Areas Of Competence Research Articles

Cultural competency preparedness in medical and health professions students ‐ a collaborative study involving anatomy departments at 20 international universities

IntroductionTraining in cultural competency skills of medical and health professionals has become an important element of school curricula. Evaluation is often performed via self‐assessment among student cohorts within one country. Only a few studies utilize any standardized and validated tests. Little is known about global comparisons of baseline levels of cultural competency preparedness among students in various health professions.The aim of the study is to assess the baseline level of cultural competency preparedness in junior medical and health professions students at 20 universities from around the world, utilizing a previously validated and standardized testing tool. Results from this study will aid medical educators in the assessment of the extent of cultural competency required to be included internationally in health education curricula.Methods436 medical and students from various health professions students from 20 universities world‐wide participated via an anatomy‐based student exchange program (80% preclinical medical students).The students were given a validated questionnaire (1) to assess their preparedness in reference to cultural competency prior to the start of the program. The students were also asked to self‐evaluate their cultural competency skills on a 5‐point Likert‐type scale (“none” to “a lot”) encompassing different areas of competency (e.g., knowledge, intrapersonal and interpersonal skills, internal and external outcomes, attitudes). Data were analyzed in Excel for statistical analysis stratified by global region ‐ North America (NA), Europe (EUR), United Kingdom (UK), East Asia (EA), and Australia (AUS)ResultsData are presented as means (M) and their standard deviation.The highest self‐assessment mean was for attitudes toward different cultures (4.4 ± 0.7) and lowest for knowledge about other cultures (3.4 ± 0.8).Regarding the question of general preparedness, the average score was 2.93 (± 1.0) in the validated tool (5‐point Likert‐type scale, “very unprepared” to “well prepared”); 4.6% of students felt “very well prepared”, while 24% felt only “well prepared.” A comparison by region showed the highest scores were from NA (3.14 ± 1.1), and the lowest scores from the UK (mean 2.74 ± 0.9).Regarding preparedness to evaluate patients from different cultures, 7% of students felt “very well prepared”, and 24% felt “well prepared”. Comparison between regions showed that the highest scores were found in EUR (3.1± 0.9).Regarding preparedness to treat patients with limited language proficiency, 14% of students felt that they were “very well prepared” (2.6; ± 1.1). A breakdown by regions showed that the highest scores were found in EUR (2.78 ± 1.0).Regarding preparedness to treat patients from ethnic minorities, 17% felt they were “very well prepared”, and 31% felt “well prepared” (3.4 ± 1.1), with the UK scoring highest in this category (3.56 ± 1.1).DiscussionOverall, there appears to be a discrepancy among junior students’ self‐assessments of their cultural competency skills and of their preparedness to treat patients, when compared to standardized test results. Cultural preparedness was similar across the evaluated regions.The data reveal that most regions in the world can benefit from cultural competency training for junior medical and health professions students.Reference1. Green AR, Chun MBJ, Cervantes MC, Nudel JD, Duong JV, Krupat E, et al. Measuring Medical Students' Preparedness and Skills to Provide Cross‐Cultural Care. Health equity. 2017;1(1):15‐22.

Deliberate practice of consultation communication skills: A randomized controlled trial.

Consultation is a key competency area for school psychologists, though much is unknown about how school psychologists develop the competency to consult. Deliberate practice (DP) is a promising approach to enhance use of communication skills, thereby supporting consultation competence. DP training included multiple opportunities for video-recorded consultation practice in response to a consultee's request for assistance, self-reflection on skill application, and corrective supervisory feedback. In this randomized controlled trial, 109 school psychology graduate students across 45 training programs received either consultation training as usual delivered through their first consultation course (control group; n = 61) or a supplemental DP training intervention in addition to their first consultation course (treatment group; n = 48). Students who completed the DP training significantly increased their use of communication skills during a simulated practice opportunity, while the control group participants did not. Students in the DP condition also reported significantly greater self-efficacy than students in the control group, although students in both groups reported significantly greater self-efficacy over time. DP participants also reported high levels of training satisfaction. Implications of these findings for the design and delivery of consultation training and supervision are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Reflections on professional competence by child welfare students in Norway

ABSTRACT This article examines child welfare students’ reflections on what they consider to be particularly important competence for a child welfare professional. Two hundred and two reflective papers written by child welfare students were collected and interpreted using thematic analysis. The analysis shows that relational competence was considered the most important competence and was elaborated on the most by students. The other areas of competence were not described in detail and there were few explanations as to how and why these competences are useful. Consequently, the child welfare professional’s theoretical competence and decision-making role are downplayed. The findings are relevant when discussing social work practice and education because the students’ understanding of their profession’s knowledge base might influence their professional identity and their readiness for work.

