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Competing Interests: Funding Support and Author Disclosures The authors have reported that they have no relationships relevant to the contents of this paper to disclose.

Objectives: As professional psychology training programs and continuing education have moved toward competency based approaches, it has become equally important to develop uniform, evidence-based approaches for suicide risk assessment and management. The present article presents a workshop curriculum based on established core competencies in suicide risk assessment and management., Method: Drawing on theories suicide risk formation, the workshop features an integration of didactic, process, and experiential components. We present pilot data from 2 small group workshops (n = 17): 1 from a clinical psychology doctoral program and 1 from a university counseling center., Results: Workshop participation yielded increases in (a) the ability to recognize appropriate clinician responses to suicidal client statements, (b) self-perceptions of general capacity to interface with suicidal patients and mastery of the 10 core competencies, (c) factual knowledge concerning suicide risk assessment and management, and (d) the self-rated ability to assess and manage a suicidal patient., Conclusion: We discuss statistical and generalizability limitations as well as implications for future modification, implementation, and provision of this training method., (© 2016 Wiley Periodicals, Inc.)

Nurse practitioners (NPs) are the fastest growing group of health care providers, with an increase of 8.5% over the past year and anticipated growth of more than 40% by 2031. Improving NPs' knowledge of how genes influence health enables them to assess, diagnose, and manage patients in all states of health in a safe, efficient, and competent manner. Nurse practitioners may also care for patients who obtain direct-to-consumer (DTC) genetic tests without provider oversight and share their results; improved knowledge of genetics can provide NPs with the information and resources needed to interpret and understand DTC test results. The literature indicates that NPs have limited understanding of basic genetic concepts and guidelines for prescribing drugs affected by genomic variability. As a result, NPs report low confidence in their ability to accurately interpret and apply genetic test results, which inhibits genomics-informed precision health care. This article provides resources and clinical recommendations for using the 2021 American Association of Colleges of Nursing Essentials and the American Nurses Association Essentials of Genomic Nursing to facilitate the integration of genomics into NP curricula and practice. These resources will help future and practicing NPs integrate genomics into practice and improve precision health care. [ABSTRACT FROM AUTHOR]

Background: There has been rapid growth of chiropractors pursuing career opportunities in both public and private hospitals and other integrated care settings. Chiropractors that prosper in integrated care settings deliver patient-centered care, focus on the institutional mission, understand and adhere to organizational rules, and are proficient in navigating complex systems. The Council on Chiropractic Education Accreditation Standards do not outline specific meta-competencies for integrated care clinical training. Objective: The purpose of this study was to develop preliminary integrated health care competencies for DC programs to guide the advancement of clinical chiropractic education. Methods: A systematic literature search was performed. Articles were screened for eligibility and extracted in duplicate. Domains and seed statements were generated from this literature, piloted at a conference workshop, and evaluated via a modified Delphi consensus process. Of 42 invited, 36 chiropractors participated as panelists. Public comment period yielded 20 comments, none resulting in substantive changes to the competencies. Results: Of 1718 citations, 23 articles met eligibility criteria. After 2 modified Delphi rounds, consensus was reached on all competency statements. A total of 78 competency statements were agreed upon, which encompassed 4 domains and 11 subdomains. The 4 domains were: 1) Collaboration, (2) Clinical Excellence, (3) Communication, and (4) Systems Administration. Conclusion: We identified 78 preliminary competencies appropriate for preparing DC students and early career chiropractors for clinical practice in integrated healthcare settings. Educational programs may consider these competencies for curricular design and reform to strengthen DC program graduates for integrated practice, advanced training, and employment. [ABSTRACT FROM AUTHOR]

Digital transformation (DT) is raising new challenges. This article seeks to understand how DT has changed business strategies, requiring a new profile of professionals, analyzing the most sought-after skills and identifying opportunities for future professionals. Also, it studies whether universities have incorporated in their training the new skills required by the labor market impacted by DT. To these ends, a systematic literature review dealing with digital transformation, competence, and education was conducted. The existing literature was categorized into seven main areas of investigation: digital literacy; skills identification; use of digital technologies in teaching; learning models; workforce qualification or re-skilling; digital technologies in the labor market; and undergraduate course analysis. This structuring then lays the groundwork for capturing gaps in the literature and proposing future research. [ABSTRACT FROM AUTHOR]

