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Background: The emergency medicine (EM) milestones are objective behaviors that are categorized into thematic domains called “subcompetencies” (eg, emergency stabilization). The scale for rating milestones is predicated on the assumption that a rating (level) of 1.0 corresponds to an incoming EM-1 resident and a rating of 4.0 is the “target rating” (albeit not an expectation) for a graduating resident. Our aim in this study was to determine the frequency with which graduating residents received the target milestone ratings.Methods: This retrospective, cross-sectional study was a secondary analysis of a dataset used in a prior study but was not reported previously. We analyzed milestone subcompetency ratings from April 25–June 24, 2022 for categorical EM residents in their final year of training. Ratings were dichotomized as meeting the expected level at the time of program completion (ratings of ≥3.5) and not meeting the expected level at the time of program completion (ratings of ≤3.0). We calculated the number of residents who did not achieve target ratings for each of the subcompetencies.Results: In Spring 2022, of the 2,637 residents in the spring of their last year of training, 1,613 (61.2%)achieved a rating of ≥3.5 on every subcompetency and 1,024 (38.8%) failed to achieve that rating on at least one subcompetency. There were 250 residents (9.5%) who failed to achieve half of their expectedsubcompetency ratings and 105 (4.0%) who failed to achieve the expected rating (ie, rating was ≤3.0) on every subcompetency.Conclusion: When using an EM milestone rating threshold of 3.5, only 61.2% of physicians achieved the target ratings for program graduation; 4.0% of physicians failed to achieve target ratings for any milestone subcompetency; and 9.5% of physicians failed to achieve the target ratings for graduating residents in half of the subcompetencies.

An online qualitative survey explored perceived training, readiness, and needs of recent SW graduates serving older adults. Over half (N = 14) held a master's in social work, with 70% having taken an introductory aging course. Nearly halfcompleted other aging-specific coursework, and 80% did fieldwork with older adults. Participants indicated moderate proficiency in assessing issues like lossestransitions (46.7%), and physical health (53.3%), and advanced expertise in cognitive assessments (60.0%) and caregiver stress management (53.3%). Training deficiencies were noted in disaster readiness, telehealth, and resource coordination. Findings underscore the need for educationfor early-career social workers, ensuring their effective support to older adults. [ABSTRACT FROM AUTHOR]

This study aimed to explore the preprofessional identity of undergraduate nutrition and dietetic students to guide curriculum development to better support the expectations of students and promote career readiness in a changing profession. Qualitative focus group discussions in March, 2021. An Australian university. First-year students enrolled in the Bachelor of Nutrition (n = 50) or Bachelor of Dietetics (n = 58) at the University of the Sunshine Coast. Student sociodemographics, motivations for and influences on career choice and preprofessional identity, expectations of professional competency and practice, degree, and career expectations. Descriptive statistics were conducted, and focus group discussions were analyzed using the Framework Approach. Motivations and skills were consistent across both cohorts, centering on an interest in nutrition and respectful, professional conduct and communication. Expectations were similar across both degrees, with a focus on placement, real-world learning experiences, and staff support. Career expectations for both cohorts included business ownership. This research provided an understanding of students' preprofessional identity, which was similar for both nutrition and dietetics students. Motivations identified in this research can be used to inform activities across nutrition and dietetic programs that support career readiness. [ABSTRACT FROM AUTHOR]

Introduction Design/Method Results Conclusion Clinical relevance Precision Health (PH) holds the promise of revolutionizing healthcare by enabling personalized disease prevention and management through the integration of genomic data, lifestyle factors, environmental influences, and other social determinants of health (SDoH). However, the absence of a baseline assessment of knowledge, skills, and attitudes (KSAs) of practicing nurses' capacity for PH hinders its integration. The purpose of this study is to determine the capacity of practicing Registered Nurses (RNs) for PH across the United States and to assess the validity and reliability of a tool designed for this use—the Precision Health Nurse Capacity Scale (PHNCS).A descriptive exploratory study was conducted to evaluate the capacity of practicing RNs for this evolving phenomenon, PH, using a convenience sample. The survey was sent via email and made available to all members of the American Nurses Association (ANA) who work in a variety of practice environments. The ANA represents the over 4 million nurses practicing in the United States.The majority of nurse respondents felt it is important for nurses to become more educated about all aspects of PH including SDoH but they lack confidence in the integration of PH. The PHNCS was found to be a valid and reliable tool in measuring the capacity of nurses to practice PH.The incorporation of PH into nursing practice suffers an immediate impediment: the lack of know‐how of the US nursing workforce. This inaugural data on KSAs for PH establishes a logical baseline from which the requisite education and training should commence.Precision Health is an emerging healthcare approach in the United States and globally. Enabling it will require a nursing workforce prepared with the requisite KSAs. Determining the capacity of the nursing workforce is a foundational step to begin this process. [ABSTRACT FROM AUTHOR]

Introduction: The current correlative study investigates whether and to what extent school grades are related to competencies in adolescents with and without special educational needs and disabilities (SEND) in inclusive secondary education. Methods: A sample of N = 2,998 adolescents with a mean age of 12 years were longitudinally assessed in German language and Mathematics in a nationwide project on inclusive schooling in Germany in 2018/19 (T1) and 2019/20 (T2) in secondary school. The hypothesis was that competencies and school grades should be significantly correlated in both adolescents with and without SEND, showing the reliability of school grades for either group. Results and discussion: Statistical analyses showed (1) all adolescents improved their competencies independently of their SEND status while school grades were moderately stable over time, (2) more variability of competencies and school grades emerged only at the tail ends of the scales of fail and best scores, (3) correlations between competencies and grades were consistently higher in mathematics than in German language for both pupils with and without SEND indicating a more objective and reliable measure. [ABSTRACT FROM AUTHOR]

