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In response to concerns regarding numerous complex issues facing the veterinary specialty profession, several organizations, including the American College of Veterinary Internal Medicine, have made a clarion call to the American Veterinary Medical Association to begin discussions surrounding the formation of an accrediting body for internships, residencies, and fellowships. A proposed name for such a body is the Accreditation Council on Graduate Veterinary Medical Education, in alignment with the Accreditation Council on Graduate Medical Education (ACGME); the term graduate refers to specialty education that occurs after the first 4 years of the MD or DVM degree. Although the structure and financing of graduate education differ between the human medical and veterinary professions, we can nevertheless learn much from the history of evolution of human medical specialization as we navigate the path ahead.

Background: For patients with blunt abdominal trauma, the Focused Assessment with Sonography in Trauma (FAST) exam is the initial imaging modality employed to diagnose and risk stratify. A positive FAST exam in this patient population denotes intraperitoneal hemorrhage. In a hemodynamically unstable patient, it necessitates rapid surgical intervention. Ultrasound is highly dependent on the operator's ability to obtain quality images for interpretation. Failure to obtain adequate images prevents accurate interpretation and reduce its diagnostic accuracy. Previous studies evaluating whether the FAST exam can be improved solely by experience had conflicting results. None of those studies used an objective method to evaluate the FAST exam's quality. Our study aimed to objectively determine the number of FAST exams required by an emergency medicine (EM) resident to reach sufficient quality for independent scanning. Methods: 59 first-year EM residents from a single site were included in this study. All FAST exams that were saved in the Qpath archival system by the 59 EM residents, whether the exam was performed for educational or clinical purposes, were reviewed, and scored using a Task-Specific Checklist (TSC) score. This score is an objective way to assess the proficiency and quality of the FAST scan. The TSC was based on whether the imaging of 24 specific anatomic landmarks, split into four anatomic regions, was completed successfully or not. The AEMUS (Advanced EM Ultrasonography) faculty provided feedback to trainees wither electronically via Qpath or at the bedside. According to the quality of ultrasound imaging and competence (QUICK Score), if the average TSC score for the first 10 exams was 18 or higher, the resident was considered an expert. However, if the resident failed to achieve that score, we skipped the first exam performed by the resident and the average score for the second through eleventh exams was then calculated. If the resident did not achieve the desired result, the first and second exams were skipped and the average score for the remaining 10 exams was determined. This sequence was repeated until the resident achieved an average score of 18 or higher on their TSC score. Results: In total, 663 FAST scans performed by EM residents were scored. The average number of FAST exams needed for independent scanning is 11.23 (95% CI, 10.6-11.85). 66.1% of enrolled residents achieved an average score of 18 or higher in their first 10 FAST exams, and 33.8% of residents required more than 10 scans. The average scores for the right upper quadrant (RUQ), left upper quadrant (LUQ), pelvic, and subxiphoid views were 5 (95% CI, 4.88–5.1), 4.7 (95% CI, 4.59–4.8), 5.1 (95% CI, 4.96–5.24), and 3.7 (95% CI 3.6–3.8) respectively. Conclusion: This study demonstrated that when constructive feedback on each FAST exam was given, the average first-year emergency medicine resident achieves competency in performing FAST exams independently after completing 10–12 (average of 11.23) FAST exams. Further research is required to validate the findings. [ABSTRACT FROM AUTHOR]

Aim: Guided by Benner's framework, From Novice to Expert, this study aimed to identify (1) critical soft skills to be evaluated in nurses and (2) levels of nursing behaviour indicating achievement of soft skills to provide a framework for developing a soft skills rubric. Background/Introduction: Nurse shortages are often attributable to high turnover rates among nurses. To improve this situation, healthcare facilities implement transition programmes and continuing education with a primary focus on developing and maintaining nurses' knowledge and performance (hard skills). However, balancing hard and soft skills (beliefs, values and attitudes) is key to nurses' quality of care and ultimately to their retention. Despite the importance of soft skills, their intangible nature creates problems in evaluating nurses' attainment of these skills and in providing constructive feedback to help them set concrete goals for improving their practice. Methods: This qualitative descriptive study described critical soft skills in the nursing context. A purposeful sampling strategy was used to enrol 13 clinical nurse educators from multiple hospital units; each had more than 2 years of clinical nurse educator experience and had completed preceptor training. One‐to‐one interviews with these individuals were audio recorded, transcribed and subjected to direct content analysis using NVivo 12. The study follows the Consolidated criteria for reporting qualitative research (COREQ) guidelines for qualitative studies. Findings: Five main competencies, comprising 20 subcompetencies, were identified: personal growth, effective interactions, professionalism, teamwork and the caring role. For each subcompetency, four skill levels were delineated using clinical indicators. Conclusion: This study's findings can enhance understanding of clinical nurse educators' perceptions regarding soft skills required of nurses. Implications for the profession and/or patient care: The soft skills identified can be incorporated into a rubric to be used by clinical nurse educators to evaluate and guide nurses' professional development and contribute to improving quality of care. No patient or public contribution is required for this study. [ABSTRACT FROM AUTHOR]

Changes in the healthcare system directly impact the nursing profession. Nursing is a vital profession, and nurses face many challenges and the need for changes in healthcare. This first-time study aimed to describe the change agent competency of clinical nurses from their perspectives in the Thai healthcare context. The researchers conducted a qualitative descriptive study. In-depth interviews were conducted among 12 clinical registered nurses in a Thailand Quality Award recipient super-tertiary university hospital in southern Thailand using semi-structured interviews, audio-recording, and observation record forms during October to December 2021. Purposive and snowball sampling were used to select participants. Using content analysis, seven themes of change agent competency were revealed: 1) improving quality of care, 2) commitment to achieving change, 3) clinical ability, 4) enhancing engagement in improvement, 5) using information efficiently, 6) knowing how to seek useful resources, and 7) improving after receiving feedback contributing to the conceptual structure of change agent competency. Trustworthiness was assessed using member checking and peer debriefing to ensure the quality of the study. The findings are helpful for nurses and health leaders to better understand the potential of nurses as change agents in reforming practice. The findings of this study also form a foundation for nurse educators to incorporate change agent theory and practices in education and training. However, since this was a first-time study on the topic with clinical nurses in Thailand, much more research is needed, including developing a standard tool to measure and develop change agent competency of Thai clinical nurses, given there is no such instrument in the country [ABSTRACT FROM AUTHOR]

Background: In light of the multi-faceted challenges confronting health systems worldwide and the imperative to advance towards development goals, the contribution of health policy graduates is of paramount importance, facilitating the attainment of health and well-being objectives. This paper delineates a set of core skills and competencies that are requisite for health policy graduates, with the objective of preparing these graduates for a spectrum of future roles, including both academic and non-academic positions. Methods: The study was conducted in three phases: a scoping review, qualitative interviews and the validation of identified competencies through brainstorming with experts. In the initial phase, a scoping review was conducted on the databases. The following databases were searched: PubMed, Scopus, Web of Science and Google Scholar search engine. Additionally, the WebPages of universities offering health policy programmes were manually searched. In the second phase, 36 semi-structured interviews were conducted with students, graduates and distinguished academics from Iran and other countries. These interviews were conducted in person or via email. In the third phase, the draft version of the competencies and their associated learning objectives, derived from the preceding stages, was subjected to independent review by an expert panel and subsequently discussed. In light of the expert panel's findings, the authors undertook a subsequent revision of the list, leading to the finalization of the core competencies through a process of consensus. Results: In the scoping review phase, the analysis included six studies and nine university curricula. The results of the scoping review could be classified into five domains: health system understanding, health policy research, knowledge translation, multidisciplinary work and knowledge of public health. In the second phase, six core competencies were extracted from the interviews and combined with the results of the first phase, which were then discussed by the expert panel at the third phase. The final five core competencies, derived from the brainstorming session and presented in no particular order, encompass health policy research, policy analysis, educational competencies, decision-making and multidisciplinary work. Conclusions: It is essential that the curriculum is appropriate and contextually tailored, as this is crucial to foster multi-dimensional competencies that complement the specific disciplines of future health policy scholars. These scholars must possess the ability to genuinely serve their health systems towards achieving health-system goals and sustainable development. [ABSTRACT FROM AUTHOR]

