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In this paper, the author examines college curriculum competencies and skills acquired in college education that former students report as most essential to improve their career experiences. Multivariate analysis indicates that despite the technological changes occurring in places of work, skills in oral communication, written communication, public speaking, motivating and managing others, and effective group leadership are most essential for career improvement. Other skills former students found essential for career development are skill in finance and cost management, negotiating employees/employer differences, and handling consumer/customer relations.

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

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

AbstractPurposeMaterials and methodsResultsConclusionsClinical shadowing(CS) offers preclinical medical students the opportunity to observe certified physicians in practice. Analyzing the content of students’ reflective writings(RWs) to understand core competencies they perceived during CS, as well as stages of their reflections, can offer valuable insights for course design and instructor guidance. This study aimed to address this matter by employing a thematic analysis of students’ RWs to explore the learning outcomes derived from CS.The dataset of the thematic analysis comprised de-identified RWs from preclinical medical students who participated in the clinical shadowing program during the first semester of the 2019 academic year at National Taiwan University College of Medicine. Two researchers independently extracted and categorized pertinent content from the texts of RWs, aligning them with the six core competencies of ACGME and mapping them to the stages of Kolb’s learning cycle. Additionally, correlation with shadowing specialties and fields was investigated.In total, 155 RWs were analyzed. Patient care emerged as the most frequently reflected competency(30%), followed by systems-based practice(23%), and medical knowledge(21%). The shadowing specialties and fields had an impact on the core competencies students perceived. In terms of Kolb’s learning stages, concrete experience(66%) predominated in RWs, while abstract conceptualization(19%) and reflective observation(14%) were less prevalent. For each competency, concrete experience was the prevailing stage, with active experimentation being the least dominant one. Students exhibited varying proportions of reflections at different stages for each core competency.Clinical shadowing experiences enable preclinical medical students to explore required clinical core competencies, with emphases depending on the shadowing specialties and fields. Currently, most reflections are concentrated at Kolb’s concrete experience stage. This study offers valuable insights for designing future CS programs and improving faculty development, aimed at helping students achieve deeper and more comprehensive reflective learning in relation to core competencies, and even professional identity. [ABSTRACT FROM AUTHOR]

Certification in infection control (CIC) is a standardized indicator of the knowledge and competencies essential for effective infection prevention practice. Evidence measuring success of training programs for certfication in infection control is limited. From 2017 through 2023, 51 novice infection preventionists (IPs) were enrolled in a training program that combined didactic learning, application of knowledge in practice, and mentorship from advanced-practice and near-peer IPs. Participants were tracked through completion of certification examination and pass rates were compared with rates for 2023 CIC candidates. All participants engaged in the training program attempted the CIC examination. The training group had a pass rate of 98%. This is 27% higher than the most recent rate published by Certification Board of Infection Control and Epidemiology (CBIC) of 71%. Participants were significantly more likely to pass the CIC exam on the first try, showing that a supported, competency-based training program can be successful in supporting novice IPs in certification success. Building foundational knowledge on key concepts in infection prevention and control and enhancing learning through supervised, direct application of skills improves CIC certification exam pass rates and supports progression of early career IPs to more independent practice. [Display omitted] • Certification in infection control certification demonstrates infection preventionist competency. • In most years, less than three-quarters of candidates pass the CIC exam. • Competency-based training can significantly increase certification success. • Training that combines application of knowledge and peer mentorship can be effective. [ABSTRACT FROM AUTHOR]

