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ABSTRACT It is imperative that pre‐service teachers gain digital competency (DC) as a result of their education where e‐learning is a central component. In this study, we aimed to describe pre‐service teachers' perceived DC and e‐learning satisfaction (ELS) levels, to examine how their perceived DC and ELS change in terms of related variables and to investigate how perceived DC predicts ELS. To inform their policy decisions, teacher training institutions and more generally HEIs must have a clear understanding of this relationship as it will allow them to decide whether to invest in e‐learning platforms or in enhancing pre‐service teachers' perceptions of DC. Utilising a quantitative research understanding, we collected data from 402 students in various teaching programs at a Faculty of Education. Findings indicated that pre‐service teachers report a high level of perceived DC and moderate level of ELS while we ascertained a low level of predictive relationship between the two variables. We suggest that policymakers prioritise investing resources in improving DC of pre‐service teachers in order to have them higher levels of ELS to increase the quality of their education. [ABSTRACT FROM AUTHOR]

The Public Health Nursing discipline plays a crucial role in promoting sustainable health services. The establishment of competency frameworks and practice standards pertaining to Public Health Nursing has emerged as a cornerstone for guiding practice, education, and research. This study aimed to identify contemporary Public Health Nursing competency frameworks and practice standards and establish a robust list of competency domains. This will inform a subsequent phase of this project that will conduct a review of recent scholarly literature to discern prevailing research trends and delineate strategic directives and research priorities for the discipline.A systematic search of three databases and a grey literature search was undertaken by incorporating keywords to identify existing Public Health Nursing‐specific competency frameworks and practice standards. Through screening and selection based on our inclusion criteria, three documents were analyzed. A comprehensive document analysis was conducted to generate a unified domain list and associated descriptors. Three competency‐based frameworks and practice standards emanating from two countries, the United States of America and the Republic of Ireland met the inclusion criteria. The document analysis identified 16 individual domains. There was consistent evidence of similarity across the three documents. There were minimal divergences featured within the frameworks which are discussed and compelling justifications for inclusion as universal domains are provided.This document analysis has generated a list of 16 common Public Health Nursing competency domains which will be utilized in phase two of this project as a foundational framework for the purpose of analyzing research trends, influencing research priorities, and enhancing the focal areas for future research agendas within the discipline. [ABSTRACT FROM AUTHOR]

Introduction: Improving patient safety and quality of care is a national healthcare priority. While changes in healthcare systems help to address some concerns in this area, the knowledge, skills, and attitudes of healthcare professionals play a role as well. Health professions education programs have a responsibility to ensure comprehensive patient safety and quality training. Objectives: This study aimed to evaluate the impact of integrating standardized safety and quality competencies from an evidence‐based framework in a patient safety and quality course within a Doctor of Pharmacy program. Methods: A gap analysis was conducted using guidelines from the Canadian Patient Safety Institute (CPSI) to explore curricular coverage of the included concepts and competencies. The course was designed to address key competencies not addressed elsewhere in the curriculum. An adapted self‐assessment survey tool was administered at the end of the course for students to retrospectively assess changes in perceived skills and attitudes. Mean retrospective pre‐ and post‐scores were compared using the paired sample t‐tests and Cohen d as a measure of effect size. Responses to an open‐ended question regarding how students could impact patient safety were qualitatively analyzed for emergent themes. Student performance on the course final exam was analyzed using descriptive statistics to assess knowledge. Results: Sixty‐three students (80.8%) completed the survey and were included in the analysis. A statistically significant change was observed in 18 of the 24 self‐assessment items, with effect sizes in the modest to moderate range. Key themes emerged regarding student professional identity development including error prevention, error management, reporting culture, learning culture, just culture, and teamwork. The mean individual student score on the final examination was 87.67% ± 4.87%. Conclusion: Findings suggest the new course using the CPSI framework had a positive impact on student knowledge, perceived skills, and attitudes in the area of patient safety. [ABSTRACT FROM AUTHOR]

Introduction Methods Discussion Results Establishing competency in new or emerging areas of psychological practice is always difficult. For practitioners of operational psychology, it is even more challenging due to the requirement for highly specialized skills, novel applications, and the fact that many organizations employing operational psychologists operate in classified or sensitive settings. Despite the ethical obligation to do so, operational psychologists may face challenges in establishing and maintaining their credentials and competency.This article outlines the core competencies of operational psychology based on the extant literature, provides case examples illustrating their application, and identifies recommendations for training and consultation necessary for establishing and maintaining competence.Given the scarcity of current training opportunities, limited mentorship, and the lack of training standards, many operational psychologists may develop only some, but not all, of their specialty's core competencies. Furthermore, establishing and maintaining competency may take years of post‐graduate study and experience for most practitioners.To accelerate this process and codify core competencies and training standards, the formation of an operational psychology society or association may be necessary. Such actions could create a collective agency among practitioners, securing advocacy for the needs and equities of this practice community, and advancing its policies, practices, and scholarship. [ABSTRACT FROM AUTHOR]

Objective Data Sources and Study Setting Study Design Data Collection/Extraction Methods Principal findings Conclusion To test effectiveness of the LEAP (Learn Engage Act Process) Program on engaging frontline Veteran Health Administration (VHA) medical center teams in continuous quality improvement (QI), a core capability for learning health systems.Data sources included VHA electronic health record (EHR) data, surveys, and LEAP coaching field notes.A staggered difference‐in‐differences study was conducted. Fifty‐five facilities participated in LEAP across eight randomly assigned clusters of 6–8 facilities per cluster over 2 years. Non‐participating facilities were used as controls. A MOVE! weight management program team completed a Plan‐Do‐Study‐Act cycle of change supported by learning curriculum, coaching, and virtual collaboratives in LEAP facilities. Primary outcome was program reach to Veterans. A mixed‐effects model compared pre‐ versus post‐LEAP periods for LEAP versus control facilities. LEAP adherence, satisfaction, and cost to deliver LEAP were evaluated.Thirty months of facility‐level EHR MOVE! enrollment data were included in analyses. LEAP Satisfaction and QI skills were elicited via surveys at baseline and 6‐month post‐LEAP.Fifty‐five facilities were randomly assigned to eight time‐period‐based clusters to receive LEAP (71% completed LEAP) and 82 non‐participating facilities were randomly assigned as controls. Reach in LEAP and control facilities was comparable in the 12‐month pre‐LEAP period (p = 0.07). Though LEAP facilities experienced slower decline in reach in the 12‐month post‐LEAP period compared with controls (p < 0.001), this is likely due to unexplained fluctuations in controls. For LEAP facilities, satisfaction was high (all mean ratings >4 on a 5‐point scale), self‐reported use of QI methods increased significantly (p‐values <0.05) 6 months post‐LEAP, and delivery cost was $4024 per facility‐based team.Control facilities experienced declining reach in the 12‐month post‐LEAP period, but LEAP facilities did not, plus they reported higher engagement in QI, an essential capability for learning health systems. [ABSTRACT FROM AUTHOR]