This article addresses a prominent gap in the literature by investigating the crucial soft skills required by project management students, graduates, and new practitioners entering the contemporary workforce. The literature review study adopts a concept-centric approach to examine the essential soft skills and effective learning methods for new project managers in the 21st century. Five essential 21st-century project management soft skills (communication, leadership, interpersonal, teamwork and emotional intelligence) were identified, along with three learning methods (experiential, active and reflective) that can be used to develop them. The implications of this research extend to project management students, graduates, and educators alike, emphasising the importance of nurturing the identified soft skills. As the project management domain evolves, the findings highlight the need for an education that prioritises hands-on learning and reflective practices, enabling emerging project managers to excel in their roles and drive project success.

Education plays a crucial role in a country’s economic development. It can support economic progress by increasing and developing human capital, namely qualified and trained human resources. In this study we have analysed the impact of education on economic growth in Europe and assessed the effectiveness of educational policies and measures in promoting a sustainable economic development. By understanding this connection more profoundly, relevant directions and recommendations can be obtained for the design and implementation of educational and economic policies, in view of stimulating economic growth and social prosperity. The results have shown that the economic growth indicator is influenced by the level of education in a state.

Discussions about sustainability and entrepreneurship are often an "either/or" discourse. Many higher-education institutions offer sustainability education programs with the aim of enabling students to think and act sustainably without concrete tools for change. Similarly, many offerings in entrepreneurship fail to address sustainability issues. This article assumes a qualitative, constructivist, systems thinking approach to theorize and analyze the relationships between entrepreneurship and sustainability competencies and makes three contributions to theory and practice. First, it provides a thematic analysis of two important European competence frameworks—for sustainability (GreenComp) and entrepreneurial competencies (EntreComp)—and delineates their relationships. Second, through a case study of an experiential educational format, it offers three educational tools that integrate sustainability and entrepreneurial competencies. Third, it contributes to the growing field of research that combines sustainability and entrepreneurship education. The results of this paper are relevant for policymakers who want to combine sustainability and entrepreneurship in education, as well as for educators looking for methods to combine both competence frameworks. [ABSTRACT FROM AUTHOR]

Introduction: There have been increasing calls in the literature recommending training in integrated care (IC) for health and social care professionals. Although studies have focused on different stakeholders' perceptions of education and training, there is no consistent definition of the key competencies or approach to implementing these competencies among health and social care providers. This study used a modified Delphi consensus-building method with global panellists with experience in delivering and designing training in IC to ascertain which competencies are important in an international framework guiding workforce development in IC. Methods: A four-step methodological process was used. First, a scoping review identified a potential list of competencies and features of education and training in IC. Second, predefined criteria were used to identify global panellists with IC education experience. Third, two anonymous iterative Delphi rounds were conducted to (1) reach a consensus on the level of importance of the competencies and key themes to be included and (2) identify existing models of training in IC. This was followed by the analysis of the Delphi study and presentation of the results. Results: A list of eight domains and 40 competencies was generated. Twenty-one panellists reviewed the competencies in the first and second round. The highest importance rankings were allocated to person-centred care, interprofessional teamwork and care coordination. The lower-ranking domains focused on professional workforce attributes. Discussion and conclusion: The study provides a global consensus on the competencies required for workforce training and development in IC and offers recommendations on how these competencies can be implemented in higher education and vocational institutions and workplace settings. The results will be useful for developing policy and curriculum by health and education providers and accreditation bodies. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Virtual care adoption accelerated during the COVID-19 pandemic, highlighting the need for healthcare professionals to develop relevant competencies. However, limited evidence exists on the core competencies required for quality virtual care delivery. Objective: This study aimed to identify the critical competencies physicians, nurses, and other health professionals need for adequate virtual care provision in Saudi Arabia using a Delphi method. Methods: A 3-round Delphi technique was applied with a panel of 42 experts, including policymakers, healthcare professionals, academicians, and telehealth specialists. In Round 1, an open-ended questionnaire elicited competencies needed for virtual care. The competencies were distilled and rated for importance in Rounds 2 and 3 until consensus was achieved. Results: Consensus emerged on 151 competencies across 33 domains. The most prominent domains were communication (15 competencies), professionalism (13), leadership (12), health informatics (5), digital literacy (5), and clinical expertise (11). [ABSTRACT FROM AUTHOR]