This paper presents an empirical study on key competencies of experienced sustainability professionals. We use an elaborate action research approach to collect and analyze qualitive data from sustainability professionals in Belgium (Wallonia). The iterative action-reflection process included a written assignment, an interactive workshop, qualitative data analyses, focus-group discussions, and the corroboration of findings through participant feedback. The 18 participating sustainability professionals had on average 24 years of work experience out of which 17 years in the field of sustainability. Our analysis provides strong empirical evidence for the existence of Sustainability Intervention Competencies which is a cluster of six key competencies, namely interpersonal collaboration competency, capacity building competency, intrapreneurial competency, strategic competency, political competency, and implementation competency. Together with a set of basic sustainability competencies they enable the profound analysis and understanding of sustainability issues, the co-creation of innovative solutions, and the facilitation of transition processes toward a sustainable future. Furthermore, we present empirical evidence for an integrated learning competency which binds two complementary forms of knowledge together, namely topical knowledge and lived experience. This study contributes to the newly forming empirical research stream on competencies of sustainability professionals in Sustainability Science. We outline implications for Human Resource Management as well as Higher Education and Vocational Training. [ABSTRACT FROM AUTHOR]

For several years, the global scientific community has accepted and recognized the importance of evidence-based practice for nursing science. The main factor for the implementation of evidence-based practice is the competence of undergraduate nursing students towards evidence-based practice, so that they as active nurses are ready for its application in their clinical practice, in order to provide better care for their patients. The aim of the present study is to examine the level of evidence-based practice competency evaluated with the self-reported Evidence-Based Practice Competence Questionnaire. It is important to mention that such a study has not been conducted on nursing students in Greece, but only on registered nurses. A quantitative study based on cross-sectional design was conducted from February to June 2022 in a convenience sample of Greek undergraduate nursing students. The SPSS 26.0 program was used to perform descriptive, bivariate, and multivariate analyses. A total of 175 undergraduate students participated at the Hellenic Mediterranean University Department of Nursing (Greece), specifically from the 2nd and 3rd academic years. The mean score of the Evidence-Based Practice Competence Questionnaire for nursing undergraduate students was 3.03 ± 0.26, indicating moderate evidence-based practice. Among the Evidence-Based Practice Competence Questionnaire dimensions, mean scores of 3.03 ± 0.32 for attitude toward evidence-based practice, 3.01 ± 0.49 for skills in evidence-based practice, and 3.03 ± 0.49 for knowledge in evidence-based practice were obtained. Significant differences among participants' mean Evidence-Based Practice Competence Questionnaire scores regarding gender (p = 0.766), age (p = 0.400), academic year (p = 0.153), and training in the field of research methodology (p = 0.538) were not found. It appears that the level of readiness towards evidence-based practice is mediocre among undergraduate nursing students at a university in Greece. Therefore, it is necessary to carry out new studies in the future, so that there is a correct approach of all the elements that contribute to the readiness of nursing undergraduate students regarding evidence-based practice. [ABSTRACT FROM AUTHOR]

Background/objectives: We aim to systematically review and evaluate the current landscape of postgraduate pharmacy education to a) identify current evidence, best practices, challenges, recommendations, and solutions; and b) develop a framework to optimize postgraduate pharmacy programs. Methods: A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Electronic databases, including PubMed, Scopus, EMBASE, ProQuest, Web of Science, and Google Scholar were utilized. The search covered studies published from January 2011 to September 2023. Following the principles of Arksey and O'Malley's framework, data charting and extraction were performed using a pre-designed data collection tool, followed by the synthesis and grouping of studies based on common themes. Results: Of the 5542 articles found, the review included 36 eligible ones focusing on pharmacy postgraduate education (PhD and MSc), grouped into three themes: 1) courses and curriculum; 2) training and skills development; 3) assessment and mentorship methods. Utilized methodologies included descriptive analyses, questionnaires, surveys, trials, and focus groups/interviews. The studies underscored the need for competency-based curricula with regular evaluations, career planning, and diverse course offerings. Identified key skills and competencies in the studies included soft skills, communication, research, desperate skills (e.g., leadership and management), and critical thinking. The studies also emphasized the value of comprehensive evaluation and peer review methods. Challenges included balancing academic and real-world requirements, training, limited resources, time constraints, and faculty workload. Conclusion: Evidence-based suggestions to improve postgraduate pharmacy education include the implementation of practice-oriented courses, value of tailored/or comprehensive assessments, focus on real-world skills, effectiveness of advanced teaching methods, and mentorship role. The proposed framework can guide program enhancement and highlight the need to improve programs holistically, entailing the three themes. [ABSTRACT FROM AUTHOR]

Background: Clinicians from multiple professional backgrounds are increasingly using point-of-care ultrasound in clinical practice. Performing ultrasound is a complex skill, and training is required to ensure competency and patient safety. There is a lack of skilled trainers within health professions to meet this increasing educational demand. The role of sonographers in educating other health professionals in point-of-care ultrasound has not yet been well defined. Sonographers can provide ultrasound education interprofessionally, if equipped with appropriate clinical knowledge and educational skills. Methods: A Delphi consensus study was conducted to define the knowledge, skills and attributes required of sonographers teaching point-of-care ultrasound to other health professionals in Australia and New Zealand. Health professionals with subject matter expertise in the leadership, facilitation, and delivery of ultrasound education by sonographers were invited to participate. Results: There were 72 expert participants in survey round one, and 49 in round two. Participants included physicians, sonographers, and other health professionals. Consensus was reached on 31 competency items for sonographers teaching ultrasound interprofessionally, with agreement of greater than 94% reached by participants. Conclusions: This consensus study has defined the knowledge, skills and attitudes required for sonographer competence in point-of-care ultrasound education. This is an important step to developing a training pathway for sonographers engaging in this emerging area. [ABSTRACT FROM AUTHOR]

Background: The limitations of teachers' competencies in traditional settings, coupled with the evolving roles and responsibilities required for effective instruction in virtual education, underscore the significance of examining the specific competencies necessary for educators in this context. This study aimed to investigate the competencies that faculty members must possess for virtual education in the post-COVID-19 era and identify their priorities. Methods: This research was designed in two distinct phases. The initial phase was carried out between June and November 2023. It involved a statistical sample of 225 faculty members from Shahid Bahonar University of Kerman, Iran, who were selected through a stratified sampling technique. The primary tool utilized for data collection was a standardized questionnaire comprising 31 items, designed on a Likert scale to assess various competencies. Validity (CVR=0.877; CVI=0.94) and reliability (a=0.88) were checked and confirmed, and SPSS V26 was used to analyze the data. In the second phase, the Stepwise Weight Assessment Ratio Analysis (SWARA) was utilized alongside a questionnaire to evaluate and weigh the competencies. The statistical population for this segment comprised 12 academic experts, and data analysis was conducted using Excel software. Results: The overall average score for all competencies exceeded the established criterion of 3.4, indicating that all 31 competencies are deemed essential. Among these, teaching skills emerged as the most significant, with a mean score of 4.68. The average importance ratings across the various competency categories were relatively similar (ethical-social: 4.29, technical-technological: 4.26, educational-learning: 4.29, individual-managerial: 4.28, supervisory-supportive: 4.27). The overall average for all competencies reached a significant level, recorded at 4.28. Utilizing the SWARA method for ranking, the competencies were prioritized as educational-learning, ethical-social, individual-managerial, technical-technological, and supervisory-supportive. Conclusion: The competencies of faculty members, as the front line of education, are essential for effective virtual education. This research aimed to comprehend the current conditions and examine the significance of these competencies, ultimately concluding that they are indispensable. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to develop a competency-based global health education (GHE) program for medical students and analyze its effectiveness. Methods: The study had a pretest–posttest control group design. The program was developed based on the eight global health competency domains for medical students and implemented for 18 hours over 6 weeks beginning in September 2023. The intervention and control groups comprised 34 students and 41 students, respectively. The analytical methods used were t-test, chi-square test, and analysis of covariance. Results: Experience with global health activities and pretest scores were controlled as covariates to exclude the effects of participants’ general characteristics and pretest scores. The intervention group had outscored the control group on interest in a global health career and the necessity of GHE and also showed significantly higher posttest scores on global competence, global citizenship, and global health competence. Students were generally satisfied with the GHE program. Conclusion: A global health competency-based GHE program effectively increases medical students’ interest in global health careers, their understanding of the need for GHE, and their global competence, global citizenship, and global health competence. This study is expected to promote GHE program development and research. [ABSTRACT FROM AUTHOR]

