A Systematic Review of Unfolding Teacher voices on Advantages and Difficulties in Implementing Merdeka Curriculum

To examine the effect of a blended educational intervention (in-class and independent learning modules) developed to enhance Ohio PHN confidence in 25 disaster surge competencies that address the PHN role and skills in Preparedness, Response, and Recovery. This was a quasi-experimental one group pre and post design. Participants (N=54) completed pre- and postintervention surveys to evaluate intervention impact on self-perceived confidence and need for further training in the 25 competencies. Parallel pre and post surveys assessed participant evaluation of confidence and need for further competency training. Paired t tests and repeated measures ANOVA compared pre- and postsurvey results. Confidence in Preparedness, Response, and Recovery PHN disaster surge competencies significantly increased, whereas self-perceived need for further competency training correspondingly significantly decreased. A blended learning approach to disaster surge training effectively improved PHNs confidence in competency achievement and reduced perceived need for further training.

(a) To describe and analyse advanced practice nursing students' self-assessment of their clinical competence and need for further training and (b) to analyse the possible predictive variables in their self-assessment. The self-assessment of clinical competence in nursing education is important for identifying professional development and educational needs to improve patient care. A cross-sectional survey following STROBE guidelines was used. Ninety-nine students from three universities/university colleges in Norway participated in the study, and data were collected using a revised version of the Professional Nurse Self-Assessment Scale II. Descriptive, correlation and regression analyses were performed. The students gave the highest self-assessment ratings for their clinical competence in taking full responsibility and for their need for further training in medication effects and interactions. Although the students gave themselves low ratings for the use of electronic devices, they assessed their need for further training in this area as average. Clinical work experience as a registered nurse and previous higher education level were not significant predictors of clinical competence nor the need for further training. The findings indicate that self-assessment is appropriate for students in advanced practice nursing programmes. This study implies that programmes in advanced practice nursing need to familiarise students with the possibilities of information technology. It questions the entry requirement that stipulates that prospective students must have several years of clinical work experience as registered nurses before entering advanced practice nursing programmes. These programmes need to communicate that competencies other than direct clinical practice are also needed for students' future roles. The study contributes to the exploration of how students self-assess own clinical competence and need for further training in advanced practice nursing programmes. Further research should evaluate the development of clinical competence.

Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions.Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted.Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques.Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.

AimTo explore and describe changes in self‐assessed clinical competence and the need for further training among newly graduated Registered Nurses during their first 15 months of professional work in acute care hospital settings.DesignQuantitative longitudinal design.MethodsThe 50‐item Professional Nurse Self‐Assessment Scale of clinical core competencies II was used. A total of 45 newly graduated Registered Nurses answered the questionnaire at four different occasions. Data were collected after 2, 5, 9 and 15 months of working experience.ResultThe components “ethical decision‐making,” “cooperation and consultation” and “clinical leadership” were rated highest in clinical competence and lowest in need for further training. The components “professional development” and “critical thinking” were rated lowest in clinical competence and “direct clinical practice” rated highest in need for further training. The clinical competence increased significant between 9–15 months, with the exception of “critical thinking” and need for further training decreased significantly between 9–15 months, with the exception of “critical thinking.”

