A Mixed Methods Study Identifying the Competencies of Health Care Simulation Technicians

This research raises the topic of implementating the 2013 curriculum in improving the quality of education at Villanova Manokwari Middle School, West Papua. The aim is to find out whether the implementation of the 2013 curriculum can improve the quality of education at Villanova Manokwari Middle school. This research was conducted at Villanova Manokwari Catholic Middle School in November-December 2023 using a literature study approach with qualitative methods. This results show that Villanova Catholic Middle School has implemented the 2013 curriculum with a scientific approach. The main target is the development of student competence in the domains of attitudes, skills and knowledge. This can be seen in the teaching design created by teachers at school by adapting all teaching programs to follow the provisions of the 2013 curriculum which contain 4 competency domains, namely: Spiritual attitude competency (KI-I), social attitude competency (KI-2), knowledge competency (KI-3), and skillscompetency (KI-4). Based on the competency characteristics that are the reference for the 2013 curriculum, it is known that the implementation of the 2013 curriculum in improving the quality of education places character education within the framework of the the dynamics and dialectics of the process of individual formation. This competency development is carried out through integrated thematic education at Villanova Catholic Middle School. Keywords: Implementation, 2013 curriculum.

This study aimed to determine the increase in student learning outcomes in the domain of knowledge, skills, and attitudes by using problem-solving learning models. The method used is classroom action research through two learning cycles consisting of the stages of planning, implementing, observing, and reflecting. There was an increase in learning outcomes and the number of students who met the minimum completeness in the domain of knowledge seen from the average value of students in cycle 1 to cycle 2. The learning outcomes of students in the domain of skills from the observation were included in the sufficient criteria in cycle 1 and increased to be good criteria in cycle 2. Classical completeness based on the number of students in cycle 1 to cycle 2 has increased. The learning outcomes of students in the domain of attitudes through the results of observation data were included in the sufficient criteria in cycle 1 and increased to be good criteria in cycle 2. As well as an increase in completeness seen from the number of students in cycle I to cycle II. Based on these findings, this model can be used to improve the chemistry learning outcomes of students in class XI.

Bystander cardiopulmonary resuscitation (CPR) is the most effective intervention for out of hospital sudden cardiac arrest; therefore, basic life support (BLS) courses for lay persons have become well established in industrialized countries, often since decades. Despite this favorable situation bystander CPR rates still remain low in some countries (e.g. in Germany), indicating serious implementation problems. The quality of instruction in these courses could be one reason for low bystander CPR rates. We therefore analyzed official lay BLS courses in terms of the teaching quality in the domains of knowledge, skills and attitudes (according to Bloom's taxonomy). A total of 20 officially accredited lay BLS courses in Berlin, Germany, were analyzed by a participating observer, who remained blinded to the instructor and course participants until the end of the course. Courses were offered by German rescue organizations and private providers according to European Resuscitation Council (ERC) guidelines. Teaching quality was rated by a standardized checklist including 21 observable criteria of teaching quality for transfer of knowledge (n = 10), skills (n = 8) and attitudes (n = 3). In order to achieve comparability between items the results of each criterion were quantified by Likert scales ranging from +2 (very good) to -2 (very poor). The average score of all courses was +0.47 (SD ±0.46) for transfer of knowledge, +0.03 (SD ±0.61) for skills and -1.08 (SD ±0.73) for attitudes. In the domain of knowledge transfer, learning atmosphere and course structure were rated to be generally good, whilst marked deficits were found with respect to correctness of content. In the domain of skills the more positive ratings were given for teaching of single BLS elements (e.g. compressions and ventilation), in contrast to the training of BLS context, where e.g. realistic scenarios were only used by 3 out of 20 instructors. The domain of attitude transfer had the worst rating. Detailed ratings were -0.90 for "reducing fear of doing harm to the victim", -1.25 for "positive attribution of practical training" and -1.10 for "explaining course relevance from the learners' perspective". Within the observed BLS courses the teaching quality revealed significant deficits, especially for the transfer of positive attitudes to learners. Also, the use of meaningful realistic scenario teaching was very scarce. These findings can significantly contribute to low bystander CPR rates because transfer of learned content into practice may be hampered.