Objective: This study examines the impact of parental migration on the psychological well‐being and development of left‐behind children (LBCs) in Zhejiang, China, within the broader context of the country's rural transformations and urban migration. It investigates how intellectual and relational engagement (RE), autonomy (AUT), competence (COM), and relatedness (RES) contribute to resilience (REL) and post‐traumatic growth (PTG) in these children, reflecting on the shift from viewing parental separation merely as a source of trauma to recognizing its potential to foster significant personal growth. Methods: Utilizing a cross‐sectional design, the research was conducted in April and May 2023 with 1348 LBCs from a total sample of 4049 students inZhejiang. A two‐step random, stratified, cluster‐based sampling strategy was employed, and structural equation modeling was used to examine the hypothesized relationships among the constructs. Results: The statistical analysis demonstrated significant positive effects of intellectual engagement (IE), AUT, COM, and RE on both REL and PTG (p <.05 for all). IE strongly correlated with AUT (r =.68, p <.001) and COM (r =.71, p <.001), enhancing REL and facilitating PTG. Additionally, the presence of secure and consistent relationships was identified as crucial for maintaining psychological well‐being, with high correlation coefficients (r >.60) underscoring their importance. Notably, REL was found to moderate the relationships among RES, COM, and PTG, highlighting its critical role in the psychological adaptation of left‐behind children. Conclusion: The study underscores the importance of nurturing intellectual and REs, AUT, and COM to enhance psychological REL and well‐being among LBAs. These elements are crucial for supporting the mental health and developmental needs of children facing the challenges of parental migration. The findings advocate for targeted interventions that can address the unique needs of this vulnerable population, emphasizing the potential for growth and adaptation despite adversities. [ABSTRACT FROM AUTHOR]

Several studies have identified a recurring trend that speech-language pathologists (S-LPs) in countries such as the United States (Caesar & Kitila, 2020), South Africa (Singh et al., 2015), and Malaysia (Kamal et al., 2012) report lower levels of confidence in dysphagia management, whether in comparison to other practice areas or in certain skill areas within the specialty of dysphagia. No data currently exists exploring self-perceptions of Canadian S-LP graduates with regards to clinical management of adults with dysphagia. Therefore, the purpose of this study was to determine the self-reported readiness of recently graduated Canadian S-LPs who manage dysphagia. Our survey was derived from a modified version of the Dysphagia Competency Verification Tool and distributed to graduates (Classes of 2018-2022) via four Canadian speech-language pathology program offices and direct emailing of graduates in select provinces. Of the 135 individuals who signed up to receive the survey, 92 eligible participants completed the survey. Median scores revealed that respondents perceived themselves to be comfortable with clinical skills related to general knowledge (i.e., educating patients), direct patient care, videofluoroscopic swallowing studies (VFSS), and basic flexible endoscopic evaluation of swallowing studies (FEES) skills. However, many graduates felt uncomfortable with select skills relating to dysphagia rehabilitation (i.e., providing a prognostic statement) and advanced FEES skills. Correlational analyses showed some associations between province of education and reported comfort levels in five of the survey items. Posthoc comparisons were made between those who graduated pre-COVID and those who graduated post-COVID, the latter group scoring higher on select VFSS skills. Results emphasize the need for further research into S-LPs' preparedness following graduation and highlight potential areas for further development in Canadian graduate programs. [ABSTRACT FROM AUTHOR]

According to scholars, in the era of change and transformation, managers themselves should take responsibility for identifying the type of needing competencies and its developing. However, there is still not much consensus about what these meta-competencies are. Considering this shortage and the necessity of these meta-competencies for the transformation of the administrative system, the present research was aimed to identify the meta- competencies of public administrators by using the qualitative approach and grounded theory approach. For this purpose, an in-depth semi-structured interview was conducted with management competence experts in universities, public administrators and assessment centers. According to the rule of theoretical saturation, was obtained adequacy of the sample after 11 interviews, and their findings were the basis of the analysis. Through of the analysis of the findings, 61 primary codes were identified, which were classified into 9 open codes. In the selective coding stage, was proposed a research model consisting of 3 categories of meta-competencies. Cognitive meta-competencies include: mental agility, openness to experience, critical thinking, curiosity and self- confidence; Emotional meta- competencies include: personal drive and multiple communication intelligence; Moral meta-competencies consist of: moral courage and personal mastery. [ABSTRACT FROM AUTHOR]

Thinking and reasoning competencies are crucial for the success of future healthcare professionals and are noted as pre-professional competencies for medical school admissions. At Agnes Scott College, our graduate-level Medical Cell Biology class focuses on cellular structure and function in human disease. In this course, students complete assignments meant to foster critical thinking competencies, wherein they analyze primary articles on the cellular pathogenesis of disease and relevant drug therapies. To assess student perspectives on these assignments, we developed a survey to gauge student attitudes toward the effectiveness of these assignments in supporting their learning and preparing them as applicants to various health professions programs. Attitudinal data shows that these assignments have helped students think critically when evaluating scientific literature and bolstered their understanding of cell biology in the progression and treatment of human pathologies, better preparing them for their future careers in the health professions. [ABSTRACT FROM AUTHOR]

In our paper, we examine the simultaneous impact of the agglomeration economy (AE) and the innovation ecosystem (IE) on the competency development of SMEs in the Piemonte region in three high-tech sectors: aerospace, mechatronics, and automotive. This study focuses on the critical challenge for SMEs: survival and market position expansion amidst rapidly changing external environments. We used the capability approach, which includes identifying and assessing a company's competencies through the capability matrix, as a tool to analyse a company's competitiveness in the industry based on structural changes; we determined the key insights from managerial practices of SMEs that help to comprehend the behaviour of high-performing, sustainable-performing, and low-performing companies in the development of competencies. The key finding is that SMEs' sustainability in the context of structural changes in the external environment is primarily influenced by factors such as investment in the development of company competencies, industrial cooperation, strategic planning, cross-fertilisation, and the impact of company age and size on the availability of resources, along with the level of internationalisation. This study also identifies the main challenges these SMEs face, particularly the lack of highly skilled human resources to meet the sector's specific needs, as well as the difficulties companies face in adapting to changes in consumer behaviour and forecasting future business strategies. In addition, this study introduces the AE and IE variables as strategic tools to enable company representatives to improve their development strategies. [ABSTRACT FROM AUTHOR]

Registered nurses in the operating room require specialized competencies that surpass basic educational training. Existing national and international documents attempt to outline these competencies but often lack comprehensive details. To address this, a repertoire of technical and professional competencies for operating room nurses, aligned with European and National Qualifications Frameworks, is proposed. Aim: Develop a repertoire of technical and professional competencies for perioperative and perianesthesiological specialist nursing roles. Methods: An at-home ethnography design was employed, utilizing participant observation, interviews to the double, and focus groups. Convenience sampling included 46 participants from a university and a public hospital in northern Italy. Data were collected from September 2021 to June 2023 and analyzed using inductive content analysis and data triangulation. Results: Identified 17 specialized technical professional competencies for perioperative and perianesthesiological nursing, divided into 6 areas of activity. These competencies encompass 19 learning outcomes, 152 tasks, 222 knowledge elements, and 218 skills. Conclusions: This competency repertoire aids in the public recognition of qualifications and serves as a valuable tool for identifying, validating, and certifying competencies. Future research should focus on exploring the competencies of central sterilization nurses and transversal competencies. [ABSTRACT FROM AUTHOR]