BackgroundProfessional competence and continuous professional development is essential for ensuring high quality and safe nursing care, and it might be important for motivating nurses to stay in the profession. Thus, there is a need to identify the developmental process of nursing competency. Assessment of competence and need for further training helps to identify areas for quality improvement, and to design interventions in order to facilitate continuous competence development in different work contexts. The current study aimed to 1) describe registered nurses’ self-assessment of clinical competence as well as the need for further training, and 2) explore possible differences between registered nurses with varying lengths of professional experience as a nurse (≤ 0,5 year, > 0,5–5 years, and ≥ 6 years).MethodsA cross-sectional survey design was applied, using the Professional Nurse Self-Assessment Scale of clinical core competencies II. Registered nurses (n = 266) working in medical and surgical contexts in hospitals in Sweden responded (response rate 51%). Independent student t-test and analysis of variance were carried out.ResultsRegistered nurses assessed their competence highest in statements related to cooperation with other health professionals; taking full responsibility for own activities; and acting ethically when caring for patients. They assessed their need for further training most for statements related to assessing patients’ health needs by telephone; giving health promotion advice and recommendations to patients by telephone; as well as improving a creative learning environment for staff at the workplace. For self-assessed competence and need for further training, differences between the groups for 35 and 46 items respectively, out of 50 were statistically significant.ConclusionsAlthough the registered nurses assessed their competence high for important competence components expected of professionals such as cooperation with other healthcare professionals, it is problematic that knowledge of interactions and side-effects of different types of medication were reported as having the highest need of training. Longitudinal follow up of newly graduated nurses regarding their continuous development of competence as well as further training is needed.

To assess self-reported clinical competence and the need for further training among newly graduated registered nurses (NGRNs) working in Swedish acute care hospital settings. NGRNs are expected to take full responsibility for patients' nursing care in an increasingly complex clinical context, and professional nurses' clinical competence is critical in providing high-quality and safe nursing care. A cross-sectional design. Data were collected using the 50-item ProffNurse SAS II. A total of 85 NGRNs who had recently commenced working with direct patient care at three hospitals in central Sweden participated in the study. The response rate was 69%. The STROBE cross-sectional reporting guidelines were used. The NGRNs assessed their clinical competence as being highest in areas relating to team collaboration and ethics and lowest in areas relating to professional development and direct clinical practice. The need for further training was greatest in areas such as direct clinical practice and patient safety and lowest in areas such as team collaborating and ethics. The use of instruments to identify NGRNs' self-assessed clinical competence is of value when designing and evaluating introductory programmes for NGRNs taking on positions in acute care hospital settings. The availability of experienced nurses from whom NGRNs can gain clinical competence and learn from is of importance, both from the perspective of the NGRNs themselves and patient safety. An understanding of NGRNs' clinical competence and their need for further training may assist in both planning and organising nursing programmes and in making clinical policy decisions when designing introduction programmes in acute care settings.

Introduction: Transitional care for older people with multiple chronic conditions is complex, and it is essential to identify the competencies of the nurses who provide such care. Aim: This study aimed to describe and compare the self-reported characteristics of transitional care nurses to their work areas, job satisfaction, competencies, and need for further training. Methods: A cross-sectional study design was used, and STROBE was followed for reporting. The total population of transitional care nurses (n=28) in Denmark was invited to participate. Data were collected through a questionnaire covering work areas, job satisfaction, competencies, and the need for further training. Results: Respondents reported high confidence in competencies related to direct clinical practice, cooperation and consultation, caregiver involvement, and use of electronic communication, and a limited need for further training. Expert transitional care nurses have high confidence in their work competencies related to patients and administrative tasks and increased job satisfaction.

Introduction Family focused practice is thought to lead to positive outcomes for all family members. However, there are multiple barriers and enablers in adult mental health services to practitioners undertaking these actions. Aim The aim of this study was to examine the relative importance of worker, workforce and family factors to predict family focused practices (FFPs) in adult mental health services. Method Three hundred and seven adult mental health workers completed a 45 items family focused practice measure of 16 family focused practices. Thesis It was found that worker skill and knowledge about family work and an ability to assess the degree of parental insight into the child's connections to other family members and the community were important predictors of FFP, along with the closely related-worker confidence. While aspects of the worker, workplace and family each contribute to FFPs, this study highlighted the importance of worker skill, knowledge and confidence as central issues for adult mental health workers. Implications for practice Study implications include the need for training in specific FFPs, the provision of time to engage with clients on parenting issues and the need 5 to ensure that there are adequate services for workers to refer family members to.