Background: High quality diabetes care is an essential service in primary care settings since the prevalence and associated complications of diabetes is increasing. Physical activity is effective for the prevention and management of diabetes yet is underutilized in diabetes care. Exercise professionals have specialized skills to deliver physical activity interventions, but effective interprofessional collaboration for diabetes care requires role clarity. This study established the competencies of entry-level physiotherapists and kinesiologists for physical activity interventions for diabetes care in primary care settings and used these competencies to develop clinical tools to promote role clarity in interprofessional care teams. Methods: We used a modified Delphi process. Eleven physiotherapy and three kinesiology subject matter experts participated in two rounds of Delphi surveys to develop discipline and context specific competencies. These competencies were used to draft competency profiles and a referral pathway tool. Eleven of the participants then participated in a focus group for member-checking of the tools. Descriptive statistics and content analysis were used to analyze quantitative and qualitative data respectively. Results: The modified Delphi process resulted in 38 physiotherapy and 27 kinesiology competencies that identify the distinct roles of physiotherapists and kinesiologists in delivering physical activity interventions for diabetes care. The physiotherapy competencies describes their unique role in supporting people with all types of diabetes to engage in physical activity despite complex medical or physical barriers. The kinesiology competencies indicate where these professionals may require additional training, especially when working with people living with type 1 diabetes or who are pregnant. All developed tools had good face validity and were seen to be potentially useful tools by the subject matter experts. Conclusions: The findings highlight that both physiotherapists and kinesiologists have fundamental skills and abilities to deliver physical activity interventions to people living with diabetes, but that different exercise professionals may be needed depending on the complexity of the clinical profile. The developed clinical tools support improved interprofessional collaboration by clarifying physiotherapy and kinesiology roles in delivering physical activity interventions for diabetes care and highlighting how the two distinct professions can contribute to addressing the growing diabetes epidemic in primary care. [ABSTRACT FROM AUTHOR]

Background: In 2008, the European Association of Neuroscience Nursing (EANN) initiated the NeuroBlend™ project, which aimed to delineate the roles and competencies of neuroscience nurses across Europe. This project resulted in the development of the European Competence Profile (ECP), intended to standardize educational pathways and professional recognition for this specialized field. Aim: This study examines the relevance of neuroscience nursing practices to the competencies outlined in NeuroBlend™ across different Italian care settings, including multiple sclerosis, pediatric neurosurgery, pediatric neurology, Alzheimer's disease, and substance addiction. Methods: A phenomenological approach was employed, utilizing focus groups to gather the perspectives of nurses on the competencies defined by the NeuroBlend™ model. The focus groups were conducted from May 2022 to September 2022. The data collected from the focus groups were analyzed using thematic analysis. Results: Thirty nurses participated in the focus groups. Thematic analysis revealed the core competencies, such as communication, empathy, flexibility, and reflective skills, as critical in all care settings. The main themes that emerged were relationships with patients and families, personalized care, and continuity of care. Conclusions: The competencies outlined in the NeuroBlend™ framework are vital to the role of neuroscience nurses in the settings studied and remain highly relevant in the context of Italian healthcare. [ABSTRACT FROM AUTHOR]

Summary Background Methods Results Discussion Skilled facilitators are essential to drive effective simulation training in healthcare. Competency‐based frameworks support the development of facilitation skills but, to our knowledge, there are no frameworks that specifically address context‐sensitive priorities developed with practitioners working in low‐resource settings.We aimed to develop a core competency framework for healthcare simulation facilitation in low‐resource settings using a modified Delphi process. We drew on the domain expertise of members of the Vital Anaesthesia Simulation Training Community of Practice, with the study guided by a four‐member steering group experienced in the conduct of simulation in low‐resource settings. In survey round 1, participants (n = 54) were presented with an initial competency set derived from a previous qualitative study and co‐created a set of 57 competencies for effective simulation facilitation in low‐resource settings. In survey round 2, participants (n = 52) ranked competencies by relevance into three performance categories: techniques; artistry; and values. In survey round 3, participants (n = 50) ranked competencies on their importance. The steering group collated results and presented a draft core competency framework. In survey round 4, participants (n = 50) voted with 98% agreement that this framework represented the most relevant and important competencies for effective facilitation of simulation sessions in low‐resource settings.The final 32‐item framework encompasses core competencies found in existing standards and includes important new concepts such as demonstration of cultural sensitivity; humility; ability to recognise and respond to potential language barriers; facilitation team collaboration; awareness of logistics; and contingency planning.This competency‐based framework highlights specific practices required for effective simulation facilitation in low‐resource settings. Further work is required to refine and validate this tool to train simulation facilitators to deliver effective training to improve patient safety. [ABSTRACT FROM AUTHOR]

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]

This paper investigates the perceptions of Construction Engineering and Management instructors regarding the competencies for Human-Robot Collaboration (HRC) in construction to determine knowledge areas, skills, and abilities prioritized for facilitating effective collaboration between humans and robots in the industry. A two-round Delphi study was employed to evaluate the perceptions of construction instructors regarding HRC competencies. This study's findings revealed that human-robot collaboration knowledge areas prioritized by the instructors include HRC ethics and regulation, robot anatomy and technical specifications, construction robot applications, sensors, and task planning. The instructors prioritized skills such as task planning, application of machine learning algorithms, safety management, human-robot interface proficiency, and effective communication. HRC abilities prioritized include decision-making, continuous learning, critical thinking, attention to detail, analytical aptitude, and adaptability. This research established the competencies prioritized by the instructors for implementing HRC in the construction industry and recommended future research directions. [ABSTRACT FROM AUTHOR]

This article describes the adaptive competencies of an older woman who lived well into her 80s in deprived environments, to serve as a basis for developing therapeutic guidelines for older individuals in contexts of adversities. This retrospective, instrumental case study draws on the theoretical lens offered by the person-environment-fit (PEF) framework in the context of adaptive aging. Multiple data sources (Mmogo-method1—a visual projective technique—interviews and extant texts) yielded textual and visual data which were analyzed to present a case record and relevant themes. Personal competencies that enabled this woman's adaptation were industriousness, courageous and generous caring, and agency. Four types of relationships and associated competencies emerged: ancestral heritage (being rooted), peer group (mobilizing resources), intergenerational (being concerned for continuity), and spiritual (having a commitment script). Therapeutic guidelines for older women include: using a life story approach to identify the nature (flexible/rigid) of the environments and older women's adaptive competencies; assessing the different environments (e.g. physical, relational) to determine the focus of intervention; challenging unfair social practices; and supporting older women's agency and active participation to adapt to 'unfit' environments while also being aware of what additional complementary support/protection older women would need to embrace adaptive aging. [ABSTRACT FROM AUTHOR]

In the last 30 years, universities and colleges have been strongly encouraged to consider the impact these systems have on health promoting behaviors for students, staff, faculty, and surrounding communities. Higher Education Institutions are prime settings to promote prevention and outreach efforts for positive mental health. University and College Counseling Centers have historically been leaders in outreach and prevention delivery thus the need for competencies is evident. Utilizing a trauma-inclusive and social justice lens, this article will focus on outlining six outreach competencies: (1) integrate, (2) scope, (3) collaborate, (4) assess, (5) implement, and (6) evaluate. The authors provide application examples for further illustration. [ABSTRACT FROM AUTHOR]