The problem in this study is whether the cooperative learning model type Teams Assisted Individualization (TAI) can improve student learning outcomes in Biology subjects in 11th Grade Science Public High School 14 Tebo Jambi? This study aims to improve student learning outcomes from the domains of student knowledge, attitudes and skills through the Application of Teams Assisted Individualization (TAI) Cooperative Learning Model in 11th Grade Science Public High School 14 Tebo Jambi. The research was conducted at Public High School 14 Tebo Jambi, involving 30 students consisting of 15 boys and 15 girls who were registered in the 2019/2020 school year. This study used a Classroom Action Research (CAR) design with a Kart Lewin research design consisting of two cycles. Each cycle held two meetings in the classroom and each cycle consists of four stages: planning, implementation, observation, and reflection. The results showed that the learning outcomes in the realm of knowledge obtained a class average score in the first cycle of 63.08 and in the second cycle the class average score was 78.93 with a classical percentage of 78.57%. In the realm of attitude, the class average score for the first cycle was 66.31. Cycle II, with a class average of 74.86. And in the realm of skills, the class average score in the first cycle is 51.73. While in cycle II the class average value was 77.88. So it can be concluded that there is an increase in student learning outcomes in the domains of knowledge, attitudes and skills after the application of the Teams Assisted Individualization (TAI) cooperative learning model in Biology subjects in 11th Grade Science at Public High School 14 Tebo Jambi.

This study aimed to determine the significant differences of learning achievement at 10th grade students of SMA Negeri 1 Kalasan between the application of conventional learning models with learning models Relating, Experiencing, Applying, Cooperating, Transferring (REACT) in the domain of knowledge, attitudes, and skill on the Basic Chemical Law materials. This study also aimed to know students’ response to learning using REACT model. This research was an experimental using Quasi Experimental Design, namely Posttest Only with Nonequivalent Groups Design. The population in this study was all students of 10th grade SMA 1 Kalasan in the academic year 2017/2018. This study used two classes as the study sample. The data were analyzed using Independent Samples T-Test parametric test for the knowledge and attitude domain, and Mann Whitney U non parametric test for the skill domain. The results of this study can be concluded that (1) there was no significant difference in student learning achievement in the knowledge domain, (2) there was no significant difference in student learning achievement in the attitude domain, and (3) there was significant differences in student learning achievement in the skill domain between the application of conventional learning models with REACT learning models in the Chemical Basic Law and (4) students gave a good response to the REACT learning model performed.

This study aims to determine the effect of learning models guided inquiry by paying attention to the initial ability of students' learning competencies. This type of research used is quasi-experimental. The research design is factorial design 2x2 for the knowledge domain competency and the static group comparison design for the attitude and skills domain competency. The population used is the students of class X MIPA SMAN 1 Kuantan Mudik who were registered in the academic year 2019/2020. Sampling using purposive sampling technique , obtained class X MIPA 1 as an experimental class and Class X MIPA 2 as a control class. The instrument used was a written test with questions for knowledge competencies, observation sheets and assessment rubrics for attitude competencies and appearances. Data analysis was performed with normality test, homogeneity test and hypothesis test using SPSS software. The results of this study indicate that there are significant differences in the learning model guided inquiry by paying attention to the initial ability of the students' knowledge competence and there is a significant difference in thelearning model guided inquiry towards the attitude competencies and skills of the students.

Background: Before implementing any teaching and learning method in the curriculum, it is required to evaluate its effectivity, feasibility and adaptability. DOAP is one new TL method in CBME help to facilitate self-directed, long-term learning and to cultivate and enhance interest in the study. This study aimed to assess the effectivity and Adaptability of DOAP as a teaching and learning method by II-MBBS students for intravenous cannulation in simulated environment. Methods: For this cross-sectional, data collected from 150 students from MBBS II phase. Demonstration by a trained facilitator for a group of 10 followed by assistance and then performance by individual student under supervision using mannequin in simulated environment. The effectivity assessed with knowledge domain using pre-test and post-test and skill domain, OSPE checklist validated by subject expert used. Adaptability assessed after feedback from students and teachers. Statistical analysis was done using t test. Results: There was graded improvement seen after post-test I and II (44.62% and 70.08% respectively). The significant improvement was seen in performance with pre and post OSPE mean score results (11.74, 16.48 and 19.6 respectively) with p value less than 0.001 after both post DOAP OSPE. As per students’ and teachers’ feedback DOAP is very much effective TL method to impart knowledge, skill and communication domain on IMG. Conclusions: DOAP is effective TL method to impart knowledge, skill and communication domain on IMG. Pre-requisites like infrastructure, trained facilitators and time constraints has to consider before its implementation.

