findings of this study have implications not only for the internal control of HIV nursing competencies but also for nursing leadership related to HIV issues in a developing-country context. Copyright © 2013 Association of Nurses in AIDS Care. Published by Elsevier Inc. All rights reserved.

ViSC Social Competence Program

ERIC Educational Resources Information Center

Strohmeier, Dagmar; Hoffmann, Christine; Schiller, Eva-Maria; Stefanek, Elisabeth; Spiel, Christiane

2012-01-01

The ViSC Social Competence Program has been implemented in Austrian schools within the scope of a national strategy plan, Together Against Violence. The program is a primary preventive program designed for grades 5 to 8. The prevention of aggression and bullying is defined as a school development task, and the initial implementation of the program…

5 CFR 230.402 - Agency authority to make emergency-indefinite appointments in a national emergency.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 5 Administrative Personnel 1 2011-01-01 2011-01-01 false Agency authority to make emergency-indefinite appointments in a national emergency. 230.402 Section 230.402 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS ORGANIZATION OF THE GOVERNMENT FOR PERSONNEL MANAGEMENT...

5 CFR 230.402 - Agency authority to make emergency-indefinite appointments in a national emergency.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Agency authority to make emergency-indefinite appointments in a national emergency. 230.402 Section 230.402 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS ORGANIZATION OF THE GOVERNMENT FOR PERSONNEL MANAGEMENT...

77 FR 11377 - Continuation of the National Emergency With Respect to Cuba and of the Emergency Authority...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-24

... Vol. 77 Friday, No. 37 February 24, 2012 Part VI The President Notice of February 23, 2012--Continuation of the National Emergency With Respect to Cuba and of the Emergency Authority Relating to the Regulation of the Anchorage and Movement of Vessels Notice of February 23, 2012--Continuation of the National Emergency With Respect to Libya #0; #0; #0;...

3 CFR - Annual Update to the Report Specified in Section 1251 of the National Defense Authorization Act...

Code of Federal Regulations, 2012 CFR

2012-01-01

... 3 The President 1 2012-01-01 2012-01-01 false Annual Update to the Report Specified in Section 1251 of the National Defense Authorization Act for Fiscal Year 2010 (Public Law 111-84) Presidential Documents Other Presidential Documents Memorandum of February 7, 2011 Annual Update to the Report Specified in Section 1251 of the National Defense...

Understanding the productive author who published papers in medicine using National Health Insurance Database: A systematic review and meta-analysis.

PubMed

Chien, Tsair-Wei; Chang, Yu; Wang, Hsien-Yi

2018-02-01

Many researchers used National Health Insurance database to publish medical papers which are often retrospective, population-based, and cohort studies. However, the author's research domain and academic characteristics are still unclear.By searching the PubMed database (Pubmed.com), we used the keyword of [Taiwan] and [National Health Insurance Research Database], then downloaded 2913 articles published from 1995 to 2017. Social network analysis (SNA), Gini coefficient, and Google Maps were applied to gather these data for visualizing: the most productive author; the pattern of coauthor collaboration teams; and the author's research domain denoted by abstract keywords and Pubmed MESH (medical subject heading) terms.Utilizing the 2913 papers from Taiwan's National Health Insurance database, we chose the top 10 research teams shown on Google Maps and analyzed one author (Dr. Kao) who published 149 papers in the database in 2015. In the past 15 years, we found Dr. Kao had 2987 connections with other coauthors from 13 research teams. The cooccurrence abstract keywords with the highest frequency are cohort study and National Health Insurance Research Database. The most coexistent MESH terms are tomography, X-ray computed, and positron-emission tomography. The strength of the author research distinct domain is very low (Gini < 0.40).SNA incorporated with Google Maps and Gini coefficient provides insight into the relationships between entities. The results obtained in this study can be applied for a comprehensive understanding of other productive authors in the field of academics.

[The debate on the development of advanced competences].

PubMed

Dimonte, Valerio; Palese, Alvisa; Chiari, Paolo; Laquintana, Dario; Tognoni, Gianni; Di Giulio, Paola

2016-01-01

. The debate on the development of advanced nursing competences. The dossier aims to describe and disentagle the present Italian and international debate on the development and recognition of advanced nursing competences. Following a general brief description of the legislative national background, the attention is first of all focused on the lack of clarity on the definition of advanced competence, which is further complicated by the issue of their formal, contractual and economic recognition. To explore these issues a list of contributions is presented and some proposals are formulated to favor a better oriented development of the debate: a. A convenience sample of 139 nurses were interviewed asking to describe problems occurred in the last month that could prompt the intervention of an expert nurse and to list the clinical, managerial and educational competences of a specialized nurse in their ward. The results document the quality and the dispersion of the definitions which are perceived and applied in the general settings of care. b. The issue the post basic courses (master, specialization) offered to nurses in 2015-2016 by Italian universities were described and their aims. While the contribution of the courses in increasing the theoretical knowledge is well defined, the aims and the description of the clinical training are badly developed and an acquisition of advanced competences would seem unlikely. c. The definition of advanced competences was explored in the international literature: while evidences are available on the impact of advanced nursing on patients' outcomes, what is advanced nursing is far from being clear, and an impressive list of roles, activities and functions are considered advanced. d. Although at national level there is no formal recognition for nurses with advanced competences (with the exception of the head nurse that holds mostly an organizational rather than clinical role), the opportunities for promoting the role of specialistic

Minimum Competency Testing (MCT). Some Remarks.

ERIC Educational Resources Information Center

Howell, John F.

The effort to institute minimum competency testing (MCT) is nearly universal despite the need to debate its basic definitions, implications, and consequences beforehand. There are seven distinct reasons for the MCT movement: (1) legislative zeal; (2) unfavorable allegations by local and national press; (3) economic accountability; (4) the…

A Delphi Study and Initial Validation of Counselor Supervision Competencies

ERIC Educational Resources Information Center

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

2016-01-01

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

48 CFR 970.5226-2 - Workforce restructuring under section 3161 of the National Defense Authorization Act for fiscal...

Code of Federal Regulations, 2010 CFR

2010-10-01

... a change in workforce at a Department of Energy Defense Nuclear Facility is necessary, the... under section 3161 of the National Defense Authorization Act for fiscal year 1993. 970.5226-2 Section... and Operating Contracts 970.5226-2 Workforce restructuring under section 3161 of the National Defense...

A Research Study Using the Delphi Method to Define Essential Competencies for a High School Game Art and Design Course Framework at the National Level

ERIC Educational Resources Information Center

Mack, Nayo Corenus-Geneva

2011-01-01

This research study reports the findings of a Delphi study conducted to determine the essential competencies and objectives for a high school Game Art and Design course framework at the national level. The Delphi panel consisted of gaming, industry and educational experts from all over the world who were members of the International Game…

Formative Assessment to Support Students' Competences in Inquiry-Based Science Education

ERIC Educational Resources Information Center

Grob, Regula; Holmeier, Monika; Labudde, Peter

2017-01-01

Inquiry-based education has been part of innovative science teaching for the last few decades. With the competence orientation now underlying many national curricula, one of the emerging questions is how the development of student competences can be fostered in the context of inquiry-based science education. One approach to supporting students in…

Tactical Decision Competency of Preservice Physical Education Teacher Education Students

ERIC Educational Resources Information Center

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

2013-01-01

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

Cultural competence springs up in the desert: the story of the center for cultural competence in health care at Weill Cornell Medical College in Qatar.

PubMed

Elnashar, Maha; Abdelrahim, Huda; Fetters, Michael D

2012-06-01

The authors describe the factors that led Weill Cornell Medical College in Qatar (WCMC-Q) to establish the Center for Cultural Competence in Health Care from the ground up, and they explore challenges and successes in implementing cultural competence training.Qatar's capital, Doha, is an extremely high-density multicultural setting. When WCMC-Q's first class of medical students began their clinical clerkships at the affiliated teaching hospital Hamad Medical Corporation in 2006, the complicated nature of training in a multicultural and multilingual setting became apparent immediately. In response, initiatives to improve students' cultural competence were undertaken. Initiatives included launching a medical interpretation program in 2007; surveying the patients' spoken languages, examining the effect of an orientation program on interpretation requests, and surveying faculty using the Tool for Assessing Cultural Competence Training in 2008; implementing cultural competence training for students and securing research funding in 2009; and expanding awareness to the Qatar community in 2010. These types of initiatives, which are generally highly valued in U.S. and Canadian settings, are also apropos in the Arabian Gulf region.The authors report on their initial efforts, which can serve as a resource for other programs in the Arabian Gulf region.

48 CFR 970.5226-2 - Workforce restructuring under section 3161 of the National Defense Authorization Act for fiscal...

Code of Federal Regulations, 2014 CFR

2014-10-01

... workforce at a Department of Energy Defense Nuclear Facility is necessary, the contractor agrees to (1... under section 3161 of the National Defense Authorization Act for fiscal year 1993. 970.5226-2 Section... and Operating Contracts 970.5226-2 Workforce restructuring under section 3161 of the National Defense...

48 CFR 970.5226-2 - Workforce restructuring under section 3161 of the National Defense Authorization Act for fiscal...

Code of Federal Regulations, 2011 CFR

2011-10-01

... workforce at a Department of Energy Defense Nuclear Facility is necessary, the contractor agrees to (1... under section 3161 of the National Defense Authorization Act for fiscal year 1993. 970.5226-2 Section... and Operating Contracts 970.5226-2 Workforce restructuring under section 3161 of the National Defense...

48 CFR 970.5226-2 - Workforce restructuring under section 3161 of the National Defense Authorization Act for fiscal...

Code of Federal Regulations, 2012 CFR

2012-10-01

... workforce at a Department of Energy Defense Nuclear Facility is necessary, the contractor agrees to (1... under section 3161 of the National Defense Authorization Act for fiscal year 1993. 970.5226-2 Section... and Operating Contracts 970.5226-2 Workforce restructuring under section 3161 of the National Defense...

48 CFR 970.5226-2 - Workforce restructuring under section 3161 of the National Defense Authorization Act for fiscal...

Code of Federal Regulations, 2013 CFR

2013-10-01

... workforce at a Department of Energy Defense Nuclear Facility is necessary, the contractor agrees to (1... under section 3161 of the National Defense Authorization Act for fiscal year 1993. 970.5226-2 Section... and Operating Contracts 970.5226-2 Workforce restructuring under section 3161 of the National Defense...

Application of Competency Testing Mandates to Handicapped Children.

ERIC Educational Resources Information Center

McCarthy, Martha M.

1983-01-01

The author considers the legality of minimum competency testing diploma requirements applied to the handicapped in light of (1) their constitutional and statutory rights to nondiscriminatory treatment, (2) their statutory right to an appropriate education, and (3) their constitutional right to substantive and procedural due process. (Author/SSH)

Evaluation of Professional Role Competency during Psychiatry Residency

ERIC Educational Resources Information Center

Grujich, Nikola N.; Razmy, Ajmal; Zaretsky, Ari; Styra, Rima G.; Sockalingam, Sanjeev

2012-01-01

Objective: The authors sought to determine psychiatry residents' perceptions on the current method of evaluating professional role competency and the use of multi-source feedback (MSF) as an assessment tool. Method: Authors disseminated a structured, anonymous survey to 128 University of Toronto psychiatry residents, evaluating the current mode of…

Fundamental Contradictions in Cultural Competence

ERIC Educational Resources Information Center

Johnson, Yvonne M.; Munch, Shari

2009-01-01

Cultural competence (CC) is considered highly relevant to social work practice with clients belonging to ethnic and racial minority groups, as the burgeoning literature and creation of practice standards on CC attest. However, examination of the conceptual underpinnings of CC reveals several major anomalies. The authors argue that several aspects…

Death Competence: An Ethical Imperative

ERIC Educational Resources Information Center

Gamino, Louis A.; Ritter, R. Hal, Jr.

2012-01-01

The authors argued that death competence, defined as specialized skill in tolerating and managing clients' problems related to dying, death, and bereavement, is a necessary prerequisite for ethical practice in grief counseling. A selected review of the literature tracing the underpinnings of this concept reveals how a robust construct of death…

Towards an International Framework for Recommendations of Core Competencies in Nursing and Inter-Professional Informatics: The TIGER Competency Synthesis Project.

PubMed

Hübner, Ursula; Shaw, Toria; Thye, Johannes; Egbert, Nicole; Marin, Heimar; Ball, Marion

2016-01-01

Informatics competencies of the health care workforce must meet the requirements of inter-professional process and outcome oriented provision of care. In order to help nursing education transform accordingly, the TIGER Initiative deployed an international survey, with participation from 21 countries, to evaluate and prioritise a broad list of core competencies for nurses in five domains: 1) nursing management, 2) information technology (IT) management in nursing, 3) interprofessional coordination of care, 4) quality management, and 5) clinical nursing. Informatics core competencies were found highly important for all domains. In addition, this project compiled eight national cases studies from Austria, Finland, Germany, Ireland, New Zealand, the Philippines, Portugal, and Switzerland that reflected the country specific perspective. These findings will lead us to an international framework of informatics recommendations.

24 CFR 235.1200 - Authority.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 24 Housing and Urban Development 2 2010-04-01 2010-04-01 false Authority. 235.1200 Section 235... DEVELOPMENT MORTGAGE AND LOAN INSURANCE PROGRAMS UNDER NATIONAL HOUSING ACT AND OTHER AUTHORITIES MORTGAGE... § 235.1200 Authority. In accordance with the authority contained in section 235(r) of the National...

Mathematical Reasoning Requirements in Swedish National Physics Tests

ERIC Educational Resources Information Center

Johansson, Helena

2016-01-01

This paper focuses on one aspect of mathematical competence, namely mathematical reasoning, and how this competency influences students' knowing of physics. This influence was studied by analysing the mathematical reasoning requirements upper secondary students meet when solving tasks in national physics tests. National tests are constructed to…

Toward competency-based curricula in patient-centered spiritual care: recommended competencies for family medicine resident education.

PubMed

Anandarajah, Gowri; Craigie, Frederic; Hatch, Robert; Kliewer, Stephen; Marchand, Lucille; King, Dana; Hobbs, Richard; Daaleman, Timothy P

2010-12-01

Spiritual care is increasingly recognized as an important component of medical care. Although many primary care residency programs incorporate spiritual care into their curricula, there are currently no consensus guidelines regarding core competencies necessary for primary care training. In 2006, the Society of Teachers of Family Medicine's Interest Group on Spirituality undertook a three-year initiative to address this need. The project leader assembled a diverse panel of eight educators with dual expertise in (1) spirituality and health and (2) family medicine. The multidisciplinary panel members represented different geographic regions and diverse faith traditions and were nationally recognized senior faculty. They underwent three rounds of a modified Delphi technique to achieve initial consensus regarding spiritual care competencies (SCCs) tailored for family medicine residency training, followed by an iterative process of external validation, feedback, and consensus modifications of the SCCs. Panel members identified six knowledge, nine skills, and four attitude core SCCs for use in training and linked these to competencies of the Accreditation Council for Graduate Medical Education. They identified three global competencies for use in promotion and graduation criteria. Defining core competencies in spiritual care clarifies training goals and provides the basis for robust curricula evaluation. Given the breadth of family medicine, these competencies may be adaptable to other primary care fields, to medical and surgical specialties, and to medical student education. Effective training in this area may enhance physicians' ability to attend to the physical, mental, and spiritual needs of patients and better maintain sustainable healing relationships.

Competence of newly qualified registered nurses from a nursing college.