Objective: The objectives of this study were to examine current procedures that are used to evaluate competency development in clinical neuropsychology at the postdoctoral level and to investigate policies and procedures for the management of performance that is below expectations during the postdoctoral fellowship. Method: Clinical neuropsychology fellowship program directors were invited via email with multiple reminders to participate in an online survey between 1/26/2023 and 3/31/2023. Results: Most programs administer a competency-based written evaluation of fellow performance (92%) and have a written policy for managing performance that is below expectations (86%). However, greater variability was reported regarding the use of other evaluation tools, including fellow self-assessments (46% of programs), program evaluations (57% of programs), supervisor evaluations (73% of programs), and exit interviews (82% of programs). Moreover, there was variability between programs with regard to the specific competencies that were measured and how performance that is below expectations is managed. Conclusions: Competency-based evaluations and clear, written policies and procedures for management of performance that is below expectations are recommended. Such tools and policies provide clear expectations for fellowship outcomes, promote regular communication between fellows and supervisors, foster early identification of gaps in training, facilitate program quality improvement, and increase opportunities to support and intervene during the course of fellowship training. [ABSTRACT FROM AUTHOR]

The Competencies and Recommendations for Educating undergraduate Nursing Students (CARES) was originally designed for nursing students' palliative and end-of-life care education. The competencies were later revised to align with the 2021 American Association of Colleges of Nursing Essentials core competencies for baccalaureate nursing education. This project aimed to (1) review the courses in an accelerated baccalaureate nursing program for alignment with CARES, (2) determine any gaps, and (3) make program recommendations. The CARES competencies and Essentials were mapped according to the nursing program's 12 core curriculum courses and evaluated. Three CARES competencies were not met, and 12 were partially met. Areas of improvement were identified across the curriculum. Results of the mapping included palliative concepts needing earlier program introduction, reflective journaling was recommended for clinical practice courses, and incorporation of palliative care simulations was proposed to bridge the gaps. [ABSTRACT FROM AUTHOR]

Background: The Clinical Nurse Leader (CNL) is a skilled clinician qualified in outcomes-based practice and quality improvement. Publications describe the CNL training, integration, and outcomes. However, CNL practice development and its impact has not been fully explored. Purpose: This review aimed to synthesize existing literature related to CNL practice development and identify what influences on the care environment and nursing care outcomes. Methods: An integrative literature review was conducted in 5 bibliographic databases for sources published in English from January 2012 to March 2023. Results: Fifteen publications identified 3 interrelated themes of CNL practice, outcomes, and practice development. Staff development needs were identified across various levels of expertise. Conclusion: There is a need to further explore CNL practice development and how it can impact the care environment and care outcomes. [ABSTRACT FROM AUTHOR]

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Competition in the global era requires graduates from vocational schools to be more skilled in hard and soft skills to adapt to the industrial world. Adaptation of vocational education institutions to the industrial world is vital; thus, they can continuously update the skills of their graduate candidates. Hence, this research aims to describe the implementation of the Center of Excellence curriculum and project-based learning in a vocational high school as a form of school adaptation to the development of the industrial world in the 21st century. This research was included in a qualitative research design adopting a case study. The research respondents consisted of vocational high school residents in Central Java. Data was collected through interview techniques and observations and then analyzed interactively and descriptively. The research results then reported that the school was fully committed to implementing the Center of Excellence curriculum regarding teaching human resources and learning facilities. The project-based learning process also seemed to run optimally. Students could accept it, considering that project-based learning was implemented because it was an adaptive model to accommodate 21st century competencies. However, there is still room for improvement and optimization in order to effectively implement this operational curriculum and enhance students' ability to acquire 21st century skills. [ABSTRACT FROM AUTHOR]

This paper analyzes students' perceptions of how teaching-learning methods influence the promotion of higher education students' social innovation competencies based on a sustainability framework. We focus our analysis on Spain using 'Spanish Universities Involvement in Social Innovation Activities' (SUISIA) data, collected in 2021. For the long list of 19 competencies available in our sample of 349 students, we identify those competencies associated with social innovation and categorize them as organizational, entrepreneurial and collaborative. We then employ different statistical models to identify which teaching-learning methods facilitate the development of social innovation competencies. We also consider variables such as student characteristics and field of study program. Our results suggest a lack of implementation of active teaching-learning approaches which leads to poor development of organizational, entrepreneurial and collaborative competencies, particularly in engineering studies in comparison to other disciplines. This suggests a gap between higher education and society's demands in students' preparation for and engagement in a complex and dynamic future aimed at achieving the sustainable development goals outlined in Agenda 2030. [ABSTRACT FROM AUTHOR]

The convergence of social capital and financial intelligence becomes a dynamic catalyst in the realm of post-pandemic challenges, promoting entrepreneurial financial performance to unforeseen levels as businesses use networks, knowledge, and financial expertise to overcome challenges and grasp new opportunities. Hence, the study explores the factors that influence entrepreneurial financial performance of employees in Pakistan's corporate sector. Using two theoretical frameworks, Regulatory Focus Theory and Rubicon Four-Phase Action Model in Entrepreneurship, study identifies essential traits for entrepreneurship and their direct correlation with financial success. The study utilized a survey questionnaire to gather responses from 276 employees of the corporate sector involved in entrepreneurial activities. The findings suggest that financial literacy, financial risk tolerance, entrepreneurial competency, and social capital positively impact an entrepreneur's locus of control and financial intelligence. Financial literacy equips entrepreneurs with necessary skills and knowledge to manage finances effectively, identify potential financial risks, and increase profitability. Financial risk tolerance enables entrepreneurs to understand financial markets better and make sound financial decisions. Entrepreneurial competency leads to sound financial decision-making and control of financial outcomes. Social capital provides valuable resources, information, and support to improve financial decision-making skills. [ABSTRACT FROM AUTHOR]