Purpose: This paper reviewed literature regarding the utility and direction of reflective approaches in Medical imaging education. Methods: The Scopus database was accessed. The word “Reflective” was used as the main search term to look for the relevant literature. The inclusion criteria used in this study comprised of those papers published in English between the years 2006 to 2016, indexed in Scopus database, and limited to those discussing the topic on reflective approaches in medical education. Published papers that have the main search terms in the articles’ title only were tabulated. The data were then filtered using other Reflective related terms. Thematic analysis was done. Results: Two hundred and four articles were identified to have one or more search terms in the articles’ titles only. Studying the data using other reflective related terms revealed that the term “Reflective Writing” contributed the highest frequency, followed by “Reflective Journal” and “Reflective Learning”. Twenty- four studies evaluated students' reflective approaches in assessing and improving the domain of professionalism in Medical sciences. Twenty-two studies showed the researchers utilized various types of reflective approaches for evidence of students learning skills. Other studies noted the efficacy of different types of reflective learning in the domains of attitude, teamwork, empathy, learning skill, competencies, clinical skill and patient care. Pertinent to Medical imaging education area, only two studies were found; one reported the promotion of reflective learning while the other touched on the portfolio. Conclusion: This review, based on Scopus database, depicts the educational approaches that made use of the concept of reflection. They are used to facilitate the learning and assessment in various medical disciplines. There is a dearth of articles that address reflective approaches in relation to Medical imaging education. Much work is required to understand how reflective approaches can be used to effectively assess the students’ performances in various domains in Medical imaging education.

Learning is a process of obtaining knowledge and experience that results in changes in behavior, as a result of learning to be achieved can be formulated in the form of learning objectives to be achieved with all the indicators. This lesson has not been implemented in the learning process at SMA Adabiah 1 Padang. In addition, the knowledge competence of students is still under the Minimum Completeness Criteria. U marsh to do that is by mela k ukan learning process with a model right. One of the Student Team Achievement Division (STAD) models . Meanwhile, the learning model commonly used by Biology teachers at SMAN 12 Padang is the discussion method. Apart from the learning model used, the teacher can also pay attention to the factors that affect student achievement. One of the factors is intrapersonal intelligence, intrapersonal intelligence is the intelligence to distinguish one's own feelings about something . This study aims to determine the differences in competence in the domains of knowledge , attitudes and skills of students between those who apply the STAD model in the experimental class and the discussion method in the control class , to determine the differences in the competence of knowledge of students between those who apply the STAD model to students with k ecerdasan intrapersonal high and students with k ecerdasan intrapersona l low, and to investigate the interaction between STAD model with interapersonal intelligence in the realm of competence hamper students' knowledge. This type of research is an experiment with the study design Design Treatment by factorial 2 x 2 . The population in this study were students of class X IPA SMA Adabiah 1 Padang who were registered in the 2019/2020 school year. The sample was determined by purposive sampling technique . The instrument used was a multiple choice question sheet. Analysis of data normality test, homogeneity, and hypothesis testing with ANOVA test that use traditional SPSS applications. The results showed that there was a significant difference in knowledge competence between the experimental class and the control class , where the knowledge value of the class that applied the STAD model was higher than the control class.

In carrying out teaching and learning activities, of course learning media is needed that can support student learning. E-module is a learning media that contains images, videos and quizzes that can provide feedback in learning for students. This research focuses on developmente-mode basedandroid on the use of hand tools. Developmente-mode based android uses the ADDIE development model which has several stages, namelyanalysis, design, development, implementation, andevaluation. This research uses a research designone group pretest-posttest. The subjects of this research were class X TAV SMKN 3 Surabaya with 32 students. Validation is carried out to measure feasibilitye-mode. Student responses are needed to measure practicalitye-mode during learning. Student learning outcomes in the knowledge domain and skills domain are analyzed using the T test to measure effectivenesse-mode in learning. The research results show that (1) the validity of the developmente-mode obtained a result of 83.89% with very valid criteria, which means it is very suitable for use in learning. (2) practicalitye-mode which was developed obtained student response results of 89.47% with very practical criteria, which meanse-modebased android very practical for use in learning to use hand tools. (3) effectivenesse-mode obtained from learning results in the knowledge domain and the attitude domain. In the knowledge domain, the average value is obtainedpre-test of 48.9, while the average valuepost-test amounted to 87.91, and the T test significance value was 0.000<0.05. In the skills domain, an average skill value of 91.92 was obtained, greater than the KKM value of 75, and a T test significance value of 0.000<0.05 was obtained. It can be concluded that there is a significant increase in student learning outcomes in the realm of knowledge and skills.