Background: Nursing students need to acquire knowledge through active methods that promote critical thinking and decision making. The purpose of this study is to analyze whether there are differences in the acquisition of knowledge by nursing students between active face-to-face or virtual teaching methods. Methods: In this comparative study, nursing students enrolled in the psychology course were divided into two groups: a face-to-face group that received active teaching methods and a virtual group. The virtual group was exposed to the Effective Learning Strategy (ELS), which included seminars based on video content through the Virtual Campus and answering questions using the H5P tool. In addition, participants engaged in reflection tasks on the content. Covariate data were collected, and knowledge tests were administered to both groups before and after the course. After three months, subjects were re-evaluated with a final exam to assess content retention. Results: A total of 280 students were randomized. No differences were found in students' scores at the end of the knowledge test or in their final grades in the subject. Having study habits (b = 0.12, p = 0.03) and social support from relevant people (b = 0.09; p = 0.03) were associated with better post-intervention scores, and inversely with social support from friends (b = −0.12, p < 0.01). Final grades were inversely associated with digital safety literacy (b = −0.101, p = 0.01). No factors were associated with the scores of each group separately. Conclusions: The ELS virtual active learning model is as effective as face-to-face active learning methods for teaching psychology to first-year nursing students. This study was not registered. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AimTo describe the implementation and evaluation of an education strategy called the globally networked learning-genomics (GNL-G) used in Master’s courses in Canada and Finland. The study focused on the feasibility and effectiveness of GNL-G in developing leadership competencies for integrating genomics into practice.MethodsInterpretive description qualitative methodology was used to explore how GNL-G, global exchanges and assignments standardized with the Assessment of Strategies to Integrate Genomics in Nursing (ASIGN) tool influenced competency development. The Reporting Item Standards for Education and its Evaluation in Genomics (RISE2 Genomics) framework guided the design, implementation, evaluation, and reporting of GNL-G. Data included one-to-one interviews, written assignments, and reflections.ResultsInterviews and assignment data from three cohorts of students for a total of ten Canadian and 11 Finnish master’s students participated in this study. The ASIGN Tool played a crucial role in facilitating students’ analysis of their practice context and the development of leadership strategies. Participation in GNL-G enhanced students’ confidence to lead efforts to integrate genomics, irrespective of their genomics expertise. Engagement with global peers emphasized the importance of incorporating equity, ethics, and social justice into leadership strategies for genomics integration.ConclusionThe GNL-G strategy enhanced leadership competencies for genomics integration in graduate students from Canada and Finland. The ASIGN Tool and global peer collaboration highlight the importance of innovative educational methods in preparing leaders for the complexities of genomics in healthcare.

Background: Nursing students need to acquire knowledge through active methods that promote critical thinking and decision making. The purpose of this study is to analyze whether there are differences in the acquisition of knowledge by nursing students between active face-to-face or virtual teaching methods. Methods: In this comparative study, nursing students enrolled in the psychology course were divided into two groups: a face-to-face group that received active teaching methods and a virtual group. The virtual group was exposed to the Effective Learning Strategy (ELS), which included seminars based on video content through the Virtual Campus and answering questions using the H5P tool. In addition, participants engaged in reflection tasks on the content. Covariate data were collected, and knowledge tests were administered to both groups before and after the course. After three months, subjects were re-evaluated with a final exam to assess content retention. Results: A total of 280 students were randomized. No differences were found in students’ scores at the end of the knowledge test or in their final grades in the subject. Having study habits (b = 0.12, p = 0.03) and social support from relevant people (b = 0.09; p = 0.03) were associated with better post-intervention scores, and inversely with social support from friends (b = −0.12, p < 0.01). Final grades were inversely associated with digital safety literacy (b = −0.101, p = 0.01). No factors were associated with the scores of each group separately. Conclusions: The ELS virtual active learning model is as effective as face-to-face active learning methods for teaching psychology to first-year nursing students. This study was not registered.

