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If intentional, college students in campus jobs can develop professional skills valued in the post-college workforce. However, many students are not likely to realize the potential of their experience without advisement or instruction that teaches them how to reflect on experience and articulate its value, usually in the form of a resume or in an interview. This study examines the value of three workshops to help students reflect on their development of National Association of Colleges and Employers (NACE) career readiness competencies as a result of their library work experience. Survey and focus group data suggest students' confidence in their ability to articulate and apply their newly-developed skills increases when provided with a vocabulary of professional competencies and a reflective framework for evaluating their experience. [ABSTRACT FROM AUTHOR]

Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association 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.)

This study determined the level of competencies of the nurses in the emergency room. It tackled their age, civil status, highest educational attainment, position, number of years in service, and number of relevant trainings, and earning average income. It tackled the level of competency along the 11 core competency standards. The study utilized the descriptive research design and utilized a survey questionnaire as the main tool in gathering data. Several statistical tools were used like frequency and percentage, weighted mean, t-test, and ANOVA (Analysis of Variance). The nurse respondents were young adults, married, Bachelor's degree holder, staff nurses, had been in the service for more than 5 years, had undergone few numbers of trainings, and earn an income of below P20,000 a month. The nurses were all competent in the 11 core competencies however the highest in their competency level is along legal responsibility, ethico-moral responsibility, and collaboration and teamwork and lowest on health education and quality improvement. Significant differences were noted along safe and quality nursing practice, quality improvement, record management, communication, and collaboration and teamwork. Significant positive R-values are shown between civil status and number for years in services with clinical competency in health education. This indicates that the longer the length of service of the married emergency room nurse, the higher is their clinical competency in health education. [ABSTRACT FROM AUTHOR]

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

With the increase of global population, there has been an increased demand for acute care services both locally and globally. In the absence of an acute care competency-based curriculum in South Africa, this study sought to identify the core competencies required by undergraduate medical students to safely manage adult patients within an acute care setting in a South African hospital environment. The modified Delphi study comprised of three rounds. The traditional Delphi method, which uses the same participants across various rounds, was modified by using different stakeholders across the three rounds. Emergency Medicine (EM) specialist trainees (registrars) generated competencies in round one, which were provided to a multi-disciplinary team with expertise in undergraduate curriculum development in round two, using a 5-point Likert scale for rating their agreement-disagreement. Round three entailed inviting the round one contributors to anonymously comment, via online survey, on the competencies generated in round two. A total of 34 EM registrars participated during round one and 7 curriculum development experts participated during round two. A total of 120 competencies were identified from the 3-round Delphi study; of these 103 (85.8%) were reached by "Strong Agreement"; 16 (13.3%) reached by "Agreement"; and 1 (0.8%) was undecided. The results of the modified Delphi study contributed to developing a comprehensive list of undergraduate acute care clinical competencies set in a South African context. The value of engaging with medical practitioners at the forefront of delivering acute care in a South African healthcare environment who are exposed on a daily basis to the healthcare needs of society, became evident. The findings of this study highlight and reinforce the importance of contextual relevance during the curriculum development process. The modified Delphi method, based on three iterative rounds and feedback from experts, was effective in reaching consensus on the competencies required by undergraduate medical students to manage acute care adult patients safely within a South African hospital environment. [ABSTRACT FROM AUTHOR]

The relevance of the problem is since in the state there was a need to create educational programs aimed at the creation of the proper level of entrepreneurial competencies, required to organise their own small or medium businesses. The aim is to investigate the efficiency of the educational program "Bastau Business" in the formation of entrepreneurial competencies, contextualized by existing theories and the changing demands of Kazakhstan's innovation-driven economy. The leading method to study this problem is the questionnaire method, which allows for monitoring the formation of professional entrepreneurial competencies among the graduates of the educational program and to identify the problems they face at the beginning to improve the content and focus of the educational modules. The study showed a high readiness of the graduates of the programme for further independent entrepreneurial activities, which unequivocally indicates its effectiveness. The study also helped identify a range of factors that need to be addressed when improving the educational programme for small and medium business support. [ABSTRACT FROM AUTHOR]

The assessment of experiential learning, such as service learning, and its outcomes, tends to take time and effort. This paper examines how service learning and traditional learning activities help university students acquire both course-specific and key competencies that would be of value in their professional careers. The results show that students consistently indicated they were better able to acquire these competencies, especially key competencies, through the service learning supported by the ePortfolio experience. Furthermore, the responses were statistically significant in 15 out of 20 competencies. The implication arising from this research is any service-learning course should provide evidence of the competencies acquired by the students; otherwise, it might be considered as volunteer service or community work by educational institutions, especially by those with little or no experience incorporating service-learning projects in their programs. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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.)

AbstractWhile the benefits of digital transformation are widely acknowledged, the uptake of Metaverse as a new digital workplace remains limited. This study focused on Self-Determination Theory to examine the factors influencing employees’ intention to use the Metaverse platform for their business within medium and large organisations in Malaysia. The analysis of 295 responses noted that competence and relatedness, and improvements in performance and well-being in the Metaverse platform can significantly enhance employees’ attitudes towards the platform while autonomy does not. The study further revealed that digital competence does not significantly moderate the relationship between employees’ attitudes and their behavioural intentions towards using the Metaverse. These results suggest that organisations should focus on fulfilling the psychological needs of their employees to encourage technology adoption. Thus, this study highlights the importance of addressing human factors when aiming to increase staff engagement and acceptance of the innovative digital workplace. By exploring the importance of employees’ intrinsic motivation factors on the adoption of a specific and current digital platform, the model was thus able to address a novel and practical aspect of technology [ABSTRACT FROM AUTHOR]