PubMed

Morolong, B G; Chabeli, M M

2005-05-01

The South African education and training system, through its policy of outcomes-based education and training, has made competency a national priority. In compliance to this national requirement of producing competent learners, the South African Nursing Council (1999 B) require that the beginner professional nurse practitioners and midwives have the necessary knowledge, skills, attitudes and values which will enable them to render efficient professional service. The health care system also demands competent nurse practitioners to ensure quality in health care. In the light of competency being a national priority and a statutory demand, the research question that emerges is, how competent are the newly qualified registered nurses from a specific nursing college in clinical nursing education? A quantitative, non-experimental contextual design was used to evaluate the competence of newly qualified registered nurses from a specific nursing college. The study was conducted in two phases. The first phase dealt with the development of an instrument together with its manual through the conceptualisation process. The second phase focused on the evaluation of the competency of newly qualified nurses using the instrument based on the steps of the nursing process. A pilot study was conducted to test the feasibility of the items of the instrument. During the evaluation phase, a sample of twenty-six newly qualified nurses was selected by simple random sampling from a target population of thirty-six newly qualified registered nurses. However, six participants withdrew from the study. Data was collected in two general hospitals where the newly qualified registered nurses were working. Observation and questioning were used as data collection techniques in accordance with the developed instrument. Measures were taken to ensure internal validity and reliability of the results. To protect the rights of the participants, the researcher adhered to DENOSA'S (1998:2.2.1) ethical standards

Children's Perceived Competence Scale: Reference values in Japan.

PubMed

Nagai, Yukiyo; Nomura, Kayo; Nagata, Masako; Ohgi, Shohei; Iwasa, Mitsuji

2015-12-01

To support children with chronic diseases, reference values to measure developmental changes in self-perception and self-esteem are considered a useful yardstick. To develop reference values to measure self-perceived competence and self-esteem in Japanese children, the Children's Perceived Competence Scale (CPCS) was administered to 768 children of elementary school grade 1 (6 years) to grade 6 (11 years) at four public schools in Japan, from November to December 2012. After excluding 74 with chronic diseases and/or incomplete responses, 694 children were included. CPCS measures children's self-perceived competence in cognitive, social, physical domains, and general self-worth, namely self-esteem. There was a tendency for scores of cognitive and general self-worth to decrease with increasing grade. Scores among grade 5 respondents were significantly lower than those among grade 4 respondents for both social and physical domains. Scores among boys and girls differed significantly, with boys scoring higher for physical domain in grades 3 and 6 and for general self-worth domain in grade 6. The CPCS reference values to measure self-perceived competence and self-esteem in Japanese children were developed in this study. These reference values are useful to inform practitioners supporting children with psychological or psychiatric problems or those with chronic diseases. © The Author(s) 2014.

Culturally Competent Care for Sexual and Gender Minority Patients at National Cancer Institute-Designated Comprehensive Cancer Centers

PubMed Central

Wheldon, Christopher W.; Schabath, Matthew B.; Hudson, Janella; Bowman Curci, Meghan; Kanetsky, Peter A.; Vadaparampil, Susan T.; Simmons, Vani N.; Sanchez, Julian A.; Sutton, Steven K.

2018-01-01

Abstract Purpose: This study sought to identify the policies and guidelines regarding culturally competent care of sexual and gender minority (SGM) cancer patients and survivors at National Cancer Institute (NCI)-Designated Comprehensive Cancer Centers. Methods: This study used an in-depth interview qualitative approach. Semistructured interviews were conducted via telephone with representatives from 21 of the 45 NCI-Designated Comprehensive Cancer Centers in 2015. Verbatim transcripts were created from the audiotapes for content analysis. Results: Two main themes were identified as follows: (1) patient-focused experiences and support and (2) organization-focused development activities. Most of the cancer centers in this study had an advisory committee to assist with SGM policies and guidelines. Despite the existence of these committees, the majority of centers did not have explicit policies, guidelines, or routine practices addressing the following issues: the collection and integration of sexual orientation and gender identity information in the medical record, gender-neutral language on patient forms, patient educational materials with SGM-specific health concerns, SGM-specific support for cancer survivors, or required SGM-specific cultural competency trainings for medical and nonmedical staff. Conclusion: In general, the cancer centers in this study lacked institutional policies, guidelines, and practices focused on patient-centered cancer care for SGM populations. Coordinated efforts are needed to systemically improve patient-centered cancer care for these populations. PMID:29641317

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

ERIC Educational Resources Information Center

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

2016-01-01

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

The Effect of Study Abroad on Intercultural Competence among Undergraduate College Students

ERIC Educational Resources Information Center

Salisbury, Mark H.; An, Brian P.; Pascarella, Ernest T.

2013-01-01

International educators have long asserted that study abroad improves students' intercultural competence. However, the evidence is less clear than the rhetoric suggests. Examining longitudinal data from a national study of college students, this study explores the impact of study abroad on intercultural competence while accounting for a host…

National workshop on core competencies for success in the veterinary profession.

PubMed

Lloyd, James W; King, Lonnie J; Klausner, Jeffrey S; Harris, Donna

2003-01-01

A workshop was designed to (1) present results of the Core Competencies for Veterinary Medicine project conducted by Personnel Decisions International (PDI); (2) discuss and analyze the implications of the PDI study results for academia, private practice, and industry; (3) identify actionable items-discuss opportunities and barriers; and (4) develop appropriate recommendations-devise specific actions for implementation as next steps. In total, 25 veterinary colleges were represented at the workshop and a total of 110 attendees participated, a broad cross-section of the veterinary profession (both academic and non-academic). Through an orchestrated combination of general sessions and facilitated, small group discussions, prioritized recommendations for implementation and initial action plans for next steps were developed. Recommendations included publicizing results of the PDI study, reconsidering current admissions policies and processes, evaluating the applicant pool and current recruitment programs, developing structured mentoring programs, enhancing DVM/VMD training programs, coordinating the development of continuing education programs, and overcoming existing barriers to change. Next steps should involve collaborative efforts across all sectors of the veterinary profession to develop plans for implementing the workshop's recommendations. Leadership for follow-up might reasonably come from the Association of American Veterinary Medical Colleges (AAVMC), the American Veterinary Medical Association (AVMA), and the American Animal Hospital Association (AAHA), either individually or collectively, through the National Commission on Veterinary Economic Issues (NCVEI). Partnerships with industry are also possible and should be strongly considered.

Development of new core competencies for Taiwanese Emergency Medical Technicians.

PubMed

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

2018-01-01

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

Development of new core competencies for Taiwanese Emergency Medical Technicians

PubMed Central

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

2018-01-01

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

Linguistic Competence: Evidence From Aphasia.

ERIC Educational Resources Information Center

Whitaker, Harry A.

This paper is part of a current dissertation project exploring the relationships between constructs in linguistic theory and pattern of language behavior in aphasic adults. The author feels that linguists have done little enough work in the area of speech pathology yet they have discussed at length the distinction between competence and…

Historic Overview of the AACC Competencies

ERIC Educational Resources Information Center

Ottenritter, Nan

2012-01-01

In summer 2003, the W. K. Kellogg Foundation awarded a grant to the American Association of Community Colleges (AACC) to address the national need for community college leaders. An extensive data-gathering process, part of the AACC Leading Forward project, resulted in the creation of the AACC competencies for community college leaders. This…

Austrian National Space Law

NASA Astrophysics Data System (ADS)

Steinkogler, Cordula

2017-08-01

Austrian space legislation is the possibility of an exemption from the insurance requirement or a reduction of the insurance sum, if the space activity is in the public interest. This allows support to space activities that serve science, research, and education. Moreover, the law also provides for the establishment of a national registry for objects launched into outer space by the competent Austrian Ministry. The first two Austrian satellites have been entered into this registry after their launch in 2012. The third Austrian satellite, launched in June 2017, will be the first satellite authorized under the Austrian space legislation.

EPA guidance on cultural competence training.

PubMed

Schouler-Ocak, Meryam; Graef-Calliess, Iris T; Tarricone, Ilaria; Qureshi, Adil; Kastrup, Marianne C; Bhugra, Dinesh

2015-03-01

The stress of migration as well as social factors and changes related to the receiving society may lead to the manifestation of psychiatric disorders in vulnerable individuals after migration. The diversity of cultures, ethnicities, races and reasons for migration poses a challenge for those seeking to understand how illness is experienced by immigrants whose backgrounds differ significantly from their clinicians. Cultural competence represents good clinical practice and can be defined as such that a clinician regards each patient in the context of the patient's own culture as well as from the perspective of the clinician's cultural values and prejudices. The EPA Guidance on cultural competence training outlines some of the key issues related to cultural competence and how to deal with these. It points out that cultural competence represents a comprehensive response to the mental health care needs of immigrant patients and requires knowledge, skills and attitudes which can improve the effectiveness of psychiatric treatment. To reach these aims, both individual and organizational competence are needed, as well as teaching competence in terms of educational leadership. The WPA Guidance on Mental Health and Mental Health Care for Migrants and the EPA Guidance on Mental Health Care for Migrants list a series of recommendations for policy makers, service providers and clinicians; these are aimed at improving mental health care for immigrants. The authors of this paper would like to underline these recommendations and, focusing on cultural competency and training, believe that they will be of positive value. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

The impact of culturally competent diabetes care interventions for improving diabetes-related outcomes in ethnic minority groups: a systematic review.

PubMed

Zeh, P; Sandhu, H K; Cannaby, A M; Sturt, J A

2012-10-01

To examine the evidence on culturally competent interventions tailored to the needs of people with diabetes from ethnic minority groups. MEDLINE (NHS Evidence), CINAHL and reference lists of retrieved papers were searched from inception to September 2011; two National Health Service specialist libraries were also searched. Google, Cochrane and DARE databases were interrogated and experts consulted. Studies were included if they reported primary research on the impact of culturally competent interventions on outcome measures of any ethnic minority group with diabetes. Paper selection and appraisal were conducted independently by two reviewers. The heterogeneity of the studies required narrative analysis. A novel culturally competent assessment tool was used to systematically assess the cultural competency of each intervention. Three hundred and twenty papers were retrieved and 11 included. Study designs varied with a diverse range of service providers. Of the interventions, 64% were found to be highly culturally competent (scoring 90-100%) and 36% moderately culturally competent (70-89%). Data were collected from 2616 participants on 22 patient-reported outcome measures. A consistent finding from 10 of the studies was that any structured intervention, tailored to ethnic minority groups by integrating elements of culture, language, religion and health literacy skills, produced a positive impact on a range of patient-important outcomes. Benefits in using culturally competent interventions with ethnic minority groups with diabetes were identified. The majority of interventions described as culturally competent were confirmed as so, when assessed using the culturally competent assessment tool. Further good quality research is required to determine effectiveness and cost-effectiveness of culturally competent interventions to influence diabetes service commissioners. © 2012 The Authors. Diabetic Medicine © 2012 Diabetes UK.

Multicultural Competencies: A Guidebook of Practices.

ERIC Educational Resources Information Center

Roysircar, Gargi, Ed.; Sandhu, Daya Singh, Ed.; Bibbins, Victor E., Sr., Ed.

Intended to benefit the entire counseling community, this guidebook demonstrates current multicultural competencies and successful delivery of services across the various professional counseling disciplines. Leading authorities offer concrete direction for effective multicultural counseling and reflect on what they have found to be the best…

Levels of Media Competence: Russian Approach

ERIC Educational Resources Information Center

Fedorov, Alexander

2011-01-01

The author of this article arrives at the conclusion that media literacy/competence of personality is the sum total of the individual's motives, knowledge, skills, and abilities (indicators: motivation, contact, content, perception, interpretation/appraisal, activity, and creativity) to select, use, create, critically analyze, evaluate, and…

Recommended integrative medicine competencies for family medicine residents.

PubMed

Locke, Amy B; Gordon, Andrea; Guerrera, Mary P; Gardiner, Paula; Lebensohn, Patricia

2013-01-01

The use of complementary and alternative medicine (CAM) and Integrative Medicine (IM) has grown steadily over the past decade. Patients seek physician guidance, yet physicians typically have limited knowledge and training. There is some coverage of IM/CAM topics in medical schools and residencies but with little coordination or consistency. In 2008, the Society of Teachers of Family Medicine (STFM) group on Integrative Medicine began the process of designing a set of competencies to educate Family Medicine residents in core concepts of IM. The goal was creation of a set of nationally recognized competencies tied to the Accreditation Council for Graduate Medical Education (ACGME) domains. These competencies were to be achievable by diverse programs, including those without significant internal resources. The group compiled existing curricula from programs around the country and distilled these competencies through multiple reviews and discussions. Simultaneously, the Integrative Medicine in Residency program run by the University of Arizona underwent a similar process. In 2009, these competencies were combined and further developed at the STFM annual meeting by a group of experts. In 2010, the STFM Board approved 19 measurable competencies, each categorized by ACGME domain, as recommended for Family Medicine residencies. Programs have implemented these competencies in various ways given individual needs and resources. This paper reviews the development of IM competencies for residency education in Family Medicine and presents those endorsed by STFM. By educating physicians in training about IM/CAM via competency-based curricula, we aim to promote comprehensive patient-centered care. © 2013 Elsevier Inc. All rights reserved.

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

76 FR 16793 - Medicare and Medicaid Programs; Renewal of Deeming Authority of the National Committee for...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-25

... Assurance for Medicare Advantage Health Maintenance Organizations and Local Preferred Provider Organizations... notice announces the decision to renew the Medicare Advantage Deeming Authority of the National Committee... Medicare program, eligible beneficiaries may receive covered services through a Medicare Advantage (MA...

Perceived Competence and Comfort in Respiratory Protection

PubMed Central

Burgel, Barbara J.; Novak, Debra; Burns, Candace M.; Byrd, Annette; Carpenter, Holly; Gruden, MaryAnn; Lachat, Ann; Taormina, Deborah

2015-01-01

In response to the Institute of Medicine (2011) report Occupational Health Nurses and Respiratory Protection: Improving Education and Training, a nationwide survey was conducted in May 2012 to assess occupational health nurses’ educational preparation, roles, responsibilities, and training needs in respiratory protection. More than 2,000 occupational health nurses responded; 83% perceived themselves as competent, proficient, or expert in respiratory protection, reporting moderate comfort with 12 respiratory program elements. If occupational health nurses had primary responsibility for the respiratory protection program, they were more likely to perceive higher competence and more comfort in respiratory protection, after controlling for occupational health nursing experience, highest education, occupational health nursing certification, industry sector, Association of Occupational Health Professionals in Healthcare membership, taking a National Institute for Occupational Safety and Health spirometry course in the prior 5 years, and perceiving a positive safety culture at work. These survey results document high perceived competence and comfort in respiratory protection. These findings support the development of targeted educational programs and interprofessional competencies for respiratory protection. PMID:23429638

Assessment of Military Cultural Competence: A Pilot Study.

PubMed

Meyer, Eric G; Hall-Clark, Brittany N; Hamaoka, Derrick; Peterson, Alan L

2015-08-01

Cultural competence is widely considered a cornerstone of patient care. Efforts to improve military cultural competency have recently gained national attention. Assessment of cultural competence is a critical component to this effort, but no assessment of military cultural competence currently exists. An assessment of military cultural competence (AMCC) was created through broad input and consensus. Careful review of previous cultural competency assessment designs and analysis techniques was considered. The AMCC was organized into three sections: skills, attitudes, and knowledge. In addition to gathering data to determine absolute responses from groups with different exposure levels to the military (direct, indirect, and none), paired questions were utilized to assess relative competencies between military culture and culture in general. Piloting of the AMCC revealed significant differences between military exposure groups. Specifically, those with personal military exposure were more likely to be in absolute agreement that the military is a culture, were more likely to screen for military culture, and had increased knowledge of military culture compared to those with no military exposure. Relative differences were more informative. For example, all groups were less likely to agree that their personal culture could be at odds with military culture as compared to other cultures. Such perceptions could hinder asking difficult questions and thus undermine care. The AMCC is a model for the measurement of the skills, attitudes, and knowledge related to military cultural competence. With further validity testing, the AMCC will be helpful in the critical task of measuring outcomes in ongoing efforts to improve military cultural competence. The novel approach of assessing variance appears to reduce bias and may also be helpful in the design of other cultural competency assessments.