A rapidly changing world with a high degree of uncertainty in the context of climate change requires sustainable and resilient infrastructures, for which engineers are jointly responsible. For this purpose, engineering students need to acquire competencies such as dealing with complexity and uncertainty, systems thinking and anticipatory thinking, which are linked to resilience. However, research has shown that engineering education falls short of providing future professionals with these competencies. This case study aims to give a holistic view of a teaching approach to address these shortcomings in the context of problem- and case-based learning. Based on a pre-post survey and reflective diaries, students' perception of their competency development and their learning progress are analyzed and discussed, following a mixed-methods approach. Findings indicate that both perception of competencies related to systems resilience, such as analyzing scenarios and evaluating crisis approaches, and interpersonal competencies, such as communication and resolving conflicts have significantly improved during the course. At the same time, the former were less pronounced before the course and developed the most during the course. The results underline the need for fostering engineering students' ability to dealing with resilience issues in order to design resilient infrastructure. [ABSTRACT FROM AUTHOR]

ABSTRACT This study aimed to evaluate the crisis management plans in Saudi Arabian universities by identifying key challenges and obstacles. A cross‐sectional study was conducted among 473 faculty members. The participants completed a survey that included the university campus's existing crisis management plans, educational leaders' challenges in implementing effective crisis management, and a socio‐demographic checklist. Confirmatory factor analysis revealed that there are three critical areas that need attention: comprehensive crisis plans, designated crisis management teams, and regular drills and exercises. The model yielded a χ2 value of 236.18 with 84 degrees of freedom (df), resulting in a statistically significant outcome (p < 0.001). Among the key challenges and obstacles affecting crisis management performance in educational centres, as identified by faculty members, ensuring effective coordination and communication between different departments and stakeholders within the university, conducting regular evaluations and drills to test the crisis management plan's effectiveness and identify areas for improvement, and coping with emerging or evolving threats that require constant updates and adaptations to the crisis management plan need more attention, with factor load values of 0.92, 0.90 and 0.84, respectively. The findings indicated that, although universities had well‐documented crisis management plans and designated teams, significant gaps remained in their implementation, coordination and regular evaluation. The study underscored the importance of establishing robust communication frameworks, improving coordination among departments and stakeholders, and ensuring continual updates to crisis management plans. Finally, the study contributes to the literature by providing insights into the current state of crisis management in Saudi Arabian universities and offering practical recommendations for enhancing preparedness and resilience in the face of crises. [ABSTRACT FROM AUTHOR]

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

Higher education institutions are increasingly concerned with providing students with sustainable education by developing the necessary competencies for various roles in the business environment. To be more effective, courses must develop technological, organizational and environmental (TOE) competencies in an integrated manner. SAP is a tool that yields this possibility through the diversity of IT solutions by ensuring a significant increase in employability rates. Learning SAP is a competitive advantage because it helps with all aspects of digital transformation within the concept of Industry 4.0. Our research aims to investigate to what extent students perceive that they have acquired the knowledge and competencies specific to the three dimensions of the TOE framework within the SAP course. We have added a fourth dimension to the TOE framework: the learning context (L) considering the impact of the educational environment on perceived learning outcomes. Data collection was based on a questionnaire distributed to students enrolled in the SAP course in the academic year 2023–2024 at Bucharest University of Economic Studies (BUES). The data were processed using correlation and regression analysis. Reconfiguring the content elements of SAP courses based on the TOE framework would ensure greater effectiveness in the learning process. [ABSTRACT FROM AUTHOR]

Although Digital Health Technology is increasingly implemented in hospitals and clinics, physicians are not sufficiently equipped with the competencies needed to optimize technology utilization. Medical schools seem to be the most appropriate channel to better prepare future physicians for this development. The purpose of this research study is to investigate the extent to which top-ranked medical schools equip future physicians with the competencies necessary for them to leverage Digital Health Technology in the provision of care. This research work relied on a descriptive landscape analysis, and was composed of two phases: Phase I aimed at investigating the articulation of the direction of the selected universities and medical schools to identify any expressed inclination towards teaching innovation or Digital Health Technology. In phase II, medical schools' websites were analyzed to discover how innovation and Digital Health Technology are integrated in their curricula. Among the 60 medical schools that were analyzed, none mentioned any type of Digital Health Technology in their mission statements (that of the universities, in general, and medical schools, specifically). When investigating the medical schools' curricula to determine how universities nurture their learners in relation to Digital Health Technology, four universities covering different Digital Health Technology areas were identified. The results of the current study shed light on the untapped potential of working towards better equipping medical students with competencies that will enable them to leverage Digital Health Technology in their future practice and in turn enhance the quality of care. [ABSTRACT FROM AUTHOR]

AbstractThis first-of-its-kind study explored the essential competencies healthcare chaplaincy hiring managers (HCHMs) sought for entry-level healthcare chaplains (HCCs). We conducted qualitative interviews with 16 HCHMs and using reflexive thematic analysis (RTA), developed nine key themes: interpersonal skills, teamwork, knowledge of family and group dynamics, understanding of the healthcare system, professionalism, proficiency in spiritual assessment, effective communication, commitment to lifelong learning, and knowledge of various religious and spiritual beliefs, extending beyond one’s own faith tradition. These themes reflected HCCs roles as healthcare professionals who contribute to patient care, interdisciplinary collaboration, and spiritual leadership responsibilities. The study underscored the need for chaplaincy education to integrate healthcare-specific coursework, interprofessional training, cultural and religious humility, and deeper knowledge of diverse belief systems. Developing and incorporating curriculum standards based on these themes could enhance the readiness of HCCs to deliver comprehensive care and meet the dynamic demands of diverse patient populations within today’s healthcare landscape. [ABSTRACT FROM AUTHOR]