Background: Nurse managers need to possess specific knowledge, skills, and attitudes to fulfil their roles and responsibilities and exemplify that they are competent to do their jobs. However, there is a paucity of data on the performance-based training needs of middle-level nurse managers in Jordan. Aim: To identify the performance-based training needs of middle-level nursing managers working in Jordanian governmental hospitals and to evaluate the differences in perceived performance-based training needs based on their socio-demographic and professional characteristics. Methods: A descriptive cross-sectional design was utilized. The study recruited 132 nurses from three governmental hospitals in Jordan using convenience sampling. An online survey included the Hennessy-Hicks Training Needs Questionnaire was used for data collection. Ethical approvals were obtained to conduct the study. Data were analysed using descriptive and inferential statistics using SPSS version 28. Results: 'Designing a research study' item had the highest perceived need for training (M = 2.5, SD ± 2.5), while 'establishing a relationship with patients' item had the lowest (M = 0.4, SD ± 1.2). Nurses with more experience (F = 2.9, df = 131, P < 0.05), and nurses who worked in specialized units (F = 2.3, df = 131, P < 0.05) had significantly lower training needs than nurses with lesser years of experience, and nurses who worked in outpatient departments. In addition, age, gender, prior training in nursing management, and years of experience as middle-level nurse managers significantly predicted the levels of training needed (R2 = 0.23, P < 0.001). Conclusion: The findings reflected the need for training on several managerial competencies. Future research can help identify other personal and organizational factors affecting performance-based training needs. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Comprehensive medication management for older adults requires specific knowledge and skills. Therefore, pharmacy curricula should include appropriate strategies to prepare students for care of this population. This scoping review aimed to identify how geriatric concepts, such as geriatric topics and competencies, are included in pharmacy curricula, and to map current literature on preferred teaching and assessment methods related to geriatric pharmacy education.Four databases were searched to identify papers involving pharmacy learners, education, and geriatrics. Selection process was a two‐step approach, involving independent title/abstract screening by two reviewers, then full‐text retrieval for eligibility assessment. All types of articles were considered except opinion papers. Data extraction included details on methodology, participants, setting, educational activity, teaching method, and outcomes assessed.A total of 2537 articles were identified from which 189 met the inclusion criteria: 221 documents after citation and gray literature searching. Articles were grouped for analysis as education‐related intervention articles (studies, n = 100 or descriptive articles/case reports, n = 49), studies not including an education‐related intervention (n = 49), and others (e.g., reviews, position papers/statements, n = 23). Various teaching methods were reported including experiential, didactic, interprofessional, or simulation. Most articles reported positive outcomes on skills, knowledge, or attitudes, but few articles used a validated assessment tool. Curricula and student's surveys were consistent with suboptimal geriatric education, with few programs offering mandatory dedicated geriatric courses or rotations.Gaps remain regarding geriatric inclusion in pharmacy curricula despite decades of evidence, advocacy, and frameworks to guide its development. A wide diversity of teaching methods has been described and their combination may be considered for skills and competency development. There is a need for the scholarship of teaching and learning to be applied to pharmacy programs in order to prepare future pharmacists for an aging society. [ABSTRACT FROM AUTHOR]

ABSTRACT Introduction Methods Results Conclusion Dentists and oral health practitioners have a potential role in supporting the prevention and management of noncommunicable diseases. However, the extent to which university education prepares practitioners to provide nutrition care is unclear. This scoping review identifies and synthesises the evidence related to university‐level nutrition education provided to dental and oral health students globally.A scoping review identified relevant literature through search terms “dentistry,” “oral health,” or “oral hygiene”; “dental students” or “dental education”; “nutrition education” or “nutrition science.” Articles were included that examined nutrition education in undergraduate oral health training; or nutrition knowledge, attitudes, confidence, or skills or dietary habits; experts' opinion papers; and position statements. No limitations on the publication years or languages of the articles were applied.A total of 136 articles were included. Half were surveys of students (n = 49) or academic staff (n = 21). The remainder comprised reports of curriculum initiatives (n = 26), opinion papers or narrative reviews (n = 24), position statements (n = 6), curriculum development (n = 6) and curriculum guidelines (n = 9). While dental and oral health students and curriculum experts overwhelmingly recognised the importance of nutrition, most studies that assessed nutrition knowledge of students revealed limited knowledge. Students were not confident in their skills to provide nutrition care. Lack of nutrition experts on teaching teams and unclear expectations about developing nutrition competencies were identified as barriers to greater nutrition education.Nutrition education in university dental and oral health degrees is highly variable. The potential for oral health professionals of the future to promote oral health through nutrition is unrealised. [ABSTRACT FROM AUTHOR]