Background: Attention Deficit Hyperactivity Disorder (ADHD) frequently persists into adulthood. There are practice guidelines that outline the requirements for the assessment and treatment of adults. Nevertheless, guidelines specifying what constitutes a good quality diagnostic assessment and report and the competencies required to be a specialist assessor are lacking. This can lead to variation in the quality and reliability of adult ADHD assessments. Poor quality assessments may not be accepted as valid indicators of the presence of ADHD by other clinicians or services, resulting in wasteful re-assessments and delays in providing treatment. To address this issue the UK Adult ADHD Network (UKAAN) proposes a quality framework for adult ADHD assessments - the Adult ADHD Assessment Quality Assurance Standard (AQAS). Methods: The co-authors agreed on five questions or themes that then guided the development of a set of consensus statements. An initial draft was reviewed and amended in an iterative process to reach a final consensus. Results: What constitutes a high-quality diagnostic assessment and report was agreed by consensus of the co-authors. The resulting guideline emphasises the need to evaluate impairment, describes core competencies required by the assessor and highlights the importance of linking the diagnosis to an appropriate post-diagnostic discussion. Assessments should be completed in the context of a full psychiatric and neurodevelopmental review, and need good interview skills, using a semi-structured interview with open questioning and probing to elicit real life examples of symptoms and impairments. It is recommended that 2 hours or more is required for an adequate assessment including both the diagnostic assessment and initial post-assessment discussions. Conclusion: The AQAS has been developed as a practical resource to support reliable and valid diagnostic assessments of adult ADHD. It is intended to complement formal training. A secondary objective is to empower patients by providing them with evidence-based information on what to expect from an assessment and assessment report. [ABSTRACT FROM AUTHOR]

Background: Empathy is a key competency and is essential for doctor-patient relationships. Studies have proven a continuous reduction of empathy in medical students during their study period. The use of SPs is positively evaluated for competency acquisition and real patient communication training has positive effects on empathy empowerment. Therefore, the present study focusses on the impact of simulated patient (SP) vs real patient (RP) communication training on empathetic behaviour in undergraduate medical students. Methods: The prospective evaluation took place during a 210-minute skills lab unit on medical communication for 3rd year medical students. Study participants were allocated in advance to one of three groups: one group trained with an SP (SP-group) and was informed about the fact that it was an SP; another group trained with an SP but assumed to encounter an RP (incognito patient group (IP-group)); the last group trained with an RP and was correctly informed about it (real patient group (RP-group). Self-assessed empathy was measured by using Jefferson Scale of Physician Empathy (JSPE) and Interpersonal Reactivity Index (IRI), as these are the most commonly used instruments for assessing empathy. Study participants were evaluated on empathetic behaviour by their group-associated patient using the Consultation and Relational Empathy (CARE) scale. Results: 146 students participated. There was no significant difference in self-assessed empathy between groups for JSPE and IRI. External assessment via CARE showed a statistically significant difference between SP-group and IP-group , as well as between SP-group and RP-group. There was no significant difference between IP-group and RP-group. This means that students training with real patients (or who believed them to be real) did receive significantly lower performance ratings on their empathy. Conclusion: The results demonstrate a significant lower external empathy rating for students who had trained with a real patient or if they were in the belief of having encountered a real patient; this may be due to inhibitions and a lack of routine. Therefore, we recommend implementing SPs in the early study period with the gradual integration of RPs in the student's further course of study. [ABSTRACT FROM AUTHOR]

Background: Self-directed violence (SDV) comprises both suicide and self-injury and represents a pressing problem among incarcerated persons. Negative impacts of SDV in correctional settings also extend to behavioral health clinicians (BHCs) (e.g., job turnover). Correctional SDV risk assessment and management standards include staff training as part of the comprehensive approach. The Core Competency Model for Corrections (CCM-C) is a novel, evidence-informed training program for BHCs covering both clinician self-management and clinical care skills. Methods: This pilot trial is a type 3 hybrid implementation–effectiveness approach. It will employ a wait-list control sequential cross-over design. Participants (N = 50–100) will be BHCs employed by the North Carolina Department of Adult Corrections. Following stratification for years of clinical experience, BHCs will be randomly assigned to (1) a training group that receives CCM-C immediately and (2) a wait-list control receiving CCM-C approximately 6 weeks later. Electronically administrated survey evaluation will occur across baseline and two follow-up (i.e., 2 weeks after each training session) time points. Discussion: The primary outcome is feasibility assessed through collaboration with a Corrections Advisory Panel and feedback from BHCs. Secondary effectiveness outcomes that will be evaluated over time include SDV-related knowledge, attitudes, stigma, and intent to use training content. We will examine a tertiary outcome, namely compassion fatigue. Clinical trial limitations and impacts are discussed. Trial registration: Clinicaltrials.gov, NCT06359574. This study was registered on 04/05/2024. [ABSTRACT FROM AUTHOR]

Despite an emerging emphasis on the role of engineers in achieving the SDGs, there is still a lack of agreement on which competencies should be prioritised to prepare them to tackle future sustainability challenges. By formulating a theoretical framework of key sustainable competencies based on prior studies, this study investigated engineering students’ subjective views on which competencies they considered as the most important to support them in becoming sustainable engineers/designers. Using Q methodology, views were collected from 26 master students in a Sustainable Design programme in a Danish systemic problem- and project-based (PBL) context. Three key competencies were identified: collaboration, interdisciplinarity, and systemic thinking. Competences within the ‘doing’ and ‘being’ dimensions were represented the strongest. There is a hierarchy between the competencies, with collaboration being the highest level, as it demonstrates that it is transversal to the others. These results emphasised the role of PBL in developing competencies for sustainability and in reinforcing the value of Education for Sustainable Development. [ABSTRACT FROM AUTHOR]

Aim Design Method Findings Conclusion Amidst the mounting challenges posed by climate change, the healthcare sector emerges as a vital frontliner, with nurses standing as its linchpins. This review delves into the pivotal role of nurses in combatting the health consequences of climatic alterations, particularly within the nuanced environment of Saudi Arabia.A rapid literature review.Drawing from a rigorous analysis of 53 studies, our exploration revolves around the preparedness strategies formulated in response to Saudi Arabia's changing climate. The variables analysed included study design, sample size, focus area, geographical coverage and key findings related to nurse competencies. Data were collected using a structured data extraction form and analysed using thematic content analysis. Employing content analysis, we discerned essential domains: from grasping the health impacts of climate change to customizing care for the most susceptible populations and championing advocacy initiatives.Salient findings highlight nurses' profound understanding of both direct and secondary health implications of climate shifts. Additionally, the results emphasize the tailored interventions needed for vulnerable groups, capacity building and disaster readiness. Crucially, our findings spotlight the significance of weaving cultural, ethical and regional threads into nursing strategies. By painting a comprehensive picture, we showcase the delicate balance of environmental evolution, healthcare dynamics and the unique socio‐cultural tapestry of Saudi Arabia.The results of our analysis revealed key competencies required for nurses, including the ability to address immediate health impacts, provide tailored care for vulnerable populations and engage in advocacy and policy formulation. In summation, nurses' multifaceted roles—from immediate medical care to research, advocacy and strategizing—underscore their invaluable contribution to confronting the health adversities sparked by climate change. Our review accentuates the essential contributions of nurses in tackling climate‐related health hurdles and calls for more nuanced research, policy adjustments and proactive measures attuned to Saudi Arabia's distinct backdrop. [ABSTRACT FROM AUTHOR]