Introduction: Genomic healthcare applications have relevance to all healthcare professionals including nursing, and most evidence‐based clinical applications impact the quality and safety of healthcare. To guide nursing genomic competency initiatives, the Essential Nursing Competencies and Curricula Guidelines for Genetics and Genomics were established through a process of consensus in 2005. A 2009 update incorporated outcome indicators consisting of specific areas of knowledge and clinical performance indicators, to help support academic integration. Almost 20 years have elapsed since these competencies were first established, yet incorporating the competencies into general and specialty scope and standards of nursing practice is inconsistent, competency integration into curricula is highly uneven, continuing education in genomics for nurses is limited, and the genomic capacity of the nursing workforce remains low. These deficits have persisted despite substantial advances in genomic technology which substantially reduced costs and increased evidence‐based clinical applications, including direct to consumer genomic tests, the integration of genomics into evidence‐based guidelines, and evidence that genomics impacts the quality and safety of healthcare. Design: The aim of this project was to update and achieve consensus on genomic competencies applicable to all registered nurses. This was a mixed methods study. Methods: The update to the competencies was performed based first on a literature review to update the competencies based on the current state of the evidence. Using the updated content, a modified Delphi study was conducted with registered nurse panelists from clinical, academic, and research settings. Once consensus was achieved, the competencies were made available through the American Nurses Association for public comment. Public comments were then reviewed and integrated as needed. Results: The literature review resulted in a transition from genetics to genomics, given the reduction in costs, which resulted in an expansion of the scope of testing in both the germline and somatic contexts. Two Delphi rounds were required to reach consensus prior to the public comment period. Public comments were solicited through the American Nurses Association, and each comment was reviewed by the authors and addressed as indicated. Conclusion: The Essentials of Genomic Nursing: Competencies and Outcome Indicators constitute the minimum competency in genomics required of all registered nurses regardless of the level of academic training, role, or specialty. Clinical Relevance: Evidence‐based genomic applications span the entire healthcare continuum and, therefore, are relevant for all registered nurses regardless of academic training, role, practice setting, or clinical expertise. These competencies serve as the guide for the minimum requirements for registered nurse practice as well as guide curricula and continuing education for all registered nurses, including but not limited to administrators, educators, nursing leaders, practicing nurses, and researchers. [ABSTRACT FROM AUTHOR]

The Task Force on Foundational Competencies in Educational Measurement has produced a set of foundational competencies and invited comment on the document. The students and faculty at the University of Massachusetts Amherst provide their comments and critique of the proposed competencies. Both students and faculty agree that there needs to be more specificity regarding the purpose of the document, the nature of the data used to produce the document, and the definition of the relevant terms. Additionally, attention should be paid to the international context, and the role of artificial intelligence and machine learning. The authors acknowledge the contribution of the draft of the foundational competencies and look forward to more conversation regarding this topic. [ABSTRACT FROM AUTHOR]

The ability of older adults to engage with information and communication technologies (ICT) is crucial in today's more digital and connected world. Anxiety about and failure to adopt and engage with ICT is increasingly likely to be a barrier in daily living for older adults, potentially reducing their freedom as consumers, quality of life, independence, and wellbeing. It may also be a significant factor in social and economic exclusion. Drawing on consumer behaviour, ICT theories and frameworks, and a quantitative survey of 706 older Australian adults, this paper examines factors influencing anxiety in engaging with ICT. Our findings show that perceived anxiety was associated with increased subjective norms or when others placed pressure on older people to engage more with ICT and when older adults perceived increased risks associated with ICT engagement. Conversely, reduced levels of perceived anxiety were correlated with a positive attitude towards ICT and when older people had the technical and cognitive resources to adopt and engage with ICT. The results highlight the importance of building, renewing, and reinforcing digital competencies in older consumers. Understanding factors associated with ICT-related anxiety means that organisations will be better placed to develop campaigns, products, programmes, and policies for older consumers that actively reduce anxiety, increase their use of ICT, and reduce the digital divide. [ABSTRACT FROM AUTHOR]

Simple Summary: AAC involves a trained mental health practitioner, a therapy animal, and a client participating in goal-oriented interventions. These sessions, characterized by human–animal interactions, aim to strengthen the human–animal bond when beneficial to both client and animal. Through this bond, clients may experience reduced mental health symptoms, improved communication skills, and a stronger therapeutic relationship. While research suggests that human–animal interactions can enhance rapport in counseling, it is crucial to recognize that clients and practitioners may have varying perceptions of these interactions. Historically, animals have been used in aggressive and violent practices within communities of color, and, across different cultures and religions, animals may be revered, forbidden, or slaughtered. Therefore, animal-assisted practitioners must address trauma, race, culture, and religion as they relate to animals before introducing AAC. This article aims to explore how AAC practitioners can prevent harm to the human–animal bond by practicing cultural humility. The purpose of this manuscript is to enhance the understanding of how racial, social, and cultural factors influence animal-assisted counseling (AAC). As AAC gains popularity, there is an increasing need for clinicians to practice cultural humility and awareness. While AAC has proven beneficial, clinicians must consider the diverse cultural, religious, and trauma-related perceptions of animals. The American Counseling Association (ACA) has established AAC competencies that highlight the importance of understanding these social and cultural factors, assessing past animal-related trauma, and evaluating client suitability for AAC in the United States. Similarly, in 2018, the International Association of Human-Animal Interactions Organizations (IAHAIO) and, in 2024, the Association of Animal-Assisted Intervention Professionals (AAAIP) set standards for competencies related to clients' cultural backgrounds, trauma, and historical oppressions related to certain species. By addressing these considerations, clinicians can better promote and protect the welfare of both clients and therapy animals. While these organizations generally emphasize ethical standards, professional guidelines, and safeguarding client–animal relationships, this manuscript advocates for a more robust examination of cultural, racial, and societal factors in the use of AAC. This includes not only recognizing the ethical implications but also understanding how diverse backgrounds and access disparities shape the effectiveness, acceptability, and accessibility of AAC interventions. This approach integrates culturally responsive practices and promotes a deeper exploration of how race, culture, religion, and societal factors influence human–animal relationships. [ABSTRACT FROM AUTHOR]

The purpose of this research was identifying the level of understanding of the teacher key competencies for inclusive education by Kosovo teachers. For this research it was used the quantitative method approach, identified 270 teachers as sample representatives and the questionnaire was used as the instrument. The findings show that the level of understanding of the teacher key competences for inclusive education by Kosovo teachers is at the low level. The t-test shows that the teachers with long work experience are more knowledgeable about inclusion than the teachers with short experience but on the other hand the teachers with shorter work experience are more supportive, collaborative and have more interest for professional development than teachers with longer work experience. The results also show that there are differences between teachers with bachelor and master degree, in their competences (knowledge, support, collaboration and professional development) as an inclusive teacher. [ABSTRACT FROM AUTHOR]

This article presents a theoretical justification and a proposal that seeks to educate university students in leadership through virtues and personal competencies. A distinction is offered between virtues and competencies without opposing them. Subsequently, a leadership education model based on virtues and personal competencies is offered. This proposal applies the Aristotelian-Thomistic tradition of education in virtues considering the contributions of psychology and leadership theory. The leadership model includes eight competencies linked to the cardinal virtues, which are grouped into three domains: understanding reality, relating to others and dedication to the task. Finally, some guidelines for the further development of assessment instruments and for leadership education of university students are offered. [ABSTRACT FROM AUTHOR]