This study aimed to create a scale that is better aligned with and tailored to the needs and perspectives of students for evaluating teachers’ EMI pedagogical competency in the multilingual and multicultural higher education context. Based on a literature review, a preliminary scale was developed. After an expert survey of six EMI experts to ensure face and content validity, exploratory and confirmatory factor analyses were conducted to validate the scale by examining its convergent validity, discriminant validity, and internal consistency. The result suggested that the scale was comprised of 22 items and 3 factors, viz., ‘general EMI pedagogical competency’, ‘adapt teaching to adjust for variation in culture and academic/linguistic ability’, and ‘boosting student involvement and positive affection toward EMI. The scale exhibited adequate reliability and validity and could be employed to evaluate tutors’ EMI competency in multilingual and multicultural classrooms. This study argued that in addition to possessing general EMI pedagogical competency, teachers should also develop additional competency related to widely-discussed student EMI anxiety and multilingual and multicultural backgrounds. This scale could serve as a framework for EMI professional development in the higher education sector, but also a tool enhancing teachers’ reflexivity in their EMI practice. [ABSTRACT FROM AUTHOR]

AbstractDespite the increasing inclusion of communication skills in accreditation standards and an increase in time dedicated to teaching these skills, communication is often regarded as a separate skill and is therefore, not consistently represented in overall systems of assessment in Health Professions Education (HPE). The ascendence of competency-based medical education, programmatic assessment, artificial intelligence, and widespread use of telehealth, alongside changing patient expectations warrant an update in thinking about the assessment of communication skills in health professions education. This consensus statement draws on existing literature, expert pinion, and emerging challenges to situate the assessment of communication skills in the contemporary health professions education context. The statement builds on previous work to offer an update on the topic and include new developments related to assessment, particularly: the challenges and opportunities associated with systems of assessment; patient and peer perspectives in assessment; assessment of interprofessional communication, cross-cultural communication, digital communication; and assessment using digital technologies. Consensus was reached through extensive discussion among the authors and other experts in HPE, exploration of the literature, and discussion during an Ottawa 2024 conference workshop. The statement puts forward a summary of available evidence with suggestions for what educators and curriculum developers should consider in their planning and design of the assessment of communication. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective Methods Results Conclusion A competency training index system was designed in public health emergencies for community nurses. The purpose of this approach is to provide community nurses with guidelines for standardized training programs on how to respond to public health emergencies.Through semi‐structured interviews, a literature review, and team discussion, the first draft of competency training index system in public health emergencies for community nurses was formed. The Delphi method was used for two rounds of expert consultation to screen, modify and determine indicators. Finally, the analytic hierarchy process was utilized to calculate the weights of indicators at all levels.A total of 15 expert consultants were included. The effective recovery rate of the two rounds of expert consultation questionnaire was 100%, the expert authority coefficient was 0.880, 0.887, and the Kendall coordination coefficient was 0.172 and 0.171 (p < 0.001). Expert opinions have determined that the final revised competency index system in public health emergencies for community nurses training consists of 2 primary indicators, 10 secondary indicators, and 46 tertiary indicators.The study has developed a competency training index system in public health emergencies for community nurses. This system can serve as a foundation for standardized training in community health service institutions. It is characterized by its high demand, scientific approach, reliability, and rationality. [ABSTRACT FROM AUTHOR]

This study aims to analyze the effect of competence, work environment, and organizational culture on the job satisfaction of hotel employees in DI Yogyakarta. Influence of competence, work environment, and organizational culture on the performance of hotel employees in DI Yogyakarta. Analyze the effect of competence, work environment, and organizational culture on employee performance through hotel job satisfaction in DI Yogyakarta. This research method uses quantitative analysis techniques using structural equation modeling (SEM), processed using the AMOS and SPSS 26 version programs. The population in this study were all employees of 3 and 4 star hotels in DIY (168 hotels), with a workforce of 3256 men and 1268 women for a total of 4524. The number of samples in the study was 151 people with the criteria that they had a minimum working period of 5 years. The results of this study indicate that competence, work environment, and organizational culture can create job satisfaction and improve employee performance through hotel employee job satisfaction. The research results can positively contribute to developing management science or disciplines regarding performance theory. This research is expected to positively contribute to decision-making for hotel management related to improving performance through employee competence, work environment, organizational culture, and job satisfaction. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the influence of training, motivation, leadership, and competence on employee performance with job satisfaction as a mediating variable at the Deputy I of the Ministry of Youth and Sports of the Republic of Indonesia. The research contributes to understanding how factors such as training, motivation, leadership, and competence influence employee performance with job satisfaction as a mediating variable at the Deputy I of the Ministry of Youth and Sports of the Republic of Indonesia. The study population included all 131 employees under Deputy II, comprising civil servants, PPPK, and institutional honorary staff. The data were collected through questionnaires structured with a modified Likert scale. Structural Equation Modeling (SEM) using Partial Least Square (PLS) and SPSS was applied to simultaneously examine both structural relationships between latent variables and measurement relationships between indicators. The results of this study succeeded in proving that leadership has a positive and significant effect on employee job satisfaction. Second, leadership is a good leader. Fourth, competence affects job satisfaction, the results show that good competence cannot always produce high employee performance. The findings can inform strategies for enhancing employee development and satisfaction, ultimately improving performance outcomes within governmental institutions. [ABSTRACT FROM AUTHOR]