Abstract Background For patients with blunt abdominal trauma, the Focused Assessment with Sonography in Trauma (FAST) exam is the initial imaging modality employed to diagnose and risk stratify. A positive FAST exam in this patient population denotes intraperitoneal hemorrhage. In a hemodynamically unstable patient, it necessitates rapid surgical intervention. Ultrasound is highly dependent on the operator’s ability to obtain quality images for interpretation. Failure to obtain adequate images prevents accurate interpretation and reduce its diagnostic accuracy. Previous studies evaluating whether the FAST exam can be improved solely by experience had conflicting results. None of those studies used an objective method to evaluate the FAST exam’s quality. Our study aimed to objectively determine the number of FAST exams required by an emergency medicine (EM) resident to reach sufficient quality for independent scanning. Methods 59 first-year EM residents from a single site were included in this study. All FAST exams that were saved in the Qpath archival system by the 59 EM residents, whether the exam was performed for educational or clinical purposes, were reviewed, and scored using a Task-Specific Checklist (TSC) score. This score is an objective way to assess the proficiency and quality of the FAST scan. The TSC was based on whether the imaging of 24 specific anatomic landmarks, split into four anatomic regions, was completed successfully or not. The AEMUS (Advanced EM Ultrasonography) faculty provided feedback to trainees wither electronically via Qpath or at the bedside. According to the quality of ultrasound imaging and competence (QUICK Score), if the average TSC score for the first 10 exams was 18 or higher, the resident was considered an expert. However, if the resident failed to achieve that score, we skipped the first exam performed by the resident and the average score for the second through eleventh exams was then calculated. If the resident did not achieve the desired result, the first and second exams were skipped and the average score for the remaining 10 exams was determined. This sequence was repeated until the resident achieved an average score of 18 or higher on their TSC score. Results In total, 663 FAST scans performed by EM residents were scored. The average number of FAST exams needed for independent scanning is 11.23 (95% CI, 10.6-11.85). 66.1% of enrolled residents achieved an average score of 18 or higher in their first 10 FAST exams, and 33.8% of residents required more than 10 scans. The average scores for the right upper quadrant (RUQ), left upper quadrant (LUQ), pelvic, and subxiphoid views were 5 (95% CI, 4.88–5.1), 4.7 (95% CI, 4.59–4.8), 5.1 (95% CI, 4.96–5.24), and 3.7 (95% CI 3.6–3.8) respectively. Conclusion This study demonstrated that when constructive feedback on each FAST exam was given, the average first-year emergency medicine resident achieves competency in performing FAST exams independently after completing 10–12 (average of 11.23) FAST exams. Further research is required to validate the findings.

Background As an important part of the general practice team, assistant general practitioners undertake a lot of grassroots general practice work, but at present, there is no recognized national level assistant general practitioners post competency model to provide scientific basis for training qualified assistant general practitioners. Objective The competency of assistant general practitioners for China was constructed to provide support for the design of national assistant physician qualification examination, and provide theoretical basis for the training and evaluation of assistant general practitioners. Methods Based on the research group's previous literature research and behavioral event interviews, from September 2019 to January 2020, the entry pool was established, and 30 experts engaged in general practice were consulted by Delphi method for 2 rounds. The index and weight coefficient of the Chinese assistant general practitioner post competency model were determined by AHP. Results Six first-level indicators [the basic medical and health services (0.244 8), medical knowledge and life-long learning (0.244 8), and professional quality (0.244 8), interpersonal communication and team work (0.138 9), the basic public health services (0.085 8), the information utilization ability and management capacity (0.041 0) ] and 63 second-level indicators were finalized, and the weight coefficients of each indicator were defined. Conclusion This study constructs the post competency of assistant general practitioners for China for the first time, which has a high degree of expert representativeness and authority, and a more comprehensive and reasonable index selection, laying a foundation for the empirical study of the index system.

Background The rapid development of healthcare social work in policy and practice in Beijing, especially since the COVID-19 epidemic, urgently calls for a competence-based evaluation system. Objective This study is to develop a competence-based index system for the training and evaluation of professional healthcare social workers at an institutional and regional level from an interdisciplinary perspective. Methods From August to November 2022, a one-to-one half structured interview was conducted with snowball sampling among 21 members of an interdisciplinary healthcare social work team in T hospital and surrounding communities in Beijing, a focus interview was conducted among the healthcare social workers, and the interview outlines were formulated based on the Spencers' Iceberg Model. Subject analysis method was used to analyze the data, extract the themes of competency for construction of evaluation index system of T hospital. From November to December 2022, a total of 10 experts in healthcare social work practice were invited by using purposive sampling method to imolement the Fuzzy Delphi and form the Beijing competency evaluation system of healthcare social workers. Results (1) A evaluation index system for competency of healthcare social workers in T hospital was formed through qualitive method, including 4 first-level indexes, 16 second-level indexes and 97 third-level indexes. (2) A total of 2 rounds of Fuzzy Delphi were conducted. The enthusiasm coefficient was 100%. According to S1=8.30 and S2=7.00, a revised index system of T hospital and Beijing were respectively formed. Conclusion This study has constructed an evaluation index system for competency of healthcare social workers in Beijing, which covers 4 first-level indexes, 14 second-level indexes and 73 third-level indexes, from the perspective of interdisciplinary including social work, medicine, nursing and community governance.

Background: The limitations of teachers' competencies in traditional settings, coupled with the evolving roles and responsibilities required for effective instruction in virtual education, underscore the significance of examining the specific competencies necessary for educators in this context. This study aimed to investigate the competencies that faculty members must possess for virtual education in the post-COVID-19 era and identify their priorities.Methods: This research was designed in two distinct phases. The initial phase was carried out between June and November 2023. It involved a statistical sample of 225 faculty members from Shahid Bahonar University of Kerman, Iran, who were selected through a stratified sampling technique. The primary tool utilized for data collection was a standardized questionnaire comprising 31 items, designed on a Likert scale to assess various competencies. Validity (CVR=0.877; CVI=0.94) and reliability (α=0.88) were checked and confirmed, and SPSS V26 was used to analyze the data. In the second phase, the Stepwise Weight Assessment Ratio Analysis (SWARA) was utilized alongside a questionnaire to evaluate and weigh the competencies. The statistical population for this segment comprised 12 academic experts, and data analysis was conducted using Excel software.Results: The overall average score for all competencies exceeded the established criterion of 3.4, indicating that all 31 competencies are deemed essential. Among these, teaching skills emerged as the most significant, with a mean score of 4.68. The average importance ratings across the various competency categories were relatively similar (ethical-social: 4.29, technical-technological: 4.26, educational-learning: 4.29, individual-managerial: 4.28, supervisory-supportive: 4.27). The overall average for all competencies reached a significant level, recorded at 4.28. Utilizing the SWARA method for ranking, the competencies were prioritized as educational-learning, ethical-social, individual-managerial, technical-technological, and supervisory-supportive.Conclusion: The competencies of faculty members, as the front line of education, are essential for effective virtual education. This research aimed to comprehend the current conditions and examine the significance of these competencies, ultimately concluding that they are indispensable.

Context: Standard-setting procedures assess candidates’ competence in an examination. Different standard-setting methods produce different pass scores, and no gold standard exists currently. The quality of the standard-setting process is critical in medical examinations where true competency needs to be determined for safe medical practice. Aims: This study assessed the standard-setting methods the college uses to determine the pass scores in the various parts of the fellowship examinations and compared these methods with the arbitrary 50% previously used. Settings and Design: A cross-sectional comparative study to assess the standard-setting methods adopted, which was applied to the September/October/November 2023 fellowship examinations. Methods: This was a total population survey involving the 16 faculties of the College. Secondary data from a compilation of approved results was used. Data Analysis: Descriptive and analytical statistics in Microsoft Excel program. Results: The methods for standard-setting adopted by the college were assessed, and their mean pass scores were analysed. The mean pass score for the primary multiple choice questions examinations was 46.7%, lower than the previously used arbitrary 50% mark, and this difference was statistically significant (P < 0.05). The mean pass scores for the other examinations were higher than the previously used arbitrary 50% mark, but these differences were not statistically significant (P > 0.05). Conclusion: Implementation of the approved standard-setting methods can be improved with more training and retraining of faculties and examiners so that results that are consistent with their purpose, and that align well with other measures of competency can be produced.

Abstract Background In light of the multi-faceted challenges confronting health systems worldwide and the imperative to advance towards development goals, the contribution of health policy graduates is of paramount importance, facilitating the attainment of health and well-being objectives. This paper delineates a set of core skills and competencies that are requisite for health policy graduates, with the objective of preparing these graduates for a spectrum of future roles, including both academic and non-academic positions. Methods The study was conducted in three phases: a scoping review, qualitative interviews and the validation of identified competencies through brainstorming with experts. In the initial phase, a scoping review was conducted on the databases. The following databases were searched: PubMed, Scopus, Web of Science and Google Scholar search engine. Additionally, the WebPages of universities offering health policy programmes were manually searched. In the second phase, 36 semi-structured interviews were conducted with students, graduates and distinguished academics from Iran and other countries. These interviews were conducted in person or via email. In the third phase, the draft version of the competencies and their associated learning objectives, derived from the preceding stages, was subjected to independent review by an expert panel and subsequently discussed. In light of the expert panel’s findings, the authors undertook a subsequent revision of the list, leading to the finalization of the core competencies through a process of consensus. Results In the scoping review phase, the analysis included six studies and nine university curricula. The results of the scoping review could be classified into five domains: health system understanding, health policy research, knowledge translation, multidisciplinary work and knowledge of public health. In the second phase, six core competencies were extracted from the interviews and combined with the results of the first phase, which were then discussed by the expert panel at the third phase. The final five core competencies, derived from the brainstorming session and presented in no particular order, encompass health policy research, policy analysis, educational competencies, decision-making and multidisciplinary work. Conclusions It is essential that the curriculum is appropriate and contextually tailored, as this is crucial to foster multi-dimensional competencies that complement the specific disciplines of future health policy scholars. These scholars must possess the ability to genuinely serve their health systems towards achieving health-system goals and sustainable development.