Student Islamic boarding schools are unique and distinctive educational institutions, both in terms of subject (mahasantri) and objects (curriculum and activities). With modernization, the IDIA Prenduan ma'hadi Islamic boarding school provides an adaptive response to adopting a modern education system. This is done by trying to maximize management and curriculum management to produce students who not only have academic knowledge but also instill character values. This research aims to examine the characteristics of the Ma'hadi curriculum and its implications for student character formation. This type of research, field research, in principle relies more on descriptive aspects of data obtained from the field. The results of this research show that the Ma'hadi Islamic boarding school has an educational program that is prepared by itself, where this program contains an educational process that lasts throughout the day in one condition in the dormitory. While IDIA Prenduan uses modern learning methods (tajdid), Ma'hadi Islamic Boarding School has updated its education system with a modern education model where the entire education system starting from teaching techniques, lesson materials, facilities and infrastructure are designed based on the modern education system.

This research analyzes the students' perception of teachers' competencies and their roles in the educational activity. The study examines the issue starting from the theoretical and practical aspects offered by the specialized literature on this subject, based on the answers given by future teachers in the final year of their bachelor's degree about the characteristics of the 21st century teacher. The purpose of the research was to identify the main qualities of teachers (perceived by students), objectified in categories of professional competencies and roles. For this, we resorted to the content analysis (of some essays the students developed at the end of their first level of psychopedagogical training). The collection of the quantitative and qualitative results indicated a higher frequency of emotional and social competencies as well as that of the manager and counselor roles. The results showed that while some participants emphasized the educational support and others the role of socialization, most of them considered the emotional development to be first. Also, from the responses of the research participants, the critical areas that need to be developed in their professional training also emerge.

This study is based on the hypothesis that using different learning models helps students gain school competencies. In this regard, several learning models were chosen, as there is no universally accepted and validated one that contributes to the formation and development of competencies, particularly procedural knowledge. The aim is to use learning models to address educational approaches, methodologies, and assessments. This will help align them with students' needs and adapt to market demands by developing their skills in a creative way.

The article deals with the issue of introducing peacebuilding education in domestic educational institutions. The authors determine that the effective implementation of peacekeeping education requires certain organizational transformations, which should include: changing the management system of an educational institution, which involves the use of transformational leadership, as well as involving all participants in the educational process in decision-making; forming a favorable and safe educational environment based on the values of peacekeeping education; creating an “aligned structure” of an educational institution that will promote trust and cooperation between participants in the educational process; correct goal setting in the educational system of an educational institution, which should include the formation of socially significant goals and prospects for joint activities for the introduction of peacekeeping education. The authors of the article also draw attention to the important role of teachers in the implementation of peacekeeping education. In the context of russian aggression against Ukraine, the role of a teacher as a defender of Ukrainian culture and a peacemaker is growing. It must resist russian propaganda and form the right values in children and young people, in particular the values of nonviolent communication and mutual understanding. The authors paid special attention to the Ukrainian language, which, has there is a huge potential to become an effective tool for peacekeeping education. In within the framework of this study, a questionnaire was used, which allowed us to determine the opinion of teachers undergoing training in the educational and professional program “managing an educational institution (by level)” at the Borys Grinchenko Kyiv University regarding the importance of the Ukrainian language for peacekeeping education.

Although modern education is expected to solve social problems, it has brought about new problems. While theoretical critiques of education have not always been successful, with the transition to a data-driven society, education as a historical product is actually losing its efficacy. However, this does not mean that acquisition of knowledge and skills is becoming unnecessary. Prompted by the need to change the purpose of public education, we are forced to rethink the nature of education boldly. Competency-based education, as advocated by the OECD, appears to have led to such rethinking; however, it is widely accepted as a revised version of modern education. If this trend continues, the contradiction between education and society will deepen further. To overcome this contradiction, we must change our view of education. With education and learning having an asymmetrical relationship to begin with, the clue to changing our view of education lies in re-examining our view of learning. A more comprehensive way of learning that has accompanied human history is attracting the attention of various disciplines. I present a redefined framework for learning that is inherent to humans, which I call the ecological view of learning, and explore an alternative to modern education, learning from the Japanese thought on 'Manabi (learning).' [ABSTRACT FROM AUTHOR]

