Advanced Competencies Research Articles

Preparation of nursing students in nursing informatics competencies for the South African healthcare practice environment

BackgroundRapid technology advancements highlight the importance for nursing education to prepare competent nurses in informatics and technology integrated practice. This study examined nursing informatics in an undergraduate curriculum and competency levels at a selected South African university.MethodA survey measured nursing informatics competencies among undergraduate nursing students using the TANIC© nursing informatics scale. In addition, curriculum mapping was done to assess the inclusion of relevant content in the undergraduate curriculum. Mean scores out of 4 indicated competency levels from novice to proficient. Descriptive analysis was undertaken and 95% confidence intervals were computed for computer literacy, clinical information management, and information literacy domains. Independent Samples Wilcoxon U Tests compared competency level differences by year per domain. Curriculum mapping assessed technology-related activities across the four-year programme.ResultsOf the 222 respondents (79.9% response rate), competence levels increased by year level. Computer literacy had the highest rating (3.33/4, ± 0.48), nearing proficient levels. This was followed by information literacy (2.81/4, ± 0.68), falling within a comfortable competency range, and clinical information management, (2.73/4, ± 0.77) indicating advanced beginner competency. Curriculum mapping revealed the absence of information management training.ConclusionA need exists to increase NI integration in the curriculum, and better equip nurse educators to prepare students for technologically infused healthcare environments.

Understanding Gender Dynamics in Teacher Educators' Computer Self-Efficacy

This study examines computer self-efficacy among teacher educators, defined as the confidence in one's ability to effectively utilize computer technology for educational purposes. The main aim is to investigate gender differences in self-efficacy across three competency levels: basic, intermediate, and advanced. Utilizing a quantitative research approach, a self-constructed questionnaire containing 35 items was distributed to a purposive sample of 100 teacher educators, which included 61 female and 39 male participants. T-tests were employed to analyze the differences in self-efficacy scores between genders. The findings indicate no significant difference in self-efficacy at the basic competency level (t = 0.8391). In contrast, female educators displayed significantly higher self-efficacy scores in intermediate (t = 4.1417) and advanced competencies (t = 4.2159). Furthermore, female educators achieved an average score of 142.62 on the overall computer self-efficacy scale, notably exceeding the average score of 117.28 for male educators (t = 5.0717). Thus, the study reveals important gender dynamics in computer self-efficacy among teacher educators. It indicates that female educators tend to have greater confidence in their computer skills as they advance in competency levels. This highlights the need to address gender disparities in professional development initiatives and suggests that further research should explore the underlying factors that influence self-efficacy in technology use among educators.

Course Knowledge, School Support, and Student Competencies Among Chinese Media Production Majors

This study investigates the perceptions of students enrolled in Media Production Majors in China, focusing on three critical educational dimensions: Course Knowledge, School Support, and Student Competencies. Utilizing a comprehensive survey method, the research aimed to assess students’ satisfaction with the curriculum, the support services provided by their institutions, and the competencies they developed during their academic tenure. Findings indicate moderate to high satisfaction with the theoretical content of Course Knowledge but point to significant deficiencies in practical skill application and the integration of modern technological tools, which are crucial for students’ professional readiness. While academic resources such as libraries and online materials were generally appreciated, there was notable dissatisfaction with career development services and mental health support, highlighting the need for more robust career guidance and enhanced psychological support systems. Additionally, students reported that while existing courses effectively developed basic skills like communication and collaboration, they were insufficient in fostering advanced competencies such as leadership, strategic thinking, and innovation. There was a specific demand for improving training in critical thinking and complex problem-solving abilities, which are vital for navigating the rapidly evolving media landscape.Based on these insights, the study recommends a comprehensive revision of the curriculum to incorporate more industry-relevant practices and cutting-edge technology training. This research underscores the urgent need for educational institutions in China to adapt and evolve in response to the dynamic requirements of the media industry, ensuring that graduates are well-equipped to excel in their future careers.