In various countries, the digital competences of social work students are inadequately addressed within existing curricular frameworks. Addressing this gap necessitates a more nuanced understanding of the prevailing digital competence trends among these students, though the methodology for such measurement remains ambiguous. This study investigates the applicability of the DigComp 2.2 model for gauging the digital competence levels of social work students. Employing a predominantly quantitative-exploratory approach, data were gathered in the Czech Republic and Slovakia through a 22-item questionnaire designed to assess the five digital competence areas outlined in the DigComp v2.2 framework (N = 151). The analysis revealed a spectrum of competence levels, ranging from insufficient to relatively high across different areas. These findings were benchmarked against the only other known study utilizing the DigComp model on the social work student demographic, which employed the model in a relatively less rigorous manner, showing considerable alignment. Based on these insights, recommendations for enhancing future research methodologies are proposed. [ABSTRACT FROM AUTHOR]

Background: Implementation support practitioners (ISPs) are professionals that support others to implement evidence-informed practices, programs, and policies in various service delivery settings to achieve population outcomes. Measuring the use of competencies by ISPs provides a unique opportunity to assess an understudied facet of implementation science—how knowledge, attitudes, and skills used by ISPs affects sustainable change in complicated and complex service systems. This study describes the development and validation of a measure—the Implementation Support Competencies Assessment (ISCA)—that assesses implementation support competencies, with versatile applications across service contexts. Methods: Recently developed practice guide materials included operationalizations of core competencies for ISPs across three domains: co-creation and engagement, ongoing improvement, and sustaining change. These operationalizations, in combination with recent empirical and conceptual work, provided an initial item pool and foundation on which to advance measurement development, largely from a confirmatory perspective (as opposed to exploratory). The measure was further refined through modified cognitive interviewing with three highly experienced ISPs and pilot-testing with 39 individuals enrolled in a university-based certificate program in implementation practice. To recruit a sample for validation analyses, we leveraged a listserv of nearly 4,000 individuals who have registered for or expressed interest in various events and trainings focused on implementation practice offered by an implementation science collaborative housed within a research-intensive university in the Southeast region of the United States. Our final analytic sample included 357 participants who self-identified as ISPs. Results: Assessments of internal consistency reliability for each competency-specific item set yielded evidence of strong reliability. Results from confirmatory factor analyses provided evidence for the factorial and construct validity of all three domains and associated competencies in the ISCA. Conclusions: The findings suggest that one's possession of high levels of competence across each of the three competency domains is strongly associated with theorized outcomes that can promote successful and sustainable implementation efforts among those who receive implementation support from an ISP. The ISCA serves as a foundational tool for workforce development to formally measure and assess improvement in the skills that are required to tailor a package of implementation strategies situated in context. [ABSTRACT FROM AUTHOR]

Background: Vocabulary knowledge plays a pivotal role in academic development, particularly among Grade 1 students. To support students in their academic development, effective assessment instruments in educational settings are crucial. The GraWo (Graz Vocabulary Test) is introduced as a tool designed to evaluate receptive vocabulary in German-speaking countries in print and in digital mode. Objectives: This study aims to investigate mode effects in the GraWo among Grade 1 students, comparing vocabulary gains in digital and print versions. Additionally, it explores the influence of student characteristics, such as gender and language status, and examines item-level differences between the two modes in order to gain a more comprehensive understanding of test performance. Design: The research design entails a longitudinal approach, following children (n  =  421) from the beginning to the end of Grade 1, varying the test modes (digital or print) only at second measurement (40% receiving the print version), while at first measurement all children worked with the digital version. Results: Baseline comparisons of test mode groups indicated almost no significant differences. In terms of growth in vocabulary during Grade 1, an ANOVA with repeated measures revealed a main effect for time, indicating increased performance in both groups at second measurement. Moreover, an interaction effect between time and test mode group showed that the print group exhibited higher gains in the vocabulary test compared to the digital group. Further analysis using MNLFA confirmed that the print mode group outperformed the digital group overall and that four items were also individually affected by differences between the digital and print versions. Conclusion: The study emphasizes the need for nuanced investigations into the impact of test mode on student performance and suggests incorporating observational methods to comprehensively understand student interactions with digital and print modes. In acknowledging potential variations in performance, educators and policymakers need to tailor practices to accommodate the demands of hybrid test procedures and to consider the role of digital competence in shaping testing experiences. [ABSTRACT FROM AUTHOR]

The thesis of this paper is that, despite its substantial accomplishments over the past 40 years as a professional practice, knowledge management (KM) has yet to mature as an intellectual discipline. The goal of this conceptual paper is to accelerate this maturation by generalizing KM. The paper does so by identifying KM's generic social phenomena and how these phenomena can be better understood through the development of theory oriented around knowledge that defines, predicts, and explains them. KM theory is examined through an extensive review of the existing literature. Four levels of organizational KM are offered, including two that examine an organization's basis (resources) and essence (ideas and actions), while the second two build upon these to examine resource management in general, and the management of knowledge resources specifically. Treating KM as a theoretical object will lead to greater understanding of KM. This enriched understanding will lead to a more effective performance of KM. The achievement of this paper's goal (i.e., generalizing KM) will facilitate the maturation of KM into a discipline and practice that consistently contributes to organizational effectiveness. Little KM literature exists on the conceptualization of knowledge as a theoretical object, which offers the opportunity not only to develop theory that defines, predicts, and explains KM within organizations more systematically but also ultimately to understand better the ways in which KM contributes to individual happiness, community cohesion, and social prosperity. [ABSTRACT FROM AUTHOR]

This review study aims to understand the concept of adults' digital health literacy (DHL), a recently emerging significant concept but still confused. For this, we seek to find the core competencies of digital health literacy by comparing those of existing relevant literacy concepts (i.e., health literacy and digital literacy). We identified seven core competencies of DHL across analytical, context-specific, and socioecological aspects: (a) traditional literacy, (b) information literacy, (c) media literacy, (d) health-related literacy, (e) technology literacy, (f) scientific literacy, and (g) socioecological nature. We also found the shared core aspects among DHL and digital and health literacies. The findings of this study contributed not only to grasping the concept of digital health literacy better but also to providing a fundamental basis for programs to enhance the DHL of adults. This article concludes with discussions about the findings and practical and academic implications. [ABSTRACT FROM AUTHOR]