Practices & Problems in Competency-Based Measurement.

ERIC Educational Resources Information Center

Bunda, Mary Anne, Ed.; Sanders, James R., Ed.

Three basic areas of definition, measurement, and research, voiced as concerns by members of the National Council of Measurement in Education (NCME) to its Task Force on Measurement Problems in Competency-Based Programs, are used as an organizer for a sponsored symposia and the papers in this monograph. The problem of the definition of competency…

Applying a Web and Simulation-Based System for Adaptive Competence Assessment of Spinal Anaesthesia

NASA Astrophysics Data System (ADS)

Hockemeyer, Cord; Nussbaumer, Alexander; Lövquist, Erik; Aboulafia, Annette; Breen, Dorothy; Shorten, George; Albert, Dietrich

The authors present an approach for implementing a system for the assessment of medical competences using a haptic simulation device. Based on Competence based Knowledge Space Theory (CbKST), information on the learners’ competences is gathered from different sources (test questions, data from the simulator, and supervising experts’ assessments).

36 CFR 251.53 - Authorities.

Code of Federal Regulations, 2012 CFR

2012-07-01

... use authorizations for National Forest System land under the authorities cited and for the types of... oil or gas products, where no Federal land besides National Forest System lands is required, and permits for the temporary use of additional National Forest System lands necessary for construction...

36 CFR 251.53 - Authorities.

Code of Federal Regulations, 2011 CFR

2011-07-01

... use authorizations for National Forest System land under the authorities cited and for the types of... oil or gas products, where no Federal land besides National Forest System lands is required, and permits for the temporary use of additional National Forest System lands necessary for construction...

36 CFR 251.53 - Authorities.

Code of Federal Regulations, 2013 CFR

2013-07-01

... use authorizations for National Forest System land under the authorities cited and for the types of... oil or gas products, where no Federal land besides National Forest System lands is required, and permits for the temporary use of additional National Forest System lands necessary for construction...

36 CFR 251.53 - Authorities.

Code of Federal Regulations, 2014 CFR

2014-07-01

... use authorizations for National Forest System land under the authorities cited and for the types of... oil or gas products, where no Federal land besides National Forest System lands is required, and permits for the temporary use of additional National Forest System lands necessary for construction...

32 CFR 395.6 - Authorities.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 32 National Defense 2 2014-07-01 2014-07-01 false Authorities. 395.6 Section 395.6 National Defense Department of Defense (Continued) OFFICE OF THE SECRETARY OF DEFENSE (CONTINUED) ORGANIZATIONAL CHARTERS DEFENSE LEGAL SERVICES AGENCY § 395.6 Authorities. The Director, DLSA, is delegated authority to...

48 CFR 2501.102 - Authority.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 2501.102 Federal Acquisition Regulations System NATIONAL SCIENCE FOUNDATION GENERAL FEDERAL ACQUISITION REGULATIONS SYSTEM Purpose, Authority, Issuance 2501.102 Authority. The NSF Acquisition Regulations are issued under the authority of section 11(a) of the National Science Foundation Act of 1950, as amended (42 U.S...

32 CFR 724.201 - Authority.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 5 2010-07-01 2010-07-01 false Authority. 724.201 Section 724.201 National Defense Department of Defense (Continued) DEPARTMENT OF THE NAVY PERSONNEL NAVAL DISCHARGE REVIEW BOARD Authority/Policy for Departmental Discharge Review § 724.201 Authority. The Naval Discharge Review Board...

Competency frameworks for advanced practice nursing: a literature review.

PubMed

Sastre-Fullana, P; De Pedro-Gómez, J E; Bennasar-Veny, M; Serrano-Gallardo, P; Morales-Asencio, J M

2014-12-01

This paper describes a literature review that identified common traits in advanced practice nursing that are specific to competency development worldwide. There is a lack of international agreement on the definition of advanced practice nursing and its core competencies. Despite the lack of consensus, there is an ongoing process worldwide to establish and outline the standards and competencies for advanced practice nursing roles. International agencies, such as the International Council of Nurses, have provided general definitions for advanced practice nursing. Additionally, a set of competency standards for this aim has been developed. A literature review and a directed search of institutional websites were performed to identify specific developments in advanced practice nursing competencies and standards of practice. To determine a competency map specific to international advanced practice nursing, key documents were analysed using a qualitative approach based on content analysis to identify common traits among documents and countries. The review process identified 119 relevant journal articles related to advanced practice nursing competencies. Additionally, 97 documents from grey literature that were related to advanced practice nursing competency mapping were identified. From the text analysis, 17 worldwide transversal competency domains emerged. Despite the variety of patterns in international advanced practice nursing development, essential competency domains can be found in most national frameworks for the role development of international advanced practice nursing. These 17 core competencies can be used to further develop instruments that assess the perceived competency of advanced practice nurses. The results of this review can help policy developers and researchers develop instruments to compare advanced practice nursing services in various contexts and to examine their association with related outcomes. © 2014 International Council of Nurses.

Nurse Competence Scale: a systematic and psychometric review.

PubMed

Flinkman, Mervi; Leino-Kilpi, Helena; Numminen, Olivia; Jeon, Yunsuk; Kuokkanen, Liisa; Meretoja, Riitta

2017-05-01

The aim of this study was to report a systematic and psychometric review. The Nurse Competence Scale is currently the most widely used generic instrument to measure Registered Nurses' competence in different phases of their careers. Based on a decade of research, this review provides a summary of the existing evidence. A systematic literature review of research evidence and psychometric properties. Nine databases from 2004 - October 2015. We retrieved scientific publications in English and Finnish. Two researchers performed data selection and appraised the methodological quality using the COnsensus-based Standards for the selection of health status Measurement INstruments checklist. A total of 30 studies reported in 43 publications were included. These consisted of over 11,000 competence assessments. Twenty studies were from Europe and 10 from outside Europe. In addition to experienced nurses, the Nurse Competence Scale has been used for the competence assessment of newly graduated nurses and nursing students, mainly in hospital settings. Length of work experience, age, higher education, permanent employment and participation in educational programmes correlated positively with competence. Variables including empowerment, commitment, practice environment, quality of care and critical thinking were also associated with higher competence. The Nurse Competence Scale has demonstrated good content validity and appropriate internal consistency. The value of Nurse Competence Scale has been confirmed in determining relationships between background variables and competence. The instrument has been widely used with experienced and newly graduated nurses and their managers. Cross-cultural validation must be continued using rigorous methods. © 2016 The Authors. Journal of Advanced Nursing Published by John Wiley & Sons Ltd.

How do you perceive this author? Understanding and modeling authors' communication quality in social media.

PubMed

Han, Kyungsik

2018-01-01

In this study, we leverage human evaluations, content analysis, and computational modeling to generate a comprehensive analysis of readers' evaluations of authors' communication quality in social media with respect to four factors: author credibility, interpersonal attraction, communication competence, and intent to interact. We review previous research on the human evaluation process and highlight its limitations in providing sufficient information for readers to assess authors' communication quality. From our analysis of the evaluations of 1,000 Twitter authors' communication quality from 300 human evaluators, we provide empirical evidence of the impact of the characteristics of the reader (demographic, social media experience, and personality), author (profile and social media engagement), and content (linguistic, syntactic, similarity, and sentiment) on the evaluation of an author's communication quality. In addition, based on the author and message characteristics, we demonstrate the potential for building accurate models that can indicate an author's communication quality.

Developmentally Appropriate Practices and Children's Perception of Self-Competence in Head Start Classrooms

ERIC Educational Resources Information Center

Jambunathan, Saigeetha

2012-01-01

The present project studied the relationship between the use of developmentally appropriate practices and children's perception of self-competence in Head Start classrooms. Self-competence is defined as children's confidence in succeeding in certain tasks. Developmentally appropriate practices (DAP) as proposed by the National Association for the…

Factoring consumers' perspectives into policy decisions for nursing competence.

PubMed

Lazarus, Jean B; Lee, N Genell

2006-08-01

Health care delivery competence and accountability have typically been defined from providers' perspectives, rather than those of consumers as purchasers of services. In 1999, in the face of broad public concern about nursing competence the Alabama Board of Nursing developed an accountability model that established consumers at the center of the model and placed accountability for competent nursing practice at all levels of providers including regulatory agencies, health care organizations, educators, and licensees. The Board then authorized two research projects involving first, consumers perceptions on nursing competence and regulation, and second, comparing their perceptions with those of licensees, nurse educators, and organizational leaders (N = 1,127). Comparative data evidenced significant differences between consumers' and other participants' perceptions. This article highlights how policy implications derived from research resulted in regulatory changes for nursing competence. Five years of progress in policy changes made in the interest of public safety are summarized.

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

ERIC Educational Resources Information Center

Skoretz, Yvonne M.; Cottle, Amy E.

2011-01-01

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

A Theory of Competence in Anesthesiology: Faculty Perspectives on Resident Performance

ERIC Educational Resources Information Center

Street, John P.

2009-01-01

This study was conducted to develop a theory of resident competence in anesthesiology and was guided by this research question: from the perspective of anesthesiology faculty members, "What are the attributes and indicators of clinical competence in residents?" The author used a grounded theory approach for this multi-case, multi-site…

32 CFR 751.3 - Authority.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 5 2010-07-01 2010-07-01 false Authority. 751.3 Section 751.3 National Defense Department of Defense (Continued) DEPARTMENT OF THE NAVY CLAIMS PERSONNEL CLAIMS REGULATIONS Claims Against the United States § 751.3 Authority. The Personnel Claims Act provides the authority for maximum...

Competing approaches to analysis of failure times with competing risks.

PubMed

Farley, T M; Ali, M M; Slaymaker, E

2001-12-15

For the analysis of time to event data in contraceptive studies when individuals are subject to competing causes for discontinuation, some authors have recently advocated the use of the cumulative incidence rate as a more appropriate measure to summarize data than the complement of the Kaplan-Meier estimate of discontinuation. The former method estimates the rate of discontinuation in the presence of competing causes, while the latter is a hypothetical rate that would be observed if discontinuations for the other reasons could not occur. The difference between the two methods of analysis is the continuous time equivalent of a debate that took place in the contraceptive literature in the 1960s, when several authors advocated the use of net (adjusted or single decrement life table rates) rates in preference to crude rates (multiple decrement life table rates). A small simulation study illustrates the interpretation of the two types of estimate - the complement of the Kaplan-Meier estimate corresponds to a hypothetical rate where discontinuations for other reasons did not occur, while the cumulative incidence gives systematically lower estimates. The Kaplan-Meier estimates are more appropriate when estimating the effectiveness of a contraceptive method, but the cumulative incidence estimates are more appropriate when making programmatic decisions regarding contraceptive methods. Other areas of application, such as cancer studies, may prefer to use the cumulative incidence estimates, but their use should be determined according to the application. Copyright 2001 John Wiley & Sons, Ltd.

Review of the International Council of Nurses (ICN) Framework of Disaster Nursing Competencies.

PubMed

Hutton, Alison; Veenema, Tener Goodwin; Gebbie, Kristine

2016-12-01

The International Council of Nurses (ICN; Geneva, Switzerland) and the World Association for Disaster and Emergency Medicine (WADEM; Madison, Wisconsin USA) joined together in 2014 to review the use of the ICN Framework of Disaster Nursing Competencies. The existing ICN Framework (version 1.10; dated 2009) formed the starting point for this review. The key target audiences for this process were members of the disaster nursing community concerned with pre-service education for professional nursing and the continuing education of practicing professional nurses. To minimize risk in the disaster nursing practice, competencies have been identified as the foundation of evidence-based practice and standard development. A Steering Committee was established by the WADEM Nursing Section to discuss how to initiate a review of the ICN Framework of Disaster Nursing Competencies. The Steering Committee then worked via email to develop a survey to send out to disaster/emergency groups that may have nurse members who work/respond in disasters. Thirty-five invitations were sent out with 20 responses (57%) received. Ninety-five percent of respondents knew of the ICN Framework of Disaster Nursing Competencies, with the majority accessing these competencies via the Internet. The majority of those who responded said that they make use of the ICN Framework of Disaster Nursing Competencies with the most common use being for educational purposes. Education was done at a local, national, and international level. The competencies were held in high esteem and valued by these organizations as the cornerstone of their disaster education, and also were used for the continued professional development of disaster nursing. However, respondents stated that five years on from their development, the competencies also should include the psychosocial elements of nurses caring for themselves and their colleagues. Additionally, further studies should explore if there are other areas related to the

3 CFR - Delegation of Reporting Functions Specified in Section 1045 of the National Defense Authorization...

Code of Federal Regulations, 2013 CFR

2013-01-01

... 3 The President 1 2013-01-01 2013-01-01 false Delegation of Reporting Functions Specified in Section 1045 of the National Defense Authorization Act for Fiscal Year 2012, and Condition 9 of the Resolution of Advice and Consent to Ratification of the Treaty Between the United States of America and the Russian Federation on the Measures for the...

The Impact of National Agenda on a Local Education Authority's Website: A Visual Semiotic Analysis

ERIC Educational Resources Information Center

Garrick, Barbara Gail; Pendergast, Donna

2014-01-01

This paper reports an analysis of the website of an education authority in the state of Queensland, Australia during the changeover from a state-based curriculum to a national curriculum. The paper's value lies in the capture of an exact moment of change. Kress and van Leeuwen's grammar of visual design is employed to analyse the changes to the…

The importance of cultural competency in general pediatrics.

PubMed

Brotanek, Jane M; Seeley, Christina E; Flores, Glenn

2008-12-01

There is a growing awareness of the importance of cultural competency in pediatrics. The authors review the most recent studies that examine the impact of cultural competency on general pediatric care, explore cultural beliefs and practices affecting clinical care, and describe culturally sensitive interventions designed to address racial/ethnic health disparities. The beneficial effects of cultural competency embrace health outcomes, quality of care, and patient satisfaction, while failure to consider language and culture can have serious adverse consequences for clinical care, including patient safety and healthcare access. A five-component model of cultural competency has been developed, and a growing literature details an array of normative cultural values, folk illnesses, parent beliefs/practices, and provider behaviors that can have a profound impact on pediatric care. Culturally sensitive interventions are being developed to lessen racial/ethnic health disparities. A goal for the pediatrician is to provide culturally competent healthcare by using trained medical interpreters with limited English-proficient families, being familiar with normative cultural values that affect the healthcare of commonly encountered racial/ethnic groups, and asking about folk illness beliefs and ethnomedical treatments.

National Survey Assessing Perceived Multicultural Competence in Art Therapy Graduate Students

ERIC Educational Resources Information Center

Robb, Megan

2014-01-01

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

Health Literacy Practices and Educational Competencies for Health Professionals: A Consensus Study

PubMed Central

Coleman, Clifford A.; Hudson, Stan; Maine, Lucinda L.