Perception of undergraduate medical students and examiners towards grand objective structured clinical examination

BackgroundThe assessment of undergraduate medical students consists of a written component and an advanced clinical competency test that evaluates the students’ skills. The Objective Structured Clinical Examinations (OSCE) were only implemented in most medical schools in the last ten years, similar in many developing countries. It was first used with other clinical assessment methods. This study was designed to investigate how medical students in the fourth and sixth grades and examiners perceived the unique format, features, and quality of the Grand Objective Structured Clinical Examinations (GOSCE), a novel method for assessing students. The aim was to understand how this innovative method, distinct from traditional assessment methods, prepares students for real-world scenarios where they encounter different specialty cases. Additionally, the study aimed to understand the significant role and challenges faced by the Faculty of General Medicine at Koya University in implementing this type of OSCE and to identify potential improvements to enhance the quality of the assessment process.MethodsFollowing the administration of two distinct GOSCE examinations for the fourth and sixth stages, feedback forms were created using Google Forms and distributed to students and examiners. The feedback forms covered all aspects of the examination process. The responses were then rigorously analyzed using the scientific tool SPSS, allowing for a comparison between students from both stages and the faculty and external examiners.ResultsIn the survey of 104 undergraduate students (78% of attendants), the majority (84n,80%) rated the fairness of the assessment as good, which is the primary goal of GOSCE. A large percentage (89n,85.6%) agreed that the examination covered a wide range of clinical skills. Eighty students (76.85%) believed the patients cooperated and found the findings precise; on the other hand, The obtained responses from 24 out of 33 faculty staff members (75%) and 29 out of 35 external examiners (82%) strongly agreed that the examination adequately covered a wide variety of clinical abilities. Only two of 68 examiners (2.9%) believed the examination needed more to provide a learning opportunity.ConclusionWith the insightful suggestions for improvement provided by the participants, GOSCE has a promising potential to evolve into a fair, objective clinical tool for assessing medical students, instilling a sense of optimism for its future development.

A STEAM Integrated Curriculum Activity: How to Make the SAD Alien Happy?

In recent years, there has been a growing recognition of the knowledge and competencies crucial in navigating today's fiercely competitive marketplace and job landscape. Initially heralded by scholars as pivotal for success in the contemporary economy, Science, Technology, Engineering, and Mathematics (STEM) have emerged as indispensable pillars (Kennedy & Odell, 2014). Subsequently, the academic realm has embraced the inclusion of Art as a vital skill set, enhancing students' communication prowess and overall performance, giving rise to the inception of (STEAM) Education. Furthermore, modern educational frameworks of the 21st century prioritize the cultivation of advanced competencies like critical thinking and problem-solving, necessitating diverse instructional methods and strategies such as jigsaw activities and storytelling. These pedagogical approaches are instrumental in fostering a collaborative, effective, and innovative learning milieu. This paper aims to illustrate a research-grounded (STEAM) activity that serves as a model for integration into primary school curricula, exemplifying the synergy between disciplines in modern education.

Structural and functional model of formation of STEM-competencies of students of professional higher education institutions in mathematics teaching

Abstract This study focuses on the vocational preparation of learners in professional pre-higher educational establishments. The primary objective is to provide a theoretical foundation for, construct, and empirically evaluate the efficacy of a structural-functional paradigm for cultivating STEM proficiencies among students in these institutions through mathematics instruction. The pedagogical experiment corroborated the research postulate that attaining advanced STEM competencies in mathematics among professional pre-higher education students can be facilitated through a learning model that incorporates specific pedagogical conditions: motivating and stimulating students to engage in educational, cognitive and research activities in mathematics through engagement in cooperation and the use of individual and group coaching; implementation of STEM projects in mathematics teaching; usage of ICT to ensure visibility and research orientation of mathematics teaching. The experimental outcomes and accompanying educational resources have enabled a comprehensive analysis of the challenges associated with implementing STEM methodologies in mathematics instruction. This article aims to elucidate the key attributes of the devised structural-functional model and evaluate its implementation efficacy, with particular emphasis on the application of the authors’ developed pedagogical support materials.