Background China is currently making efforts to transform the current hospital-centric service delivery system to people-centred primary health care (PHC)-based delivery system, with service delivery organized around the health needs and expectations of people. To help direct China's PHC reform efforts, a profile of high-quality PHC from the public's perspective is required. Objectives To profile high-quality PHC from the perspective of the Chinese public. Methods Semistructured interviews were conducted in 6 provinces (Henan, Shandong, Zhejiang, Shaanxi, Shanxi, and Heilongjiang) in China. In total, 58 interviewees completed the recorded interview. For transcription, trained research assistant listened to the recording of the interviews, summarizing each 30-s segment in English. Next, thematic analysis was performed on the narrative summaries to identify thematic families. Results Seven themes and 16 subthemes were generated from the analysis of our interview data. In order of their frequency, the interviewees expressed a high expectation for interpersonal communication and technical quality; followed by access, comprehensive care, cost, continuity, and coordination. Conclusions Using qualitative data from 6 provinces in China, knowledge was generated to reveal the public's views and expectations for high-quality PHC. Our results confirm the urgent need for quality improvement efforts to improve patient experience and technical quality. The government also needs to further improve the delivery system and medical training programme to better meet public expectation in these areas, especially in establishing an innovative integrated primary care model, and strengthening interpersonal and clinical competency training for family doctors. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. 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.)

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

Digital competence is considered to be a crucial learning outcome in education in the 21st century. In this context, research highlights the fact that the perceptions that instructors manifest about different aspects of Information and Communication Technologies (ICTs) condition these professionals' behaviour towards these learning resources. In the same line, this study aims to analyse the effects that exist between a series of dimensions related to the perception of university teaching staff on the capacity of ICTs to respond to different needs of students, on perceived efficacy and attitudes towards these tools and, lastly, on active behaviour towards their use. To do so, 345 university instructors from the Spanish educational system filled in an online questionnaire. The application of a Structural Equation Model underscores the fact that the ability of ICTs to respond to the different needs of students in the university classroom and their perceived efficacy in the teaching–learning process both exert a positive effect on attitudes in favour of their incorporation into the classroom. In turn, these attitudes also have a significant effect on active behaviour with ICT resources. In addition, various mediating effects are seen to influence an active behaviour. All this gives rise to a discussion on the implications of these results to encourage the training of university teaching staff in the knowledge and management of ICTs. Increasing confidence in ICTs as effective tools to respond to different needs could significantly favour positive attitudes and behaviour so that these resources are actively integrated into the classroom. [ABSTRACT FROM AUTHOR]

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

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

Teachers' judgment accuracy is a core competency in their daily business. Due to its importance, several meta-analyses have estimated how accurately teachers judge students' academic achievements by measuring teachers' judgment accuracy (i.e., the correlation between teachers' judgments of students' academic abilities and students' scores on achievement tests). In our study, we considered previous meta-analyses and updated these databases and the analytic combination of data using a psychometric meta-analysis to explain variations in results across studies. Our results demonstrate the importance of considering aggregation and publication bias as well as correcting for the most important artifacts (e.g., sampling and measurement error), but also that most studies fail to report the data needed for conducting a meta-analysis according to current best practices. We find that previous reviews have underestimated teachers' judgment accuracy and overestimated the variance in estimates of teachers' judgment accuracy across studies because at least 10% of this variance may be associated with common artifacts. We conclude that ignoring artifacts, as in classical meta-analysis, may lead one to erroneously conclude that moderator variables, instead of artifacts, explain any variation. We describe how online data repositories could improve the scientific process and the potential for using psychometric meta-analysis to synthesize results and assess replicability. [ABSTRACT FROM AUTHOR]

The primary objective of the study was to comprehensively explore the teaching styles and core behavioral competencies of teachers focusing on understanding how teachers approach their roles in the classroom. This study aimed to describe the prevalence of teaching styles, including being a lecturer, demonstrator, hybrid, facilitator, and delegator. Simultaneously, it sought to delineate the demographic profiles of teachers. It also endeavored to unveil the intricate relationships between teaching styles and core competencies, as well as the nuanced interplay between demographic profiles and core competencies. Additionally, the study established predictive models, elucidating how teaching styles and demographic factors significantly contribute to the manifestation of core behavioral competencies among teachers. Findings showed that the significant associations between teaching styles, teaching positions, and years of service suggest that fostering core competencies may require targeted interventions for specific groups of teachers, such as those in leadership positions or with varying years of service. Additionally, the impact of teaching styles on core competencies highlights the importance of selecting and promoting effective teaching approaches that align with desired competencies. Thus, the results underscored the complex interplay between teaching styles, demographic profiles, and core behavioral competencies in the teaching profession. This understanding can guide efforts to enhance the overall competence and effectiveness of educators in the classroom and support the development of teachers at different stages of their careers. [ABSTRACT FROM AUTHOR]

Background: Dementia impairs the ability of people with dementia to be autonomous and independent. They need support from third parties, who should ideally respect their autonomy and independence as much as possible. Supporting people with dementia can be very burdensome for caregivers and numbers of patients increase while numbers of potential caregivers decline. Digital assistive technologies (DATs) that directly support patients or their caregivers may help bridging the increasing gap between need of support and available resources. DATs have the potential to preserve the autonomy and independence of people with dementia and promote their abilities, if they are properly designed in close interaction with future users. In our study, we focused on ethical concerns, technological requirements, and implementation criteria for DAT in general and specifically to support outdoor mobility of people with dementia. Methods: We applied a qualitative approach and conducted a World Café (2 tables, n = 7) and an online focus group (n = 6) with people with dementia, relatives, healthcare professionals, scientists, ethics experts, and experts for digitally-assisted medical care. We descriptively analyzed the data using a content analysis approach. Results: The participants reported technological (e.g., lack of Wi-Fi), financial (e.g., expensive devices or lack of budget for DATs), political (e.g., legal hurdles such as the European Medical Device Law or data protection regulations) as well as user-related hurdles (e.g., lack of digital competence) for the implementation of DAT in dementia care. Among the issues discussed were the importance of autonomy, independence, safety, privacy, and questions of decision making capacity in DAT's use. Participants identified opportunities and benefits in self-learning, situation-aware DATs and wished for dementia-friendly communities. They emphasized the value of personal interaction that should not be replaced, but rather supported by DAT. Conclusion: The results revealed multiple hurdles and ethical concerns for DAT use and provided recommendations for designing and implementing DATs. Further investigations are needed on the impact of DAT on personal interactions in caregiving and the role of DAT in dementia-friendly communities. [ABSTRACT FROM AUTHOR]