Introduction: Integration of exercise into standard oncology care requires a highly skilled workforce of exercise professionals; however, competency requirements have not kept pace with advancements in the field. Therefore, the aim of this study was to obtain consensus on core competencies required for an exercise professional to be qualified to work with adults undergoing active cancer treatment. Materials and Methods: A three‐round modified electronic Delphi process was used. In Round 1, an international group of 64 exercise oncology stakeholders (i.e., exercise oncology professionals (n = 29), clinical referrers (n = 21), and people with lived experience (n = 14)) responded to open‐ended prompts eliciting perspectives regarding competencies needed for an exercise oncology professional to work with adults receiving active cancer treatment. Subsequently, only exercise oncology professionals participated, ranking the importance of competencies. In Round 2, professionals received summary feedback, ranked new competencies generated from open‐ended responses, and reranked competencies not reaching consensus. In the final round, professionals finalized consensus ranking and rated frequency and mastery level for each. Results: Consensus was reached on 103 core competencies required for exercise professionals to be qualified to deliver care to adults undergoing active cancer treatment. The core competencies represent 10 content areas and reflect the needs of clinical referrers and people with lived experience of receiving cancer treatment. Conclusions: The core competencies identified reflect significant advancements in the field of exercise oncology. Results will underpin the development of education, certification, and employment requirements for exercise oncology professionals, providing a critical step toward achieving routine integration of exercise into standard oncology care. [ABSTRACT FROM AUTHOR]

Aims and Objectives: This study aimed to investigate the current status of the core competencies and self‐directed learning ability of diabetes specialist nurses and to explore the relationship between these core competencies and their self‐directed learning ability. Design: A cross‐sectional survey design was used. Methods: This cross‐sectional study was conducted via a web‐based questionnaire platform in China from January 14 to April 24, 2023. The survey included a general information questionnaire, a diabetes specialist nurses' core competencies self‐assessment scale, and a nursing staff's self‐directed learning ability evaluation scale. The data was collected online. Descriptive, correlation and multiple linear regression analyses were conducted using SPSS 26.0 software. Results: 118 diabetes specialist nurses from 11 cities participated in this study. A positive correlation was observed between the core competencies of diabetes specialist nurses and their self‐directed learning ability. The characteristics affecting the core competencies of diabetes specialist nurses included age, participation in external learning and communication and self‐directed learning. Conclusions: The training of diabetes specialist nurses can focus on core competencies, and the ability to self‐direct learning can be used as an entry point to customize feasible theoretical and practical courses. The training system can further improve diabetes specialist nurses' core competencies and self‐directed learning abilities. Relevance to Clinical Practice: A reference can be established that nursing managers and nursing educators can use to develop training programs for specialist nurses by validating the link between their core competencies and self‐directed learning skills. Patient or Public Contribution: Participants were involved solely in the data collection process. No participant contributions were required for the study's design, outcome measurement or implementation. [ABSTRACT FROM AUTHOR]

Motivation: Foresight is increasingly being institutionalized and used in science, technology and innovation (STI) policy processes around the world. Foresight is a toolbox to help decision‐makers generate intelligence about future scientific and technological advances and to frame long‐term STI policy goals and rationales. Foresight can be used to inform policy to steer research and innovation (R&I) towards attaining sustainable development goals. Yet, foresight is not institutionalized and used in sub‐Saharan Africa (SSA) at a time when many governments are formulating new STI policies and some of their science granting councils (SGCs) are setting R&I priorities. Purpose: This exploratory study is about challenges and opportunities of institutionalizing STI foresight in SSA. It identifies ways of institutionalizing and using STI foresight. Methods and approach: A literature review, bibliometric analysis, interviews, an online survey, and focus group discussions were conducted to identify challenges to, and lessons for, institutionalizing STI foresight in SSA. The literature identified good practices for institutionalizing STI foresight in selected developed countries, to draw lessons for SSA. Findings: While academic research on STI foresight and related topics is increasing, there is very limited foresight practice in STI policy processes in SSA. This is mainly owing to low awareness of STI foresight, weak technical capacity, and generally a lack of foresight culture in STI policy‐making in the region. Policy implications: Building capacity within governments and establishing a community of practice in STI foresight may help improve the quality and effectiveness of STI policy in SSA. It may enable institutions such as science granting councils (SGCs) to make informed funding decisions, targeting scarce resources at priority research and innovation. Overall, building STI foresight literacy and skills, as well as establishing designated offices for STI foresight, supported by the knowledge to select and adapt foresight tools, will result in improved STI policy‐making in SSA. [ABSTRACT FROM AUTHOR]

We examine merging firms' additions and removals of products for a sample of 66 mergers across a wide variety of consumer packaged goods markets. We find that mergers lead to a net reduction in the number of products offered by merging firms. Merging firms tend to both drop and add products at the periphery of their joint product portfolios, with the net effect of increasing within‐firm product similarity. These results are consistent with theories of the firm that emphasize cost synergies among similar types of products or managerial core competencies linked to particular segments of the product market. [ABSTRACT FROM AUTHOR]