Disparate Digital Literacy Levels of Nursing Manager and Staff, Specifically in Nursing Informatics Competencies and Their Causes: A Cross-Sectional Study.

The digitalization of healthcare is developing quickly. Every care provider needs to be up-to-date on this technology. The purpose of this research was to identify the digital literacy of nursing staff and nurse managers. A cross-sectional study assessed nurses' digital literacy, specifically with regard to nursing informatics competencies in hospitals, primary healthcare, and clinics. The study sample included 100 nurses and 83 nurse managers. Researchers applied a modified questionnaire on nurses' informatics competencies from TIGER Nursing Informatics, with a validity range of 0.497-0.897 and a reliability value of 0.975. Participants showed an acceptable level of computer literacy, although their scores were below 80%. Their scores were unrelated to workplace, duration and type of technology used, or gender. Nursing informatics competencies correlated significantly with age and work experience (p = 0.001). Age correlated negatively with technical computer skills but positively with competence in the implementation of healthcare. There was a positive link with a nurse's position and education level, indicating that nurses with more education acquire higher levels of informatics competencies than those with less education. Additionally, those in higher positions tended to possess more advanced digital competence. Nurse managers play a significant role in training nursing staff members to enhance their informatics competencies. This study's findings underscore the need to raise staff members' informatics competencies by providing additional training.

Unmasking Student Dynamics: the Impact of COVID-19 on Social-Emotional Development and Learning Engagement

This study aimed to examine the impact of COVID-19 on the pattern of socialemotional development and learning engagement of Korean students. It employs latent profile analysis to categorize middle and high school students based on their social-emotional development (action-orientation, optimism, perseverance, relationship with adults) and learning engagement (cooperative learning, and self-directed learning). The analysis, conducted during the fall semester of 2019 and the spring semester of 2020 amid COVID-19 school closures, explores nuanced patterns and effects. The findings reveal distinct student groups with discernible differences across all factors both before and during school closure. Notably, the research suggests that early social-emotional development may influence subsequent developmental stages and that a student’s social-emotional skills correlate with cooperative and self-directed learning. Furthermore, the study highlights the pandemic’s varied impact on student groups, indicating that those with advanced social-emotional competencies and established learning practices were resilient to school closures. In contrast, ’average’ students faced challenges in cooperative and active learning during lockdown. The study underscores the need for targeted educational measures, particularly for at-risk students, and suggests proactive preparation for future pandemics.

Advanced digital competency assessment of vocational teachers': A new approach based on fuzzy-analytical hierarcy process

<p>Teachers need digital competence to adapt easily to the current digital era. This study tries to discover the perceptions of vocational high school (VHS) teachers in Indonesia related to advanced digital competencies, which include information, communication, content creation, digital security, and problem-solving competencies. The multi-criteria Analytical Hierarchy Process (AHP) problem-solving method is used to rank the priority digital competencies that are most mastered by the respondents, and then their performance is validated by the fuzzy AHP artificial intelligence-based method. A poll was conducted with 392 respondents, with the research instrument adopting the digital competency measurement platform from DigComp. The study's results show that the fuzzy AHP method has proven that the classical AHP method is a very good way to prioritize VHS teachers' digital skills based on several factors. The two methods gave almost identical results in determining the priority order of VHS teacher digital competencies. The survey results reveal that VHS teachers in Indonesia must immediately develop their skills in terms of digital content creation and digital security. Teachers, teacher professional organizations, and decision-makers are expected to use the findings of this study as a reference in implementing VHS teacher digital competency improvement trainings.</p>

Nurses and Managers' Time Management Skills Assessment: A National Survey in the Italian Healthcare Setting.