In the wake of the COVID-19 Public Health Emergency and the consequent surge in telehealth adoption, the mental healthcare landscape has undergone a profound transformation propelled by rapid technological advancements. This paradigm shift necessitates a fundamental re-evaluation of the training methodologies for mental health providers. To effectively leverage the potential of telehealth and empower mental health professionals with the requisite skills for utilizing digital tools, a comprehensive integration of telehealth into graduate program curricula is imperative. This article proposes practical strategies for seamlessly incorporating telehealth into both the theoretical and practical facets of graduate education. These strategies encompass a holistic understanding of technological platforms, ethical considerations, legal and regulatory frameworks, cultural competence, digital equity challenges, as well as clinical assessment and therapeutic approaches. The author concludes by issuing a call to action, urging mental health professions training programs and their accrediting bodies to proactively redefine their approach, ensuring mental health providers are adequately prepared for the future. [ABSTRACT FROM AUTHOR]

Copyright of Cultura Educación y Sociedad is the property of Corporacion Universidad de la Costa, CUC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Study purpose. Inclusive education, acknowledged as a fundamental human right, is aimed at enhancing the participation of all students and mitigating social and educational exclusion. Physical Education is identified as a vital instrument that fosters specific training on disability and inclusion, thereby ameliorating attitudes towards disability. The objective of this study is to scrutinize the perception of experiential learning and inclusive physical activity among students. Materials and methods. An inclusive physical activity program for students pursuing a degree in Early Childhood and Primary Education was designed. The program proposes five sessions of inclusive physical activity and accommodates 30 adult users with intellectual disability. To analyse the reliability and validity of a scale that measures students' perception of experiential learning, descriptive statistics, reliability analysis, exploratory and confirmatory factor analysis were used to assess the effectiveness and inclusivity of the scale. Results. The validity and reliability of a scale that facilitates the analysis of students' perceptions of learning derived from inclusive experiences is presented and the results are adequate for its usability. In addition, it is shown that experiential learning increases the perception towards the acquisition of disability-related competences among university students. Conclusions. This scale essentially allows a comprehensive analysis of students' perception of learning that emerges from inclusive experiences. It is demonstrated that experiential learning enhances students' perception regarding the attainment of competencies related to disability. These findings underscore the importance of inclusive learning experiences in the training of future educators. [ABSTRACT FROM AUTHOR]

Opportunities for genetic counselors to work in the laboratory have grown exponentially, yet the professional development needed to serve in these roles had not been previously explored. This study aimed to identify competencies required for entry‐level genetic counselors working in the laboratory, explore the perceived level of preparation of these competencies as noted by experts in the laboratories, and assess the perceived value of additional credentialing for genetic counselors practicing in these settings. Twenty genetic counselors working in the laboratory setting and five MD or PhD laboratory managers, identified through purposeful and snowball sampling and with at least 5 years of experience working in a laboratory, were interviewed using a semi‐structured protocol. Transcripts were analyzed thematically using deductive and inductive coding. Key findings included the distinction of laboratory and industry roles as involving nondirect patient care and differing from genetic counseling roles in the clinical setting. Genetic counselors working in the laboratory feel well prepared to transition into this setting and provide a unique patient‐focused perspective to laboratory roles, including variant interpretation, marketing, and product development. Practice‐based competencies (PBCs) were translatable to those used in the laboratory, yet variant interpretation, limitations of genomics‐based tests, and the business of health care were noted as important to these roles but not fully addressed in the PBCs. Additional skills were often developed through on‐the‐job training and interdisciplinary collaboration, but more exposure to diverse roles in genetic counseling programs' didactic and field training was recommended. The majority felt that requiring an additional post‐master's credential to work in the laboratory setting may restrict movement into these roles. Several questioned their identity as genetic counselors as they were no longer providing direct patient care and/or had been dissuaded by others from pursuing a laboratory position. Research focused on professional identity among genetic counselors working in nondirect patient care roles is warranted. [ABSTRACT FROM AUTHOR]