Introduction: The Health System Impact (HSI) Fellowship is an embedded research training program that aims to prepare doctoral trainees and postdoctoral fellows for stronger career readiness and greater impact as emerging leaders within and beyond the academy, including in learning health systems (LHS). The program supports fellows to develop 10 leadership and research competencies that comprise the Enriched Core Competency Framework in Health Services and Policy Research through a combination of experiential learning, mentorship, and professional development training. This study tracks competency development of HSI fellows over time and examines fellows' perspectives on which program design elements support their competency development. Methods: A competency assessment tool developed for the program was independently completed by 95 postdoctoral and 36 doctoral fellows (self-assessments) and their respective 203 dyad (academic and health system) supervisors in the 2017 to 2019 program cohorts, who independently rated the strength of fellows' 10 competencies at baseline and several points thereafter. Competency strength ratings were analyzed to understand change over time and differences in ratings across groups (between fellows' sex, supervisor type, and supervisor vs. fellow). Program design element ratings were examined to understand perspectives on their contribution toward fellows' competency development. Results: Fellows' competency strength significantly improved in all 10 domains over time, based on independent assessments by the fellows and their dyad supervisors. Supervisors tended to rate the fellows' competency strength higher than the fellows did. Differences in competency ratings between male and female fellows (self-assessments) and between academic and health system supervisors were either negligble or not significant. Fellows identified all nine program design elements as enriching their competency development. Conclusion: The HSI Fellowship provides an opportunity for fellows to develop the full suite of enriched core competencies and to prepare a cadre of emerging leaders with the skills and experience to contribute to the advancement of LHS. [ABSTRACT FROM AUTHOR]

This document is a curriculum for training in orthobiologics, which provides a framework for education and training in the field. It is primarily targeted towards physiatrists, but can be modified for physicians from other specialties. The curriculum focuses on orthobiologic treatments that align with current U.S. Food and Drug Administration guidelines and does not advocate for any specific treatment modality. It includes core and specialized competencies, and is designed to be adaptable to diverse training needs. The curriculum was developed by a group of subject matter experts and will be updated as the field of orthobiologics evolves. [Extracted from the article]

The American Academy of Physical Medicine and Rehabilitation (AAPM&R) has developed two curricula to support the training and onboarding of advanced practice providers (APPs) as part of physiatrist-led teams. The first curriculum is designed for physiatrists who lead APPs and focuses on their training needs, while the second curriculum is intended for physiatrists who lead multi-disciplinary teams with APPs and provides resources for recruiting, integrating, and supporting physiatrists. Both curricula were developed by a workgroup of physiatrist members and follow AAPM&R's approach and process for curricula development. The curricula are available online and are expected to be updated regularly. [Extracted from the article]

The American School Counselor Association (ASCA) School Counselor Professional Standards & Competencies can provide the foundation for guiding and evaluating school counselors' practices and programs (ASCA, 2019). When appropriate measures are used to evaluate PK‐12 school counselors, teachers, principals, and student support specialists, practice in schools may improve. The purpose of this study was to analyze the content and tools state‐level departments of education in the United States have developed to evaluate school counselors throughout PK‐12 schools. Data were collected and analyzed based on a rubric of three respected evaluation frameworks. Results of the study revealed that about three‐fourths of 51 state agencies indicated that they have developed a specialized and specific evaluation tool for school counselors, while one‐fourth of state agencies do not have a specific evaluation tool for school counselors. As an implication, some important assessment areas are missing on many of the evaluation tools that do exist. Our findings from the analysis of the school counselor evaluation tools provide insights into how pre‐service and in‐service principals and school counselors, higher education faculty, and policymakers can work together and consider how best to evaluate school counselors based on their specific roles and responsibilities to address students' social‐emotional; academic; and career, college, and life readiness needs. Practitioner points: Educational leaders and school counselors need to understand each other's roles and responsibilities.School counselors should be evaluated on the work that they should be accomplishing in schools.Pre‐service and in‐service principals and school counselors, higher education faculty, and policymakers should consider how best to evaluate school counselors based on their specific roles and responsibilities. [ABSTRACT FROM AUTHOR]

...there is a gap between the complexity and scale of climate and sustainability challenges and the professional competencies currently taught in most design education programs. Designers are expected to have a key role in addressing looming problems like climate change and sustainability. Examining current curricula and finding gaps in competencies provides a starting point to ensuring that future designers have the skills necessary for the job. [ABSTRACT FROM AUTHOR]

The American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkit has been used by colleges and schools of pharmacy as a guide for curricular development and revisions since its inaugural publication in 2009. The toolkit was last revised and updated by the 2019 Publications Committee. The 2023 ACCP Publications Committee was charged with reviewing the 2019 Update to the ACCP Pharmacotherapy Didactic Curriculum Toolkit to determine any necessary revisions/updates. The committee revised tier classifications, shifting the focus of the 2023 toolkit to content within the Pharm.D. curriculum. Multiple literature sources were reviewed to assess conditions for inclusion in the 2023 toolkit, and external feedback was solicited from various practice disciplines. All topics were voted on by a simple majority rule during virtual meetings or by electronic votes. There are a total of 231 topics in the 2023 toolkit, a decrease of 77 (23.2%) from the 2019 edition. Topics in each tier are as follows: 68 as tier 1 (29%), 111 as tier 2 (48%), and 52 as tier 3 (23%). Although some topics were removed completely, others were combined with other line items or revised, which may further minimize curricular overload. Similar to the 2016 and 2019 toolkits, many tier 2 topics remain in the 2023 toolkit, emphasizing the continued need for additional training through postgraduate residencies or fellowships (or "on‐the‐job" equivalent experiences), board certifications, and various certificate training programs. The 2023 ACCP Pharmacotherapy Didactic Curriculum Toolkit is designed to assist individual faculty and colleges and schools of pharmacy with curricular development and revisions. It will continue to be reviewed every 3 years to identify needed revisions on the basis of the pharmacist's evolving role, advances in therapeutics and pharmacy practice, and changes to accreditation standards and recognized professional competencies. [ABSTRACT FROM AUTHOR]

Implementing the child director policy is an innovation in China's child protection practice, and the work of child directors aims to provide care and protection services for vulnerable children in communities and villages. According to the person–environment fit theory (i.e., needs–supplies fit), this study evaluated the work effectiveness of child directors and its influencing factors from environmental and personal perspectives. The results revealed that the supportive work environment (i.e., management, training, and supervision) and personal factors (i.e., professional competency and career identity) positively influenced the work effectiveness of child directors, and professional competency and career identity mediated the relationship between the supportive work environment and the work effectiveness. The findings provided evidence for improving the implementation of child director policy in the future. [ABSTRACT FROM AUTHOR]