One of the key strategies for the success of health organizations currently resides in the ability to develop advanced competencies in time management. Individuals who are able to spend their time efficiently are those who do not focus on a single issue within the allotted time but rather spread their time among several tasks. This study aims to investigate the attitudes, beliefs and knowledge towards the time management of nurses (clinicians, first-line and middle-level nurse managers) in their daily work. A descriptive, cross-sectional survey was conducted in private and public settings across Italy. Time management was assessed using the University "G. D'Annunzio" of Chieti-Laboratory of Business Psychology's Questionnaire. Among the respondents (N = 74), 67.6% were female, and the age range was 51-60 years (40.5%). The three reported sections (Time management, Health conditions and Ability to delegate) showed several items with statistical significance (p < 0.05). Anxiety, stress and negative perceptions are statistically related to time management skills and knowledge. Healthcare institutions and regulatory bodies should provide resources and support to nurses and managers to improve their time management. The topic is of paramount importance and forms the basis of all work performed.

Developing a hybrid and networked educational approach to lifelong learning for organisations and employees

Developing work-related competencies suitable to the ongoing changes in surrounding society could be discussed in terms of lifelong learning. In such a context, the role of higher education has been identified as a key to develop advanced competencies applicable in a networked society. The current project includes scholars from three Swedish universities, representatives and employees from six Swedish bank and insurance companies, and a related governmental agency, all belonging to an established network. The project focuses on highly specialized professionals and their organisations, and the paper aims to answer the following research question: How can a hybrid and networked educational approach to lifelong learning for organisations and employees at the advanced level of higher education be designed? The investigation applies design-based research, and preliminary findings indicate that a hybrid and networked educational approach for lifelong learning for organisations and employees could be viewed from various perspectives. However, an overall observation is that several boundaries dissolve – for example, the ones between universities and participating and collaborative organisations – when a hybrid and networked educational approach for lifelong learning is designed. For one thing, universities should not be reduced to suppliers of education, and organisations should not be reduced to receivers of knowledge. Of particular interest is that participants working with data from their organisations can devote time to organisational challenges and/or utilize a deeper understanding of such challenges in a university course module approach. While the project still is in progress (the implementation phase is ongoing, and the phase intended to evaluate completed course modules has not started yet), the preliminary hybrid and networked approach for lifelong learning needs further development before it can be established. Nevertheless, early trials highlighting the idea of flexible courses that consist of various short modules developed in collaboration between universities and participating organisations indicate a promising venue for creating long-term relationships that could include deeper university-organisation and/or university-industry collaborations. Dialogues with course module participants and representatives of the collaborative organisation reinforced this preliminary conclusion.

Competency development for pharmacy: adopting and adapting the FIP global advanced development framework.

Pharmacy education shifts toward competency-based training to meet healthcare demands. This study aims to develop and validate the Kuwait Advanced Competency Framework (KACF) for pharmacists. The study adopts the FIP Global Advanced Development Framework (GADF) to develop a country-specific framework, emphasizing the importance of aligning with global standards while adapting to local contexts. The developed framework builds upon the Kuwait Foundation Competency Framework to address the need for advanced pharmacy services. This is a mixed methods study that employed an "adopt and adapt" approach. The KACF was adopted from the FIP GADF and adapted following four phases. Phase one involved checking and validating the Arabic version of the FIP GADF. Phase two employed a series of focus groups to validate accuracy and relevancy of competency statements. Phase three utilized a workshop with different stakeholders as a final step of validation. Phase four involved a national survey to assess the national pharmacy workforce against the framework competencies. Qualitative feedback from focus groups and workshops informed competencies modifications. Quantitative data were analyzed using descriptive and multiple correspondence analyses (MCA). The translation phase verified a bilingual framework that could be utilized by pharmacists in Kuwait. The initial and final validation phases identified 20 behavioral statements (out of 22 in the original document) that are relevant to pharmacy practice in Kuwait. The national survey, comprising 169 respondents, validated the KACF's applicability, revealing variations in career stage progression across competency clusters. Findings highlighted associations between career stages and practice settings, offering insights for tailored workforce development strategies. The KACF emerges as a pivotal tool for advancing pharmacy services in Kuwait, aligning with global trends toward competency-based education. Findings underscored the necessity for context-specific approaches in advancing pharmacy practice, providing a comprehensive understanding of competency progression and readiness for advanced roles.