The development of competencies specific to specialized populations is a growing area of interest in the counseling profession. The rise of rates of autism spectrum disorder in children in the United States has garnered the attention of service providers advocating for the advancement of practice to promote comprehensive, quality care to this underserved population. In an extension of these efforts, this phenomenological investigation examined counselors' competencies in treating autism in children. Analysis of in-depth interviews with 14 counselors resulted in the identification of four themes: (a) Exposure to Autism, (b) Autism Knowledge, (c) Intervention Services, and (d) Counselor Identity. Contributions to promote services for this population in clinical practice and counselor education are discussed. [ABSTRACT FROM AUTHOR]

This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein's sociology of knowledge (Bernstein, 1996. Pedagogy, symbolic control and identity: Theory, research, critique. Taylor and Francis; 2000. Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Rowman and Littlefield) data was generated through a deductive content analysis of the contemporary statutory English National Curriculum for Physical Education (NCPE) and the new Curriculum for Wales (CfW), Health and Well-Being Area of Learning and Experience (HWB-AoLE). Findings illustrate how the current English and Welsh curricula are re-legitimising discourses for (H)PE through a more prominent emphasis placed on competency models whereby the educator and learner are given greater autonomy to control the transmission and acquisition of (H)PE messages. However, the curriculum documents are beset with contradictions that to an extent reproduce discourses of performativity and individualisation. Consequently, the paper emphasises the need for educators and policymakers to be given the opportunity for critical dialogue on the implications of re-legitimising messages through competency models for all educator and learner identities. [ABSTRACT FROM AUTHOR]

Building expertise in climate and planetary health among healthcare professionals cannot come with greater urgency as the threats from climate change become increasingly apparent. Current and future healthcare professionals—particularly internists—will increasingly need to understand the interconnectedness of natural systems and human health to better serve their patients longitudinally. Despite this, few national medical societies and accreditation bodies espouse frameworks for climate change and planetary health–related education at the undergraduate (UME), graduate (GME), and continuing (CME) medical education level. As a community of medical educators with an enduring interest in climate change and planetary health, the Society of General Internal Medicine (SGIM) recognizes the need to explicitly define structured educational opportunities and core competencies in both UME and GME as well as pathways for faculty development. In this position statement, we build from the related SGIM Climate and Health position statement, and review and synthesize existing position statements made by US-based medical societies and accreditation bodies that focus on climate change and planetary health–related medical education, identify gaps using Bloom's Hierarchy, and provide recommendations on behalf of SGIM regarding the development of climate and planetary health curricula development. Identified gaps include (1) limited systematic approach to climate and planetary health medical education at all levels; (2) minimal emphasis on learner-driven approaches; (3) limited focus on physician and learner well-being; and (4) limited role for health equity and climate justice. Recommendations include a call to relevant accreditation bodies to explicitly include climate change and planetary health as a competency, extend the structural competency framework to climate change and planetary health to build climate justice, proactively include learners in curricular development and teaching, and ensure resources and support to design and implement climate and planetary health–focused education that includes well-being and resiliency. [ABSTRACT FROM AUTHOR]