This study looks into how core competence which focuses on shared vision, cooperation, and empowerment affects competitive advantage in the food service business, which is facing pressures from disruptive competition and growing consumer demand for sustainable and better food options. The study measures competitive advantage through business flexibility and responsiveness. It employs a descriptive-correlational research design and a purposive sampling technique, intentionally selecting fifty employees from various food service establishments, including fast-food chains, restaurants, and cafes, as respondents. Data was gathered using a modified version of an existing questionnaire, which included sections on demographics, core competence, and competitive advantage. A five-point Likert scale was used to collect the responses. The study reveals that there was a high degree of core competence in the food service industry, in general. It also discovered that businesses in the food service sector frequently have a very high degree of competitive advantage. Further, the findings show a significant positive relationship between competitive advantage and core competency, underscoring the significance of empowerment, collaboration, and shared vision in fostering flexibility and responsiveness, consequently gaining a competitive advantage in the marketplace. These results suggest that for businesses in the food service sector to obtain a competitive edge, they should prioritize strengthening and expanding their core competencies. The study is important for workers, managers, owners of businesses, consumers, academic institutions, and upcoming researchers. However, this study may have certain limitations regarding its scope and objectives, as it was conducted within a specific context and time frame which may not encompass all possible scenarios or changes over an extended period. Thus, the result of this research should be interpreted within these limitations, and future research is recommended to validate and expand upon these results. [ABSTRACT FROM AUTHOR]

Key Points: Question: Internal medicine residents' competency is evaluated with milestone ratings and the American Board of Internal Medicine's certification examination. Is physicians' performance on either of these measures related to their hospitalized patients' outcomes? Findings: We analyzed 6898 newly trained hospitalists treating Medicare fee-for-service beneficiaries during 455 120 hospitalizations occurring in 2017 to 2019. We found no associations between overall milestone ratings or medical knowledge ratings and hospitalization outcomes, but certification examination score was associated with reduced 7-day mortality and readmissions. Meaning: Among newly trained hospitalists, certification examination score, but not residency milestone ratings, was associated with improved outcomes among hospitalized Medicare beneficiaries. Importance: Despite its importance to medical education and competency assessment for internal medicine trainees, evidence about the relationship between physicians' milestone residency ratings or the American Board of Internal Medicine's initial certification examination and their hospitalized patients' outcomes is sparse. Objective: To examine the association between physicians' milestone ratings and certification examination scores and hospital outcomes for their patients. Design, Setting, and Participants: Retrospective cohort analyses of 6898 hospitalists completing training in 2016 to 2018 and caring for Medicare fee-for-service beneficiaries during hospitalizations in 2017 to 2019 at US hospitals. Main Outcomes and Measures: Primary outcome measures included 7-day mortality and readmission rates. Thirty-day mortality and readmission rates, length of stay, and subspecialist consultation frequency were also assessed. Analyses accounted for hospital fixed effects and adjusted for patient characteristics, physician years of experience, and year. Exposures: Certification examination score quartile and milestone ratings, including an overall core competency rating measure equaling the mean of the end of residency milestone subcompetency ratings categorized as low, medium, or high, and a knowledge core competency measure categorized similarly. Results: Among 455 120 hospitalizations, median patient age was 79 years (IQR, 73-86 years), 56.5% of patients were female, 1.9% were Asian, 9.8% were Black, 4.6% were Hispanic, and 81.9% were White. The 7-day mortality and readmission rates were 3.5% (95% CI, 3.4%-3.6%) and 5.6% (95% CI, 5.5%-5.6%), respectively, and were 8.8% (95% CI, 8.7%-8.9%) and 16.6% (95% CI, 16.5%-16.7%) for mortality and readmission at 30 days. Mean length of stay and number of specialty consultations were 3.6 days (95% CI, 3.6-3.6 days) and 1.01 (95% CI, 1.00-1.03), respectively. A high vs low overall or knowledge milestone core competency rating was associated with none of the outcome measures assessed. For example, a high vs low overall core competency rating was associated with a nonsignificant 2.7% increase in 7-day mortality rates (95% CI, −5.2% to 10.6%; P =.51). In contrast, top vs bottom examination score quartile was associated with a significant 8.0% reduction in 7-day mortality rates (95% CI, −13.0% to −3.1%; P =.002) and a 9.3% reduction in 7-day readmission rates (95% CI, −13.0% to −5.7%; P <.001). For 30-day mortality, this association was −3.5% (95% CI, −6.7% to −0.4%; P =.03). Top vs bottom examination score quartile was associated with 2.4% more consultations (95% CI, 0.8%-3.9%; P <.003) but was not associated with length of stay or 30-day readmission rates. Conclusions and Relevance: Among newly trained hospitalists, certification examination score, but not residency milestone ratings, was associated with improved outcomes among hospitalized Medicare beneficiaries. This study examines the association between physicians' milestone ratings and certification examination scores and hospital outcomes for their patients. [ABSTRACT FROM AUTHOR]

In the industrial digital transformation, a new connotation has been given by the cultivation of students' key competences of higher vocational education. However, we should jump out of vocational education and reposition the framework of students' key competency types. This paper builds the "two-way, four-subject, and five-spiral" key competencies cultivation model, the government, school, and industry enterprises form a "community of industry education integration". It can effectively promote students' growth through enterprises having clear goals for cultivating key competencies, also participating in the development of key competency courses and their teaching, building jointly a key competencies teaching internship base. [ABSTRACT FROM AUTHOR]