Responsibilities of a transport university for the development and dissemination of advanced competencies in the fields of transport and transport education in the context of the expanding BRICS space

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Catalysts for change: A qualitative study of middle managers' perception of nursing professional competence in primary healthcare.

This study aims to explore middle managers' perception of nursing professional competence within the Norwegian primary healthcare service, a sector vital for managing complex patient needs. Semi-structured interviews were conducted with four middle managers across different municipalities in Norway. Qualitative content analyses, following Graneheim and Lundman, were used for analysing the transcription of the interviews and the data collected. The qualitative content analysis revealed three main themes: the significance of advanced competence, challenges related to competence development and the necessity for defining advanced competence. The findings indicate that middle managers recognise the importance of advanced nursing competence in providing comprehensive patient care, notwithstanding challenges in manpower and competence enhancement. This research underlines the significance of investing in increased competence and improved management in primary healthcare and offers valuable insights for healthcare policy and practice to enhance patient care.

Cardiology intensive care unit nurse in italy: definition of advanced competences. IN-CORE study

Abstract Background/Introduction Since the establishment of the Cardiology Intensive Care Units to date, there have been many scientific and technological progresses that have involved not only the pathways of diagnosis and treatment of patients in this specialist area, but also the specialist competencies that nurses must acquire in order to work in these settings. The epidemiological picture and incidence of comorbidities suggest the care of patients requiring intensive and specialised care, with the use of high technology and circulatory support systems, changing the usual setting of a cardiology intensive care unit to a high-intensity cardiology intensive care unit. To date, a few studies have been described in the literature that have mapped the competences of the cardiology intensive care unit nurse, but the heterogeneity of training education at a European level has not yet made a reference framework for this specialist area generalisable. (Endacott R., et al. 2022). In Italy, there are no specific postgraduate courses focused on specialist cardiac intensive care skills development for nurses. To develop such courses, content incorporating appropriate competencies is required and this study was designed to meet this. Purpose To identify the core competencies of nurses working in High-intensity cardiology intensive care units (ICUs) in Italy to develop national competence framework. Methods A three-round e-Delphi study was conducted with a group of 30 experienced cardiac intensive care unit nurses; 28 completed all three rounds. The first round asked each participant to write down five competences, which they were asked to prioritize in the second round. In the third round, they were asked to prioritize again, considering the scores made in the second round. The final list of competencies was the one that achieved a greater than 70% agreement among the participants. Results We identified 12 core competencies that include a few competence areas, including high-tech care, emergency management, teamwork, and critical decision-making. Only slight differences emerged among the panel of experts regarding the priority given to certain core competencies, such as ECG reading, emergency management and technical and practical skills in the intensive care area. Conclusions This is the first study in Italy to identify the core and advanced competencies of nurses working in high level cardiac intensive care units. This study provides an important basis for the development of postgraduate educational programme and a framework for the definition of national standards to be implemented in clinical practice.

Vascular access specialist teams versus standard practice for catheter insertion and prevention of failure: a systematic review

ObjectiveBillions of vascular access devices (VADs) are inserted annually for intravenous therapy worldwide. However, their use is not without challenges. Facilitating the process and enhancing results, hospital authorities have created...

Factors influencing intercultural competences of hospital workers for multicultural patients in South Korea.