Background: Assessment of the patient safety competency is necessary for the growth of nursing and safe care profession as well as evaluation of the nurses' educational needs. To this end, valid and reliable tools are required. Aim:The present study was conducted to determine psychometric properties of the Persian version of the patient safety competency self-evaluation (PSCSE) tool in Iranian psychiatric wards. Methods: All nurses (n = 209) working in two psychiatric hospitals of Kerman, Iran were included in the present cross-sectional study using census method. Followed by administering the Persian version of PSCSE to the participants, its internal consistency and reliability were assessed by test-retest method with an interval of 14 days. Other psychometric properties such as content, construct, and convergent validity of the tool were also examined. Results:The content validity index was 0.65 and the content validity ratio was 0.89. Item 14 was removed from the skill domain because it was not related to the psychiatric ward. According to the results of factor analysis, 40 items and three domains of knowledge (6 items), attitude (14 items), and skills (20 items) were confirmed with acceptable values. In terms of its convergent validity, PSCSE had a moderate correlation (r = 0.57) with the Assessment of the Safe Nursing Care (ASNC) scale. The correlation coefficient for test-retest was ICC = 0.92 for the whole instrument and 0.89, 0.89, and 0.92 for the domains of knowledge, attitude, and skill, respectively. The internal consistency coefficient (Cronbach's alpha) of the whole tool was 0.95 and 0.95, 0.79, and 0. 95 for the domains of knowledge, attitude, and skill, respectievly. Conclusion: Persian version of the nurses' competency tool in ensuring patient safety in psychiatric wards has acceptable psychometric characteristics. Keywords: Validity, Reliability, Confirmatory factor analysis, Patient safety competency, psychiatric nurse

Despite the Joining Forces initiative and recently published veteran care competencies, nursing students and graduates are often unprepared to care for veterans who have unique service-connected illnesses and injuries. The purpose was to evaluate identified content gaps in prelicensure nursing textbooks with the veteran care competencies knowledge, skills, and attitude (KSA) domains. A secondary qualitative analysis was conducted of veteran content in prelicensure nursing textbooks. The skills and attitude domains of veteran care competencies were poorly addressed in nursing textbooks. Overall, the knowledge domain was adequately covered; however, most had limited connection with veterans and veteran care. Competency-focused recommendations for expanding and enhancing veteran content, KSAs, and teaching strategies are offered. Prelicensure textbooks met the knowledge domain for each veteran competency. Overcoming content gaps needed to achieve requisite skills and attitudes requires interaction with veterans through clinical immersion experiences in various care settings.

The purpose of this research is to understand the behavior of high school K-Pop and K-Drama fans in Mataram city and to examine the impact of K-Pop and K-Drama on these students' behavior. This study uses a qualitative method with a phenomenological approach. Data collection techniques include observation, semi-structured interviews, and documentation. The study involves nine main subjects and two informants, selected based on their status as fans of the Korean Wave or K-Pop. The findings indicate that the behavior of high school K-pop and K-drama fans in Mataram city is evident in a) the knowledge domain, where students watch and observe their idols both directly and indirectly through social media or television; b) the attitude domain, where students admire actors, actresses, or idol groups and follow their idols' activities, feeling motivated to emulate their idols and adopting their personalities; c) the skills domain, where students use Korean language phrases, dress in Korean-inspired fashion, and participate in Korean events and communities.

To explore residents' competency in medical knowledge and in empathy, one element of professionalism, and to evaluate the relationship between competencies in these domains. In 2003-2004 and 2004-2005, first-year internal medicine residents at the Mayo Clinic College of Medicine in Rochester, Minnesota were invited to participate in a prospective, longitudinal study of resident competency. Participating residents completed the annual Internal Medicine In-Training Examination (ITE) each October and the Interpersonal Reactivity Index (IRI), a standardized tool to measure empathy administered at multiple time points during training. Changes in medical knowledge and empathy between the fall of postgraduate years one and two were evaluated, and associations between medical knowledge and empathy were explored. Residents' medical knowledge as measured by the ITE increased over the first year of training (mean increase 8.7 points, P < .0001), whereas empathy as measured by the empathic concern subscale of the IRI decreased over this same time period (mean decrease 1.6 points, P = .0003). No significant correlation was found between medical knowledge and empathy or between changes in these domains of competency over time. Resident competency in the domains of medical knowledge and empathy seems to be influenced by separate and independent aspects of training. Training environments may promote competency in one domain while simultaneously eroding competency in another. Residency programs should devise specific curricula to promote each domain of physician competency.

The fact is that 38% of students are satisfied and 50% are less satisfied with Indonesian language competency. Another fact, out of 30,564 there are 82.59% categories of sufficient, weak, and very weak language knowledge. Urgency is researched because there is a gap between theory, expectations, and reality. So, the aim is to determine the relationship between knowledge competency and understanding of Indonesian language learning personally, professionally, and socially. Quantitative research method with surveys. Sample of 180 people out of 360. Data collection techniques using instruments assisted by Google. Likert Scale Instrument 1-5. 25.0 Statistical analysis techniques, standard deviation, and mean. The mean level of knowledge and understanding of subject content among lecturers is very high. A relationship was found between the three domains of knowledge, understanding, and personal competence. Conclusion: There is a significant relationship between knowledge and understanding of the contents of the personal, professional, and social domains. Keywords: higher education, student competencies, professional and social. DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202411