Objective: Social accountability is an emerging theme in health care education. In previous literature, the perspectives of patients regarding the competencies that they think are required for physicians to demonstrate in this domain are scarce. This study aims to get insight into the competencies in the domain of social accountability that, according to patients, should be demonstrated by physicians. Methods: Online semi-structured interviews with 18 patients in the Netherlands were conducted as part of an exploratory qualitative study. Snowballing and convenience sampling techniques were used to recruit participants. The grounded theory method was used to qualitatively analyze the interviews. Results and conclusion: Patients identified five competencies of a physician in the domain of social accountability: (1) Taking patient's characteristics into account and tailoring care to the individual patient, (2) Taking the broader community into account, (3) Balancing between care for the individual patient versus concern for society, (4) Providing guidance to patients in the navigation within the health system, and (5) Taking climate impact into account. Patients stated that the importance of these competencies are dependent on the specialism. Practice implications: The formulated competencies can be used to better align medical education focussing on social accountability to the expectations of patients. [ABSTRACT FROM AUTHOR]

Background: Armed conflicts are usually associated with high mortality and morbidity rates, with unpredictable workload, injuries and illnesses. Identifying emergency nurses' views of the core competencies required to enable them to work effectively in hospitals in areas of armed conflict is critical. It is important to inform the requisite standards of care and facilitate the translation of knowledge into safe, quality care. Aim: The aim of this study was to identify emergency nurses' perceptions of core competencies necessary to work in hospitals in the context of armed conflict. Method: A descriptive qualitative phase of a mixed‐method study using semi‐structured interviews with participants was conducted from June to July 2019. The COREQ guideline for reporting qualitative research was followed. Findings: A sample of 15 participants was interviewed. The participant perceptions provided a different perspective of core competencies required for emergency nurses in the context of armed conflict, culminating in four main areas: (i) personal preparedness , (ii) leadership, (iii) communication and (iv) assessment and intervention. Conclusion: This study identified emergency nurses' perceptions of their core competencies. Personal preparedness, leadership, communication, assessment and intervention were identified as contributing to calmness of character, confidence in care and cultural awareness for care in this setting and were essential for them to work effectively when managing victims of armed conflict in emergency departments. Implications for nursing practice and health policy: The findings of this study are important and novel because the researchers sought the perspectives of emergency nurses who have experience in receiving patients from armed conflict firsthand. The findings will inform policymakers in those settings regarding standard of care, education and drills for hospital nurses in optimizing armed conflict care response outcomes. [ABSTRACT FROM AUTHOR]

IntroductionPurposeMethodsResultsConclusionThe aim of direct access (DA) physiotherapy practice in Finland is the treatment of musculoskeletal (MSK) conditions by physiotherapists who have completed continuing DA education. It is difficult to pinpoint the competencies of DA physiotherapists as their roles and scope of practice varies.The present study aimed to explore the competencies and education of DA physiotherapists through the perceptions of DA educators.Data were collected through individual semi-structured interviews of eleven Finnish physiotherapy educators who described their perceptions of DA physiotherapists’ competencies and their continuing DA education. The interviews were recorded and transcribed verbatim and then examined using a reflexive thematic analysis.Two main themes were formulated on the basis of the data, conveying the educators’ perceptions. The first theme, Interaction as grounds for meaningful clinical reasoning, had two subthemes: Meaningful encounter and Rationally and safely locating the core of the client’s problem. The second theme, Continuing professional development in an expert role, had four subthemes: Continuous learning, Self-reflection, Deep understanding and Taking responsibility for one’s own expertise.The present study revealed how DA educators perceive the competencies of DA physiotherapists. The findings highlight the perceived significance of the physiotherapists’ interaction with the client as a ground for meaningful clinical reasoning, and their responsibility for their own continuing professional self-development. [ABSTRACT FROM AUTHOR]

Music lessons in Croatia are characterised by the existence of three areas that intertwine and complement each other. Thus, in music lessons, students will listen to music, participate in various activities regarding their musical expression, and learn about music. A music teacher can choose which activities of musical expression he will carry out in his own educational process, and he chooses them according to his own interests as well as the abilities of the students. This paper aims to determine the perception of upper primary school students regarding the musical creativity activities in music lessons. Students (N = 128) from two schools in the Vukovar-Srijem county participated in the survey, and one group of those students actively participated in musical creativity activities. The research results show that students generally have a positive opinion about musical creativity activities. The students who have participated in the musical creativity activities highly rate their competencies for participating in various creative activities. [ABSTRACT FROM AUTHOR]

Introduction: Under the label of 'Responsible Research and Innovation (RRI)', increasing efforts have been made over the past decade to make research and innovation (R&I) more open and inclusive to improve the way we solve today's complex challenges. However, no commonly accepted norms or standards on the practical implementation of RRI currently exist. One of today's challenges is how to facilitate its implementation within science education. This article aims to contribute to the necessary conceptual and practical grounding of RRI in STEAM (science, technology, engineering, the arts and mathematics) education by developing a framework of RRI competencies and by gaining insight into secondary school STEAM educators' practices and perspectives on teaching RRI competencies. It adds to an emerging research field in which science education contributes to solving real-world problems by focusing on competencies needed to participate in RRI processes. Methodology: After developing a Comprehensive Framework of RRI Competencies in STEAM education, we engaged secondary school teachers (n=40) involved in innovation within the education project Xplore Health (XH). Participants were recruited through purposive and homogenous sampling from three cities in Spain (Barcelona, Granada and A Coruña). Through one focus group in each city, we analysed teachers' perspectives on how well RRI competencies in the Framework were covered using the XH's educational resources and on how that coverage could be improved. Results: The results show that teachers encounter important limitations in addressing competencies within all the RRI process requirements: reflexivity, anticipation, inclusion and responsiveness. They suggested learning methods and actions for improving that coverage in secondary STEAM education. Discussion and conclusions: We conclude that the Comprehensive Framework of RRI Competencies helps teachers reflect on how to innovate in STEAM education and that Community-Based Participatory Research facilitates the development of most of the competencies teachers considered difficult to apply with the other approaches. [ABSTRACT FROM AUTHOR]