This study aims to assess the intercultural competence of general hospital workers in South Korea by examining their understanding of cultural diversity in healthcare and to identify factors influencing their intercultural competence. A cross-institutional survey was conducted with 439 participants from four South Korean general hospitals, employing inferential statistics such as one-way Analysis of Variance, Mann-Whitney U, and Kruskal-Wallis test followed by post-hoc, and multiple linear regression analyses. While 85% (n = 362) of participants acknowledged the significance of multiculturalism in Korean society, only 11% (n = 49) felt competent in treating multicultural patients. Additionally, 72% (n = 315) experienced significant linguistic difficulties in medical communication. Multiple regression analysis identified advanced English competency, multicultural training experiences, and peer support with organizational awareness of multicultural importance as significant positive contributors to intercultural competence. Despite recognizing the importance of multiculturalism, general hospital workers face significant language barriers and low self-efficacy in providing care to multicultural patients. To address these challenges, hospitals should designate resident translators for culturally appropriate communication. Furthermore, a tri-tiered training approach is proposed to enhance the five domains of intercultural competence among general hospital workers in Korea, including overarching multicultural training, occupation-specific courses, and long-term managerial programs aimed at managing cultural diversity effectively in healthcare settings.

The dynamics of syntactic and lexical complexity measures in academic writing

This study explores the L2 production of university students enrolled in an English as a Medium of Instruction (EMI) course, by means of the analysis of the complexity of their academic writing performance. It focuses on syntactic and lexical complexity and their relationship with L2 writing quality and L2 proficiency. The participants were 182 L2 college-level students at difference levels of proficiency in English. The essays were evaluated by means of both global ratings of writing quality and quantitative measures of syntactic and lexical analysis. Results showed that the length of sentences and noun phrases, as well as subordination are all related to writing quality. In addition, the length of noun phrases along with lexical richness and diversity can differentiate proficiency levels. This study shows a greater use of complex phrasal constructions in the writing of more competent third-level students. Finally, our study that at advanced competence levels syntactic and lexical complexity are not synchronous, as syntactic complexity remains stable while lexical complexity continues increasing.

Equity in the classroom

Abstract The theme of equity in the classroom is particularly relevant and necessary in the current context of education. The choice of this theme is motivated by several important factors that underline the need for a systematic and rigorous approach in the study of educational equity. Equity in education represents a fundamental pillar for sustainable social and economic development. In a constantly changing society, where ethnic, cultural, and socio-economic diversity is increasingly pronounced, ensuring equitable access to quality education for all students becomes extremely necessary. The study of equity in the classroom allows for the identification and addressing of inequalities that affect the educational success chances of students from different backgrounds. Conducting a dissertation on the theme of equity in the classroom will allow me to develop advanced research skills, critical thinking, and analytical competencies. These skills are essential for my career in the field of education and will enable me to significantly contribute to the development of more equitable educational policies and practices. Additionally, this research will facilitate collaboration with other professionals in the field of education, encouraging the exchange of ideas and experiences.

Digital competence among pre-service teachers: A global perspective on curriculum change as viewed by experts from 33 countries

In the intensely developing information society, the education of pre-service teachers presents an organisational, methodological, and conceptual challenge. Recent years have necessitated reflection on the content and modalities of the formation of digital competence in pre-service teachers. This article – considers which components the digital competences of the new generations of teachers should contain and how this area can be effectively developed within academic education. The article is the result of interviews conducted with 35 experts (recognized scholars in the field of media pedagogy) from North and South America, Africa, Australia and Oceania, Asia, and Europe. Qualitative interviews using the Delphi methodology were conducted between June and September 2022. Using grounded theory principles, it was noted that there is a need to modify pre-service teachers' curricula in the following areas: creating, retrieving and managing digital content; integrating ICT into subject content; developing soft skills; enhancing interactivity in the classroom; social aspects of ICT; distance learning; new socio-technical processes; advanced digital competencies; predictive learning; analysing the impact of ICT on human life; data protection; e-risks; low digital competencies; understanding media messaging; and supporting people with disabilities.