Physical education and the corresponding subject in educational programs are traditionally considered as the tools for mastering skills directly related to sport and its certain disciplines. Meanwhile, within the competency-based education approach, physical education can be understood in a much wider context, as a source of development of soft skills and even cognitive abilities. This article considers the preconditions and several country cases of integration of the competency-based approach into the physical education curricula.

Abstract Background Infectious diseases persistently pose global threats, and it is imperative to accelerate the professionalization of public health workforce. This study aimed to develop and validate the infectious disease control competency scale (IDCCS) for public health professionals to fill a theoretical gap and elevate practical capabilities by informing public health professionals’ development goals. Methods The initial item pool was generated through a literature review, and categorized into three dimensions (knowledge, practical skills, and leadership) based on the competency iceberg model and public health leadership framework. A two-round Delphi process was conducted to determine indicators within the scale. A pilot survey was utilized for item analysis and exploratory factor analysis (EFA). A formal survey was employed for confirmatory factor analysis (CFA). The weight value of each indicator was calculated using the analytic hierarchy process. Results An initial scale with three primary items, 14 secondary items, and 81 tertiary items was generated. Twenty experts participated in the two rounds of the Delphi process. Authority coefficients exceeded 0.9 in both rounds. Kendall's W was 0.29 and 0.19, respectively (both P

This research investigates the influence of competence, leadership and organizational culture mediated by job satisfaction on the performance of employees of the General Bureau of the Regional Secretariat of East Nusa Tenggara Province. The respondents in this research are all 106 staffs of the General Bureau. The data were collected using survey questionnaire and analysed using SEM-PLS (Structural Equation Modelling - Partial Least Squares). The results show that competence and organizational culture partially have a positive and significant effect on employee job satisfaction, but leadership has no significant effect on employee job satisfaction. Simultaneously, competence, organizational culture, leadership and job satisfaction have a positive and significant effect on the performance of employees. Further, the results of the study show that job satisfaction has a positive significant role in mediating the effect of competence and organizational culture on employee performance. However job satisfaction has no significant influence in mediating the effect of leadership on employee performance

Sahbanathul Missiriya Jalal Department of Nursing, College of Applied Medical Sciences, King Faisal University, Al-Ahsa, 31982, Saudi ArabiaCorrespondence: Sahbanathul Missiriya Jalal, Department of Nursing, College of Applied Medical Sciences, King Faisal University, Al-Ahsa, 31982, Saudi Arabia, Tel +966564070973, Email sjalal@kfu.edu.saPurpose: The ability of healthcare nurses to monitor and interpret electrocardiograms (ECGs) is essential for the identification of heart-related abnormalities and rapid treatment initiation. Lack of expertise of nurses in this competency may cause confusion and complications. The aims of this study were to assess the competency levels of nurses in monitoring and interpreting ECGs and to associate the knowledge with the demographic variables.Patients and Methods: A descriptive cross-sectional study design was used. A total of 156 nurses were selected from five hospitals located in Al-Ahsa, Saudi Arabia by computer generated simple randomization. A structured self-administered tool for knowledge and observational checklist for skills regarding ECG monitoring and interpretation was used. Tool validity and reliability were tested. Descriptive and inferential statistics, including the mean, standard deviation, and chi-square test, were applied. Statistical significance was set at p < 0.05.Results: Mean participant age was 32.59 ± 5.35 years, 30% of nurses had adequate knowledge, and the overall mean score was 17 ± 3.97. Seventy-two (46.2%) nurses correctly interpreted the ECG axis, and 76 (48.7%) could identify the Q-T interval on ECG strips. Significant associations of nurse knowledge level were detected with age (p < 0.0208), education (p < 0.0001), experience (p < 0.0001), nationality (p < 0.0002), and hospital type (p < 0.0018).Conclusion: Most nurses had a low level of expertise in interpreting ECGs, and it will be crucial for them to improve their competence. Adequate training on ECG interpretation will enhance the proficiency of nurses and help provide appropriate care and life-saving measures to patients in emergency situations.Keywords: cardiac diseases, competency, ECG interpretation, electrocardiogram, nurses

In 2020, the IEEE/ACM Computing Curricula 2020 report, the ACM/AIS/ISCAP Undergraduate Model Curriculum, and the AASCB Standards for Business Accreditation were all released. Each expands on its predecessor to add aspects of disposition to the knowledge, skills, and capabilities in its curriculum. This curriculum is then used to shape, hone, and prepare graduates. Both the CC2020 and IS2020 reports specifically recommend a competency-based curriculum in which dispositions are both a relatively new addition as well as an addition that may be fraught as the consideration and/or adoption process proceeds. The competency model challenges Information Systems curriculum design in two key aspects that are the subject of this paper. First, the “disposition” dimension poses key challenges in the Information Systems discipline and provides a new area of focus in the literature on Information Systems curriculum development. Second, the inclusion of dispositions in the CC2020/IS2020 competency model provides an opportunity to explore interconnections that can be more informative than course containers, course descriptions, and lists of topics. We promote the uptake of the CC2020/IS2020 competency model by focusing on and advocating for dispositions as a means of accounting for, and designing for, students’ becoming as a complement to students’ application of skills and knowledge in the task environment. The “disposition” component of the competency model promises extended expression, facility of comparison, and clarity in exchange to bring utility and understanding in the Information Systems curriculum development process. [ABSTRACT FROM AUTHOR]

The increasingly tight global market competition requires organizations to improve their competitiveness through competency-based human resource (HR) development. This approach focuses not only on technical training, but also on the development of interpersonal skills, leadership, and adaptability. This article analyzes the implementation strategies and challenges in competency-based HR development using qualitative research methods and explores case studies to illustrate the positive impact of this approach. Qualitative research was conducted through in-depth data analysis from various organizations and previous studies that have implemented competency-based HR development. The results show benefits such as increased employee performance, organizational adaptability to change, and employee motivation and satisfaction. Digital technologies such as e-learning and virtual simulations expand the scope and effectiveness of competency development programs. Case studies and qualitative data show that organizations that successfully implement this approach can achieve competitive advantage and sustainable growth. However, challenges such as identifying relevant competencies, implementing effective training programs, and data security still need to be addressed. With a well-planned strategy and the right technology integration, organizations can optimize the potential of competency-based HR development to achieve competitive advantage and sustainable growth. This article provides a contribution in the form of an analysis of implementation strategies, challenges, and the use of digital technology in competency development programs, as well as providing relevant case studies and qualitative data, so that it is expected to be a reference for organizations that want to implement this approach.

Thinking and reasoning competencies are crucial for the success of future healthcare professionals and are noted as pre-professional competencies for medical school admissions. At Agnes Scott College, our graduate-level Medical Cell Biology class focuses on cellular structure and function in human disease. In this course, students complete assignments meant to foster critical thinking competencies, wherein they analyze primary articles on the cellular pathogenesis of disease and relevant drug therapies. To assess student perspectives on these assignments, we developed a survey to gauge student attitudes toward the effectiveness of these assignments in supporting their learning and preparing them as applicants to various health professions programs. Attitudinal data shows that these assignments have helped students think critically when evaluating scientific literature and bolstered their understanding of cell biology in the progression and treatment of human pathologies, better preparing them for their future careers in the health professions.