Clinical embryologists are responsible for the handling, evaluation, and care of human gametes and preimplantation embryos within the context of an assisted reproductive technology laboratory. They are integral members of a team of professionals who provide care for fertility patients. Despite the increasing recognition of clinical embryologists as professionals, training requirements, continuing professional development, and appropriate credentialing have lagged in several countries. In many cases, individuals enter the profession with training limited to technical aspects provided by individual laboratory directors through an apprenticeship model. In this article, we present the rationale for rigorous formal training in clinical embryology, introduce CanEMB competencies for practicing professional clinical embryologists that are founded on CanMEDs role principles, and present a nascent Masters of Health Sciences degree program in Laboratory Medicine with a specialization in clinical embryology. This 2-year program has unique features including a Clinical Embryology Skills Development Laboratory, research capstone project, and 200-hour placement within a practicing assisted reproductive technology laboratory. Importantly, this program is delivered through a university-based Department of Laboratory Medicine and Pathobiology in partnership with a Department of Obstetrics and Gynecology. Thus, this program represents a formal acceptance of clinical embryology as a clinical laboratory science. It can be adopted elsewhere to provide a relevant, robust education that will meet current and future needs of the profession.

This study examines the convergence of sustainability competencies in Spanish university curricula. The objective is to analyse and contrast opinions among university teaching staff and students from different fields of study in relation to the presence of competencies and curricular improvements concerning sustainability. The procedure comprised two surveys applied to professors (n2 = 70) and students (n3 = 698). The instrument employed was the Register for Evaluating Curricular Sustainability at the University (RECSU), which permits the collation of data pertaining to sustainability-related transversal competencies, including sustainability values, the use of sustainable methodology in the classroom, the Sustainable Development Goals, and principles of action. In its entirety, this study’s approach uses a mixed QUAN (qual) QUAL design. The results indicate which sustainability-aligned competencies and teaching practices are the most and least utilised by teaching staff, as well as which competencies present the greatest opportunity for improvement from the perspective of teaching staff. The findings highlight the relevance of empowering new generations through the development of transversal competencies in university studies. Sustainability competencies should be a priority to ensure that students are prepared to face future eco-social challenges.

Slovakia has significantly changed the structure of its economy by switching to a market management system. There has been a shift away from agriculture, traditional farming methods and careful land management. The result is unused lands and labor force, a broken relationship of society towards the environment, the agricultural land and due to the low social status of agriculture, towards the education in this area too. There is no information on the potential of social agriculture. Educational initiatives in this area are unique and fragmented. The importance of educational activities and counseling lies mainly in education in an effort to help implementers or those interested in the implementation of social farming projects to obtain basic information about the concept of social agriculture, avoid mistakes and get the most comprehensive picture of current conditions in this area. The article outlines a view of the development of social agriculture in the area of the social economy in the conditions of the Slovak Republic, which corresponds to the changing needs of society. It draws attention to the initial steps in the development of educational activities and counseling in social agriculture. We reflect on the potential and pitfalls of education as part of a broader understanding of social agriculture. The elimination of the shortcomings would have significant effects on rural development and less developed regions. The benefits would be reflected in inclusive development and in more sustainable agriculture by influencing other sectors. Our article is based on desk review and qualitative research. We conducted 6 in-depth expert interviews. We focused on experts who were able to provide us with a specialized insight into our research.

In the wake of the COVID-19 Public Health Emergency and the consequent surge in telehealth adoption, the mental healthcare landscape has undergone a profound transformation propelled by rapid technological advancements. This paradigm shift necessitates a fundamental re-evaluation of the training methodologies for mental health providers. To effectively leverage the potential of telehealth and empower mental health professionals with the requisite skills for utilizing digital tools, a comprehensive integration of telehealth into graduate program curricula is imperative. This article proposes practical strategies for seamlessly incorporating telehealth into both the theoretical and practical facets of graduate education. These strategies encompass a holistic understanding of technological platforms, ethical considerations, legal and regulatory frameworks, cultural competence, digital equity challenges, as well as clinical assessment and therapeutic approaches. The author concludes by issuing a call to action, urging mental health professions training programs and their accrediting bodies to proactively redefine their approach, ensuring mental health providers are adequately prepared for the future.