Background: In northern rural Sweden, telemedicine is used to improve access to healthcare and to provide patient-centered care. In emergency care during on-call hours, video-conference systems are used to connect the physicians to the rest of the team – creating 'distributed teams'. Patient participation is a core competency for healthcare professionals. Knowledge about how distributed teamwork affects patient participation is missing. The aim was to investigate if and how teamwork affecting patient participation, as well as clinicians' perceptions regarding shared decision-making differ between co-located and distributed emergency teams. Methods: In an observational study with a randomized cross-over design, healthcare professionals (n = 51) participated in authentic teams (n = 17) in two scripted simulated emergency scenarios with a standardized patient: one as a co-located team and the other as a distributed team. Team performances were filmed and observed by independent raters using the PIC-ET tool to rate patient participation behavior. The participants individually filled out the Dyadic OPTION questionnaire after the respective scenarios to measure perceptions of shared decision-making. Scores in both instruments were translated to percentage of a maximum score. The observational data between the two settings were compared using linear mixed-effects regression models and the self-reported questionnaire data were compared using one-way ANOVA. Neither the participants nor the observers were blinded to the allocations. Results: A significant difference in observer rated overall patient participation behavior was found, mean 51.1 (± 11.5) % for the co-located teams vs 44.7 (± 8.6) % for the distributed teams (p = 0.02). In the PIC-ET tool category 'Sharing power', the scores decreased from 14.4 (± 12.4) % in the co-located teams to 2 (± 4.4) % in the distributed teams (p = 0.001). Co-located teams scored in mean 60.5% (± 14.4) when self-assessing shared decision-making, vs 55.8% (± 15.1) in the distributed teams (p = 0.03). Conclusions: Team behavior enabling patient participation was found decreased in distributed teams, especially regarding sharing power with the patient. This finding was also mirrored in the self-assessments of the healthcare professionals. This study highlights the risk of an increased power asymmetry between patients and distributed emergency teams and can serve as a basis for further research, education, and quality improvement. [ABSTRACT FROM AUTHOR]

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

Aim Design Methods Results Conclusion Implications for the Profession and/or Patient Care Reporting Method Patient or Public Contribution Impact To describe the perspectives of patients using digital services on the digital counselling competence of healthcare professionals.A descriptive qualitative interview study.The analysed data were collected in Finland during the spring of 2023 via 11 individual, semi‐structured interviews from participants who had received video‐mediated counselling. The interviews were carried out online through Microsoft Teams and adhered to an interview guide using main and ancillary questions. The data were analysed using inductive content analysis.The patients' perspectives of healthcare professionals' digital counselling competence were related to five categories: (1) competence in preparing for video‐mediated counselling, (2) digital competence in implementing the video‐mediated counselling, (3) competence in interacting with the patient during the video‐mediated counselling, (4) competence in supporting the patient's self‐management in video‐mediated counselling and (5) competence in self‐development as a digital counsellor.The results of this study indicate that healthcare professionals need to possess a wide range of digital counselling competencies when providing video‐mediated counselling. This study thus lays the groundwork for future studies of patients' perspectives of healthcare professionals' digital counselling competence.The results of this study can be used to develop healthcare professionals' digital counselling competence and patient‐centered care. The presented insights can also be used to map further research topics.The Consolidated criteria for reporting qualitative research (COREQ) checklist was used when reporting the results.Patients who had experience in using digital services participated in the data collection of this study. What problem did the study address? Healthcare professionals may well need to develop new competencies as counselling is increasingly moving to digital environments. What were the main findings? The main areas of digital counselling competence that emerged from the patients' perspectives were competence in preparing for video‐mediated counselling, digital competence, competence in interacting with the patient, competence in supporting self‐management and competence in self‐development as a digital counsellor. Where and on whom will the research have an impact? The research can be used to build and develop healthcare professionals' digital counselling competence, as well as improve the delivery of patient‐centered care. [ABSTRACT FROM AUTHOR]

Background: Nursing work in the Eye, Ear, Nose, and Throat (EENT) emergency department is highly specialised and faces significant challenges. Therefore, a high level of nursing competence is necessary for nurses. To develop core competencies, a systematic and standardised training program is required. This study aims to construct a standardised, systematic, and professional training program for nurses working in the EENT emergency department in China. Methods: Based on a literature review and semi-structured interviews, the training scheme draft was developed according to the theoretical framework of core competency for emergency nurses. From July 2023 to October 2023, a total of 21 experts including clinical experts, and nursing experts were selected to conduct 2 rounds of Delphi consultation to construct the training program for EENT emergency nurses. Results: The effective response rate for 2 rounds of expert consultation was 100%. The expert authority coefficient was 0.905, and Kendall's W coefficients were found to be 0.359 and 0.340, respectively. The coefficients of variation for each item of the second round of expert consultation ranged from 0 to 0.19. The finalised training program for EENT emergency nurses consisted of 4 first-level indexes (training objectives, training management, training contents, and training assessment). The training objectives included 3 secondary indicators and 16 tertiary indicators. Training management included 5 secondary indicators and 8 tertiary indicators. Training contents included 4 secondary indicators and 16 tertiary indicators. Training assessment included 3 secondary indicators and 6 tertiary indicators. Conclusion: This study systematically and comprehensively explores the cultivation of nurses working in the EENT emergency department from the aspects of training objectives, training management, training contents, and training assessment. This training program is based on the theoretical framework of core competency standards for emergency nurses. It is in line with the actual needs of the clinic, and the training program is scientific and reliable, which can be promoted nationwide to provide a reference basis for the improvement of the training of emergency specialist nurses. Trial registration: Not applicable. [ABSTRACT FROM AUTHOR]

Emotions are fundamental to human behaviour. How we feel, individually and collectively, determines how humanity evolves and advances into our shared future. The rapid digitalisation of our personal, social and professional lives means we are frequently using digital media to express, understand and respond to emotions. Although recent developments in Artificial Intelligence (AI) are able to analyse sentiment and detect emotions, they are not effective at comprehending the complexity and ambiguity of digital emotion expressions in knowledge-focused activities of customers, people, and organizations. In this paper, we address this challenge by proposing a novel AI framework for the adaptable, robust, and explainable detection of multi-granular assembles of emotions. This framework consolidates lexicon generation and finetuned Large Language Model (LLM) approaches to formulate multi-granular assembles of two, eight and fourteen emotions. The framework is robust to ambiguous emotion expressions that are implied in conversation, adaptable to domain-specific emotion semantics, and the assembles are explainable using constituent terms and intensity. We conducted nine empirical studies using datasets representing diverse human emotion behaviours. The results of these studies comprehensively demonstrate and evaluate the core capabilities of the framework, and consistently outperforms state-of-the-art approaches in adaptable, robust, and explainable multi-granular emotion detection. [ABSTRACT FROM AUTHOR]