Abstract Teachers need to be more competent in understanding and implementing the value of energy-saving ethics, which affects the process of instilling its value in students. In fact, there are many subjects in Indonesia's national and religious education curriculum that contain the value of energy-saving ethics. The purpose of this research is to design a training and competency development program for Islamic school (madrasah) teachers integrated with the boarding school system (pesantren). The design stages included needs analysis, textbook analysis for Islamic Religious Education, Science, and Language in grades VII-IX, competency analysis, and curriculum and syllabus design. At each stage, we conducted interviews with Islamic Religious Education teachers, energy conservation instructor, curriculum development experts, and linguists. We also carry out benchmarking based on the curriculum and syllabus documents developed by training institutions. The research results led us to design a training program that emphasizes the ability to internalize religious ethical value messages related to energy-saving learning. The implementation uses a place-based education approach and a blended learning format that is highly flexible in terms of resource availability for teachers and schools. We discuss the implications of the research results, emphasize the use of local green energy issues and resources as learning resources, and establish partnerships with universities and human resource development institutions, as well as local teacher learning communities in the energy field. Abstrak Guru harus lebih kompeten dalam memahami dan menerapkan nilai etika hemat energi sehingga memberikan dampak pada proses penanaman nilai tersebut kepada peserta didik. Faktanya, banyak mata pelajaran dalam kurikulum pendidikan nasional dan agama di Indonesia yang mengandung nilai etika hemat energi. Tujuan penelitian ini adalah desain program pelatihan dan pengembangan kompetensi guru sekolah Islam atau madrasah yang terintegrasi dengan sistem pondok pesantren. Tahapan desain meliputi analisis kebutuhan, analisis buku teks pelajaran Pendidikan Agama Islam, sains, dan bahasa kelas VII-IX, analisis kompetensi, serta desain kurikulum dan silabus. Pada setiap tahap, wawancara dilakukan dengan guru sekolah, instruktur konservasi energi, ahli pengembangan kurikulum, dan ahli bahasa. Benchmarking dilakukan juga berdasarkan dokumen kurikulum dan silabus yang dikembangkan oleh lembaga pelatihan. Hasil penelitian mengarahkan kami untuk mendesain program pelatihan yang menekankan pada kemampuan internalisasi pesan nilai etika agama terkait pembelajaran hemat energi. Penerapannya menggunakan pendekatan place-based education dan format blended learning yang sangat fleksibel dalam hal ketersediaan sumber daya bagi guru dan sekolah. Kami membahas implikasi hasil penelitian, menekankan pada penggunaan isu dan sumber daya energi hijau lokal sebagai sumber belajar, dan menjalin kemitraan dengan perguruan tinggi dan lembaga pengembangan sumber daya manusia, serta komunitas belajar guru lokal di bidang energi. How to Cite: Rohmatulloh, Rohman, A., Rosenda, D., & Nadia, M. A. (2024). Improving Energy-Saving Competencies: Needs Analysis and Training Program Design for Islamic School Teachers. TARBIYA: Journal of Education in Muslim Society, 11(1), 47-64. doi:10.15408/tjems.v11i1.40160.

Abstract Background Competency of the staff working in infection prevention and control (IPC) is the cornerstone of successful IPC programs. The objective was to assess competency level and associated factors among IPC staff working in the Middle East and North Africa (MENA) region. Methods A cross-sectional study was carried out in 2019 among active IPC staff who were members of the Arab Countries Infection Control Network. The questionnaire covered demographic and professional characteristics of IPC staff and characteristics of work facilities and IPC programs. A competency score was created from self-perceived responses to 8 competency domains. The competency score was then transformed into 100-scale and categorized into two groups (≥ median and

Objectives: To compare the characteristic competencies of public health nurses working for the older adult’s health and welfare in public administration (“PA”) with those at community general support centers (“CGSC”) in Japan. Methods: We conducted a questionnaire survey by mail for PA and CGSC public health nurses. A competency list that was developed to compare three groups (PA, CGSC experts with ≥5 years of experience, and CGSC newcomers with ≤2 years of experience) was used. The following characteristics were examined: (1) competencies acquired early after arriving at the CGSC, (2) competencies acquired through a certain amount of CGSC experience, (3) common competencies, (4) competencies that even experts lacked, and (5) competencies that the newcomers lacked. Results: We examined the responses of 171 PA nurses, 185 CGSC expert public health nurses, and 165 CGSC newcomer public health nurses. The results of comparison of the three groups showed that (1) had no applicable items; (2) had nine items for individual support associated with preventive care management; (3) had 14 items including teamwork among three professionals (social workers, senior care manager, public health nurse)/other professionals and self-improvement; (4) had three items for community development, (5) had two items for individual support and 16 items for community development. Conclusion: Initiatives for preventive care and coordination of care teams should be supported and suggested as characteristic competencies for CGSC public health nurses.

Abstract Background As the global population continues to age, social realities such as advanced age, disability and living alone are coming to the fore, and the demand for medical care and health services for the elderly is increasing dramatically, especially in geriatrics. Given the important role geriatric nurses play in the diagnosis and treatment of diseases and rehabilitation of elderly patients, and due to the uniqueness and complexity of geriatric work, this requires geriatric nurses not only to have the competencies that are available in general nursing, but also to ensure that they have sufficient geriatric core competencies in order to effectively meet the needs of the patients and accelerate their recovery. Although previous studies have investigated the core competencies of nursing staff, there has been little research on geriatric nurses’ core geriatric nursing competencies and their predictors. The aim of this study was to investigate the current status of the geriatric nursing competency inventory (GNCI) among geriatric nurses using latent profiling, to identify potential subgroups and their population characteristics, and to explore the factors that influence the potential subgroups. Methods From January to March 2024, 1,313 geriatric nurses in Hefei City were selected by stratified cluster sampling method and surveyed with general information questionnaire, geriatric nursing competency inventory, and occupational coping self-efficacy scale for nurses(OCSE-N). Potential subgroups of GNCI differences among geriatric nurses were identified by latent profile analysis (LPA). Multiple logistic regression analyses were used to explore the factors influencing the GNCI of geriatric nurses with different latent profiles. Results Geriatric nurses’ OCSE-N was positively correlated with GNCI, and the GNCI score was 123.06(41.60), which indicated that geriatric nurses’ GNCI was at an intermediate level. The OCSE-N score was 35.44(7.34), which was at a relatively high level. There was heterogeneity in the GNCI of geriatric nurses, which was classified into three subgroups i.e., Low-competency group, Medium-competency group, High-competency group. The results of multiple logistic regression analyses showed that OCSE-N, title, whether or not they attended geriatric nurse specialist training, and specialist nurse status were predictors of GNCI among geriatric nurses (P

Abstract Background Childbirth pain is a physiological phenomenon during the delivery process, the intense pain of childbirth could bring harmful effects to pregnant women and their babies. Assessment of childbirth pain is the first step in childbirth pain intervention. Some pain assessment scales have shortcomings such as interfering in the birthing process and affecting pain perception during delivery, while the Rating Scale of Pain Expression during Childbirth (ESVADOPA) could be used as an auxiliary scale to compensate for these shortcomings. The purpose of this study was to introduce the ESVADOPA and adapt it among Chinese pregnant women to check on the psychometric properties of the translated version of ESVADOPA. Methods A new translation model based on Brislin’s classical back translation model was used to translate and cross-cultural adapt the ESVADOPA. During June 2021 and June 2022, pregnant women at Shandong Provincial Hospital Affiliated to Shandong First Medical University were invited. In the stage of translation and cross-culturally adaptation, 18 midwives and 30 pregnant women were invited to participate in the first round of pre-experiment. And in the second round of pre-experiment, 15 midwives and 20 pregnant women were invited to participate. The Chinese version of ESVADOPA was tested on a group of pregnant women (N = 487). Construct validity was evaluated by exploratory factor analysis, confirmatory factor analysis and criterion-related validity. Reliability was assessed by Cronbach’s α coefficient, McDonald Omega, Spearman-Brown split-half reliability and Guttman split-half reliability. Results The item statistical analysis and construct validity resulted in six items and one factor that explained 61.064% of the total variance. Confirmatory factor analysis showed that the data fit the one-factor structure. Criterion-related validity indicated that the scale is significantly and positively correlated with the Numeric Rating Scale (NRS). Cronbach’s α coefficient, McDonald Omega, Spearman-Brown split-half reliability, and Guttman split-half reliability of the Chinese version of ESVADOPA were 0.868, 0.896, 0.845, 0.842, respectively. Conclusion The Chinese version of the ESVADOPA with good reliability and validity data could be used to assess the pain rating of pregnant women during childbirth without interfering in the birthing process.