Objective: With the onset of the COVID‐19 pandemic, an annual multi‐institutional face‐to‐face rheumatology objective structured clinical examination (ROSCE) was transformed into a virtual format. The educational goals of the virtual ROSCE (vROSCE) were to reproduce the educational value of the previous in‐person ROSCE, providing a valuable formative assessment of rheumatology training activities encompassing the 6 Accreditation Council for Graduate Medical Education (ACGME) core competencies for fellows‐in‐training (FITs). This article describes the novel design, feasibility, and stakeholder value of a vROSCE. Methods: Through an established collaboration of 5 rheumatology fellowship training programs, in February 2021, a vROSCE was created and conducted using a Zoom platform. Station development included learning objectives, FIT instructions, faculty proctor instructions, and a checklist by which to provide structured formative feedback. An anonymous, optional web‐based survey was sent to FIT participants to evaluate the experience. Results: Twenty‐three rheumatology FITs from 5 institutions successfully rotated through 6 stations in the vROSCE. Immediate feedback was given to each FIT using standardized rubrics structured around ACGME core competencies. A total of 65% of FITs (15 of 23) responded to the survey, and 93% of survey respondents agreed or strongly agreed that the vROSCE was a helpful educational activity and identified individualized opportunities for improvement. Conclusion: A vROSCE is an innovative, feasible, valuable, and well‐received educational technology tool. The vROSCE enriched rheumatology FITs' education and offered collaborative learning experiences across institutions. [ABSTRACT FROM AUTHOR]

Introduction: This study gathered perceptions from four stakeholder groups in the Dominican Republic (DR) regarding acquiring professional dental competencies and clinical skills. Materials and Methods: Researcher‐created surveys covering core dental competencies and clinical skills were distributed to stakeholder groups associated with nine different DR dental programs. Respondents included 153 undergraduate dental students, 153 dental faculty members, 108 practicing dentists (who had graduated in the past 5 years) and 42 industry professionals (who hire and supervise dentists). Data were examined using descriptive statistics, univariate ANOVA and multiple linear regressions. Results: Dental school students and recent graduates now practicing dentists in the DR reflected moderate to solid confidence that they had learned most of the dental skills and competencies covered in the survey. Industry professionals were a bit less confident overall, while dental faculty offered the lowest scores, although those were often still in the moderately confident range. ANOVAs revealed significant differences when broken down by individual university dental programs. Regressions also revealed that individual university dental programs significantly predict confidence that dental skills and competencies were achieved. Conclusion: Data show that DR's dental stakeholder groups generally felt optimistic about the learning occurring. However, the lower mean scores and higher standard deviations from faculty responses raise concern, as do the significant differences between individual dental programs and the dental program itself a significant predictor. Further review of programs is needed, and a national set of dental competencies should be considered in this country. [ABSTRACT FROM AUTHOR]

Introduction: Dental education is a challenging and demanding field of study as students are expected to acquire various competencies to fulfil their professional requirements after graduation. The objective of this study was to investigate and compare dental students' and clinical staff instructors' perceptions of the preclinical‐to‐clinical transition training at a Dental School in Santiago, Chile. Material and Methods: Two questionnaires containing 11 quantitative and one qualitative item were developed to assess our year three, four and five (n = 244) dental undergraduate students' challenges when they begin treating patients, and clinical staff (n = 78) perceptions of the preparedness to treat patients of the same students. Both questionnaires were voluntarily and anonymously implemented eight weeks after the beginning of the 2019 academic year. Responses were analysed using a Chi‐squared test for each quantitative question, while qualitative comments were studied to form themes and dimensions. RESULTS: A total of 234 (96%) students and 60 (77%) instructors completed their respective questionnaire. There were considerable variations between students in the different years of the programme, as well as between students and staff members. Students and instructors felt the former had enough knowledge to treat patients though it was difficult for them to apply it in clinical practice. Again, both believed they could communicate with patients, but third year students asked for more training on this. Regarding practical skills, fourth‐ and fifth‐year students felt prepared but not third year students, who preferred to work in pairs with senior students, a preference that was shared by the instructors. All student groups asked clinical staff to provide more frequent, constructive and consistent feedback and felt that the difference between simulation and clinical environments and the amount of clinical work to fulfil clinical requirements made them feel stressed. Another mentioned stressor was students' low self‐confidence when working with patients. Among the requested improvements, students requested better training on how the dental clinic works to save time. Conclusions: Preclinical‐to‐clinical transition training presents several challenges. Some of the problems highlighted by both students and clinical staff members persisted with the transition after three, four and even five years of training, which needs to be addressed. [ABSTRACT FROM AUTHOR]

Open source GIS software GRASS releases 8.0 to 8.4 have received some long overdue improvements in imagery handling such as the ability to reuse spectral signature files of existing classifiers, machine readable output of accuracy assessment tool and a support vector machine (SVM) classifier. Practical comparison of all three pixel‐based classifiers of GRASS GIS indicated that the maximum likelihood discriminant analysis classifier is the fastest and least accurate one, followed by a sequential maximum a posteriori classifier with reasonably fast execution time and good accuracy. The newly added SVM classifier is the slowest one but provides the highest accuracy and also shows the highest improvement potential by hyperparameter optimization. To illustrate the capabilities of the core classifiers, a showcase is presented where a single Sentinel 2 image is classified to distinguish 18 crop types using all three classifiers available in GRASS. [ABSTRACT FROM AUTHOR]

Aims: Distance between dentistry and medicine is a traditional and historical obstacle that affects multiple levels of the health system, especially the health policies to improve health service quality. Changes in dental education, especially involving the adoption of integrative health models in professional development, are considered essential for reducing this gap. We aimed to show a dental curriculum focused on special care as a tool for medicine‐dentistry integration. Methods: In this study, we present a new proposal for an undergraduate dental curriculum in which topics related to special care are addressed transversally and are the core for interdisciplinary integration of oral health with systemic health. We also describe how themes related to dental home care and hospital dentistry were included in this course as basic professional competencies. Results and Conclusion: This initiative is aligned with the global trend to adopt educational systems that contribute to the reduction of health care inequalities and improve health service quality. [ABSTRACT FROM AUTHOR]