The study is a part of a student research project on performance‐based evaluation of big data application in health sciences libraries. It presents a theoretical framework of the performance‐based evaluation system for health institutes' libraries in the digital environment. The health sciences libraries' systematic approach was judged based on the five main components (data culture, organisational infrastructure, responsibilities, skills and technology competence) of big data analytics (BDA). A comprehensive literature review of the published studies was undertaken related to BDA, including the diffusion of innovation theory, and the theoretical background of the technology acceptance model to produce an application‐based big data development framework for the health sciences libraries. The application‐based evaluation model integrates BDA in health sciences libraries for improving library services and performance. The study proposed a need for skilled professionals with the knowledge and experience both professionally and technically. Finally, the study proposed a model that will help to measure the organisation's ability to analyse vast amounts of data to empirically validate the association concerning big data analysis and analytical practices in health libraries. [ABSTRACT FROM AUTHOR]

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Background: The experience of loss and grief in patients' lives with life‐long treatment in haemodialysis, and in their families' lives is a major cause of mental health problems. In practice, nurses often describe a lack of time and limited knowledge of how to provide nursing care in situations of loss and grief, thus finding out from nurses' perspectives of what competencies they need to provide care would be useful for the development of nursing practice. Objectives: To develop knowledge in a nursing perspective of competencies to provide care for patients and their families, who experience grief linked to loss due to kidney failure, haemodialysis and/or death. Design: The study took a phenomenological‐hermeneutical approach. Semi‐structured interviews were conducted 12 nurses caring for patients receiving haemodialysis with no kidney transplantation option and family members. Ricoeur's interpretation theory involving naïve reading, structural analysis and critical interpretation and discussion was used for analysis. Results: Four themes emerged of nurse's experiences: (1) patient's loss and grief in everyday life, (2) dealing with supportive conversations when caring for patients, (3) families' losses are resulting in grief reactions and (4) importance of close relationships when caring for families. Conclusions: To nurses, patients on haemodialysis and their families have multiple loss and grief experiences. Nurses' working in kidney care need to develop competencies to support patients and families to cope with grief and loss. Further research is needed to develop these competencies and then to implement in education and practice. [ABSTRACT FROM AUTHOR]

Introduction: Caring for the dying can generate anxiety and emotional distress, particularly in nursing students, and perceived competence could play a crucial role in enabling nurses to perform their duties with greater confidence. Unfortunately, few studies describe the relationship between students' nursing attitudes and perceived self-efficacy in palliative care (PC). To overcome this gap, this survey aimed to assess the attitudes towards dying patients and the perceived competence of nursing students in palliative care at different universities in the south of Italy. Methods: A cross-sectional study was conducted from September 2022 to March 2023 involving nursing students from the three major Sicilian universities (Italy). The study included a survey investigating socio-demographic characteristics, palliative care training, knowledge about pain management, and previous experience with dying. Moreover, the Professional Competence of the Core Curriculum in Palliative Care Nursing (CCPCN) questionnaire and the Frommelt Attitudes Toward Care of the Dying—B Italian version (FATCOD-B-I) assessed competencies and emotional attitudes. Results: A total of 1913 nursing students were recruited, of which 71.3% were females, and 53.9% were in the age range of 18 to 21 years. In the multivariable analysis, practical PC training was a substantial factor in enhancing competencies (Adj-OR 2.78 [95% CI = 2.12–3.65]). Male students had higher competence odds (Adj-OR 1.38 [95% CI = 1.14–1.66]), and perceived knowledge strongly correlated with self-assessed competence. Advancement in academic years also positively influenced competence self-assessment (Adj-OR 1.98 [95% CI = 1.75–2.24]). Regarding emotional attitudes, a per-quartile increase in competence score was found to improve the attitude score (Adj-OR 1.24 [95% CI = 1.13–1.35]). Conclusions: Nursing students gain valuable experience during clinical experience. PC training and perceived knowledge of PC significantly increase nurses' competencies, and the latter seem to be strongly associated with attitudes. Thus, introducing palliative care education into nurses' core curricula could be a way to reduce anxiety and emotional distress in young students. [ABSTRACT FROM AUTHOR]

Purpose: From the lens of organizational ambidexterity, the energy sector companies in India are confronted with numerous human resources (HR) challenges as they explore new avenues in the renewable sector while exploiting non-renewable (conventional) resources. This study aims to decode these challenges and identifies key competencies to address these. Design/methodology/approach: Data were gathered and analysed using a sequential mixed methodology (qualitative and quantitative) in three phases. In Phase 1, a focused group discussion with eight senior management employees was carried out to identify the HR challenges and competencies required for meeting those challenges. The themes derived from this were used in designing the questionnaire for use in Phase 2 to capture the perceptual differences between HR and Line managers on these challenges. The identified competencies by senior management were prioritized using the analytical hierarchy process in Phase 3. Findings: The study provides insight into the HR challenges in the pursuit of organizational ambidexterity by energy sector companies in India. Also, key competencies to deal with these challenges have been prescribed. Originality/value: While previous studies have identified generic HR challenges in this domain, the present study is unique in decoding the HR challenges as these organizations are simultaneously exploring and exploiting energy sources for achieving excellence in the Indian context. [ABSTRACT FROM AUTHOR]

Purpose: The dynamic nature of the built environment and trending smart construction project complexities demand proactive needs tailored towards architecture, engineering and construction (AEC) education. It is a task for the built environment professionals (BEP) to prepare for the future, including the quantity surveying (QS) profession. Studies are scarce in preparing QS education from Nigeria's stakeholders' perspective regarding digital technology. Therefore, this paper aims to investigate how to improve QS education by continually updating curriculum digitalisation to meet the construction industry requirements. Design/methodology/approach: Data were sourced from elite virtual interviews across Nigeria. A total of 40 key stakeholders knowledgeable in QS education, advocating a future template for the advancement of QS education in higher institutions, were engaged, and saturation was achieved. Findings: Findings show that improving QS education through continually updating curriculum digitalisation to meet industry requirements cannot be over-emphasised in the 21st-century-built environment industry. The outcomes of the results led to the conclusion that the current QS education curriculum was not meeting the expectations of other BEP stakeholders. Thus, for competitiveness in the future, the QS education curriculum needs to infuse more related-digital technology modules/courses to assist in the sustainability and relevance of the profession within the BEP. Research limitations/implications: This paper focussed on improving Nigeria's QS education using digital technologies via a qualitative approach. Future study is needed via a quantitative approach for broader coverage and validation. Practical implications: The research revealed the need for designing QS programmes to provide for industry demands with emphasis on digital technologies modules/courses. Nigeria's QS education stakeholders have been stirred up to embrace the curriculum review and make the profession digitalised and relevant within the BEP. The built environment sector is trending towards digitalisation, and the QS programmes cannot afford to be behind. Originality/value: This research identified the current gap regarding digitalisation of the curriculum. This study will stir QS educational providers and regulators to improve future programmes via digital technologies. It would encourage the use of digital technologies with the right enabling environment. The outcome would mitigate the gap and improve Nigeria's QS education in the future. [ABSTRACT FROM AUTHOR]