2013-01-01

Health care professionals often lack adequate knowledge about health literacy and the skills needed to address low health literacy among patients and their caregivers. Many promising practices for mitigating the effects of low health literacy are not used consistently. Improving health literacy training for health care professionals has received increasing emphasis in recent years. The development and evaluation of curricula for health professionals has been limited by the lack of agreed-upon educational competencies in this area. This study aimed to identify a set of health literacy educational competencies and target behaviors, or practices, relevant to the training of all health care professionals. The authors conducted a thorough literature review to identify a comprehensive list of potential health literacy competencies and practices, which they categorized into 1 or more educational domains (i.e., knowledge, skills, attitudes) or a practice domain. The authors stated each item in operationalized language following Bloom's Taxonomy. The authors then used a modified Delphi method to identify consensus among a group of 23 health professions education experts representing 11 fields in the health professions. Participants rated their level of agreement as to whether a competency or practice was both appropriate and important for all health professions students. A predetermined threshold of 70% agreement was used to define consensus. After 4 rounds of ratings and modifications, consensus agreement was reached on 62 out of 64 potential educational competencies (24 knowledge items, 27 skill items, and 11 attitude items), and 32 out of 33 potential practices. This study is the first known attempt to develop consensus on a list of health literacy practices and to translate recommended health literacy practices into an agreed-upon set of measurable educational competencies for health professionals. Further work is needed to prioritize the competencies and practices in

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

PubMed

Kassam, Iman; Nagle, Lynn; Strudwick, Gillian

2017-12-14

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

14 CFR 1260.1 - Authority.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 5 2010-01-01 2010-01-01 false Authority. 1260.1 Section 1260.1... § 1260.1 Authority. (a) The National Aeronautics and Space Administration (NASA) awards grants and cooperative agreements under the authority of 42 U.S.C. 2473(c)(5), the National Aeronautics and Space Act...

Analysis of Nursing Curriculum and Course Competencies.

ERIC Educational Resources Information Center

Trani, G. M.

The objectives of this study were to relate the competencies of the Nursing Program at Delaware County Community College to national morbidity statistics and to recommend curriculum changes based on this analysis. Existing terminal objectives of the program and each nursing module were compared with college-wide terminal objectives, overlap was…

A European Competence Framework for Industrial Pharmacy Practice in Biotechnology.

PubMed

Atkinson, Jeffrey; Crowley, Pat; De Paepe, Kristien; Gennery, Brian; Koster, Andries; Martini, Luigi; Moffat, Vivien; Nicholson, Jane; Pauwels, Gunther; Ronsisvalle, Giuseppe; Sousa, Vitor; van Schravendijk, Chris; Wilson, Keith

2015-07-29

The PHAR-IN (" Competences for industrial pharmacy practice in biotechnology ") looked at whether there is a difference in how industrial employees and academics rank competences for practice in the biotechnological industry. A small expert panel consisting of the authors of this paper produced a biotechnology competence framework by drawing up an initial list of competences then ranking them in importance using a three-stage Delphi process. The framework was next evaluated and validated by a large expert panel of academics ( n = 37) and industrial employees ( n = 154). Results show that priorities for industrial employees and academics were similar. The competences for biotechnology practice that received the highest scores were mainly in: "Research and Development", '"Upstream" and "Downstream" Processing', "Product development and formulation", "Aseptic processing", "Analytical methodology", "Product stability", and "Regulation". The main area of disagreement was in the category "Ethics and drug safety" where academics ranked competences higher than did industrial employees.

A European Competence Framework for Industrial Pharmacy Practice in Biotechnology

PubMed Central

Atkinson, Jeffrey; Crowley, Pat; De Paepe, Kristien; Gennery, Brian; Koster, Andries; Martini, Luigi; Moffat, Vivien; Nicholson, Jane; Pauwels, Gunther; Ronsisvalle, Giuseppe; Sousa, Vitor; van Schravendijk, Chris; Wilson, Keith

2015-01-01

The PHAR-IN (“Competences for industrial pharmacy practice in biotechnology”) looked at whether there is a difference in how industrial employees and academics rank competences for practice in the biotechnological industry. A small expert panel consisting of the authors of this paper produced a biotechnology competence framework by drawing up an initial list of competences then ranking them in importance using a three-stage Delphi process. The framework was next evaluated and validated by a large expert panel of academics (n = 37) and industrial employees (n = 154). Results show that priorities for industrial employees and academics were similar. The competences for biotechnology practice that received the highest scores were mainly in: “Research and Development”,‘“Upstream” and “Downstream” Processing’, “Product development and formulation”,“Aseptic processing”, “Analytical methodology”, “Product stability”, and “Regulation”. The main area of disagreement was in the category “Ethics and drug safety” where academics ranked competences higher than did industrial employees. PMID:28975907

The Need for Cultural Competency in Health Care.

PubMed

Abrishami, Doris

2018-05-01

To highlight the importance of cultural competency education in health care and in the medical imaging industry. A comprehensive search of the Education Resource Information Center and MEDLINE databases was conducted to acquire full-text and peer-reviewed articles relating to cultural competency training in health care. A total of 1008 academic journal articles and 3 books were identified for this literature review. Search criteria was narrowed to peer-reviewed articles published between 2000 and 2016, resulting in 24 articles. A majority of the research studies addressed cultural competency education in allied health professions, as well as psychology and athletic training. Recent research studies pertaining to the cultural competence of imaging professionals were not found. Research shows that the behaviors of health care providers can contribute to health disparities. National standards have been established to promote patient-centered care that reduces or eliminates health disparities in the U.S. Lectures and training sessions help professionals maintain these standards, but they might not be adequate. Health care workers need to interact and work with diverse patient populations to increase their empathy and become culturally competent. A patient-centered care approach that responds to patients' unique needs and reduces health disparities among diverse patient populations can be achieved by training culturally competent health care professionals. More research is needed to determine the nature of cultural competency education taught in radiography programs. ©2018 American Society of Radiologic Technologists.

NLN Competencies for the Associate Degree Nurse: Are the New Graduates Meeting Them?

ERIC Educational Resources Information Center

Deering-Flory, Rebecca; Neighbors, Marianne

1991-01-01

Discusses a study of directors of nursing in six southern states to determine whether associate degree nurses (ADNs) meet the National League for Nursing competencies after six months of practice as a registered nurse. Responses indicated that the competencies were realistic and that newly practicing ADNs are barely meeting them. (JOW)

Building axiological competence of graduate students by means of project-based learning

NASA Astrophysics Data System (ADS)

Gilmanshina, S. I.; Gilmanshin, I. R.

2015-06-01

The article defines the essence of axiological competence, objectives and pedagogical conditions of its formation among the students of graduate program in Biotechnology. The authors provide requirements for energy-saving technologies project-based learning and specify the application of the latter with the view of competence building.

Effects of Neighborhood Socioeconomic Characteristics and Class Composition on Highly Competent Children.

ERIC Educational Resources Information Center

Maggi, Stefania; Hertzman, Clyde; Kohen, Dafina; D'Angiulli, Amedio

2004-01-01

The conditions that prevent highly competent children from fully developing their learning potential rarely have been addressed. The authors investigated the relationship between neighborhood socioeconomic characteristics, class composition, and changes in the proportion of highly competent children in kindergarten and in Grades 4 and 7. The…

Development of the Research Competencies Scale

ERIC Educational Resources Information Center

Swank, Jacqueline M.; Lambie, Glenn W.

2016-01-01

The authors present the development of the Research Competencies Scale (RCS). The purpose of this article is threefold: (a) present a rationale for the RCS, (b) review statistical analysis procedures used in developing the RCS, and (c) offer implications for counselor education, the enhancement of scholar-researchers, and future research.

Essential competencies in global health research for medical trainees: A narrative review.

PubMed

White, Mary T; Satterfield, Caley A; Blackard, Jason T

2017-09-01

Participation in short-term educational experiences in global health (STEGHs) among medical trainees is increasingly accompanied by interest in conducting research while abroad. Because formal training in both global health and research methods is currently under-represented in most medical curricula, trainees are often unfamiliar with the knowledge, attitudes, and skills necessary to design and conduct research successfully. This narrative review identifies essential global health research competencies for medical trainees engaged in STEGHs. The authors searched the literature using the terms global health, competency, research, research methods/process/training, scholarly project, medical student, and medical education/education. Because articles directly addressing global health research competencies for medical trainees were limited, the authors additionally drew on the broader literature addressing general research competencies and global health competencies. Articles yielded by the literature search, combined with established guidelines in research ethics and global health ethics, were used to identify six core domains and twenty discrete competencies fundamental to global health research at a level appropriate for medical trainees enrolled in STEGHs. Consideration was given to diverse research modalities, varying levels of training, and the availability of mentoring and on-site support. Research may provide important benefits to medical trainees and host partners. These competencies provide a starting point; however, circumstances at any host site may necessitate additional competencies specific to that setting. These competencies are also limited by the methodology employed in their development and the need for additional perspectives from host partners. The competencies identified outline basic knowledge, attitudes, and skills necessary for medical trainees to conduct limited global health research while participating in STEGHS. They may also be used as a

Can Cultural Competency Reduce Racial And Ethnic Health Disparities? A Review And Conceptual Model

PubMed Central

Brach, Cindy; Fraserirector, Irene

2016-01-01

This article develops a conceptual model of cultural competency’s potential to reduce racial and ethnic health disparities, using the cultural competency and disparities literature to lay the foundation for the model and inform assessments of its validity. The authors identify nine major cultural competency techniques: interpreter services, recruitment and retention policies, training, coordinating with traditional healers, use of community health workers, culturally competent health promotion, including family/community members, immersion into another culture, and administrative and organizational accommodations. The conceptual model shows how these techniques could theoretically improve the ability of health systems and their clinicians to deliver appropriate services to diverse populations, thereby improving outcomes and reducing disparities. The authors conclude that while there is substantial research evidence to suggest that cultural competency should in fact work, health systems have little evidence about which cultural competency techniques are effective and less evidence on when and how to implement them properly. PMID:11092163

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

PubMed

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

2013-01-01

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

Entry-to-practice public health nursing competencies: A Delphi method and knowledge translation strategy.

PubMed

Schofield, Ruth; Chircop, Andrea; Baker, Cynthia; Dietrich Leurer, Marie; Duncan, Susan; Wotton, Donalda

2018-06-01

Sustaining and strengthening nurses 'contributions to public and population health in the 21st century depends in part on nursing education. Clearly articulated entry-to-practice competencies will contribute to the capacity of undergraduate nursing education programs to prepare graduates to promote local, national and global population health. The Canadian Association of Schools of Nursing created the Public Health Task Force to develop consensus on core, national entry-to-practice competencies in public health nursing for undergraduate nursing students and to support these competencies with corresponding online teaching strategies. Delphi approach. Nurses with public health experience in education and practice, and representatives from other public health professional organizations across Canada. The three-phased competency development included: 1) an environmental scan; 2) an iterative process to draft competencies; and 3) a modified Delphi process to confirm the final competency framework using face to face consultations and a survey. The knowledge translation strategy involved soliciting submissions of teaching strategies for peer-review and subsequent inclusion in an interactive online resource. 242 public health educators and practitioners participated in the consensus consultation. The final document outlined five competency statements with 19 accompanying indicators. A total of 123 teaching strategies were submitted for the online resource, of which 50 were accepted as exemplary teaching strategies. This competency development process can provide guidance for the development of competencies in other countries, thus strengthening public health nursing education globally. The decision to intentionally level the competencies to entry-to-practice, as opposed to an advanced level, enhanced their application to undergraduate nursing education. The development of the additional inventory of teaching strategies created a sustainable innovative resource for public

Professional versus Occupational Models of Work Competence

ERIC Educational Resources Information Center

Lester, Stan

2014-01-01

In addition to the familiar occupational standards that underpin National Vocational Qualifications, the UK has a parallel if less complete system of competence or practice standards that are developed and controlled by professional bodies. While there is a certain amount of overlap between the two types of standard, recent research points to a…

Identification of Health Education Competency in School Nurse Certification Programs: Multiple Case Study

ERIC Educational Resources Information Center

Barrett, Melinda S.

2017-01-01

The purpose of this study was to explore and describe health education competency activities in both classroom and clinical settings within school nurse certification programs. Health education competency was explored within the context of and as defined by the American Nurses Association (ANA) and the National Association of School Nurses (NASN)…

76 FR 14419 - Exercise of Authority Under Section 212(d)(3)(B)(i) of the Immigration and Nationality Act

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-16

...)(3)(B)(i) of the Immigration and Nationality Act AGENCY: Office of the Secretary, DHS. ACTION: Notice... authority granted to me by section 212(d)(3)(B)(i) of the Immigration and Nationality Act (INA), 8 U.S.C.... Implementation of this determination will be made by U.S. Citizenship and Immigration Services (USCIS), in...

76 FR 14418 - Exercise of Authority Under Section 212(d)(3)(B)(i) of the Immigration and Nationality Act

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-16

...)(3)(B)(i) of the Immigration and Nationality Act AGENCY: Office of the Secretary, DHS. ACTION: Notice... authority granted to me by section 212(d)(3)(B)(i) of the Immigration and Nationality Act (INA), 8 U.S.C... of this determination will be made by U.S. Citizenship and Immigration Services (USCIS), in...

Stress and Fathers' Parental Competence: Implications for Family Life and Parent Educators.

ERIC Educational Resources Information Center

McBride, Brent A.

1989-01-01

Examined the relationship between fathers' parental stress and their perceived sense of competence in parenting roles. Regression analyses of data from 94 fathers suggest that fathers' depression in their parental role and perceptions of their children's demandingness are the best predictors of their perceived parental competence. (Author/TE)

Bases of Competence: A Framework for Facilitating Reflective Learner-Centered Educational Environments

ERIC Educational Resources Information Center

Berdrow, Iris; Evers, Frederick T.

2011-01-01

As the business world becomes more complex, the role of professional higher education in the development of "reflective practitioners" becomes more cogent. In this article, the authors argue for the Bases of Competence model, which articulates base competencies required of today's higher education professional graduates, as a tool in…

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

The Concept of Competence in the Development of Vocational Education and Training in Selected EU Member States

ERIC Educational Resources Information Center

Weigel, Tanja; Mulder, Martin; Collins, Kate

2007-01-01

This contribution reviews how four European countries--England, Germany, France and the Netherlands--use the concept of competence in the process of developing vocational education and training. Competence in England is set in the context of the National Vocational Qualifications; in Germany within action competence and the approach to learning…

Availability of information in Public Health on the Internet: An analysis of national health authorities in the Spanish-speaking Latin American and Caribbean countries.

PubMed

Novillo-Ortiz, David; Hernández-Pérez, Tony; Saigí-Rubió, Francesc

2017-04-01

Access to reliable and quality health information and appropriate medical advice can contribute to a dramatic reduction in the mortality figures of countries. The governments of the Americas are faced with the opportunity to continue working on this challenge, and their institutional presence on their websites should play a key role in this task. In a setting where the access to information is essential to both health professionals and citizens, it is relevant to analyze the role of national health authorities. Given that search engines play such a key role in the access to health information, it is important to specifically know - in connection to national health authorities - whether health information offered is easily available to the population, and whether this information is well-ranked in search engines. Quantitative methods were used to gather data on the institutional presence of national health authorities on the web. An exploratory and descriptive research served to analyze and interpret data and information obtained quantitatively from different perspectives, including an analysis by country, and also by leading causes of death. A total of 18 web pages were analyzed. Information on leading causes of death was searched on websites of national health authorities in the week of August 10-14, 2015. The probability of finding information of national health authorities on the 10 leading causes of death in a country, among the top 10 results on Google, is 6.66%. Additionally, ten out the 18 countries under study (55%) do not have information ranked among the top results in Google when searching for the selected terms. Additionally, a total of 33 websites represent the sources of information with the highest visibility for all the search strategies in each country on Google for the ten leading causes of death in a country. Two websites, the National Library of Medicine and Wikipedia, occur as a result with visibility in the total of eighteen countries of the

36 CFR 213.2 - Authority for Chief, Forest Service, to group, define, and name national grasslands.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 36 Parks, Forests, and Public Property 2 2010-07-01 2010-07-01 false Authority for Chief, Forest Service, to group, define, and name national grasslands. 213.2 Section 213.2 Parks, Forests, and Public Property FOREST SERVICE, DEPARTMENT OF AGRICULTURE ADMINISTRATION OF LANDS UNDER TITLE III OF THE BANKHEAD...