Thrombotic disease poses a significant threat to human health as it blocks blood vessels and leads to severe symptoms. Effective treatment requires targeted therapy and precise localization of the thrombus, but traditional drugs are limited in their targeting ability and ability to locate the thrombus. To overcome these issues, a nanoparticle capable of both thrombus targeting and computed tomography (CT) imaging is developed. Phage display technology is used to screen for the thrombus‐targeting peptide termed GK, which is then linked to the surface of macroporous silica (Mp‐SiO2) with a Bi core to create Mp‐Bi@SiO2‐GK. The large pores of Mp‐Bi@SiO2‐GK enable the transport of the drug Urokinase (UK), while the Bi core provides the capabilities of CT imaging and photothermal therapy. The Mp‐Bi@SiO2‐GK nanoparticles precisely target thrombi in mouse carotid arteries and locate them via CT imaging. Furthermore, the combination of Bi‐enabled photothermal therapy and UK‐induced chemotherapy enhance the thrombolysis efficiency. Treatment with Mp‐Bi@SiO2‐GK nanoparticles do not harm tissues/organs or affect liver/kidney metabolism. These results show that Mp‐Bi@SiO2‐GK exhibits precise thrombus targeting and efficient imaging/treatment capability, making it a promising tool for the diagnosis and treatment of thrombosis. [ABSTRACT FROM AUTHOR]

Blockchain technology has been suggested as a groundbreaking solution for disaster prevention and relief. However, there is a dearth of both practical applications and systematic academic research into how those existing blockchain solutions actually help to prevent disasters and/or alleviate their negative impacts. The purpose of this paper was to extend previous research by investigating existing blockchain solutions using a rigorous multiple case study approach. Based on stakeholder theory, a structured framework is developed that examines the roles of key stakeholders in disaster situations, illustrates organizations' motivations to deploy blockchain technology, identifies various use cases, lists the relevant blockchain properties, and highlights contingency factors for successful implementations. The findings demonstrate that blockchain applications can improve both disaster prevention as well as disaster relief efforts by streamlining information flows and augmenting the capabilities of core stakeholders. Furthermore, numerous propositions can be derived from the framework that can be used as starting points for further in‐depth investigations. This study familiarizes practitioners with blockchain's potential for disaster management and provides academics with a theory‐based foundation for future research. [ABSTRACT FROM AUTHOR]

In this article, we provide an overview of the current and emerging professional competencies for student affairs professionals around the world, highlighting those from the United States, Canada, the United Kingdom, and Botswana. We compare and contrast competencies from these countries and conclude with implications for the student affairs profession globally. [ABSTRACT FROM AUTHOR]

To improve organisational safety and enhance security efficiency, organisations seek to establish a culture of security that provides a foundation for how employees should approach security. There are several frameworks and models that provide a set of requirements for forming security cultures; however, for many organisations, the requirements of the frameworks are difficult to meet, if not impossible. In this research, we take a different perspective and focus on the core underlying competencies that high‐reliability organisations (HROs) have shown to be effective in achieving levels of risk tolerance consistent with the goals of a security culture. In doing so we draw on high‐reliability theory to develop a Security Culture Model that explains how a firm's supportive and practical competencies form its organisational security culture. To refine and test the model, we conducted a developmental mixed‐method study using interviews and survey data with professional managers involved in the information security (InfoSec) programs within their respective HROs. Our findings emphasise the importance of an organisation's supportive and practical competencies for developing a culture of security. Our results suggest that organisations' security cultures are a product of their InfoSec practices and that organisational mindfulness, top management involvement and organisational structure are key to the development of those practices. [ABSTRACT FROM AUTHOR]

Green core competence theory proposes that green core competence is needed for green innovation performance and, in turn, firm performance. We demonstrate that this theory applies in post‐conflict Iraq where green innovation performance was conditional on commitment to sustainable management and development of green technology and skills. Data from 238 Iraqi executives showed that green product and process innovation performance increased with green core competence, but only when the firm invested in people and R&D or, in the case of green process innovation, top management demonstrated authentic commitment to sustainable practices. The moderation effects of R&D investment and top management commitment reflect the national context in Iraq, where R&D investment is low and management is often constrained by inflexible bureaucracy. As countries emerge from conflict, investment in modernization of companies' internal structure, management, and capacity for continuous improvement is required if core competence is to be translated into innovation performance. [ABSTRACT FROM AUTHOR]

Introduction: Worldwide, dental schools are underpinned by approved competency frameworks or competency statements developed for specific contexts or countries. Literature are replete with competencies required and assessed within this frameworks however limited literature that guides the incorporation of competencies and implementation of the competencies related to the competency framework in dental curricula. Materials and Methods: A systematic review design was used. The research question addressed for this systematic review was: What are the strategies used to develop core competencies undergraduate dental curricula? Databases included in the searches were: MEDLINE(ebscoHost), Science Direct, MEDLINE(Pubmed), Wiley Online Library, ERIC. A meta‐synthesis analysis consisting of a descriptive meta‐synthesis to critically analyse and discuss emerging themes from the findings of the six included studies were completed. Results and Discussion: Strategies used to develop core competencies were divided into four components namely organizational structure, faculty development, teaching strategies and assessment strategies. To consider a holistic approach to develop core competencies, changes in the organizational structure needs to be in place first. With the appropriate organizational structure in place, faculty development to implement competency strategies would be more supported and feasible. From the findings of the included articles, faculty development regarding teaching strategies and assessment methods were considered necessary to implement core competencies in a dental curriculum. Conclusion: A strong relationship between the suggested implementation strategies from this systematic review findings and the multifaceted approach for the CanMEDS exist. Teaching and assessments, faculty development strategies are common strategies. Surprisingly, organisational structure changes were not included as implementation strategy of CanMEDS. [ABSTRACT FROM AUTHOR]