To assess three related issues: (1) the need for training in nutrition and prevention of noncommunicable diseases (NCDs) as perceived by primary health care (PHC) personnel in Chile, (2) those health workers' preferred sources of training to learn about that subject, and (3) reactions to some materials that were later developed to help meet the needs that were identified. In the summer of 2001 a questionnaire survey was used with PHC staff members in 3 of Chile's 13 regions in order to evaluate their perceived need for training in nutrition and NCD prevention as well as their preferred sources of continuing education. As a follow-up to the 2001 survey, in 2002, information material was prepared on using diet and physical activity to prevent NCDs. The information package was introduced through a series of workshops in all the regions of Chile. An evaluation in 2003 assessed the reactions to the new material. Four hundred thirty-one valid questionnaires from the 2001 survey were analyzed. The participants reported a strong need for further education in the area of nutrition for NCD prevention. The perceived need for further training was highest among nursing aides, and it was lowest among nutritionists. Most of the health personnel reported that patients often asked them about dietary issues, most frequently how to lose weight and how to follow a healthy diet. The sources of continuing education that the health workers had used most frequently were professional journals, information from the Ministry of Health, and courses. In comparison to the university-trained health professionals, the non-university-trained nursing aides differed significantly in their perceived need for more training, as well as the sources that they had used for continuing education (P < 0.05 for both). The evaluation in 2003 to assess the reactions to the new information material found a generally favorable response to the package. The Chilean PHC personnel perceived a strong need for training in nutrition as related to NCD prevention. In response, various activities are now being carried out, with goals that include enhancing the knowledge of PHC workers about possibilities for NCD prevention, encouraging a team approach to prevention, and offering more community-oriented services.

Postgraduate nurses' self-assessment of clinical competence and need for further training. A European cross-sectional survey

Background:Being the first in-line care providers, primary health-care (PHC) physicians may encounter all forms of emergencies, ranging from minor complaints to life-threatening events. This wide variation of cases challenges the physicians to be competent in emergency medicine. Informative literature describing and assessing the factors affecting PHC physicians’ emergency medical services (EMS)-related practice is deficient (nationally and internationally). The aim of this study is to assess PHC physicians’ practice related to EMS, the factors affecting it, as well as their learning needs and preferred methods of continuous training in emergency medicine.Methods:All physicians working in the selected centers were invited to complete a self-administered questionnaire addressing their EMS-related practice. Moreover, physicians were invited to participate in face-to-face semi-structured interviews and focus group discussions.Results:The study revealed that 87.3% of physicians had a good diagnostic knowledge score while only 47.6% had a good management score. Nonetheless, 63.5% of physicians had a neutral attitude toward EMS. The most common reported emergencies encountered are bronchial asthma (86.51%), cut wounds (83.33%), and burns (76.19%). About 62% of participants reported that their greatest needs for further training were in cardiovascular and central nervous system emergency management, preferably by practical training in hospital emergency department (80%).Conclusions:Dammam PHC physicians have a good knowledge, neutral attitude, and fair practice concerning the emergency cases encountered. The majority of physicians reported their need for further hands-on training in emergency medicine.Settings and Design:A cross-sectional, mixed methods study was conducted in 13 out of 26 PHC centers of Dammam, Saudi Arabia.

The implementation of the 2013 European Society of Cardiology (ESC) Core Curriculum guidelines for acute cardiovascular care (acc) training among European countries is unknown. We aimed to evaluate the current status of acc training among cardiology trainees and young cardiologists (<40 years) from ESC countries. The survey (March-July 2019) asked about details of cardiology training, self-confidence in acc technical and non-technical skills, access to training opportunities, and needs for further training in the field. Overall 614 young doctors, 31 (26-43) years old, 55% males were surveyed. Place and duration of acc training differed between countries and between centres in the same country. Although the majority of the respondents (91%) had completed their acc training, the average self-confidence to perform invasive procedures and to manage acc clinical scenarios was low-44% (27.3-70.4). The opportunities for simulation-based learning were scarce-18% (5.8-51.3), as it was previous leadership training (32%) and knowledge about key teamwork principles was poor (48%). The need for further acc training was high-81% (61.9-94.3). Male gender, higher level of training centres, professional qualifications of respondents, longer duration of acc/intensive care training, debriefings, and previous leadership training as well as knowledge about teamwork were related to higher self-confidence in all investigated aspects. The current cardiology training program is burdened by deficits in acc technical/non-technical skills, substantial variability in programs across ESC countries, and a clear gender-related disparity in outcomes. The forthcoming ESC Core Curriculum for General Cardiology is expected to address these deficiencies.