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.

Do we need a threshold conception of competence?

PubMed

den Hartogh, Govert

2016-03-01

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

Competency courts: a creative solution for restoring competency to the competency process.

PubMed

Finkle, Michael J; Kurth, Russell; Cadle, Christopher; Mullan, Jessica

2009-01-01

It is well accepted that jail is a poor setting for treating the acutely mentally ill, yet the number of mentally ill persons in jail has increased such that Los Angeles County Jail and Riker's Island in New York house more mentally ill than any psychiatric hospital. The number of mentally ill persons charged with a crime whose competency to stand trial is in question has also increased dramatically. Inefficiencies within the competency process result in mentally ill persons charged with crimes remaining in jail longer than necessary. One solution is "competency court", a specialty court within a mental health court. The same judges, attorneys, and mental health professionals staff both courts. By combining their Mental Health Court experience, they can work with the mentally ill using their expertise in competency law and processes, and thereby improve the competency process and reduce the unnecessary time that mentally ill persons spend in jail. (c) 2009 John Wiley & Sons, Ltd.

76 FR 2130 - Exercise of Authority Under Section 212(d)(3)(B)(i) of the Immigration and Nationality Act

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-12

...)(3)(B)(i) of the Immigration and Nationality Act AGENCY: Office of the Secretary, DHS. ACTION: Notice... authority granted to me by section 212(d)(3)(B)(i) of the Immigration and Nationality Act (INA), 8 U.S.C... determination will be made by U.S. Citizenship and Immigration Services (USCIS), in consultation with U.S...

76 FR 2131 - Exercise of Authority Under Section 212(d)(3)(B)(i) of the Immigration and Nationality Act

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-12

...)(3)(B)(i) of the Immigration and Nationality Act AGENCY: Office of the Secretary, DHS. ACTION: Notice... authority granted to me by section 212(d)(3)(B)(i) of the Immigration and Nationality Act (INA), 8 U.S.C... Immigration Services (USCIS), in consultation with U.S. Immigration and Customs Enforcement (ICE), or by U.S...

[The competencies of health professionals and the ministerial policies].

PubMed

da Silva Marques, Cláudia Maria; Egry, Emiko Yoshikawa

2011-03-01

In Brazil, nursing professionals are trained based on the perspective of professional competencies. The objective of this exploratory, descriptive study was to identify the critical-emancipator potential of the competency, as described by the Brazilian Ministries of Education and of Health. The sources used for data collection were the regulating documents of technical professional education of the referred Ministries regarding the years 1996 and 2006. Results showed that, for the Ministry of Education, the guiding principles of professional education are the demands of the working market; the idea of competency is supported on the constructivist perspective, highlighting personal features over their social dimension. For the Ministry of Health, professional education is an instrument of citizenship, guided by the political health care paradigm of the national public health system, referred to as the Unique Health System; the idea of competency is founded on the critical-emancipatory perspective. In conclusion, the two Ministries, despite having regulations regarding professional education, are contradictory in terms of their conceptual foundations.

A Multicountry Perspective on Cultural Competence Among Baccalaureate Nursing Students.

PubMed

Cruz, Jonas Preposi; Aguinaldo, Alexis Nacionales; Estacio, Joel Casuga; Alotaibi, Abdullelah; Arguvanli, Sibel; Cayaban, Arcalyd Rose Ramos; John Cecily, Helen Shaji; Machuca Contreras, Felipe Aliro; Hussein, Adraa; Idemudia, Erhabor Sunday; Mohamed, Shihab Aldeen Mourtada; Sebaeng, Jeanette

2018-01-01

To assess cultural competence among nursing students from nine countries to provide an international perspective on cultural competence. A descriptive, cross-sectional design. A convenience sample of 2,163 nursing students from nine countries was surveyed using the Cultural Capacity Scale from April to November 2016. The study found a moderate range of cultural competence among the students. The ability to teach and guide other nursing colleagues to display culturally appropriate behavior received the highest competence rating, while the ability to discuss differences between the client's health beliefs or behaviors and nursing knowledge with each client received the lowest competence rating. Differences in cultural competence were observed between students from different countries. Country of residence, gender, age, year of study, attendance at cultural-related training, the experience of taking care of patients from culturally diverse backgrounds and patients belonging to special population groups, and living in a multicultural environment were identified as factors affecting cultural competence. The international perspective of cultural competence among nursing students provided by this study serves as a vital preview of where nursing education currently stands in terms of providing the necessary preparatory competence in the cultural aspect of care. The variation of cultural competence among nursing students from different nations should serve as a cue for designing a focused yet multimodal nursing education program in guiding them to be culturally sensitive, culturally adaptive, and culturally motivated. The training of nursing students in providing competent culturally appropriate care should be ensured considering that adequate preparation of nursing students guarantees future competent nursing practice, which can positively impact the nursing profession in any part of the globe. © 2017 Sigma Theta Tau International.

Application of mathematical methods of analysis in selection of competing information technologies

NASA Astrophysics Data System (ADS)

Semenov, V. L.; Kadyshev, E. N.; Zakharova, A. N.; Patianova, A. O.; Dulina, G. S.

2018-05-01

The article discusses the use of qualimetry methods using the apparatus of mathematical analysis in the formation of the integral index that allows one to select the best option among competing information technology. The authors propose the use of affine space in the evaluation and selection of competing information technologies.

Religious Involvement and the Social Competence and Adjustment of Indonesian Muslim Adolescents

ERIC Educational Resources Information Center

French, Doran C.; Eisenberg, Nancy; Vaughan, Julie; Purwono, Urip; Suryanti, Telie A.

2008-01-01

This study assessed the relation between religious involvement and multiple indices of competence in 183 eighth- and ninth-grade Indonesian Muslim adolescents (M = 13.3 years). The authors assessed spirituality and religiosity using both parent and adolescent reports, and social competence and adjustment using multiple measures and data sources.…

[Procedure for the marketing authorization of an antibacterial agent].

PubMed

López Navas, Antonio; García-Escribano Ráez, Nuria; Flores Juberías, Ángela; Suárez Gea, María Luisa

2014-10-01

The marketing authorization of a new medicinal product is the first step before being placed on the market, and includes the full investigation programme. In order to ensure their quality, safety and efficacy, medicinal products are closely regulated from their initial phases of investigation to their use in clinical practice. For registration purposes, the results of all the clinical and preclinical studies, along with quality data and the description of the manufacturing process should be submitted. All information collected is presented for review by the competent authority. The European Medicines Agency regulates the registration of medicines in Europe, and national agencies in each EU member state are responsible for the assessment of the marketing authorisation application. To facilitate the development of clinical programmes, there is a common framework for the evaluation of an antibacterial, which includes guidelines and an addendum, detailing the specific requirements that must be carried out in clinical trials to assess the efficacy and safety for most of the infections. Copyright © 2014 Elsevier España, S.L.U. y Sociedad Española de Enfermedades Infecciosas y Microbiología Clínica. All rights reserved.

School Counselors' Perceptions of Competency in Career Counseling

ERIC Educational Resources Information Center

Morgan, Leann Wyrick; Greenwaldt, Mary Ellen; Gosselin, Kevin P.

2014-01-01

The National Office for School Counselor Advocacy stated that secondary students need better support from professional school counselors when making decisions regarding their postsecondary education and career. The present qualitative study explored school counselors' perceptions of competence in the area of career counseling, and resulted in the…

Importance of the National Career Development Guidelines to School Counselors.

ERIC Educational Resources Information Center

Freeman, Brenda

1994-01-01

Surveyed opinions of national random sample of school counselors (n=1,510) toward importance of elementary, junior high/middle, and high school competencies in National Career Development Guidelines. Results indicated that school counselors considered the career development competencies in the guidelines to be "important" to "very important"…

77 FR 55849 - National Institute on Aging; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-11

... personnel qualifications and performance, and the competence of individual investigators, the disclosure of...: To review and evaluate personal qualifications and performance, and competence of individual..., and competence of individual investigators. Place: National Institute on Aging, Biomedical Research...

Measuring competence in endoscopic sinus surgery.

PubMed

Syme-Grant, J; White, P S; McAleer, J P G

2008-02-01

Competence based education is currently being introduced into higher surgical training in the UK. Valid and reliable performance assessment tools are essential to ensure competencies are achieved. No such tools have yet been reported in the UK literature. We sought to develop and pilot test an Endoscopic Sinus Surgery Competence Assessment Tool (ESSCAT). The ESSCAT was designed for in-theatre assessment of higher surgical trainees in the UK. The ESSCAT rating matrix was developed through task analysis of ESS procedures. All otolaryngology consultants and specialist registrars in Scotland were given the opportunity to contribute to its refinement. Two cycles of in-theatre testing were used to ensure utility and gather quantitative data on validity and reliability. Videos of trainees performing surgery were used in establishing inter-rater reliability. National consultation, the consensus derived minimum standard of performance, Cronbach's alpha = 0.89 and demonstration of trainee learning (p = 0.027) during the in vivo application of the ESSCAT suggest a high level of validity. Inter-rater reliability was moderate for competence decisions (Cohen's Kappa = 0.5) and good for total scores (Intra-Class Correlation Co-efficient = 0.63). Intra-rater reliability was good for both competence decisions (Kappa = 0.67) and total scores (Kendall's Tau-b = 0.73). The ESSCAT generates a valid and reliable assessment of trainees' in-theatre performance of endoscopic sinus surgery. In conjunction with ongoing evaluation of the instrument we recommend the use of the ESSCAT in higher specialist training in otolaryngology in the UK.

Successfully Authorizing Blended Charter Schools. Authorizing Matters. Issue Brief. Cyber Series

ERIC Educational Resources Information Center

Ableidinger, Joe; Hassel, Bryan C.

2012-01-01

This issue brief is part of the National Association of Charter School Authorizers' (NACSA's) "Cyber Series," which addresses issues in policy and practice that relate to authorizing online and blended charter schools. This brief aims to improve authorizer understanding and oversight of blended charter schools, which combine digital…

Measures of cultural competence: examining hidden assumptions.

PubMed

Kumaş-Tan, Zofia; Beagan, Brenda; Loppie, Charlotte; MacLeod, Anna; Frank, Blye

2007-06-01

The authors critically examined the quantitative measures of cultural competence most commonly used in medicine and in the health professions, to identify underlying assumptions about what constitutes competent practice across social and cultural diversity. A systematic review of approximately 20 years of literature listed in PubMed, the Cumulative Index of Nursing and Allied Health Literature, Social Services Abstracts, and the Educational Resources Information Center identified the most frequently used cultural competence measures, which were then thematically analyzed following a structured analytic guide. Fifty-four instruments were identified; the 10 most widely used were analyzed closely, identifying six prominent assumptions embedded in the measures. In general, these instruments equate culture with ethnicity and race and conceptualize culture as an attribute possessed by the ethnic or racialized Other. Cultural incompetence is presumed to arise from a lack of exposure to and knowledge of the Other, and also from individual biases, prejudices, and acts of discrimination. Many instruments assume that practitioners are white and Western and that greater confidence and comfort among practitioners signify increased cultural competence. Existing measures embed highly problematic assumptions about what constitutes cultural competence. They ignore the power relations of social inequality and assume that individual knowledge and self-confidence are sufficient for change. Developing measures that assess cultural humility and/or assess actual practice are needed if educators in the health professions and health professionals are to move forward in efforts to understand, teach, practice, and evaluate cultural competence.

75 FR 56551 - National Institute on Aging; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-16

... personnel qualifications and performance, and the competence of individual investigators, the disclosure of... competence of individual investigators. Place: National Institute on Aging, Biomedical Research Center, 251... review and evaluate personal qualifications and performance, and competence of individual investigators...

Creating a vision for the future: key competencies and strategies for culturally competent practice with lesbian, gay, bisexual, and transgender (LGBT) older adults in the health and human services.

PubMed

Fredriksen-Goldsen, Karen I; Hoy-Ellis, Charles P; Goldsen, Jayn; Emlet, Charles A; Hooyman, Nancy R

2014-01-01

Sexual orientation and gender identity are not commonly addressed in health and human service delivery, or in educational degree programs. Based on findings from Caring and Aging with Pride: The National Health, Aging and Sexuality Study (CAP), the first national federally-funded research project on LGBT health and aging, this article outlines 10 core competencies and aligns them with specific strategies to improve professional practice and service development to promote the well-being of LGBT older adults and their families. The articulation of key competencies is needed to provide a blueprint for action for addressing the growing needs of LGBT older adults, their families, and their communities.

Creating a Vision for the Future: Key Competencies and Strategies for Culturally Competent Practice With Lesbian, Gay, Bisexual, and Transgender (LGBT) Older Adults in the Health and Human Services

PubMed Central

FREDRIKSEN-GOLDSEN, KAREN I.; HOY-ELLIS, CHARLES P.; GOLDSEN, JAYN; EMLET, CHARLES A.; HOOYMAN, NANCY R.

2014-01-01

Sexual orientation and gender identity are not commonly addressed in health and human service delivery, or in educational degree programs. Based on findings from Caring and Aging with Pride: The National Health, Aging and Sexuality Study (CAP), the first national federally-funded research project on LGBT health and aging, this article outlines 10 core competencies and aligns them with specific strategies to improve professional practice and service development to promote the well-being of LGBT older adults and their families. The articulation of key competencies is needed to provide a blueprint for action for addressing the growing needs of LGBT older adults, their families, and their communities. PMID:24571387

Predictors of self-perceived cultural competence among children's mental health providers.

PubMed

Keyser, Victoria; Gamst, Glenn; Meyers, Lawrence S; Der-Karabetian, Aghop; Morrow, Gloria

2014-07-01

Based on empirical research and predictions from the Multicultural Assessment-Intervention Process model, the racial attitudes, ethnic identity, and acculturation of a national sample of 371 child mental health service providers were assessed as possible predictors of practitioner self-perceived cultural competence. It was hypothesized that ethnic identity and racial attitudes would each directly affect self-perceived cultural competence and that acculturation and racial attitudes would mediate the effect of ethnic identity. The results indicated that ethnic identity exerted a direct effect on self-perceived cultural competence and that this effect was partially mediated by respondents' racial attitudes; however, acculturation had no significant role as a mediator. The results are discussed within the context of the Multicultural Assessment-Intervention Process model and implications for providing culturally competent services to children.

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

ERIC Educational Resources Information Center

Kulgemeyer, Christoph; Schecker, Horst

2014-01-01

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

Core Competencies or a Competent Core? A Scoping Review and Realist Synthesis of Invasive Bedside Procedural Skills Training in Internal Medicine.

PubMed

Brydges, Ryan; Stroud, Lynfa; Wong, Brian M; Holmboe, Eric S; Imrie, Kevin; Hatala, Rose

2017-11-01

Invasive bedside procedures are core competencies for internal medicine, yet no formal training guidelines exist. The authors conducted a scoping review and realist synthesis to characterize current training for lumbar puncture, arthrocentesis, paracentesis, thoracentesis, and central venous catheterization. They aimed to collate how educators justify using specific interventions, establish which interventions have the best evidence, and offer directions for future research and training. The authors systematically searched Medline, Embase, the Cochrane Library, and ERIC through April 2015. Studies were screened in three phases; all reviews were performed independently and in duplicate. The authors extracted information on learner and patient demographics, study design and methodological quality, and details of training interventions and measured outcomes. A three-step realist synthesis was performed to synthesize findings on each study's context, mechanism, and outcome, and to identify a foundational training model. From an initial 6,671 studies, 149 studies were further reduced to 67 (45%) reporting sufficient information for realist synthesis. Analysis yielded four types of procedural skills training interventions. There was relative consistency across contexts and significant differences in mechanisms and outcomes across the four intervention types. The medical procedural service was identified as an adaptable foundational training model. The observed heterogeneity in procedural skills training implies that programs are not consistently developing residents who are competent in core procedures. The findings suggest that researchers in education and quality improvement will need to collaborate to design training that develops a "competent core" of proceduralists using simulation and clinical rotations.