Students Tele-All: Self-Efficacy and Self-Reflection as Measures of Student Success in Telepractice Training

With an increasing demand for telepractice services, the need for telepractice education is more important than ever. In addition to learning how to deliver these services, certain clinical and technological skills learned through telepractice apply more broadly to in-person care. Evaluating students’ abilities to master these skills is necessary to ensure clinical skill competence. We utilized self-efficacy ratings and self-reflections to determine student growth after hands-on telepractice training among nursing, occupational therapy, physical therapy, and speech-language pathology students. Students across disciplines demonstrated growth in all measured skill areas and reported overall increased confidence. Students with less prior telepractice experience reported greater increased confidence in seven measured competency areas than students with more prior telepractice experience. The number of completed sessions at the end of student placements was correlated with increased confidence for one measured skill area. Regardless of whether or not students had prior experience when starting their placement, as the number of telepractice sessions completed increased, thus did students’ confidence levels. The results of this study support telepractice as a viable clinical education tool for student growth and the use of self-efficacy and self-reflection as valuable tools for monitoring the effectiveness of telepractice clinical learning activities.

Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries: A Cross-Sectional Study on Associations With Age, Sex, Body Mass Index, and Physical Activity.

Basic motor competencies (BMC) are a prerequisite for children to be physically active, participate in sports and thus develop a healthy, active lifestyle. The present study provides a broad screening of BMC and associations with age, sex, body mass index (BMI) and extracurricular physical activity (PA) in 10 different European countries. The different country and regional contexts within Europe will offer a novel view on already established BMC associations. The cross-sectional study was conducted in 11 regions in 10 European countries in 2018. The motor competence areas, object movement (OM) and self-movement (SM), were assessed using the MOBAK-1-2 test instrument in 3758 first and second graders (age: M = 6.86 ± 0.60 years; 50% girls) during Physical Education classes. Children were questioned about their extracurricular PA and age. Their body weight and height were measured in order to calculate BMI. Statistical analyses included variances and correlations. The results showed significant differences in BMC levels between countries (OM: F = 18.74, p < 0.001, η2 = 0.048; SM: F = 73.10, p < 0.001, η2 = 0.163) whereas associations between BMC and correlates were similar. Boys performed significantly better in OM while girls performed better in SM. Age was consistently positively related to OM and SM with older children reaching higher levels of BMC than younger ones. While participation rates for extracurricular PA differed widely, participation in ball sports was correlated with OM and SM. Participation in individual sports showed a significant association with SM. In summary, BMC levels of children seem to depend on where they live and are strongly related to their participation in extracurricular PA. Therefore, education and health policies, in order to enhance motor competence development and PA participation, are recommended. Further research on country-specific Physical Education frameworks and their influence on BMC will provide more insights into structural factors and cultural characteristics of BMC development. On a school level, support tools and educational materials for teachers about BMC may enable children to achieve a basic level of motor competencies through Physical Education, contributing to lifelong participation in PA.

Norwegian public health nurses' competence areas.

ObjectiveTo explore the competence areas of public health nurses in Norway.DesignA qualitative and comparative design was employed.SampleA purposive sample of 41 public health nurses participated.MeasurementsData were gathered from focus groups and individual interviews. The interviews centered around an open question about public health nurses’ knowledge. They also discussed 10 proposed competence areas for public health nursing, developed from the literature. A qualitative content analysis was conducted on the interview transcripts, followed by a synthesis of the data from the interviews and earlier developed competencies. The 10 competence areas for Norwegian public health nursing were then refined. Finally, we compared the affirmed competence areas with earlier developed cornerstones and the new educational guidelines.ResultsThe interviews revealed 10 competence areas. These 10 competence areas were synthesized with the 10 proposed competencies from literature. Ten affirmed competence areas, which mostly corresponded with the competences from literature, were developed. The affirmed competencies were supported by the previously developed cornerstones and new educational guidelines.ConclusionsThe affirmed competencies will help promote and explain the content and focus of PHNs’ work in Norway and may have implications for education and international research.

Validation and Profile of Chinese College Students’ Digital Competence Scale

Digital competence is one of the vital competences for lifelong learning. The European Digital Competence Framework for Citizens (DigComp) proposes five areas of digital competence while UNESCO Digital Literacy Global Framework (DLGF) puts forward seven areas of that. The present study seeks to build on these Frameworks by developing and validating an assessment tool that considers a total of seven areas to measure the digital competence of College students, including operation devices and software, and searching, accessing, processing, using and managing digital information, and protecting devices &amp; privacy as well. A questionnaire of 773 random participants was collected to conduct exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The results showed that the final 7-factor scale with 31 items was formed as a valid and reliable instrument for measuring the digital competence of Chinese college students. The keywords extracted from the feedbacks of open-end questions were about to outline the research direction of digital competence for future study.

"Optimizing Employability Skills in Automotive Engineering and Entrepreneurship Skills for Economic Recovery in Post COVID-19 Pandemic Ravaged Automobile Industry"

The study examined the employability and entrepreneurship skills in automobile technology that are required for graduates of technical education to succeed in this covid-19 pandemic era as well aids greener economic recovery. The study identified 12 employability skills and 35 entrepreneurial skill competency areas in automobile technology that can aid graduates of technical education to function and succeed in the automotive industry in this covid-19 pandemic era. The study concludes that when graduates of technical education acquire the relevant employability and entrepreneurship skills, they have higher chances of success in either employment or running their own enterprise in automobile technology industry in this covid-19 pandemic era that will consequently aid greener global economic recovery.