Purpose: Artificial intelligence (AI) is constantly evolving and is poised to significantly transform the world, affecting nearly every sector and aspect of society. As AI continues to evolve, it is expected to create a more dynamic, efficient and personalized education system, supporting lifelong learning and adapting to the needs and pace of each student. In this research, we focus on testing the model of AI acceptance in higher education (HE) through human interaction-based factors including attitudes, competencies and openness to experience. Perceived benefits were our expectation to enhance AI acceptance in HE. Design/methodology/approach: To test the model, we collected data from Arab HE institutions by spreading an online questionnaire. The sample consisted of 1,152 of teaching staff and students in Arab region, which were selected randomly. Partial least squares structural equation modeling (PLS-SEM) was employed to determine the interrelated dependence of relationships among variables. Furthermore, processing analysis was conducted to ensure the reliability and validity of questionnaires, multicollinearity and factor loading, in which the items were tested one more time to ensure their validity after translation into Arab language. Findings: Results reveal that adopted attitude, digital competency and openness to experience have positive and significant relationship with both perceived benefits and AI acceptance in HE in the Arab region. The results also demonstrate the indirect impact of digital factors on AI acceptance in existence of perceived benefits, which was important in the validation of the model. Originality/value: The research contributes to AI acceptance theory and research by providing evidence of AI acceptance in the Arab region. As generative AI applications continue to expand and change, the way we accept and interact with them will be different. This model could be adopted by authorities to facilitate the acceptance of AI in Arab HE institutions. [ABSTRACT FROM AUTHOR]

This study examines future teachers' self-perception regarding competences related to the environmental impact of digital technologies. The sample includes 1948 participants (235 men and 1713 women) selected through incidental sampling from the Faculty of Education Sciences at the University of Seville. The validated instrument used was the Teacher's Digital Competence and Eco-responsible Use of Technology Scale. Results indicated that the participants had received less than optimal training and had limited knowledge about technologies and their environmental impact. The study concludes that it is necessary to establish training on the development of environmental competences and their link to educational technologies, starting from the institution, with the aim of guaranteeing the achievement of the Sustainable Development Goals (SDGs). [ABSTRACT FROM AUTHOR]

The authors have developed a psychometric instrument with the purpose of assessing the digital competencies of teachers in aspects of cybersecurity. From the collection of data, different secondary objectives were carried out: (1) identify if there were significant differences regarding gender; (2) understand if there are significant differences based on various actions (use of different operating systems, two-step authentication, use of different passwords for applications and profiles), for each gender; (3) identify if the frequency of updating of passwords in LMS, emails, RRSS and apps correlate with the digital competencies of teachers in training, for each gender. For this purpose, an ex post facto ad hoc design was used based on a sample of 220 students enrolled in a Primary Education and Early Childhood Education course at the University of Malaga (Spain). The results show that the digital skills of these teachers of the future are at a low level, and that they find it hard to navigate their way in this new world. It is also concluded that there are significant differences with respect to gender in terms of various cybersecurity actions (use of the Mac operating system; two-step authentication). In addition, it was found that the frequency of updating passwords in LMS, emails, RRSS and apps affects the competences of the teachers in training in security and prevention, in both genders. [ABSTRACT FROM AUTHOR]

The research investigates the organizational dynamics of learning-in-crisis (LiC) in five Hungarian education institutions in the light of the COVID-19 pandemic with a focus on digital competence building, and the influence of organizational perception of contextual factors. The path of organisation-level learning that takes place as a result of the crisis event was analysed along two factors: the extent of perceived impact and the relevance of the rare event. Results of the qualitative, interview- and observation-based research show that learning willingness is different in the face of an identical external impact, influenced by organizational and financial capacity, as well as autonomy and stakeholder maturity for change. The depth of learning is related to the strategic and cultural fit with the sought-after competence, as well as field of knowledge and the presence of parallel crises. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to establish the relationship between digital leadership and academic performance. It models the digitalization process, outlining why and how digital leadership is important for better academic performance. At the same time, this study examines the role of digital culture as a moderating variable in the direct relationship between main variables of the study. The study aims to expand the domain of academic performance at the university by including a much recent leadership-related aspect and organizational context of the digital culture. Design/methodology/approach: The study opted for a descriptive study, using the survey instruments to collect the data. The sample population consisted of students currently enrolled at the Faculty of Business and Management, Universiti Teknologi MARA, Melaka, Malaysia. Based on the convenience sampling, 383 samples were drawn from the sample population. All items were adopted from previous literature, and expert feedback was obtained to examine the validity of the instruments. The data were analysed using SPSS and SmartPLS version 3.0. Findings: This study provides empirical insights about how digital leadership is important for academic performance for the new millennials. Also, digital culture is found to provide significant moderation effect into the relationship. It suggests that universities must promote digitalization culture and embed the use of technology and digitalization into teaching and learning to cultivate a more effective learning process among university students. This is important as elements of digital leadership, including adaptive role, attitude, digital competency, digital skill and inspirational role, are found to significantly contribute to academic performance. Research limitations/implications: This study only focuses on samples taken from one of the faculties in one campus, thus limiting its scope. Future research is encouraged to replicate the same study setting to include larger sample size from different faculties, or perhaps from different universities. These propositions could help to better generalize the research findings on the practice of digital leadership on academic performance in the country. However, this study established a digital leadership model that can be applied to undergraduate students at the universities. Also, the inclusion of digital culture can strengthen the learning process. Practical implications: This study includes implications for the development of digital leadership attributes and promoting digital culture within the university students and environment for engaging in a better academic performance. Digital leadership is found to be an important criterion of academic performance in this digital age society, and cultivating digital culture enhances students' academic performance. These findings shall prompt the university to actively engage in fostering digitalization culture within the university. Also, the top management of the university should inform the students to be adaptive and cultivate the attributes of digital leaders, as their readiness to cope with the technological change has significant positive impact on their academic performance. Social implications: It is important to ensure that the future graduates that are being produced are ready to take on more challenges as digital leaders in the digital society. This might accelerate the country's initiatives and efforts towards becoming a developed nation. Thus, investing in oneself to become digitally literate and competent might not only influence their academic performance, but they will also be equipped to fulfil one of the expectations of future employers of potential graduates, which is possessing digital leadership. Originality/value: Digitalization is not only about the technology. It is about the people too. As the study on digital leadership is still in its infant stage, this study is unique as it is among the earliest to establish digital leadership constructs within the context of Malaysia. It informs the university that digital leadership provides significant contribution to academic performance. Thus, the university is encouraged to nurture digitalization, not only in the teaching and learning but also with the people within the university environment. Determining the right programs and plans for the curricular will help students to develop digital leadership attributes more effectively. Finally, improving digitalization among its students and culture is important, as these elements provide significant effect towards academic performance. [ABSTRACT FROM AUTHOR]