76 FR 58204 - TRICARE; Changes Included in the National Defense Authorization Act for Fiscal Year 2010...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-20

.... 111- 84), 10 U.S.C. 1086(d) provided that a person who would otherwise receive benefits under section 1086 who is entitled to Medicare Part A hospital insurance is not eligible for TRICARE unless the... National Defense Authorization Act amended 10 U.S.C. 1086(d) to exempt TRICARE beneficiaries under the age...

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

NASA Astrophysics Data System (ADS)

Wijaya, E. R.; Irianto, D.

2018-03-01

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

Complementary competencies: public health and health sciences librarianship

PubMed Central

Banks, Marcus A.; Cogdill, Keith W.; Selden, Catherine R.; Cahn, Marjorie A.

2005-01-01

Objectives: The authors sought to identify opportunities for partnership between the communities of public health workers and health sciences librarians. Methods: The authors review competencies in public health and health sciences librarianship. They highlight previously identified public health informatics competencies and the Medical Library Association's essential areas of knowledge. Based on points of correspondence between the two domains, the authors identify specific opportunities for partnership. Results: The points of correspondence between public health and health sciences librarianship are reflected in several past projects involving both communities. These previous collaborations and the services provided by health sciences librarians at many public health organizations suggest that some health sciences librarians may be considered full members of the public health workforce. Opportunities remain for productive collaboration between public health workers and health sciences librarians. Conclusions: Drawing on historical and contemporary experience, this paper presents an initial framework for forming collaborations between health sciences librarians and members of the public health workforce. This framework may stimulate thinking about how to form additional partnerships between members of these two communities. PMID:16059423

Competency-Based Faculty Development in Community-Engaged Scholarship: A Diffusion of Innovation Approach

ERIC Educational Resources Information Center

Jordan, Catherine; Doherty, William J.; Jones-Webb, Rhonda; Cook, Nancy; Dubrow, Gail; Mendenhall, Tai J.

2012-01-01

The authors utilized interviews, competency surveys, and document review to evaluate the effectiveness of a one-year, cohort-based faculty development pilot program, grounded in diffusion of innovations theory, and aimed at increasing competencies in community engagement and community-engaged scholarship. Five innovator participants designed the…

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

PubMed

Jogerst, Kristen; Callender, Brian; Adams, Virginia; Evert, Jessica; Fields, Elise; Hall, Thomas; Olsen, Jody; Rowthorn, Virginia; Rudy, Sharon; Shen, Jiabin; Simon, Lisa; Torres, Herica; Velji, Anvar; Wilson, Lynda L

2015-01-01

At the 2008 inaugural meeting of the Consortium of Universities for Global Health (CUGH), participants discussed the rapid expansion of global health programs and the lack of standardized competencies and curricula to guide these programs. In 2013, CUGH appointed a Global Health Competency Subcommittee and charged this subcommittee with identifying broad global health core competencies applicable across disciplines. The purpose of this paper is to describe the Subcommittee's work and proposed list of interprofessional global health competencies. After agreeing on a definition of global health to guide the Subcommittee's work, members conducted an extensive literature review to identify existing competencies in all fields relevant to global health. Subcommittee members initially identified 82 competencies in 12 separate domains, and proposed four different competency levels. The proposed competencies and domains were discussed during multiple conference calls, and subcommittee members voted to determine the final competencies to be included in two of the four proposed competency levels (global citizen and basic operational level - program oriented). The final proposed list included a total of 13 competencies across 8 domains for the Global Citizen Level and 39 competencies across 11 domains for the Basic Operational Program-Oriented Level. There is a need for continued debate and dialog to validate the proposed set of competencies, and a need for further research to identify best strategies for incorporating these competencies into global health educational programs. Future research should focus on implementation and evaluation of these competencies across a range of educational programs, and further delineating the competencies needed across all four proposed competency levels. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

75 FR 43791 - Delegation of Certain Functions Under Section 3134 of the National Defense Authorization Act for...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-26

..., Subtitle D of the National Defense Authorization Act for Fiscal Year 2010) #0; #0; #0; Presidential Documents #0; #0; #0;#0;Federal Register / Vol. 75, No. 142 / Monday, July 26, 2010 / Presidential Documents#0;#0; #0; #0;Title 3-- #0;The President [[Page 43793

Weaving latino cultural concepts into Preparedness Core Competency training.

PubMed

Riley-Jacome, Mary; Parker, Blanca Angelica Gonzalez; Waltz, Edward C

2014-01-01

The New York • New Jersey Preparedness and Emergency Response Learning Center (NY•NJ PERLC) is one of 14 Centers funded by the Centers for Disease Control and Prevention designed to address the preparedness and response training and education needs of the public health workforce. One of the important niches, or focus areas for the Center, is training to improve the capacity of public health workers to respond with competence to the needs of vulnerable populations. During every phase of a disaster, racial and ethnic minorities, including Latinos, suffer worse outcomes than the general population. Communities with diverse cultural origins and limited English speakers often present more complex issues during public health emergencies. Training that incorporates cultural concepts into the Preparedness Core Competencies may improve the ability of public health workers to engage the Latino community in preparedness activities and ultimately improve outcomes during disasters. This article describes initiatives undertaken by the NY•NJ PERLC to improve the capacity of the public health workforce to respond competently to the needs of Latino populations. In 2012, the Center collaborated with national, state, and local partners to develop a nationwide broadcast founded on the Preparedness Core Competencies, Latinos During Emergencies: Cultural Considerations Impacting Disaster Preparedness. The widely viewed broadcast (497 sites in 47 states and 13 nations) highlighted the commonalities and differences within Latino culture that can impact emergency preparedness and response and outlined practical strategies to enhance participation. The success of the broadcast spurred a number of partner requests for training and technical assistance. Lessons learned from these experiences, including our "undercover" work at local Points of Dispensing, are incorporated into subsequent interactive trainings to improve the competency of public health workers. Participants recommended

CULTURAL COMPETENCE AND PSYCHOTHERAPY: APPLYING ANTHROPOLOGICALLY INFORMED CONCEPTIONS OF CULTURE

PubMed Central

Lakes, Kimberley; López, Steven R.; Garro, Linda C.

2013-01-01

The authors apply two contemporary notions of culture to advance the conceptual basis of cultural competence in psychotherapy: Kleinman’s (1995) definition of culture as what is at stake in local, social worlds, and Mattingly and Lawlor’s (2001) concept of shared narratives between practitioners and patients. The authors examine these cultural constructs within a clinical case of an immigrant family caring for a young boy with an autism-spectrum disorder. Their analysis suggests that the socially based model of culture and the concept of shared narratives have the potential to broaden and enrich the definition of cultural competence beyond its current emphasis on the presumed cultural differences of specific racial and ethnic minority groups. PMID:22122131

Competency Analytics Tool: Analyzing Curriculum Using Course Competencies

ERIC Educational Resources Information Center

Gottipati, Swapna; Shankararaman, Venky

2018-01-01

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

A project to establish a skills competency matrix for EU nurses.

PubMed

Cowan, David T; Norman, Ian J; Coopamah, Vinoda P

Enhanced nurse workforce mobility in the European Union (EU) is seen as a remedy to shortages of nurses in some EU countries and a surplus in others. However, knowledge of differences in competence, culture, skill levels and working practices of nursing staff throughout EU countries is not fully documented because currently no tangible method exists to enable comparison. The European Healthcare Training and Accreditation Network (EHTAN) project intends to address this problem by establishing an assessment and evaluation methodology through the compilation of a skills competency matrix. To this end, subsequent to a review of documentation and literature on nursing competence definition and assessment, two versions of a nursing competence self-assessment questionnaire tool have been developed. The final competence matrix will be translated and disseminated for transnational use and it is hoped that this will inform EU and national policies on the training requirements of nurses and nursing mobility and facilitate the promotion of EU-wide recognition of nursing qualifications.

Addiction Counseling Competencies: The Knowledge, Skills, and Attitudes of Professional Practice. Technical Assistance Publication Series.

ERIC Educational Resources Information Center

1999

This document presents knowledge, skills, and attitudes that are needed for achieving and practicing the competencies listed in Addiction Counseling Competencies, as written by the National Curriculum Committee of the Addiction Technology Transfer Center Program. The document is intended to provide guidance for the professional treatment of…

Building a Competency-Based Curriculum Architecture to Educate 21st-Century Business Practitioners

ERIC Educational Resources Information Center

Chyung, Seung Youn; Stepich, Donald; Cox, David

2006-01-01

Competency-based instruction can be applied to a military setting, an academic program, or a corporate environment with a focus on producing performance-based learning outcomes. In this article, the authors provide theoretical and practical information about underlying characteristics of competencies and explain how the Department of Instructional…

Adjudicative Competence

PubMed Central

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

2008-01-01

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

The Haiti Medical Education Project: development and analysis of a competency based continuing medical education course in Haiti through distance learning.

PubMed

Battat, Robert; Jhonson, Marc; Wiseblatt, Lorne; Renard, Cruff; Habib, Laura; Normil, Manouchka; Remillard, Brian; Brewer, Timothy F; Sacajiu, Galit

2016-10-19

Recent calls for reform in healthcare training emphasize using competency-based curricula and information technology-empowered learning. Continuing Medical Education programs are essential in maintaining physician accreditation. Haitian physicians have expressed a lack access to these activities. The Haiti Medical Education Project works in alliance with Haitian medical leadership, faculty and students to support the Country's medical education system. We present the creation, delivery and evaluation of a competency-based continuing medical education curriculum for physicians in rural Haiti. Real time lectures from local and international institutions were teleconferenced to physicians in remote Haitian sites using VidyoConferencing™ technology. With American Academy of Family Physicians (AAFP) and College of Family Physicians Canada (CFPC) guidelines as references, a competency-derived syllabus was created for a Haitian continuing medical education program. The resulting educational goals were reviewed by a committee of Haitian and North American physician/medical education practitioners to reflect local needs. All authors reviewed lectures and then conferred to establish agreement on competencies presented for each lecture. Sixty-seven lectures were delivered. Human immunodeficiency virus/Acquired Immunodeficiency Syndrome, ophthalmologic, infectious diseases, renal and endocrine competencies were well-represented, with more than 50 % of the joint AAFP and CFPC recommended competencies outlined. Areas under-represented included allergy and immunology, cardiology, surgery, pain management, gastroenterology, neurology, pulmonology, men's health and rheumatology; these topics accounted for less than 25 % of AAFP/CFPC recommended competencies. Areas not covered included geriatrics, nutrition, occupational health and women's health. Within practice-based lectures, only disaster medicine, health promotion and information management were included, but only partially

32 CFR 344.6 - Authorities.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 2 2011-07-01 2011-07-01 false Authorities. 344.6 Section 344.6 National Defense Department of Defense (Continued) OFFICE OF THE SECRETARY OF DEFENSE (CONTINUED) ORGANIZATIONAL CHARTERS ASSISTANT SECRETARY OF DEFENSE FOR RESERVE AFFAIRS (ASD(RA)) § 344.6 Authorities. The ASD(RA) is...

32 CFR 344.6 - Authorities.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 2 2010-07-01 2010-07-01 false Authorities. 344.6 Section 344.6 National Defense Department of Defense (Continued) OFFICE OF THE SECRETARY OF DEFENSE (CONTINUED) ORGANIZATIONAL CHARTERS ASSISTANT SECRETARY OF DEFENSE FOR RESERVE AFFAIRS (ASD(RA)) § 344.6 Authorities. The ASD(RA) is...

What Program Managers Need to Know: A New Book to Accelerate Acquisition Competence

DTIC Science & Technology

2015-02-01

FEB 2015 2. REPORT TYPE 3. DATES COVERED 00-00-2015 to 00-00-2015 4. TITLE AND SUBTITLE What Program Managers Need to Know: A New Book to...Accelerate Acquisition Competence 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER 5f...ANSI Std Z39-18 What Program Managers Need to Know A New Book to Accelerate Acquisition Competence Col. William T. Cooley n Brian C. Ruhm Cooley is

Identifying public health competencies relevant to family medicine.

PubMed

Harvey, Bart J; Moloughney, Brent W; Iglar, Karl T

2011-10-01

Public health situations faced by family physicians and other primary care practitioners, such as severe acute respiratory syndrome (SARS) and more recently H1N1, have resulted in an increased interest to identify the public health competencies relevant to family medicine. At present there is no agreed-on set of public health competencies delineating the knowledge and skills that family physicians should possess to effectively face diverse public health challenges. Using a multi-staged, iterative process that included a detailed literature review, the authors developed a set of public health competencies relevant to primary care, identifying competencies relevant across four levels, from "post-MD" to "enhanced." Feedback from family medicine and public health educator-practitioners regarding the set of proposed "essential" competencies indicated the need for a more limited, feasible set of "priority" areas to be highlighted during residency training. This focused set of public health competencies has begun to guide relevant components of the University of Toronto's Family Medicine Residency Program curriculum, including academic half-days; clinical experiences, especially identifying "teachable moments" during patient encounters; resident academic projects; and elective public health agency placements. These competencies will also be used to guide the development of a family medicine-public health primer and faculty development sessions to support family medicine faculty facilitating residents to achieve these competencies. Once more fully implemented, an evaluation will be initiated to determine the degree to which these public health competencies are being achieved by family medicine graduates, especially whether they attained the knowledge, skills, and confidence necessary to effectively face diverse public health situations-from common to emergent. Copyright © 2011 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Using a Delphi process to establish consensus on emergency medicine clerkship competencies.

PubMed

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

2011-01-01

Currently, there is no consensus on the core competencies required for emergency medicine (EM) clerkships in Canada. Existing EM curricula have been developed through informal consensus or local efforts. The Delphi process has been used extensively as a means for establishing consensus. The purpose of this project was to define core competencies for EM clerkships in Canada, to validate a Delphi process in the context of national curriculum development, and to demonstrate the adoption of the CanMEDS physician competency paradigm in the undergraduate medical education realm. Using a modified Delphi process, we developed a consensus amongst a panel of expert emergency physicians from across Canada utilizing the CanMEDS 2005 Physician Competency Framework. Thirty experts from nine different medical schools across Canada participated on the panel. The initial list consisted of 152 competencies organized in the seven domains of the CanMEDS 2005 Physician Competency Framework. After the second round of the Delphi process, the list of competencies was reduced to 62 (59% reduction). This study demonstrated that a modified Delphi process can result in a strong consensus around a realistic number of core competencies for EM clerkships. We propose that such a method could be used by other medical specialties and health professions to develop rotation-specific core competencies.

32 CFR 842.102 - Delegations of authority.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 6 2011-07-01 2011-07-01 false Delegations of authority. 842.102 Section 842.102 National Defense Department of Defense (Continued) DEPARTMENT OF THE AIR FORCE CLAIMS AND... Delegations of authority. This paragraph outlines the levels of authority authorized to settle claims brought...

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.

International Relations: Understanding the Behavior of Nations.

ERIC Educational Resources Information Center

Zack, David R.; And Others

In today's world, no nation acts in isolation; the interdependence of nations makes international relations complex and ever-changing. This book is designed to help students understand why nations compete, why they cooperate, and why they sometimes go to war. Chapter 1 examines the behavior of nations and how national interest dictates the…

Using tipping points of emotional intelligence and cognitive competencies to predict financial performance of leaders.