Aims/Background: Liver transplantation specialist nurses provide comprehensive and safe care for liver transplant patients, which requires them to have a wide range of competencies. However, at present, there is no comprehensive understanding of the competency of liver transplantation specialist nurses in China, and there is a lack of comprehensive evaluation indicators. The purpose of this study was to construct a competency evaluation indicator system for specialist nurses in liver transplantation. Methods: Utilizing the "Iceberg model" of competency, the indicator system for evaluating the competency of liver transplant specialist nurses was developed through literature review, semi-structured interviews, and two rounds of Delphi expert consultation. Results: Twenty nursing and medical experts in liver transplantation were consulted over two rounds. The effective response rates for the expert consultation questionnaires were 90.91% and 100.00% for the first and second rounds, respectively. The coefficient of expert judgment was 0.920, the coefficient of familiarity was 0.880, and the authority coefficient was 0.900. The value range of the coefficient of variation in the second round was 0.00–0.16, both <0.25, indicating that the degree of coordination of expert opinions was high. The final competency evaluation index system for liver transplant specialist nurses encompassed 6 primary indicators, 17 secondary indicators, and 59 tertiary indicators, including professional knowledge, professional skills, social role, self-concept, personality quality, and motivation. Conclusion: The developed competency evaluation indicator system for liver transplant specialist nurses possesses scientific validity and reliability, offering a reference for the training and assessment of liver transplant specialist nurses. [ABSTRACT FROM AUTHOR]

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

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

Purpose: Organisational responses to the United Nations Sustainable Development Goals depend on the competency and mindset of business leaders to lead responsibly. This study is informed and underpinned by the Principles of Responsible Management Education. This study aims to examine how embedding the "sustainability mindset principles" within a university programme can contribute to responsible management education and, by extension, leadership development. Design/methodology/approach: An illustrative case study using 84 students was applied, including undergraduate, postgraduate and executive Master of Business Administration students. An exploratory, qualitative design was followed, primarily adopting focus groups. Findings: Evidenced learning gains in connecting sustainability knowledge with personal beliefs and behaviours, provide a compelling basis for educational and business practitioners to focus on the sustainability mindset principles (SMPs). Mapping of mindset against leading global competency frameworks provides important theoretical insight. Learning is illustrated through multiple dimensions (i.e. cognitive, behavioural and affective) to inform leadership development approaches. Research limitations/implications: The mapping of sustainability competency frameworks against the SMP, alongside qualitative research insights, provides a compelling basis for further research into the learning gains from embedding the mindset principles. The situated nature of the study and the lack of longitudinal measurement of what students take forward into their lives and workplaces is a limiting factor to be considered. Practical implications: This study evidences the value of "whole-person" learning for responsible management, which can helpfully inform the design of both educational and workplace leadership development programmes. Originality/value: This study is original in the pedagogic examination of the learning dimensions of the SMPs in a Business and Management programme. It also offers new insights in terms of the implications for leadership development. [ABSTRACT FROM AUTHOR]

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

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

The development of geocapabilities has been a concern in geographical education, and the application of geospatial technologies such as geographical information systems (GIS) has been popularized in both geography and non-geography courses. However, there are still gaps in how GIS courses could be designed to promote students’ geocapabilities. In order to facilitate GIS teaching and learning rooted in educational theory, we designed a course on story maps based on the First Principles of Instruction. We examine students’ perceptions of learning experiences and geocapabilities through two rounds of course delivery and student survey. According to student feedback and instructor ratings, the designed course activities supported their learning of subject content and developed both of their geography-related and general skills. However, the objective for the development of geocapabilities was found to be too broad or vague for students. We discuss the application of First Principles of Instruction, the relevance of considering geocapabilities, and the implication of the study findings for GIS pedagogy. [ABSTRACT FROM AUTHOR]

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

Best practices have not yet been established in the interprofessional education (IPE) literature to guide the ideal dose and duration of IPE experiences across the curriculum. As such, the content, structure, and delivery format of IPE offerings vary significantly across institutions. The University of Minnesota had the rare opportunity to evaluate learner-perceived collaborative competency outcomes due to the transition of its centrally offered introductory IPE course. Data were collected consistently, longitudinally, and for a high volume of learners and professions across two IPE course models applied within the same academic institution. Retrospective analysis of pre-post interprofessional collaborative competency scores collected for over 5,000 learners from 17 health profession degree programs demonstrated nearly identical self-reported competency attainment for both a 12- and 4-hour introductory IPE offering, assessed using the ICCAS tool over the course of 5-year format transition. If student-reported competency attainment is the same following an introductory IPE experience regardless of the dosage, then academic IPE programs may be better positioned by decreasing their introductory emphasis and instead focus their resources on exploring innovative workplace-based and competency-based IPE strategies in line with contemporary recommendations. Further studies are needed to explore the implications of and next steps in this line of research. [ABSTRACT FROM AUTHOR]