The general purpose of this study was to ivestiage the auto electrical and electronic competencies needed by mechanical work students for vehicle diagnosis and maintenance in Technical Colleges in Enugu State. Specifically, it determined important competencies for diagnosing vehicles, important competencies for maintaining vehicles, those important competencies for diagnosing and maintaining vehicles already possessed by mechanical work students, and vehicle diagnosing and maintenance competencies needed by mechanical work students in Technical Colleges. Two hypotheses guided the research. The study adopted a survey research design and was carried out in Enugu State. Population was 56 comprising of motor vehicle mechanical work teachers and instructors. A 5-point Likert Scale questionnaire was used for data collection. Data were analysed using mean and t-test for testing the hypotheses at 0.05 level of significance. Findings include, among others,23 important competences for diagnosis and 21 for maintenance of motor vehicle. These include ability to: perform a scan tester diagnosis on vehicles ways(x̄= 3.58), define terms associated with OBD II diagnosis (x̄= 3.54), connect diagnostic tools to the identified ports (x̄= 3.83), repair lighting system (x̄= 3.57), and others. Enhance their efforts at equipping the students with the important competencies they need on; y 13 (29.5%) out of the two sets of competencies put together. The students need to acquire 16 (69.57%) and 15(71.43) of the important vehicle diagnosis and maintenance respectively. It was recommended among other things that, mechanical work teachers and instructors should engage in in-service training to acquire the skills. [ABSTRACT FROM AUTHOR]

Abstract Background High quality diabetes care is an essential service in primary care settings since the prevalence and associated complications of diabetes is increasing. Physical activity is effective for the prevention and management of diabetes yet is underutilized in diabetes care. Exercise professionals have specialized skills to deliver physical activity interventions, but effective interprofessional collaboration for diabetes care requires role clarity. This study established the competencies of entry-level physiotherapists and kinesiologists for physical activity interventions for diabetes care in primary care settings and used these competencies to develop clinical tools to promote role clarity in interprofessional care teams. Methods We used a modified Delphi process. Eleven physiotherapy and three kinesiology subject matter experts participated in two rounds of Delphi surveys to develop discipline and context specific competencies. These competencies were used to draft competency profiles and a referral pathway tool. Eleven of the participants then participated in a focus group for member-checking of the tools. Descriptive statistics and content analysis were used to analyze quantitative and qualitative data respectively. Results The modified Delphi process resulted in 38 physiotherapy and 27 kinesiology competencies that identify the distinct roles of physiotherapists and kinesiologists in delivering physical activity interventions for diabetes care. The physiotherapy competencies describes their unique role in supporting people with all types of diabetes to engage in physical activity despite complex medical or physical barriers. The kinesiology competencies indicate where these professionals may require additional training, especially when working with people living with type 1 diabetes or who are pregnant. All developed tools had good face validity and were seen to be potentially useful tools by the subject matter experts. Conclusions The findings highlight that both physiotherapists and kinesiologists have fundamental skills and abilities to deliver physical activity interventions to people living with diabetes, but that different exercise professionals may be needed depending on the complexity of the clinical profile. The developed clinical tools support improved interprofessional collaboration by clarifying physiotherapy and kinesiology roles in delivering physical activity interventions for diabetes care and highlighting how the two distinct professions can contribute to addressing the growing diabetes epidemic in primary care.

Introduction: The National Medical Commission (NMC) introduced a one-month “Foundation Course (FC)” at the commencement of medical school to promote better adaptation to the new competence-based medical education curriculum starting from the academic year 2019. The effectiveness of the program was studied in previous researches conducted over one month, and it was found to be effective. However, the effectiveness with which students could implement the acquired basic knowledge and skills in subsequent years of study has not been reported. Aim: To explore the effectiveness of various modules and their competencies in the FC immediately at the end of the program and to assess the usefulness of the acquired competencies in subsequent academic years. Materials and Methods: A post-test quasi-experimental study was conducted at SRM Medical College Hospital and Research Institute, Kattangulathur, South India, within the education department over a period of three academic years. A total of 450 student participants from the academic years 2019 to 2022 were involved in two stages. A total of 36 competencies were evaluated across the six prescribed modules by the NMC. A five-point Likert scale was used for the evaluation. Feedback questionnaires were administered immediately at the end of the program and again at the completion of the academic year. Analysis was conducted using the non parametric “Wilcoxon signed-rank test” to determine the usefulness of the program in subsequent years by comparing immediate feedback with responses after one year. Results: The mean scores for various competencies ranged between 3.5 and 4.5 out of 5, indicating that the overall competencies in the FC were very effective. The Wilcoxon signed-rank test showed a p-value of

As cities are developing to smart, new systems are utilized that contain a multitude of critical infrastructures. Although these offer major advantages, they are also exposed to new external and frequently uncontrollable factors increasing their risk exposure and enhancing their vulnerability. Therefore, increasing resilience during city development has become a prerequisite for its survival, but continuous resilience improvement led by workforce will help them to prosper. According to researchers, officers should be able to catalogue and prioritize threats and vulnerabilities, but is this only the case? Discrete studies detail and analyze in-depth risks related to smart cities, however, how these risks are addressed by workforce and how these are related to their competencies have not been thoroughly understood to date. If vulnerabilities are not understood and analyzed appropriately by the city workforce and stakeholders, unanticipated consequences and cascading failures may potential occur, even when crises are expected. The objective of this article is to inquire into responsibilities regarding crisis issues concerning the necessary competencies for resilience officers, by exploring current perceptions, expectations and recommendations as these are acknowledged in experts’ opinions and experiences. To do so, a questionnaire was developed and distributed to experts in the field, across various cities in Greece, to indicate responsibilities, and prioritize competencies that resilient officers in smart cities should possess. The findings highlighted significant responsibilities related to managing smart city risks and identified a distinct set of competencies unique to officers in this area, emphasizing the need for targeted efforts to enhance urban resilience through the initiatives led by city officers. This article establishes a clear path for advancing smart city research by highlighting competencies that could be integrated into educational curriculums. These competencies are essential for training a workforce that not only enhances disaster management awareness but also equips cities to handle potential catastrophic events effectively, thereby laying the groundwork for more resilient urban environments.