PubMed

Boyatzis, Richard E

2006-01-01

Competencies have been shown to differentiate outstanding managers and leaders from their less effective counterparts. Some of the competencies related to effectiveness reflect cognitive intelligence, but many of them are behavioral manifestations of emotional intelligence. Meanwhile, the performance measures used have often been an approximation of effectiveness. A study of leaders in a multi-national, consulting company shows that the frequency with which they demonstrate a variety of competencies, as seen by others, predicts financial performance in the seven quarters following the competency assessment. This, like other studies only clarify which competencies are necessary for outstanding performance. Borrowing from complexity theory, a tipping point analysis allows examination of how much of the competency is sufficient for outstanding performance. Using the tipping point analysis shows an even greater impact of competencies on the financial performance measures of the leaders in the study. The emotional intelligence competencies constituted most (i.e., 13/14) of the validated competencies predicting financial performance.

Teachers' Conceptualization and Enactment of Twenty-First Century Competences: Exploring Dimensions for New Curricula

ERIC Educational Resources Information Center

van de Oudeweetering, Karmijn; Voogt, Joke

2018-01-01

Despite the advocated importance of twenty-first century competences in education, it appears that they are not systematically integrated in national curricula, school curricula and classroom activities. Potential explanations can be found in the current ambiguity of definitions for twenty-first century competences and the absence of educational…

Decision-Making Competence in Biology Education: Implementation into German Curricula in Relation to International Approaches

ERIC Educational Resources Information Center

Steffen, Benjamin; Hößle, Corinna

2014-01-01

The integration of decision-making competence or comparable constructs into science education has been strongly enforced during the last twenty years. Germany captured the tendency with the introduction of national standards for science education that included a domain that refers to decision-making competence. This domain--"evaluation and…

Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade

ERIC Educational Resources Information Center

Russell, Beth S.; Lee, Jungeun Olivia; Spieker, Susan; Oxford, Monica L.

2016-01-01

The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis…

32 CFR 13.2 - Authority.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 1 2010-07-01 2010-07-01 false Authority. 13.2 Section 13.2 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE MILITARY COMMISSIONS RESPONSIBILITIES OF THE CHIEF DEFENSE COUNSEL, DETAILED DEFENSE COUNSEL, AND CIVILIAN DEFENSE COUNSEL § 13.2 Authority. This part is...

32 CFR 13.2 - Authority.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 1 2011-07-01 2011-07-01 false Authority. 13.2 Section 13.2 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE MILITARY COMMISSIONS RESPONSIBILITIES OF THE CHIEF DEFENSE COUNSEL, DETAILED DEFENSE COUNSEL, AND CIVILIAN DEFENSE COUNSEL § 13.2 Authority. This part is...

32 CFR 13.2 - Authority.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 32 National Defense 1 2013-07-01 2013-07-01 false Authority. 13.2 Section 13.2 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE MILITARY COMMISSIONS RESPONSIBILITIES OF THE CHIEF DEFENSE COUNSEL, DETAILED DEFENSE COUNSEL, AND CIVILIAN DEFENSE COUNSEL § 13.2 Authority. This part is...

32 CFR 287.3 - Authority.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 2 2010-07-01 2010-07-01 false Authority. 287.3 Section 287.3 National Defense Department of Defense (Continued) OFFICE OF THE SECRETARY OF DEFENSE (CONTINUED) FREEDOM OF INFORMATION ACT PROGRAM DEFENSE INFORMATION SYSTEMS AGENCY FREEDOM OF INFORMATION ACT PROGRAM § 287.3 Authority. This part...

32 CFR 316.3 - Authority.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 2 2010-07-01 2010-07-01 false Authority. 316.3 Section 316.3 National Defense Department of Defense (Continued) OFFICE OF THE SECRETARY OF DEFENSE (CONTINUED) PRIVACY PROGRAM DEFENSE INFORMATION SYSTEMS AGENCY PRIVACY PROGRAM § 316.3 Authority. This part is published in accordance with the...

32 CFR 9.8 - Authority.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 1 2010-07-01 2010-07-01 false Authority. 9.8 Section 9.8 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE MILITARY COMMISSIONS PROCEDURES FOR TRIALS BY MILITARY COMMISSIONS OF CERTAIN NON-UNITED STATES CITIZENS IN THE WAR AGAINST TERRORISM § 9.8 Authority...

Social media in public health: an analysis of national health authorities and leading causes of death in Spanish-speaking Latin American and Caribbean countries.

PubMed

Novillo-Ortiz, David; Hernández-Pérez, Tony

2017-02-03

Information and communications technologies, like social media, have the potential to reduce some barriers in disease prevention and control in the Americas. National health authorities can use these technologies to provide access to reliable and quality health information. A study was conducted to analyze availability of information about the leading causes of death on social media channels of national health authorities in 18 Spanish-speaking Latin American and Caribbean countries. We gathered data of national health authorities's institutional presence in social media. Exploratory-descriptive research was useful for analysis and interpretation of the data collected. An analysis was carried out for 6 months, from April 1 to September 30, 2015. Sixteen of the 18 countries studied have institutional presences on social media. National health authorities have a presence in an average of almost three platforms (2.8%). An average of 1% of the populations with Internet access across the 18 countries in this study follows national health authorities on social media (approximately, an average of 0.3% of the total population of the countries under study). On average, information on 3.2 of the 10 leading causes of death was posted on the national health authorities' Facebook pages, and information on 2.9 of the 10 leading causes of death was posted on their Twitter profiles. Additionally, regarding public health expenditures and the possibility of retrieving information on the leading causes of death, an apparent negative correlation exists in the case of Facebook, r(13) = -.54, P = .03 and a weak negative correlation in the case of Twitter, r(14) = -.26, P = .31, for the countries with presences in those networks. National health authorities can improve their role in participating in conversations on social media regarding the leading causes of death affecting their countries. Taking into account Internet accessibility levels in the countries under study

Accounting for competing risks in randomized controlled trials: a review and recommendations for improvement.

PubMed

Austin, Peter C; Fine, Jason P

2017-04-15

In studies with survival or time-to-event outcomes, a competing risk is an event whose occurrence precludes the occurrence of the primary event of interest. Specialized statistical methods must be used to analyze survival data in the presence of competing risks. We conducted a review of randomized controlled trials with survival outcomes that were published in high-impact general medical journals. Of 40 studies that we identified, 31 (77.5%) were potentially susceptible to competing risks. However, in the majority of these studies, the potential presence of competing risks was not accounted for in the statistical analyses that were described. Of the 31 studies potentially susceptible to competing risks, 24 (77.4%) reported the results of a Kaplan-Meier survival analysis, while only five (16.1%) reported using cumulative incidence functions to estimate the incidence of the outcome over time in the presence of competing risks. The former approach will tend to result in an overestimate of the incidence of the outcome over time, while the latter approach will result in unbiased estimation of the incidence of the primary outcome over time. We provide recommendations on the analysis and reporting of randomized controlled trials with survival outcomes in the presence of competing risks. © 2017 The Authors. Statistics in Medicine published by John Wiley & Sons Ltd. © 2017 The Authors. Statistics in Medicine published by John Wiley & Sons Ltd.

Psychiatric Residents' Views of Quality of Psychotherapy Training and Psychotherapy Competencies: A Multisite Survey

ERIC Educational Resources Information Center

Calabrese, Christina; Sciolla, Andres; Zisook, Sidney; Bitner, Robin; Tuttle, Jeffrey; Dunn, Laura B.

2010-01-01

Objective: Few studies of residents' attitudes toward psychotherapy training exist. The authors examined residents' perceptions of the quality of their training, support for training, their own competence levels, and associations between self-perceived competence and perceptions of the training environment. Methods: An anonymous, web-based…

Early mathematical competencies and later achievement: insights from the Longitudinal Study of Australian Children

NASA Astrophysics Data System (ADS)

MacDonald, Amy; Carmichael, Colin

2017-11-01

International research suggests that early mathematical competence predicts later mathematical achievement. In this article, we explore the relationship between mathematical competencies at 4-5 years, as measured by teacher ratings, and later results on Years 3, 5, 7 and 9 National Assessment Program - Literacy and Numeracy (NAPLAN) numeracy tests. Data from a nationally representative sample of 2343 children participating in the Longitudinal Study of Australian Children (LSAC) are examined. In line with international studies, we report moderate correlations between preschool-entry mathematics and later NAPLAN numeracy test results. However, analysis of individual growth trajectories indicates that early mathematics predicts the initial (Year 3) level, but not subsequent growth. This suggests that early mathematical competencies are important for enhancing achievement in early schooling, but that the quality of mathematics education provided in the schooling years is critical for future development.

32 CFR 766.3 - Authority.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 5 2011-07-01 2011-07-01 false Authority. 766.3 Section 766.3 National Defense Department of Defense (Continued) DEPARTMENT OF THE NAVY MISCELLANEOUS RULES USE OF DEPARTMENT OF THE NAVY AVIATION FACILITIES BY CIVIL AIRCRAFT § 766.3 Authority. Section 1107(a) of the Federal Aviation Act of...

32 CFR 766.3 - Authority.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 5 2010-07-01 2010-07-01 false Authority. 766.3 Section 766.3 National Defense Department of Defense (Continued) DEPARTMENT OF THE NAVY MISCELLANEOUS RULES USE OF DEPARTMENT OF THE NAVY AVIATION FACILITIES BY CIVIL AIRCRAFT § 766.3 Authority. Section 1107(a) of the Federal Aviation Act of...

Essential competencies in entry-level pediatric physical therapy education.

PubMed

Rapport, Mary Jane; Furze, Jennifer; Martin, Kathy; Schreiber, Joe; Dannemiller, Lisa A; Dibiasio, Paula A; Moerchen, Victoria A

2014-01-01

The Section on Pediatrics (SoP) convened an Education Summit in July 2012 to examine, discuss, and respond to documented inconsistencies and challenges in teaching pediatric physical therapy (PT) content in entry-level professional education programs. Despite previous attempts by the SoP to provide guidance around teaching pediatric PT, variability continued to be extensive across programs. This article presents the core competencies developed out of the Summit to inform pediatric content in the entry-level PT curriculum. In addition, the core competencies were linked to teaching strategies, learning activities, assessment outcomes, and curricular structures. Consensus was reached on 5 core competencies that represent a knowledge base essential to all graduates of PT programs. In contrast to prior SoP documents, these competencies were specifically designed to focus on knowledge and skills unique to pediatric practice but essential for all graduates of accredited entry-level PT education programs. For more insights from the authors, see Supplemental Digital Content 1, at http://links.lww.com/PPT/A50.

Influence of a National Cancer Institute transdisciplinary research and training initiative on trainees' transdisciplinary research competencies and scholarly productivity.

PubMed

Vogel, Amanda L; Feng, Annie; Oh, April; Hall, Kara L; Stipelman, Brooke A; Stokols, Daniel; Okamoto, Janet; Perna, Frank M; Moser, Richard; Nebeling, Linda

2012-12-01

Over the past several decades, there has been burgeoning interest and investment in large transdisciplinary (TD) team science initiatives that aim to address complex societal problems. Despite this trend, TD training opportunities in the health sciences remain limited, and evaluations of these opportunities are even more uncommon due to funding constraints. We had the unique opportunity to conduct an exploratory study to examine the potential outcomes and impacts of TD training in a National Cancer Institute-supported initiative for TD research and training-the Transdisciplinary Research on Energetics and Cancer I (TREC I) initiative. This study used a retrospective mixed-methods approach leveraging secondary analysis of existing data sources to learn about TREC trainees' experiences with TREC training, TD research competencies, changes in scholarly productivity, and the associations among these domains. Results indicated that, on average, TREC trainees were satisfied with their TREC mentoring experiences and believed that TREC training processes were effective, in general. Participation in TREC training was associated with TD research competencies, including TD research orientation, positive general attitude toward TD training, development of scientific skills for TD research, and intrapersonal/interpersonal competencies for collaboration. There was also a significant increase in trainees' scholarly productivity from before to after starting in TREC training, as indicated by average annual number of publications and presentations and average number of coauthors per publication. Perceived effectiveness of TREC training was positively correlated with change in average annual number of research presentations from before to after starting in TREC training (r = 0.65, p < 0.05, N = 12), as well as TD research orientation (r = 0.36, p < 0.05), general attitude toward TD training (0.39, p < 0.05), scientific skills for TD research (r = 0

Interprofessional Competencies in Integrative Primary Healthcare

PubMed Central

Brooks, Audrey J.; Maizes, Victoria; Goldblatt, Elizabeth; Klatt, Maryanna; Koithan, Mary S.; Kreitzer, Mary Jo; Lee, Jeannie K.; Lopez, Ana Marie; McClafferty, Hilary; Rhode, Robert; Sandvold, Irene; Saper, Robert; Taren, Douglas; Wells, Eden; Lebensohn, Patricia

2015-01-01

In October 2014, the National Center for Integrative Primary Healthcare (NCIPH) was launched as a collaboration between the University of Arizona Center for Integrative Medicine and the Academic Consortium for Integrative Health and Medicine and supported by a grant from the Health Resources and Services Administration. A primary goal of the NCIPH is to develop a core set of integrative healthcare (IH) competencies and educational programs that will span the interprofessional primary care training and practice spectra and ultimately become a required part of primary care education. This article reports on the first phase of the NCIPH effort, which focused on the development of a shared set of competencies in IH for primary care disciplines. The process of development, refinement, and adoption of 10 “meta-competencies” through a collaborative process involving a diverse interprofessional team is described. Team members represent nursing, the primary care medicine professions, pharmacy, public health, acupuncture, naturopathy, chiropractic, nutrition, and behavioral medicine. Examples of the discipline-specific sub-competencies being developed within each of the participating professions are provided, along with initial results of an assessment of potential barriers and facilitators of adoption within each discipline. The competencies presented here will form the basis of a 45-hour online curriculum produced by the NCIPH for use in primary care training programs that will be piloted in a wide range of programs in early 2016 and then revised for wider use over the following year. PMID:26421232

32 CFR 16.2 - Authority.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 1 2011-07-01 2011-07-01 false Authority. 16.2 Section 16.2 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE MILITARY COMMISSIONS SENTENCING § 16.2 Authority. This part is issued pursuant to 32 CFR 9.7(a) and in accordance with Military Order of November 13...

32 CFR 16.2 - Authority.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 32 National Defense 1 2012-07-01 2012-07-01 false Authority. 16.2 Section 16.2 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE MILITARY COMMISSIONS SENTENCING § 16.2 Authority. This part is issued pursuant to 32 CFR 9.7(a) and in accordance with Military Order of November 13...

32 CFR 14.2 - Authority.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 32 National Defense 1 2012-07-01 2012-07-01 false Authority. 14.2 Section 14.2 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE MILITARY COMMISSIONS QUALIFICATION OF CIVILIAN DEFENSE COUNSEL § 14.2 Authority. This part is issued pursuant to 32 CFR 9.7(a) and in accordance with...

32 CFR 14.2 - Authority.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 1 2010-07-01 2010-07-01 false Authority. 14.2 Section 14.2 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE MILITARY COMMISSIONS QUALIFICATION OF CIVILIAN DEFENSE COUNSEL § 14.2 Authority. This part is issued pursuant to 32 CFR 9.7(a) and in accordance with...

32 CFR 16.2 - Authority.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 32 National Defense 1 2013-07-01 2013-07-01 false Authority. 16.2 Section 16.2 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE MILITARY COMMISSIONS SENTENCING § 16.2 Authority. This part is issued pursuant to 32 CFR 9.7(a) and in accordance with Military Order of November 13...

32 CFR 16.2 - Authority.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 1 2010-07-01 2010-07-01 false Authority. 16.2 Section 16.2 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE MILITARY COMMISSIONS SENTENCING § 16.2 Authority. This part is issued pursuant to 32 CFR 9.7(a) and in accordance with Military Order of November 13...