Abstract Introduction COVID-19 has demonstrated the importance of competent staff with expertise in public health emergency preparedness and response in the civil aviation system. The civil aviation system is a critical sentinel and checkpoint to prevent imported cases and slow the spread of communicable diseases. Understanding the current competencies of staff to deal with public health emergencies will help government agencies develop targeted training and evidence-based policies to improve their public health preparedness and response capabilities. Methods This cross-sectional pilot study was conducted from November 2022 to October 2023, involving 118 staff members from various positions within China’s civil aviation system. A 59-item questionnaire was translated and developed according to a competency profile. Data were collected using the self-report questionnaire to measure the workforce’s self-perceptions of knowledge and skills associated with public health emergency proficiency, categorized into (1) general competency, (2) preparedness competency, (3) response competency, and (4) recovery competency. KMO & Bartlett test and Cronbach’s α reliability analysis were used to test the reliability and validity of the questionnaire. Descriptive statistics, independent sample T-test, ANOVA, and linear regression models were performed to analyze the competencies. Results A total of 107 staff members from the aviation system were surveyed in this study. The KMO & Bartlett test, (KMO = 0.919, P

Abstract Background Digital health plays a vital role in healthcare services. Governments in many countries, including China, are increasingly advocating for the appropriate use of digital technologies to address significant health system challenges. It is crucial to incorporate digital health education into the curriculum for future nurses to adapt to the changes in the digital medical system. This study aimed to evaluate the impact of an online Digital Health and Informatics Course in China on the knowledge and comprehension of key digital health and informatics topics, self-assessment of nursing informatics competencies, and satisfaction among undergraduate nursing students. The findings of this study provide recommendations for the design and implementation of future digital health education. Methods This study employed a one-group, quasi-experimental mixed-methods design with pre- and post-assessments. The participants received digital health and informatics education through six three-hour online sessions in six interactive days, with online self-learning materials in between. An online quiz and focus group discussions pre- and post the course were designed to evaluate the knowledge and comprehension of key digital health and informatics topics. Also, a validated Chinese version of the Self-assessment of Nursing Informatics Competencies Scale was conducted pre- and post-course to assess self-assessment of nursing informatics competencies. Additionally, all students were invited to participate in an online survey with a performance-focused course evaluation form as well as focus group discussions to gather their feedback on the learning experience and their evaluations of the course. Results A total of 24 undergraduate nursing students were enrolled in the course. All students completed all sessions of this course, resulting in an attendance rate of 100%. Additionally, all students completed both pre- and post-assessments. In terms of the knowledge and comprehension of key digital health and informatics topics, scores of the quiz on knowledge assessment improved from the pre-test [mean pretest score: 78.33 (SD 6.005)] to the post-test [mean post-test score: 83.17 (SD 4.86)] upon completion of the course (P

Objectives: This study aimed to translate and test the psychometric properties of the Chase Nurse Manager Competency Instrument (CNMCI) among Italian nurse managers and to provide further support for the scale’s validity testing. Methods: An instrument translation and cross-sectional validation study was conducted. The English version was translated into Italian using the translation method, which included pre-translation (establishing equivalence), initial translation, pretesting, review, and administration. From August 2022 to June 2023, 349 nurse managers were recruited through a web survey from 31 public and private healthcare organizations in North, Central, and Southern Italy. Validity assessments included content and structural validity. Reliability was evaluated using Cronbach’s α coefficient and test-retest reliability. Results: The content validity confirmed all the items of the CNMCI in the Italian version, including the two measurement sections, “knowledge and understand” and “ability to implement and/or use.” The instrument’s item-content validity index (I-CVI) ranged from 0.83 to 1.00, while the scale-level content validity index (S-CVI) for both instrument sections was 0.97. The confirmatory factor analysis showed an acceptable fit. In the “knowledge and understand” section, Cronbach’s α coefficient was 0.978, and in the “ability to implement and/or use” section, Cronbach’s α coefficient was 0.976. The correlation coefficient between each dimension was 0.494–0.908. The test-retest reliability score was 0.82, suggesting good instrument consistency. Conclusions: Overall, the Italian CNMCI demonstrates good reliability and validity for measuring nurse managers’ core competencies and supports the construct’s multi-dimensionality. Also, our findings support the hierarchical nature of the factors, further supporting the validity of the instrument.

Abstract. This research highlights the important exemplary role that theology lecturers must have. In this case, theology lecturers are not only required to have academic competence, but must also be able to provide role models for the students they supervise. The method used in this research was the literature study method to examine the text of 1 Timothy 4:12. The results of this research show that exemplary in speech, behavior, love and academic integrity are the main competencies that must be possessed by theology lecturers to be able to form students' spirituality and character. Abstrak. Penelitian ini menyoroti peran penting keteladan yang harus dimiliki oleh dosen teologi. Dalam hal ini, dosen teologi tidak hanya dituntut untuk memiliki kompetensi akademik, namun juga harus dapat memberikan keteladanan bagi mahasiswa yang dibimbingnya. Metode yang digunakan dalam penelitian ini adalah metode studi literatur untuk mengkaji teks 1 Timotius 4:12. Hasil penelitian ini menunjukkan bahwa keteladanan dalam perkataan, perilaku, kasih, dan dalam integritas akademik menjadi kompetensi utama yang harus dimiliki oleh dosen teologi untuk dapat membentuk spiritualitas dan karakter mahasiswa.

OBJECTIVE: The study aims to explore the perspective of disaster survivors on Islamic-based nurses' competencies in response to disasters, principally in handling psychological, psychosocial, and spiritual conditions. METHODOLOGY: A qualitative study with a descriptive phenomenology design was conducted. The data collection using a focus group discussion with five interview guides for nine disaster survivors was involved in this study. The data was evaluated through thematic analysis using sub-themes and themes, followed by qualitative steps. RESULTS: The study identified three themes related to disaster survivors' perspective: 1) Perception of disaster: tests and punishments, 2) Nurses' competencies: skills and attitude, and 3) Integrating Islamic values: spiritual support and motivation. CONCLUSION: The study indicated that the Islamic-based nurses' disaster response competencies identified an essential role in dealing with psychological, psychosocial, and spiritual problems among disaster survivors from the Islamic perspective

The article is devoted to the study of the concepts of “competency”, “competence”, “powers”, and their correlation in the formulation of powers of local self-government bodies. The study focuses on the understanding that local self-government and local self-government bodies are a product of civil society and are called upon to regulate, promote and implement the interests of civil society, associations of citizens, in particular, on the territorial principle, as well as individuals. Since local self-government is the right of residents of certain settlements to associate, local governments must provide relevant services to the community and its residents. The provision of relevant services by local self-government bodies, which are public services by their nature, involves the exercise of their powers granted to them as a result of decentralisation of power to fulfil their functions and tasks. The exercise of powers by local self-government bodies is impossible without understanding the essence and content of powers, their correlation with the subjects of exercise – the relevant officials of local self-government bodies. Thus, understanding of the holistic doctrine of powers of local self-government bodies, their functionality and hierarchy is impossible without studying the concepts of “competency” and “competence” of a local self-government official. Based on the results of the study, the author formulates the author’s own definitions of the concepts of “competency”, “competence” and “powers” of local self-government bodies. Competence is considered as an integral system that includes subsystems of knowledge, skills and abilities necessary to perform a certain function and implement a relevant task, which by its purpose meets the requirements for holding a position in local self-government bodies, as well as the rights and obligations resulting from the implementation of the functions and tasks of local self-government. Competency is the ability of a person to exercise the rights and duties of a local self-government official, taking into account the availability of relevant knowledge, skills and abilities, the ability of the official to independently form the specified necessary set of rights and duties for the exercise of the powers of the local self-government body, taking into account the available administrative discretion. At the same time, it is substantiated that the powers of local self-government bodies are a system of rights and obligations of local self-government officials enshrined in legal documents which ensures the realisation of the interests of the territorial community by providing relevant services within the framework of certain functions for these bodies and is based on the competence and competence of officials, employees of local self-government bodies and institutions and organisations established by them aimed at achieving the tasks set by these bodies.

Difficulties in learning Shorof for students are frequently found but the innovation of learning media utilization in this subject is quite rare. The article analyzed about how effective the use of flashcards media on Shorof subjects to support the quality of learning for junior high school students. The research was conducted with experimental quantitative methods, and the research design was a true experiment. The experimental class and the control class were chosen randomly in order to that students' abilities were equal. The samples of learning outcomes were obtained from 15 students who were randomly selected from the experimental and control classes with a total sample of 30 students. In collecting data, the tests and documentation were used, whereas data analysis was carried out with SPSS 26 through the Mann-Whitney non-parametric test because the data were normally distributed and not homogeneous. From this research, it was concluded that there were differences in the learning outcomes of the experimental and control classes after the treatment, which the experimental class got higher score than the control class with an average score of 93.3327:62.0520, which means that there was a positive impact of using flashcards on student learning outcomes evidenced by the Mann Whitney test of 0.000 < 0.05. Based on the valid test results, it was suggested that Shorof flashcards can be used in various institutions as Shorof learning subject in general to increase the learning methods more creative and innovative.