The future of hydrogeology is facing a shortage of qualified professionals, as there are not enough graduates to meet the current demand and fill future needs. Master's programs in hydrogeology are shrinking or disappearing, and enrollments in existing programs are alarmingly low. However, there are efforts underway to address this issue, such as multi-university degrees, redesigned university-based programs, and extra-university programs focusing on advanced topics. To ensure that future students receive the necessary training, the hydrogeologic community is working together to define the core knowledge and skills of a hydrogeologist. Professionals are encouraged to support this effort by adding their name to a list of supporters and providing input on defining core competencies. [Extracted from the article]

One of the most important functions of a competency model is to translate organizational strategy into employee behavior. Yet, virtually no theoretical attempts to elucidate this process exist, and no empirical evidence has been offered demonstrating that it occurs. Drawing on the strategic management literature, we develop a conceptual framework delineating this process. We theorize that structurally distributed knowledge, attention, and behavior results in coalitions of individuals at different hierarchical levels (top managers vs employees) developing different dominant logics. These differences across levels in habituated modes of processing information and conceptualizing roles impact the initial importance assigned to competencies that are added to the model as an organization's strategy evolves. However, over time, competency models enable top managers to drive their dominant logic downward through the organization. As the importance of certain competencies is reinforced through performance management, schemata of high‐performers shift, becoming better aligned with those of top managers'. Using data from focus groups, surveys, and archives collected at two points in time (6 years apart) capturing change in the strategy of an organization of professional jobs in the U.S. government (n = 218), results were supportive. We then use our model to generate an agenda of research questions and topics to enhance competency modeling scholarship. [ABSTRACT FROM AUTHOR]

Transparent photodetectors with the optical signal recognition and conversion capabilities are the core component for smart sensors and next‐generation "see‐through" optoelectronics. However, it is usually difficult to have both excellent optical transmittance and photoresponse performance, which hinders the practicality of transparent photodetectors. Herein, a photogating effect enhanced transparent ultraviolet (UV) photodetector is demonstrated based on the TiO2/MXene van der Waals heterojunction. By simply spin‐coating MXene nanosheets on TiO2 film, the UV photodetector exhibits significantly enhanced performance, such as ultrahigh responsivity (202.4 A/W), large specific detectivity (1.79 × 1014 Jones) and outstanding external quantum efficiency (1.02 × 105%), which are three orders of magnitude higher than those of pure TiO2 film. Meanwhile, the device exhibits up to 95% transparency in the visible range. Both the experimental results and theory calculations indicate that local Schottky junctions are established at the TiO2/MXene interface. These local junctions exert a giant photogating effect under illumination, which can facilitate the separation of photogenerated carriers and improve the photodetection performance. Moreover, the transparent photodetector has been successfully applied in a UV index wireless sensing system. This work demonstrates the ingenious application of MXene in optoelectronics and provides insight into the design of high‐performance transparent photodetectors. [ABSTRACT FROM AUTHOR]

Since the public launch of ChatGPT in November 2022, disciplines across the globe have grappled with questions about how emerging artificial intelligence will impact their fields. In this article I explore a set of foundational concepts in artificial intelligence (AI), then apply them to the field of evaluation broadly, and the American Evaluation Association's evaluator competencies more specifically. Given recent developments in narrow AI, I then explore two potential frameworks for considering which evaluation competencies are most likely to be impacted—and potentially replaced—by emerging AI tools. Building on Moravec's Landscape of Human Competencies and Lee's Risk of Replacement Matrix I create an exploratory Landscape of Evaluator Competencies and an Evaluation‐Specific Risk of Replacement Matrix to help conceptualize which evaluator competencies may be more likely to contribute to long‐term sustainability for the field. Overall, I argue that the interpersonal, and contextually‐responsive aspects of evaluation work—in contrast to the more technical, program management, or methodological aspects of the field—may be the competencies least likely to be impacted or replaced by AI. As such, these may be the competencies we continue to emphasize, both in the day‐to‐day aspects of our operations, and in the training of new and emerging evaluators. This article is intended to be a starting point for discussions that continue throughout the remainder of this issue. [ABSTRACT FROM AUTHOR]

This study explores the impact of Internet penetration on the firm‐product‐level behaviour of multi‐product exporters. While a substantial body of literature has explored the effect of the Internet on firm performance, especially extensive and intensive margins, few studies examine the product‐level behaviour within firms. Using highly disaggregated firm‐product‐level data covering Chinese manufacturing industrial firms from 2000 to 2007, we provide evidence on the effects of the Internet on product mix and product switching within firms. Specifically, because of the reduction in export market entry costs, the Internet can encourage more firms to enter the export market and increase market competition, which causes multi‐product exporters to skew exports towards best‐performing products and drop the products furthest away from its core competence. Meanwhile, the Internet can increase multi‐exporters' productivity and encourage firms to introduce new products, which are also further away from the core product. Productivity and competition cause multi‐product exporters to exhibit product switching, which results in the expansion of product scope. [ABSTRACT FROM AUTHOR]

Publicly funded adult health insurance through the Affordable Care Act (ACA) has had positive effects on low‐income adults. We examine whether the ACA's Medicaid expansions influenced child development and family functioning in low‐income households. We use a difference‐in‐differences framework that exploits cross‐state policy variation and focus on children in low‐income families from a nationally representative, longitudinal sample followed from kindergarten to fifth grade. The ACA Medicaid expansions improved children's reading test scores by ~2% (0.04 SD). Potential mechanisms for these effects within families are more time spent reading at home, less parental help with homework, and eating dinner together. We find no effects for children's math test scores or socioemotional skill development. [ABSTRACT FROM AUTHOR]

The advocacy for writing in science and STEM‐related fields through reasoning‐based writing, critical thinking and argumentation has been accentuated as a core competence in curriculum documents. In South Africa, the CAPS document for Physical Sciences acknowledged the importance of writing and consequently, call on teachers to engage in teaching language across the curriculum. This study examined the characteristics of writing prompts in three selected samples of textbooks to understand how writing is addressed in the Physical Sciences textbooks. Specifically, the study examined the frequency and characteristics of writing prompts included in the chemistry component of three selected Physical Sciences textbooks for Grade 12 learners. A total of 533 writing prompts were identified and analyzed using a coding scheme adopted for the study. Findings revealed that learners are prompted to write in variety of ways, with prompts that positioned them to explain why, discuss your ideas, explain how and explain what. While the prompts that ask learners to explain why and discuss your ideas were the most frequently coded, the press to write their reasoning with specific features that are inherent in the respective topics were inadequate. The implications for curriculum developers are the need for explicit instructions on the length of writings required, and for authors to develop adaptable guidelines to enable textbook users understand the writing expectations. [ABSTRACT FROM AUTHOR]