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

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

Objectives Methods Results Conclusion Point‐of‐care ultrasound (POCUS) use is widespread in EDs and throughout those practising medicine. Between institutions and specialities, there is widespread variety and training. With this comes the risk of patient harm and backlash to a clinically useful modality. Our objective is to form a statement that encompasses current published and unpublished guidance for creating and maintaining robust POCUS programs in EDs.Emergency Medicine Ultrasound Group (EMUG) identified this gap and volunteers from the group undertook a literature search of current best practice and institution guidelines relating to POCUS programs. They contacted colleagues from other specialities to find and get access to other countries and colleges' POCUS guidelines. EMUGs regularly run discussion forums (Collab‐labs) and points from these were considered. Recommendations were then formed from these and recurrent unpublished obstacles the group had encountered. The result was reviewed by clinical leaders in ultrasound and POCUS users in Australasia.The recommendations were organised under five pillars: Infrastructure, Governance, Administration, Education and Quality.These recommendations complement existing guidelines and are not intended to replace them; however, we hope to promote discussion and provide reference support for those developing POCUS programs. Implementing a comprehensive and robust ED POCUS program will ensure safe, effective and standardised high‐quality POCUS use, with the aim of improving patient care across Australia and New Zealand. Patient safety will be enhanced through effective risk management and quality assurance and there will be consistency in POCUS education, training and credentialing across institutions. [ABSTRACT FROM AUTHOR]

Objectives Methods Results Conclusion Point‐of‐care ultrasound (POCUS) use is widespread in EDs and throughout those practising medicine. Between institutions and specialities, there is widespread variety and training. With this comes risk of patient harm and backlash to a clinically useful modality. Our objective is to form a statement that encompasses current published and unpublished guidance for creating and maintaining robust POCUS programs in EDs.Emergency Medicine Ultrasound Group (EMUG) identified this gap and volunteers from the group undertook a literature search of current best practice and institution guidelines relating to POCUS programs. They contacted colleagues from other specialities to find and get access to other countries and colleges' POCUS guidelines. EMUGs regularly run discussion forums (Collab‐labs) and points from these were considered. Recommendations were then formed from these and recurrent unpublished obstacles the group had encountered. The result was reviewed by Clinical Leads in Ultrasound and POCUS users in Australasia.The recommendations were organised under five pillars: Infrastructure, Governance, Administration, Education and Quality.These recommendations complement existing guidelines and are not intended to replace them; however, we hope to promote discussion and provide reference support for those developing POCUS programs. Implementing a comprehensive and robust ED POCUS program will ensure safe, effective, and standardised high‐quality POCUS use, with the aim of improving patient care across Australia and New Zealand. Patient safety will be enhanced through effective risk management and quality assurance and there will be consistency in POCUS education, training and credentialing across institutions. [ABSTRACT FROM AUTHOR]

Interdisciplinary engineering education (IEE) is gaining traction as engineering practices increasingly acknowledge the need to transcend traditional boundaries given the complexities of globalised systems. IEE, however, faces challenges that underscore uncertainties and different perceptions about what interdisciplinarity means for engineering education, what it requires, and how current educational practices should change accordingly. This study addresses these concerns by taking competencies as indicators. Analysing new angles interdisciplinary approaches bring to traditional engineering competencies, we first propose six IEE-related competency categories. We then use the Q-sort methodology to investigate how interdisciplinarity is envisioned within overall engineering educational goals. Findings highlight three distinct perspectives, seeing IEE respectively as social-holistic, technical problem-solving, and reflective pragmatic. Each perspective embodies specific values and conceptions about the role and implications of interdisciplinarity for engineering education. The multifaceted understandings of and approaches to realise IEE suggest the need for nuanced strategies and continuous dialogues in education. [ABSTRACT FROM AUTHOR]