The study aimed to investigate the implementation of Competency-Based Language Teaching assessment and proficiency in English speaking skills.

Abstract Background Sepsis is a life-threatening condition which may arise from infection in any organ system and requires early recognition and management. Healthcare professionals working in any specialty may need to manage patients with sepsis. Educating medical students about this condition may be an effective way to ensure all future doctors have sufficient ability to diagnose and treat septic patients. However, there is currently no consensus on what competencies medical students should achieve regarding sepsis recognition and treatment. This study aims to outline what sepsis-related competencies medical students should achieve by the end of their medical student training in both high or upper-middle incomes countries/regions and in low or lower-middle income countries/regions. Methods Two separate panels from high or upper-middle income and low or lower-middle income countries/regions participated in a Delphi method to suggest and rank sepsis competencies for medical students. Each panel consisted of 13–18 key stakeholders of medical education and doctors in specialties where sepsis is a common problem (both specialists and trainees). Panelists came from all continents, except Antarctica. Results The panels reached consensus on 38 essential sepsis competencies in low or lower-middle income countries/regions and 33 in high or upper-middle incomes countries/regions. These include competencies such as definition of sepsis and septic shock and urgency of antibiotic treatment. In the low or lower-middle income countries/regions group, consensus was also achieved for competencies ranked as very important, and was achieved in 4/5 competencies rated as moderately important. In the high or upper-middle incomes countries/regions group, consensus was achieved in 41/57 competencies rated as very important but only 6/11 competencies rated as moderately important. Conclusion Medical schools should consider developing curricula to address essential competencies, as a minimum, but also consider addressing competencies rated as very or moderately important.

The issue of curriculum relevance in vocational education is a crucial issue of all time. The relevance of the curriculum has two blades, whether it will be the biggest strength or even the biggest weakness in vocational education. Relevance will link the existing employment potential and the graduate's ability to fulfill the job requirements. This research aims to determine the relevance of the independent vocational school learning curriculum, especially in the field of construction, with the competencies needed in the world of work. This research uses a qualitative approach with participants being teachers in the field of study, especially construction and leaders/heads/managers in companies. Data collection was carried out through a Focus Group Discussion (FGD). The questions in the FGD consisted of open-ended questions to find out participants' answers in detail. The research results show that there is relevance between the Merdeka Curriculum and the needs of industry, especially in the building construction sector. Vocational school graduates generally have opportunities in small-scale construction industry services and efforts to increase relevance between schools and industry are to increase cooperation and increase teacher competence.

Objectives: This study aimed to develop and validate the OSABSS (Objective Structured Assessment of Basic Surgical Skills), a modified Objective Structured Clinical Examination (OSCE), to assess basic surgical skills in residents. Design: A developmental study conducted in two phases. Basic skills were identified through literature review and gap analysis. The OSABSS was then designed as a modified OSCE. Setting: This study took place at Alborz University of Medical Sciences in Iran. Interventions: The OSABSS was created using Harden's OSCE (Objective Structured Clinical Examination) methodology. Scenarios, checklists, and station configurations were developed through expert panels. The exam was piloted and implemented with residents as participants and faculty as evaluators. Participants: 32 surgical residents in gynecology, general surgery, orthopedics, and neurosurgery participated. 22 faculty members were evaluators. Primary and secondary outcome measures: The primary outcome was OSABSS exam scores. Secondary outcomes were written exam scores, and national residency entrance ranks. Main results: The mean OSABSS score was 16.59 ± 0.19 across all stations. Criterion validity was demonstrated through correlations between OSABSS scores, written scores and entrance ranks. Reliability was high, with a Cronbach's alpha of 0.87. No significant inter-rater score differences were found. Conclusions: The rigorous OSABSS development process produced an exam demonstrating strong validity and reliability for assessing basic surgical skills. The comprehensive station variety evaluates diverse technical and non-technical competencies. Further research should expand participant samples across surgical disciplines.

Background Education for diabetes patients is not managed well by diabetes nurse educators because the competency of diabetes nurse educators is low, and the number of diabetes nurse educators in hospitals is not commensurate with the number of diabetes patients, which is much larger. Methods This qualitative phenomenological research uses an exploratory design. Twenty nurse managers and forty staff nurses who participated in the focus group discussion (FGD) were selected using purposive sampling. Nine staff nurses who participated in in-depth interviews were selected using the snowball method. The results of the FGD exploration and in-depth interviews produced components for developing an educational model with a management approach. The development of this educational model uses an input, process, output, and outcome approach. The input uses King’s conceptual framework approach, the method uses the theory of goal attainment and management functions, the output is the competency of nurses to educate diabetes patients, and the outcome is the health literacy of diabetes patients. This educational model was reviewed by three experts: a nursing management expert, a diabetes mellitus expert, and a health literacy expert. Results The educational model for Diabetes nurse educators with a management approach consists of five stages: 1) Educational planning includes identifying educational targets, strategy formulation, and situation analysis. 2) Organizing nursing resources includes strengthening the role of nurses as diabetes educators. 3) Nursing staff includes intraprofessional collaboration and collaboration between nurses and patient families. 4) Direction includes nurses’ motivation for diabetes patients and respecting the culture and values of diabetes patients. 5) Control includes evaluating nurse education for diabetes patients. Conclusion This education model has five competencies, which are structured and systematic so that diabetes nurse educators have the competence to manage diabetes patient education: the personal system, interpersonal system, and social system influence nurse competency.

Background: Competency of the staff working in infection prevention and control (IPC) is the cornerstone of successful IPC programs. The objective was to assess competency level and associated factors among IPC staff working in the Middle East and North Africa (MENA) region. Methods: A cross-sectional study was carried out in 2019 among active IPC staff who were members of the Arab Countries Infection Control Network. The questionnaire covered demographic and professional characteristics of IPC staff and characteristics of work facilities and IPC programs. A competency score was created from self-perceived responses to 8 competency domains. The competency score was then transformed into 100-scale and categorized into two groups (≥ median and < median). Results: A total of 176 participants completed the survey. Participants were mostly female (65.7%), and the mean age was 40.2 ± 8.3 years. The mean competency score was 61.4%. It was slightly variable between domains, being highest with preventing transmission of infection (65%) and lowest with sterilization and disinfection (59%). Higher (≥ median) competency score was associated with having CBIC certification (p < 0.001). It was also associated with facilities having IPC plan (p = 0.005), IPC committee (p = 0.049), regular meetings of IPC committee (p < 0.001), and IPC plan included communications with healthcare workers (p < 0.001). Domain-specific competency scores were significantly associated with receiving same domain-specific training (p < 0.05 for all). Conclusions: The competency levels of IPC staff in the MENA region is still suboptimal. The current finding calls for more regional and national investment in IPC staff by providing up-to-date customized educational and training opportunities. [ABSTRACT FROM AUTHOR]

Background: Clinical nutritionists are responsible for nutritional therapy in clinical practice, which significantly enhances patients' nutritional status. This study aims to develop and validate a competency evaluation scale to effectively assess the abilities of clinical nutritionists. Methods: The competency evaluation scale for clinical nutritionists was developed based on the iceberg model, utilizing literature review, semi-structured interviews, and the Delphi method. The weights of each indicator were calculated using the Analytic Hierarchy Process (AHP), and the validity and reliability of the scale were confirmed through questionnaire surveys. Results: The competency evaluation scale of clinical nutritionists comprised five primary indicators, twelve secondary indicators, and sixty-six tertiary indicators. The primary indicators, including professional theoretical knowledge, professional practical skills, humanistic practice ability, interpersonal communication ability, and professional development capability, have respective weights of 0.2168, 0.2120, 0.2042, 0.2022, and 0.1649. The Cronbach's α coefficients of the five dimensions of the scale were 0.970, 0.978, 0.969, 0.962, and 0.947, respectively. The results of the Exploratory Factor Analysis showed that the prerequisites for factor analysis were satisfied. Additionally, Bartlett's test of sphericity yielded a significance level of p < 0.001, confirming the scale's reliability and validity. Conclusions: The competency evaluation scale for clinical nutritionists developed in this study is of high scientific reliability and validity, which provides assessment criteria for the training and assessment of clinical nutritionists. [ABSTRACT FROM AUTHOR]