Purpose: The need to validate core competency skills in qualified optometrists wishing to take part in extended roles in glaucoma care has been questioned. This analysis examines the ability of qualified optometrists to perform relevant core competency skills under standardised objective assessment conditions to explore whether such validation is justified. It also investigates if there are associations between performance, gender and length of time since qualification. Methods: Anonymised data from the Cardiff University assessment programme for the Wales Optometry Postgraduate Education Centre (WOPEC) Local Optical Committee Support Unit glaucoma referral filtering and monitoring pathway delivered between January 2017 and March 2020 were analysed. Results were combined with demographic data from the General Optical Council register of optometrists in the UK to investigate associations between performance and practitioner characteristics, namely length of time since qualification and gender. Results: The assessment results of 2215 optometrists practising in England (approximately 15% of all UK registered optometrists and 30% of all optometrists registered in England) were analysed. Failure rates for first time assessment in each of five objective structured clinical examination style practical assessments were 8.5% (van Herick); 8.8% (slit lamp binocular indirect ophthalmoscopy); 10.1% (Goldmann applanation tonometry calibration); 21.9% (Goldmann applanation tonometry) and 23.3% (case scenario interpretation and management). There were either no associations or at most very weak associations between performance and practitioner characteristics. Conclusions: Our results suggest that these competencies are not universally present in optometrists practising in England and that ongoing training and assessment of these competencies is justified for entry into extended roles. There are no meaningful associations between performance in these assessments and gender or time since qualification. [ABSTRACT FROM AUTHOR]

Donor partners have been supporting developing economies in capacity development through donor‐funded projects to enable them to achieve sustainable development. To understand the effectiveness of such projects, this paper adopted a mixed‐methods approach to study a capacity development project funded by the World Bank and implemented in 46 metropolitan and municipal assemblies in Ghana. The study employed the European Centre for Development Policy Management's core capabilities model (5Cs) to examine the World Bank project. The study recommends that, to ensure sustainability, capacity development projects should be embedded in Ghana's development programmes. We also propose an alternative model for the implementation of capacity development projects to achieve sustainable development. [ABSTRACT FROM AUTHOR]

In an increasingly globalized world, empathy has been identified as a core competency of future global citizens and thus as an important skill to be fostered in global citizenship education (GCE). Despite this, however, what empathy is, and how it can play the pivotal role often claimed for it in the literature, have not been adequately explored. Here, Eirik Risberg argues that, pace the common conception of empathy, empathy should not be construed narrowly, as an affective concept, but broadly, as a cognitive and epistemic concept. Drawing on recent work in philosophy and psychology, Risberg explores a suggestion that construes empathy as a complex self‐directed perspective‐taking of the situation of another. While this may constitute a conception of empathy that is more modest than the most ardent proponents of empathy would like, it has the benefit of avoiding the objections that have been leveled against empathy as a moral concept and thus allows us to maintain that empathy is a valuable skill to be cultivated in educating global citizens for the twenty‐first century. [ABSTRACT FROM AUTHOR]

The differential impact of social capital among employees in strategic and support roles has received far less attention than that of human capital in talent management literature. Building on network closure theory and differentiated workforce theory, we examine the effect of strategic and support teams’ experience ties on team performance while controlling for human capital using current Moneyball‐inspired metrics for workforce quality. Using an 111‐year longitudinal data set of 15,837 Major League Baseball players from all 30 teams and 3,475,778 experience ties, we find that after accounting for the effect of team quality, managerial stability and reputation, and era effects, organizational experience ties and subsequent team performance have an inverted U‐shaped relationship for strategic roles and a U‐shaped relationship for support roles. Competitor experience ties have an inverted U‐shaped relationship on performance for strategic roles, yet the hypothesized U‐shaped relationship showed differences for different competency areas among support roles. This study highlights the value of social capital to team performance and the importance of differentiating human resource management (HRM) practices for strategic and support roles in 20 different competency areas. It also showcases how workforce analytics with big data can be applied to HRM and have value added impact on workforce and firm strategy execution. [ABSTRACT FROM AUTHOR]

Medical education has traditionally been rooted in the teaching of medical knowledge and surgical technique in the operating room, with little attention to the nontechnical skills (NTS) that include situational awareness, decision‐making, teamwork and communication, and leadership. Under the guidance of adult learning principles, the aim of this study is to evaluate the learning outcomes of the NTS program for the surgery clerkship in the operation room in Taiwan. Self‐directed learning principles were practiced during this 2‐week subspecialty rotation. The learners were randomly divided into two groups: the control group (the learners and teachers deciding together what should be learnt) and the intervention group (the same as the control group and the formal NTS program implemented during the second week). A 12‐item quantitative questionnaire including both the 6‐item Accreditation Council for Graduate Medical Education (ACGME) Core Competencies and the 6‐item adult learning characteristics was completed twice: before and after rotation. From Oct 2020 to May 2021, 16 medical students received NTS training and 16 were training‐naïve. For those undergoing NTS training, six core competencies significantly improved on a 6‐point scale. Moreover, total score differences (post‐training – pre‐training) in core competency had significant correlations to the differences in adult learning characteristics (r = 0.648, p = 0.007). The NTS program could be feasibly integrated into core objectives of the basic surgical clerkships, with the improvement in adult learning motivation in the learners helping to facilitate NTS training under the competency‐based surgical training program. [ABSTRACT FROM AUTHOR]