With an increasing focus on integrating equity, diversity and inclusion (EDI) in evaluation practice and products, there is an accompanying need to examine what structural supports exist that are provided by professional evaluation associations. This contribution systematically examines the competencies of five professional evaluation associations from Africa, Australia, Europe and North America to identify how evaluators can align integrating EDI in thei evaluation practice to professional competency domains. Also offered is a summary of thoughts on training opportunities for integrating EDI given review findings. Professional evaluation association websites were reviewed during May through to July of 2022. Content was downloaded into an Excel spreadsheet, and organized for EDI review purposes by competency domains, subdomains which occurred during August and September of 2022. The presentation of EDI content in evaluator competencies was found to be highly varied; variations were found in tone/theme, principles, and domains and subdomains.

This paper relocates the practice of evaluation from its traditional intellectual home in the applied social sciences to an interdisciplinary intellectual community that draws on concepts and practices from civic studies, political science, and studies of coproduction and citizen engagement in public administration and management. It offers an overview of the competencies for evaluation practice once relocated in this way.

Study purpose. Inclusive education, acknowledged as a fundamental human right, is aimed at enhancing the participation of all students and mitigating social and educational exclusion. Physical Education is identified as a vital instrument that fosters specific training on disability and inclusion, thereby ameliorating attitudes towards disability. The objective of this study is to scrutinize the perception of experiential learning and inclusive physical activity among students. Materials and methods. An inclusive physical activity program for students pursuing a degree in Early Childhood and Primary Education was designed. The program proposes five sessions of inclusive physical activity and accommodates 30 adult users with intellectual disability. To analyse the reliability and validity of a scale that measures students’ perception of experiential learning, descriptive statistics, reliability analysis, exploratory and confirmatory factor analysis were used to assess the effectiveness and inclusivity of the scale. Results. The validity and reliability of a scale that facilitates the analysis of students’ perceptions of learning derived from inclusive experiences is presented and the results are adequate for its usability. In addition, it is shown that experiential learning increases the perception towards the acquisition of disability-related competences among university students. Conclusions. This scale essentially allows a comprehensive analysis of students’ perception of learning that emerges from inclusive experiences. It is demonstrated that experiential learning enhances students’ perception regarding the attainment of competencies related to disability. These findings underscore the importance of inclusive learning experiences in the training of future educators.

This study investigates the didactic educational use of Web GIS in the framework of SMART learning and its potential to help students' practice geospatial thinking. Using qualitative, exploratory action research methods, four classroom experiences were designed, developed, implemented, and analyzed. The findings support the claims that the use of Web GIS facilitates geographic knowledge and enhances spatial and digital competencies and skills. Additionally, in line with the SMART framework and perspective on learning, these findings indicate that such classroom approaches promote autonomous learning, is adaptable in diverse settings, and is motivating for students. [ABSTRACT FROM AUTHOR]

Core competencies for public health (CCPH) define the knowledge, skills, and attitudes required of a public health workforce. Although numerous sets of CCPH have been established, few studies have systematically examined the governance of competency development, review, and monitoring, which is critical to their implementation and impact. This rapid review included 42 articles. The findings identified examples of collaboration and community engagement in governing activities (e.g., using the Delphi method to develop CCPH) and different ways of approaching CCPH review and revision (e.g., every 3 years). Insights on monitoring and resource management were scarce. Preliminary lessons emerging from the findings point towards the need for systems, structures, and processes that support ongoing reviews, revisions, and monitoring of CCPH. [ABSTRACT FROM AUTHOR]

As multidisciplinary emergency care becomes increasingly complex, all team members must be aware of their respective roles and responsibilities. In the emergency department, nurse practitioners are integral members of the team. They possess a wide range of clinical and leadership competencies that allow them to perform specific and differentiated tasks within the emergency department. A well-defined competency not only contributes to the promotion of a positive work culture but also clarifies performance expectations, identifies skill gaps, and supports team development. Furthermore, it allows the nurse practitioner to adapt to changing conditions while maintaining patient safety. The competencies of emergency nurse practitioners have evolved over the past 2 decades. The authors discuss the importance of establishing clear expectations for emergency nurse practitioner practice in this article and the alignment of competencies with organizational culture and objectives. [ABSTRACT FROM AUTHOR]