Rural transgender individuals face heightened disparities relative to other transgender individuals. However, social workers and psychologists receive minimal training in transgender client care. The current study used one-way repeated measures ANOVAs to investigate the effectiveness of transgender-specific cultural competency training for social workers and psychologists working with rural clients to improve knowledge, awareness, and self-efficacy (i.e., competency) concerning transgender clients' needs. Results indicated significant differences in the change of competency among participants assigned to a transgender-specific group compared to those assigned to a general multicultural group. Thematic analysis of participants' responses to course evaluations also supported the course effectiveness. [ABSTRACT FROM AUTHOR]

The development and prevalence of technology has not only facilitated favorable conditions for self-directed learning but also made it a core competence of today's world. Thus, cultivating K-12 learners' capability of utilizing technology to engage in self-directed learning becomes an essential task in education. In this editorial of the special issue, we join the authors to search for insights into what to and how to support K-12 learners' capacity of self-directed learning with technology. Through reviewing the framework of self-directed learning and exploring the role of technology, we call for research that examine mechanisms and issues that related not only to fostering learners' regulation of their learning process, but also to supporting learners in initiating and taking responsibilities for self-directed actions to the benefit of oneself and one's community. [ABSTRACT FROM AUTHOR]

BACKGROUND: The digital competency of health professional educators is crucial for institutions to develop digital skill policies and initiatives, plan professional development, and integrate technology into teaching practices. However, the development of policies, initiatives, and professional development programs related to digital skills is limited in low and middle-income countries due to a lack of empirical evidence. This study seeks to evaluate the digital competency of health professional educators in Ethiopian medical education. METHODS: A survey was conducted at public Higher Education Institutions that provide health training programs in Ethiopia from April to September 2023 using the digital competency level assessment tool. Descriptive statistics were used to summarize the skill levels, and a chi-square test analysed the relationship between digital skills and various factors. RESULTS: This study involved 498 health professional educators from 16 institutions. Most were male and taught clinical science. Over half worked in research institutions and held academic positions as assistant professors or above. About 10% were beginners in digital skills, with over half at an explorer level. Only a small percentage were experts. The majority had low digital skill competency, with only 7.2% showing high competency. There was no significant association between digital skill competency and factors like the type of institutions, program, course type or academic rank CONCLUSIONS: There is a notable lack of digital skill competency among faculty members, with the majority lacking expertise in this area. Educators require guidance, collaborative encouragement, and knowledge exchange to enhance their digital competencies and effectively harness technology in their teaching [ABSTRACT FROM AUTHOR]

Background & Objective: Globally, 16% of the world's population, or 1 in 6 of us, experience significant disability. Persons with Disabilities (PWDs) are likely to encounter insufficient healthcare provider skills to address their specific needs, to encounter denial of care, and to experience mistreatment from healthcare providers. In the diverse field of medicine, medical practitioners are often confronted with the challenge of providing equitable and effective healthcare to all patients, including those with disabilities. Material & Methods: A quasi experimental study to evaluate the effectiveness of a need-based structured module on disability competencies with a pre-, post-, and retention post-test design. The study included 75 first year MBBS foundations students who completed the entire module. Data on knowledge regarding disability competencies was collected using a pre-test, an immediate post-test, and a retention post-test after 3 months of intervention. We used RMANOVA to compare the pretest, post-test, and 3-month retention post test scores at the 0.05 significance level. Results: Totally, 45 (53.3%) boys and 35 (46.7%) girls participated in the study. Overall pretest scores was 10.92 ± 1.75 (95% CI: 10.54 - 11.30), which significantly increased to 19.24 ± 2.63 (95% CI: 18.66-19.82) (p < 0.001) following the course, and the scores were sustained at 18.67 ± 2.72 (95% CI: 18.07-19.27) even after 3 months following training. RMANOVA determined the increase in mean scores was statistically significant between assessment stages (pretest, post-test, and retention test) (F (1.3, 95.5) = 460.69, p < 0.001). The scores increased significantly across all domains of disability competency training (p < 0.001). A paired t test between scores shows a significant increase in scores across all domains between pre-test and post-test (p < 0.001); scores did not reduce significantly even after 3 months. Conclusion: Training medical students in disability competencies using structured modules increased their knowledge significantly post-training, which was retained even after 3 months. Disability competency training is crucial to ensure equitable and inclusive healthcare, reduce healthcare disparities, and improve overall patient care outcomes. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) technologies have proven to be effective teaching tools in higher education, particularly in arts education. Likewise, the analysis of the assessment that professors make of these technologies helps to understand their reception and to design strategies for their implementation in universities. In this work, quantitative research is carried out to analyze the perception of university arts professors on different technical and didactic aspects of virtual reality (VR), as well as its limitations and its future projection. Specifically, significant differences are identified in these evaluations according to the tenure (private or public) of the university where the professors teach. For this purpose, a validated questionnaire is used, which was responded by 291 arts professors from 13 different Latin American countries. The results show low levels of digital skills for the use of VR. There is also a strong gap between private and public universities with respect to the digital competence of arts professors and their assessment of VR. It is suggested that universities increase the necessary equipment to integrate VR technology in arts education, as well as carry out specific faculty training sessions on the use of VR technologies and their integration into arts education. [ABSTRACT FROM AUTHOR]

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Purpose: This study aims to conduct an exploratory research to find out the evolving constructs and variables of digital literacy, as seen by researchers since its inception. This research also includes an empirical study to identify and further analyze the digital literacy dimensions of university students studying fashion design program in Kolkata, India. Design/methodology/approach: The exploratory study is based on a review of extant literature, whereas the empirical study is carried out through a self-assessment survey based on UNESCOs Digital Literacy Global Framework competences after validating their relevance with respect to the fashion and apparel industry. A total of 120 university students studying four years Bachelor of Design (Fashion Design) program were asked to rate their digital literacy competences on a five-point Likert scale, with a self-reported truth response against each statement. The results were analyzed using multivariate statistical tools. Findings: Based on UNESCO competences, it came out that there are eight digital literacy dimensions. ANOVA further confirms that the dimensions requiring higher-order cognition, such as "software management competence" and "digital citizenship competence," increase with progress in the graduate program. However, lower-order competence dimensions remained unchanged over time. Originality/value: The research instrument used for this empirical study, its identified dimensions and the fact that higher-order competence dimensions are enhanced with progression in university education may be helpful for similar research in other fashion-related programs. [ABSTRACT FROM AUTHOR]