ABSTRACTAimThe study aimed to describe and analyse Nordic nursing students' self‐assessed clinical competence and their perceived need for further training at the end of their bachelor's studies.DesignA cross‐sectional survey.Data SourcesFrom five Nordic countries, and 13 different universities, 291 survey answers were included. The Professional Nurse Self‐Assessment Scale of clinical core competencies (PROFFNurse SAS II) was used for data collection.ResultsGraduating nursing students rated their clinical competence highest in acting ethically, taking responsibility for their decisions, and seeking help, and lowest in assessing patients' health via phone, email, or other health technology solutions, and in professional development. The highest need for further training was reported in medication interactions and side effects and differential diagnosis in health assessment. More than half of the respondents want to work in specialised healthcare after graduation, while less than a quarter want to work in primary care. One in five respondents expressed an intention to leave their career and low scores on self‐assessed clinical competence were associated with increased intentions to leave.ConclusionThe findings highlight the need for educational institutions to evaluate curricula to enhance graduating nurses' clinical competence in the areas needed, especially within eHealth.Implications for the ProfessionAn effective competence development program is necessary to strengthen the competence and career path of newly graduated nurses.ImpactEducational institutions play a crucial role in developing competency‐based programs that meet quality standards and address current and future health needs, as well as global challenges. By assessing the clinical competence of graduating nursing students regularly nursing education can be developed based on the findings, which promotes high‐quality patient care.Reporting MethodSTROBE guidelines were applied.Patient or Public ContributionGraduating nursing students from the Nordic countries participated in the study and contributed to this research by answering the survey.

Bridging the gap: An online survey on how suicide prevention training shapes oncology professionals' confidence, practice, and training needs.

The aim of the study was to evaluate teachers’ preparedness for the implementation of alternative assessment in primary schools in Kenya. The location for the research was Matungulu Sub-County in Machakos County in Kenya. The survey design was adapted in the study. The study was guided by three objectives, which aimed at determining teachers’ knowledge and skills for the implementation of alternative assessment (AA), application of alternative assessment strategies at classroom level and teachers’ perception for the implementation of AA. The study involved 32-schools with 32 Grade-3 teachers as respondents. Qualitative method was applied using questionnaires. Findings indicated that grade three teachers had insufficient knowledge and skills hampering practice. However, they tend to lean towards traditional assessment strategies. Further, the findings revealed that grade three teachers had near positive verses negative perception towards implementation of AA. This may mean that teachers will be ready for the changing learning landscape towards competency-based education. The teacher’s perception levels reveal an acceptable but not optimum level of readiness to manage education process within a self-regulated learning whose focus is on development of thinking skills more so critical thinking. The findings are supported by the fact that that the three predictor variables had a positive and significant association with implementation of alternative assessment as denoted by their beta coefficients of 0.727, 0.709 and 0.641 respectively, with all having p values &lt; 0.05. On this basis, it could be concluded that since perception is shaped by belief and experience, then the experience of teacher could be regarded as meaningful regarding AA. This can then be said to be tangible and not implied. In terms of knowledge and skills, there is an element of knowledge however, key issues are below threshold such as knowledge of portfolio and confidence in suing AA. At the same time there could be a challenge for both teachers and learners in finding their reserve to flourish as they regulate their roles thus deeming the desire to be autonomous in learners learning and as critical thinkers. There is need for further training and getting all to know and understand their perception. The end result for education researchers is to build a theoretical basis for describing educational dispositions on alternative assessment practice. The results do not provide a trend or pattern. Thus, the proposal for further research and thought in this area as the literature is also not conclusive.