32 CFR 14.2 - Authority.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 1 2011-07-01 2011-07-01 false Authority. 14.2 Section 14.2 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE MILITARY COMMISSIONS QUALIFICATION OF CIVILIAN DEFENSE COUNSEL § 14.2 Authority. This part is issued pursuant to 32 CFR 9.7(a) and in accordance with...

32 CFR 14.2 - Authority.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 32 National Defense 1 2013-07-01 2013-07-01 false Authority. 14.2 Section 14.2 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE MILITARY COMMISSIONS QUALIFICATION OF CIVILIAN DEFENSE COUNSEL § 14.2 Authority. This part is issued pursuant to 32 CFR 9.7(a) and in accordance with...

The development of a competency framework for pharmacists providing cancer services.

PubMed

Carrington, Christine; Weir, Janet; Smith, Peter

2011-09-01

Health practitioners should possess relevant, up to date skills and be able to perform within their required scope of practice to ensure that they are competent. Maintaining the competency of health care professionals is a key principle of clinical governance and risk management. The aim of this project was to develop a competency framework for pharmacists providing pharmaceutical care to cancer patients. An initial draft framework was developed based on existing documentation and adapted to the needs of Queensland Health (QH) facilities. Pharmacists in QH and interstate were asked to review the framework for content and applicability. Cancer care pharmacists in QH were invited to evaluate and score the usefulness and relevance of the final framework. The framework consists of competency clusters, which describe core activities within three areas: patient care competencies, knowledge competencies, and advanced level competencies. The characteristics of the levels of practice at foundation, advanced, and consultant are defined. Twelve pharmacists evaluated the framework by self-assessing their own practice. Respondents reported that the framework was very to somewhat reflective of what they usually do and gave overall support for the content and applicability to practice. The framework has been developed using national and international documents and the input of experienced practitioners across Australia. It represents a set of key competencies for the pharmaceutical delivery of cancer care. The next essential step of the competency framework is to implement and integrate the framework into practice and to develop accompanying training tools.

Can Source Triangulation Be Used to Overcome Limitations of Self-Assessments? Assessing Educational Needs and Professional Competence of Pharmacists Practicing in Qatar.

PubMed

Kheir, Nadir; Al-Ismail, Muna Said; Al-Nakeeb, Reem

2017-01-01

Continuing professional development activities should be designed to meet the identified personal goals of the learner. This article aims to explore the self-perceived competency levels and the professional educational needs of pharmacists in Qatar and to compare these with observations of pharmacy students undergoing experiential training in pharmacies (students) and pharmacy academics, directors, and managers (managers). Three questionnaires were developed and administered to practicing pharmacists, undergraduate pharmacy students who have performed structured experiential training rotations in multiple pharmacy outlets in Qatar and pharmacy managers. The questionnaires used items extracted from the National Association of Pharmacy Regulatory Authorities (NAPRA) Professional competencies for Canadian pharmacists at entry to practice and measured self- and observed pharmacists' competency and satisfaction with competency level. Training and educational needs were similar between the pharmacists and observers, although there was trend for pharmacists to choose more fact-intensive topics compared with observers whose preferences were toward practice areas. There was no association between the competency level of pharmacists as perceived by observers and as self-assessed by pharmacists (P ≤ .05). Pharmacists' self-assessed competency level was consistently higher than that reported by students (P ≤ .05). The results suggest that the use of traditional triangulation might not be sufficient to articulate the professional needs and competencies of practicing pharmacists as part of a strategy to build continuing professional development programs. Pharmacists might have a limited ability to accurately self-assess, and observer assessments might be significantly different from self-assessments which present a dilemma on which assessment to consider closer to reality. The processes currently used to evaluate competence may need to be enhanced through the use of well

Higher specialty training in genitourinary medicine: A curriculum competencies-based approach.

PubMed

Desai, Mitesh; Davies, Olubanke; Menon-Johansson, Anatole; Sethi, Gulshan Cindy

2018-01-01

Specialty trainees in genitourinary medicine (GUM) are required to attain competencies described in the GUM higher specialty training curriculum by the end of their training, but learning opportunities available may conflict with service delivery needs. In response to poor feedback on trainee satisfaction surveys, a four-year modular training programme was developed to achieve a curriculum competencies-based approach to training. We evaluated the clinical opportunities of the new programme to determine: (1) Whether opportunity cost of training to service delivery is justifiable; (2) Which competencies are inadequately addressed by direct clinical opportunities alone and (3) Trainee satisfaction. Local faculty and trainees assessed the 'usefulness' of the new modular programme to meet each curriculum competence. The annual General Medical Council (GMC) national training survey assessed trainee satisfaction. The clinical opportunities provided by the modular training programme were sufficiently useful for attaining many competencies. Trainee satisfaction as captured by the GMC survey improved from two reds pre- to nine greens post-intervention on a background of rising clinical activity in the department. The curriculum competencies-based approach to training offers an objective way to balance training with service provision and led to an improvement in GMC survey satisfaction.

The scholar role in the National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education (NKLM) compared to other international frameworks.

PubMed

Hautz, Stefanie C; Hautz, Wolf E; Keller, Niklas; Feufel, Markus A; Spies, Claudia

2015-01-01

In Germany, a national competence based catalogue of learning objectives in medicine (NKLM) was developed by the Society for Medical Education and the Council of Medical Faculties. As many of its international counterparts the NKLM describes the qualifications of medical school graduates. The definition of such outcome frameworks indents to make medical education transparent to students, teachers and society. The NKLM aims to amend existing lists of medical topics for assessment with learnable competencies. All outcome frameworks are structured into chapters, domains or physician roles. The definition of the scholar-role poses a number of questions such as: What distinguishes necessary qualifications of a scientifically qualified physician from those of a medical scientist? 13 outcome frameworks were identified through a systematic three-step literature review and their content compared to the scholar role in the NKLM by means of a qualitative text analysis. The three steps consist of (1) search for outcome frameworks, (2) in- and exclusion, and (3) data extraction, categorization, and validation. The results were afterwards matched with the scholar role of the NKLM. Extracted contents of all frameworks may be summarized into the components Common Basics, Clinical Application, Research, Teaching and Education, and Lifelong Learning. Compared to the included frameworks the NKLM emphasises competencies necessary for research and teaching while clinical application is less prominently mentioned. The scholar role of the NKLM differs from other international outcome frameworks. Discussing these results shall increase propagation and understanding of the NKLM and thus contribute to the qualification of future medical graduates in Germany.

Sorting It Out: Cultural Competency and Healthcare Literacy in the World Today.

PubMed

Karnick, Paula M

2016-04-01

Healthcare literacy and cultural competence are necessary components in keeping patients informed. Nurses are the foundation of healthcare and pivotal in creating trusting relationships with patients by sharing information. Respect is key in developing a tailored approach to individuals' healthcare literacy and nurses' cultural competence. In practice, the consequence of understanding healthcare literacy and being culturally competent should not be understated. Whether on a mission trip to another country or working in a clinic in the United States, diverse cultures abound. While a person from a particular culture may have some of the same beliefs of others in a culture, the breadth of expression of culture, personal beliefs, and worldview may be vastly different. Humans express themselves in unique ways even within cultures. Seeking ways to understand one another is vital not only in healthcare but in all aspects of life. © The Author(s) 2016.

The opportunities and ethics of big data: practical priorities for a national Council of Data Ethics.

PubMed

Varley-Winter, Olivia; Shah, Hetan

2016-12-28

In order to generate the gains that can come from analysing and linking big datasets, data holders need to consider the ethical frameworks, principles and applications that help to maintain public trust. In the USA, the National Science Foundation helped to set up a Council for Big Data, Ethics and Society, of which there is no equivalent in the UK. In November 2015, the Royal Statistical Society convened a workshop of 28 participants from government, academia and the private sector, and discussed the practical priorities that might be assisted by a new Council of Data Ethics in the UK. This article draws together the views from that meeting. Priorities for policy-makers and others include seeking a public mandate and informing the terms of the social contract for use of data; building professional competence and due diligence on data protection; appointment of champions who are competent to address public concerns; and transparency, across all dimensions. For government data, further priorities include improvements to data access, and development of data infrastructure. In conclusion, we support the establishment of a national Data Ethics Council, alongside wider and deeper engagement of the public to address data ethics dilemmas.This article is part of the themed issue 'The ethical impact of data science'. © 2016 The Author(s).

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

Competency-Based Medical Education in the Internal Medicine Clerkship: A Report From the Alliance for Academic Internal Medicine Undergraduate Medical Education Task Force.

PubMed

Fazio, Sara B; Ledford, Cynthia H; Aronowitz, Paul B; Chheda, Shobhina G; Choe, John H; Call, Stephanie A; Gitlin, Scott D; Muntz, Marty; Nixon, L James; Pereira, Anne G; Ragsdale, John W; Stewart, Emily A; Hauer, Karen E

2018-03-01

As medical educators continue to redefine learning and assessment across the continuum, implementation of competency-based medical education in the undergraduate setting has become a focus of many medical schools. While standards of competency have been defined for the graduating student, there is no uniform approach for defining competency expectations for students during their core clerkship year. The authors describe the process by which an Alliance for Academic Internal Medicine task force developed a paradigm for competency-based assessment of students during their inpatient internal medicine (IM) clerkship. Building on work at the resident and fellowship levels, the task force focused on the development of key learning outcomes as defined by entrustable professional activities (EPAs) that were specific to educational experiences on the IM clerkship, as well as identification of high-priority assessment domains. The work was informed by a national survey of clerkship directors.Six key EPAs emerged: generating a differential diagnosis, obtaining a complete and accurate history and physical exam, obtaining focused histories and clinically relevant physical exams, preparing an oral presentation, interpreting the results of basic diagnostic studies, and providing well-organized clinical documentation. A model for assessment was proposed, with descriptors aligned to the scale of supervision and mapped to Accreditation Council for Graduate Medical Education domains of competence. The proposed paradigm offers a standardized template that may be used across IM clerkships, and which would effectively bridge competency evaluation in the clerkship to fourth-year assessment as well as eventual postgraduate training.

Postsecondary Support for Competency-Based High School Transcripts: Lessons from the Competency-Based Transcripts Postsecondary Convening (Washington, DC, May 29-30, 2014)

ERIC Educational Resources Information Center

Achieve, Inc., 2015

2015-01-01

In December 2013, while attending Achieve's Annual State Leadership Team Meeting in Alexandria, VA, leaders from Connecticut, Maine, New Hampshire, Rhode Island, and Vermont issued a call to action to create a national movement for postsecondary leaders to signal their support for proficiency-based and competency-based high school diplomas and…

Recommendations for training in pediatric psychology: defining core competencies across training levels.

PubMed

Palermo, Tonya M; Janicke, David M; McQuaid, Elizabeth L; Mullins, Larry L; Robins, Paul M; Wu, Yelena P

2014-10-01

As a field, pediatric psychology has focused considerable efforts on the education and training of students and practitioners. Alongside a broader movement toward competency attainment in professional psychology and within the health professions, the Society of Pediatric Psychology commissioned a Task Force to establish core competencies in pediatric psychology and address the need for contemporary training recommendations.   The Task Force adapted the framework proposed by the Competency Benchmarks Work Group on preparing psychologists for health service practice and defined competencies applicable across training levels ranging from initial practicum training to entry into the professional workforce in pediatric psychology.   Competencies within 6 cluster areas, including science, professionalism, interpersonal, application, education, and systems, and 1 crosscutting cluster, crosscutting knowledge competencies in pediatric psychology, are presented in this report.   Recommendations for the use of, and the further refinement of, these suggested competencies are discussed. © The Author 2014. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Moral competency: meta-competence of nursing care

PubMed Central

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

2017-01-01

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

Preliminary Turkish study of psychiatric in-patients' competence to make treatment decisions.

PubMed

Aydin Er, Rahime; Sehiralti, Mine; Aker, Ahmet Tamer

2013-03-01

Competence is a prerequisite for informed consent. Patients who are found to be competent are entitled to accept or refuse the proposed treatment. In recent years, there has been an increased interest in studies examining competence for treatment in psychiatric patients. In this study, we aimed to investigate the decision-making competencies of inpatients with a range of psychiatric diseases. This study was carried out at the psychiatry clinic of Kocaeli University Hospital in Turkey from June 2007 to February 2008. Decision-making competence was assessed in 83 patients using the MacArthur Competence Assessment Tool-Treatment (MacCAT-T). The study groups consisted of patients with mood (39.8%), psychotic (27.7%) and anxiety disorders (18.1%), and alcohol/substance addiction (14.5%). There was a significant relation between decision-making competence and demographic and clinical characteristics. Appreciation of the given information was more impaired in psychotic disorder patients than in other patients, but understanding and reasoning of the given information was similar in all groups. These results reveal the importance of evaluating decision-making competencies of psychiatric patients before any treatment or intervention is carried out to ascertain their ability to give informed consent to treatment. Institutional and national policies need to be determined and put into practice relating to the assessment and management of competence in patients with psychiatric disorders. Copyright © 2012 Wiley Publishing Asia Pty Ltd.

Dimensionality of the California Preschool Social Competency Scale.

ERIC Educational Resources Information Center

Flint, David L.; And Others

1980-01-01

Structure and construct validity of the California Preschool Social Competency Scale was investigated. Five factors were interpreted: considerateness; extraversion; task orientation; verbal facility; and response to the unfamiliar. The first three were found to be similar to the three dimensions of the Classroom Behavior Inventory. (Author/BW)

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

PubMed

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

2015-04-01

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

32 CFR 761.11 - Persons: Individual authorizations.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 5 2010-07-01 2010-07-01 false Persons: Individual authorizations. 761.11 Section 761.11 National Defense Department of Defense (Continued) DEPARTMENT OF THE NAVY ISLANDS UNDER... authorizations. (a) Application; filing. Applications for authorization to enter defense areas shall be filed...

32 CFR 761.11 - Persons: Individual authorizations.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 5 2011-07-01 2011-07-01 false Persons: Individual authorizations. 761.11 Section 761.11 National Defense Department of Defense (Continued) DEPARTMENT OF THE NAVY ISLANDS UNDER... authorizations. (a) Application; filing. Applications for authorization to enter defense areas shall be filed...

32 CFR 761.11 - Persons: Individual authorizations.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 32 National Defense 5 2012-07-01 2012-07-01 false Persons: Individual authorizations. 761.11 Section 761.11 National Defense Department of Defense (Continued) DEPARTMENT OF THE NAVY ISLANDS UNDER... authorizations. (a) Application; filing. Applications for authorization to enter defense areas shall be filed...

32 CFR 761.11 - Persons: Individual authorizations.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 32 National Defense 5 2013-07-01 2013-07-01 false Persons: Individual authorizations. 761.11 Section 761.11 National Defense Department of Defense (Continued) DEPARTMENT OF THE NAVY ISLANDS UNDER... authorizations. (a) Application; filing. Applications for authorization to enter defense areas shall be filed...

Objective Testing To Assess Teacher Competency: Emerging Legal Issues.

ERIC Educational Resources Information Center

Beckham, Joseph C.

Use of nationally standardized tests to determine teacher competency continues to be a subject for review in state and federal courts. School district policies have promoted minimum score requirements as a basis for employment decisions concerning certification, hiring, renewal, promotion, and merit pay. Legal challenges to these policies focus…

Skills Certificates Signal Competencies in a Demand-Driven Economy.

ERIC Educational Resources Information Center

WorkAmerica, 2000

2000-01-01

This issue focuses on the National Alliance of Business's work with employers to sort out how certificates can most effectively indicate workplace skills and requirements and confirm that certified individuals possess them. "Skills Certificates Signal Competencies in a Demand-Driven Economy" discusses the needs to which certificates respond; how…

32 CFR 2003.2 - Authority (Article II).

Code of Federal Regulations, 2013 CFR

2013-07-01