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

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

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 tourism industry is a major pillar of the economy of Hong Kong, and hospitality is an inseparable part. Front-line staff are of great importance for the hospitality industry, as their performance can largely affect the perception of a destination. Hence, the competencies of employees in the hospitality industry are critical. Although qualification frameworks (QFs) have been advocated in many different industries, a QF for hotels, particularly for front-line staff, is lacking. Thus, the present study aims to examine the core competencies required for front-office positions in hotels using Hong Kong, a popular tourism destination, as an example. Findings of the present study provide specific information to design an appropriate curriculum to fit the needs of the hospitality industry. Ultimately, the findings can serve as a reference for academic researchers and industry practitioners to facilitate the further development of a QF in the hospitality industry. [ABSTRACT FROM AUTHOR]

This study aims to analyze the effectiveness of collaborative governance in increasing the absorption of job training alumni into the industrial sector in Kuningan Regency. The research uses a qualitative descriptive method to evaluate the collaboration between UPTD BLK Kuningan and various industrial partners. The focus of the study is on five key indicators: face-to-face dialogue, trust building, commitment to the process, shared understanding, and intermediate outcomes. The results indicate that, while collaboration has been initiated between BLK Kuningan and a few companies, it is limited in scope, and there is a lack of formal agreements, which hampers the effectiveness of the collaboration. Additionally, the involvement of the community and other key stakeholders remains minimal. The study concludes that expanding collaboration networks, establishing formal agreements, and improving the competencies of training instructors are essential steps to increase the absorption of job training alumni into the workforce. By addressing these areas, the study suggests that UPTD BLK Kuningan can more effectively reduce unemployment in the region through better workforce integration. [ABSTRACT FROM AUTHOR]

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

Background: With frequent conflicts, natural disasters, and public health emergencies globally, mobile medical teams (MMTs) are becoming increasingly critical. Importantly, the competency of critical care nurses in MMTs can substantially affect the effectiveness and quality of its rescue efforts. Yet, these nurses' competencies are not well understood. Aim: This study examined the competencies of critical care nurses in MMTs using the Onion Model. Study Design: A qualitative descriptive method was used to describe the competencies of Chinese MMT critical care nurses. From April to May 2022, a convenience sample of 18 participants (14 critical care nurses and 4 surgeons) from 10 MMTs was recruited for semi‐structured interviews. Deductive and inductive coding methods were combined for content analysis. Results: In total, 29 competencies were identified, which were grouped into four major domains using the Onion Model. From the outer to inner layers, these domains were knowledge and skills, professional abilities, professional quality, and personal traits. Several novel competencies emerged, including field medical equipment operation skills, on‐site hazard identification and safety prevention skills, triage knowledge, and field survival skills. Conclusions: Using the Onion Model, this study furthers the understanding of the competency of critical care nurses in MMTs, especially by revealing the novel competencies. Further, the results can be used to recruit, evaluate, and train critical care nurses for MMTs. Relevance to Clinical Practice: Understanding MMT critical care nurses' competencies can help managers plan and provide relevant training and education before deployment, which can improve nurses' performance, and especially reduce the mortalities and disabilities from trauma. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sociology of Education is the property of Journal of Sociology of Education 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.)

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

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

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

Scholarly practice (SP) is considered a key competency of occupational therapy and physiotherapy. To date, the three sectors—education/research, practice, and policy/regulation—that support SP have been working relatively independently. The goals of this project were to (a) understand how representatives of the three sectors conceptualize SP; (b) define each sector's individual and collective roles in supporting SP; (c) identify factors influencing the enactment of SP and the specific needs of how best to support SP; and (d) co-develop goals and strategies to support SP across all sectors. We used interpretive description methodology. Consistent with an integrated knowledge translation approach, partners representing the three sectors across Canada recruited individuals from each sector, developed the content and questions for three focus groups, and collected and analyzed the data. Inspired by the Consolidated Framework for Implementation Research, we developed the questions for the second focus group. We analyzed the data using an inductive thematic analysis method. Thirty-nine participants from the three sectors participated. Themes related to participants' conceptualization of SP included (a) ongoing process, (b) reflective process, (c) broad concept, and (d) collective effort. Themes describing factors influencing and supporting SP were (a) recognition, (b) appropriate conceptualization, (c) social network, (d) accessibility to resources, and (e) forces outside of practitioners' effort. Goals to support SP included (a) further recognizing SP, (b) sustaining SP competency, and (c) ensuring access to information. SP requires collaborative and integrated intersectoral support and further recognition of its importance through the collaboration of multiple stakeholders. [ABSTRACT FROM AUTHOR]

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

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

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

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

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