Mental health nurses aim to provide high‐quality care that is safe and person‐centred. Service users require individualized care, responsive to their preferences, needs, and values. The views of service users, mental health nurses, nurse academics, psychiatrists, and nurse managers about the core competencies of mental health nurses have not been explored. Our study aimed to describe and contrast the views of multiple stakeholder groups on the core competencies of mental health nurses. Concept mapping is a six‐step mixed‐methods study design that combines qualitative data with principal component analysis to produce a two‐dimensional concept map. Forty‐eight people participated in the study from five stakeholder groups that included service users and clinicians. The final concept map had eight clusters: assessment and management of risk; understanding recovery principles; person‐ and family‐centred care; good communication skills; knowledge about mental disorders and treatment; evaluating research and promoting physical health; a sense of humour; and physical and psychological interventions. There were important differences in how service users and health professionals ranked the relative importance of the clusters. Service users reported the understanding recovery principles cluster as the most important, whilst health professionals ranked the assessment and management of risk group the most important. There may be a disconnect between what service users and other stakeholders perceive to be the core competencies of mental health nurses. There is a need for more research to examine the differing perspectives of service users and health professionals on the core competencies of mental health nurses. [ABSTRACT FROM AUTHOR]

Key points: Undergraduate science education should include education in scholarly practices like peer review.Authentic experiences in peer review increase science literacy and science identity.Peer review of preprints provides a means for undergraduates to be involved in peer review that is independent of journal gatekeeping processes. [ABSTRACT FROM AUTHOR]

In 2018, the International Council on Systems Engineering (INCOSE) introduced a set of competencies for systems engineers in a framework structure that gives guidance as to the knowledge, skills, abilities, and behaviors important to systems engineering effectiveness at each of five "levels" of competence, ranging from awareness to expert. There are five categories of competencies: Core, Technical, Professional, Systems Engineering Management, and Integrating. The purpose of this paper is to explore research‐grounded gender‐related differences in the INCOSE Professional Competencies and their implications for the ability of systems engineers of either gender to apply them in practice. [ABSTRACT FROM AUTHOR]

The DiKoLAN orientation framework describes digital core competences for teaching in science education. A course offered by the Chair of Science Education at the University of Konstanz is specifically dedicated to fostering the competencies mentioned in DiKoLAN. This article describes the concept, implementation, and evaluation of a teaching‐learning module in the field of simulation and modelling. The evaluation of the module has revealed areas of knowledge with potential for development among the students, shown the strengths of a structural orientation following DiKoLAN and provided approaches for optimising future courses to promote digital competencies in the area of simulation and modelling. [ABSTRACT FROM AUTHOR]

Stabilization of resistive wall modes (RWMs) is one of the important issues in magnetic fusion research. In the reversed field pinch (RFP), the number of unstable RWMs becomes smaller by lowering the aspect ratio (A), the ratio of the minor to major radius of the device. In REversed field pinch of Low‐Aspect ratio eXperiment (RELAX), whose aspect ratio is 2, unstable m/n = 1/2 RWM was stabilized by a single mode control power supply system with improvements of discharge performance. In this paper we report new results with modified power supply system in which magnetic boundary condition near the poloidal gaps is controlled. The modified power supply system is designed to stabilize the most unstable m/n = 1/2 mode by use of the saddle coil array covering the whole torus with eight (8) power supplies. The results show that the discharge duration is improved from ~ 3.0 ms to ~ 4.0 ms, limited by the capability of the iron core in RELAX device. Stabilization of the dominant RWM with the resultant improved plasma performance by a single mode control power supply system shows one of the advantages of a low‐aspect‐ratio RFP concepts. [ABSTRACT FROM AUTHOR]

Insurance literacy has received little attention in academic research despite its role in risk management, particularly among older people, a population most in need of a secure income and coverage for health care expenses after retirement. Using data from the Survey on the Economic Status of the Japanese Elderly conducted by Hiroshima University, we examined how the socio‐economic status of older people in Japan was related to the attainment of insurance literacy. We found that the overall level of insurance literacy was quite low among older people in Japan, particularly among the oldest subgroup and women. Our regression results show that older people who are men, married, relatively younger, moderately educated, have a higher balance of financial assets, and those who have work experience in management, business, or finance are more likely to be insurance literate. Our results indicate that social learning plays an important role in insurance literacy. [ABSTRACT FROM AUTHOR]

This article considers the role that student affairs graduate programs play in preparing new professionals to meet assessment‐related expectations in their new roles. It provides an overview of the content, proficiency, and curricular standards that can inform curricula and the resources frequently used in instruction. Finally, the article describes the results of a survey designed to gather perspectives on preparation to conduct assessment from new professionals, supervisors, assessment coordinators, and faculty. Despite assessment being a core competency in the field, preparation to practice effectively is not yet consistent across programs. [ABSTRACT FROM AUTHOR]

This study explored the development of L2 learners' interactional competence in Arabic when making requests. Combining a longitudinal and cross‐sectional design, it closely examined how learners' language proficiency affected their use of multiple requests in daily‐life interactions. Participants included L2 learners (n = 40) and Saudi Arabic native speakers (NSs) (n = 10). L2 learners were evenly divided into two groups (low‐level and high‐level). They each completed three interactive role‐plays in Phase 1 and three similar scenarios in Phase 2 6 months later. The findings showed that multiple requests can be vertically (e repair) and horizontally (i.e., recapitulation) organized in the talk. Multiple requests in a vertical arrangement occurred due to L2 learners' violation of sequence organization rules. L2 learners with lower proficiency levels were more likely to make multiple requests vertically. However, as their proficiency improved, their use of vertically arranged multiple requests reduced. On the other hand, multiple requests in a horizontal arrangement occurred with increasing L2 learners' linguistic and interactional competence. At native‐like linguistic and interactional competence levels, L2 learners tended to decrease this interactional practice and adhered firmly to turn‐taking and adjacency pair rules. Furthermore, it was found that L2 learners, no matter what their proficiency level, relied heavily on Modern Standard Arabic (MSA) while Arabic NSs tended to use the Saudi dialect. Therefore, it was concluded that learners' proficiency plays a crucial role in the production of multiple requests in interaction and their reliance on MSA in daily interactions reflects their incomplete pragmatic competence. The Challenge: L2 learners have been shown to need more than one attempt to make requests. But is this always the case? And does their use of multiple requests change over time? This longitudinal and cross‐sectional study investigates the intersection where language proficiency, interactional competence and multiple requests meet. [ABSTRACT FROM AUTHOR]