Análisis documental de los perfiles de egreso vigentes de las carreras de Fisioterapia en Chile

IntroductionThe entry-level profile corresponds to a formal statement of an institution about the intended learning outcomes of a profession. This commitment includes developing a professional identity, specifying the main areas of professional activity and its key attributes. Besides, universities’ training must transparentize institutions’ commitments to their graduates and society. There is currently no standard for professional training in Physiotherapy in Chile, and it is necessary to move toward this purpose by starting with an analysis of what universities offer today. PurposeTo analyze the main areas of performance and competencies declared in the competency-based exit profile of Physiotherapy entry-level programs delivered in 2021 in Chile. Material and methodQualitative documentary research was carried out of the competency-based exit profile, published on the web sites of 41 Higher Education institutions in Chile that delivered Physiotherapy entry-level University Programs during the 2021. A thematic content analysis was carried out assisted by CAQDAS NVivo 12 pro. ResultsSeven main categories were obtained that characterize competence areas of the current competency-based exit profile in Physiotherapy entry-level programs in Chile: physiotherapist intervention; clinical reasoning in physiotherapy; promotion and prevention in health; research; health management and administration; education; and entrepreneurship and innovation. ConclusionsThe main areas of performance present in the exit profiles of the university programs of Physiotherapy in Chile were identified. A reflection would be made about the practical meanings for university professional training in Physiotherapy in Chile to respond to the present and future professionals requirements with the identity centered on the human movement as the axis of professional action.

Language Competences amidst Corporatization, Digital Technologies, and Learning English for Specific Purposes

This paper looks at the tripartite problematic perspective in current English for Specific Purposes educational practices in order to direct educational practices toward the progressive approaches and improvement in the area of language competences. One aspect of the thematic framework concerns the problem of the varieties of English in the light of the question of the norm. The other is related to the problem of corporatization of education. The third perspective focuses on digital technologies in a globalized world, as well as their role in and impact on education. The empirical part of the research was conducted in the form of a survey in which students answered questions about these thematic clusters. The research indicated the justifiability of the conceptual framework of the paper. It also revealed the angles from which the initial concerns could be questioned. The insights may open up an avenue for future tendencies in the syllabus design and classroom activities within English for Specific Purposes. Based on them, the authors recommend a balanced approach to nonstandard variants of English in ESP; an awareness and application of the benefits of both technology and in-person, face-to-face communication; a motivation for learning English that transcends sheer concern for profit.

The empowerment of female students from deprived backgrounds through education for social transformation – A study of Tangaza University College, Nairobi, East Africa

The research focused on the empowerment of female students for social transformation at Tangaza University College, whose core values consist of Catholic social teachings. The college provides higher education to young people who would otherwise not have the opportunity for higher studies. Of the 2,000+ college students, 1,500 receive partial or full scholarships. The aim of the study was to find out how Tangaza fulfils its mission of educating for social transformation, from the responses of female students from low to very low income families. These are in two groups: female students mostly from squatter areas in the city of Nairobi, and the women religious, who primarily come from villages where primary and secondary education is sadly inadequate. The study makes use of a synthesis of theories of empowerment compiled by a social scientist, Mann Hyung Hur. The results showed how Tangaza’s education for social transformation has empowered its female students in the three areas of personal growth, job competence and social responsibility. However, there are differing degrees of empowerment among the three categories. An analysis is done of the differences between the three areas of empowerment, and recommendations are made. The sample population consists of women graduates of Tangaza University College from the academic years 2010-2017.

Naturopathy, complementary and integrative medicine in medical education – position paper by the GMA Committee Integrative Medicine and Perspective Pluralism

Background: A large part of the population in Germany makes use of naturopathic, complementary and integrative medical treatments. There are now numerous scientific studies that provide evidence of efficacy for certain indications. At German medical faculties, selected procedures and their application are taught within the cross-sectoral unit called QB 12 and some elective courses, with a focus on specific aspects are offered. So far, however, there has been no structured curriculum that longitudinally anchors teaching across medical studies and enables all students to consider naturopathic and complementary medical options for patient care later on and to integrate them effectively into the diagnostic and treatment process.Objective: The aim of this position paper is to show the relevance of this topic for medical education, to clarify terminology and to present core competencies and possible implementation options for training.Method: The Integrative Medicine and Perspective Pluralism Committee of the German Association for Medical Education developed this position paper in a multi-stage consensual process, in cooperation with the Forum of University Work Groups on Naturopathic Treatment and Complementary Medicine.Results: First, different umbrella terms were discussed and an existing definition of integrative medicine and health was chosen for subsequent use. Building on this step, the status of education and its scientific foundation in Germany was considered in an international context. In the next step, a competency profile for medical training, consisting of seven areas of competency, was developed and described in detail with regard to naturopathic, complementary and integrative medicine. Implementation options were identified using possible starting points in the curriculum and using established examples of best practice.Conclusion: Despite different priorities at each faculty, it was possible to find an agreement on the development of competencies and anchoring them in medical education on the basis of a common definition of terms. Currently, the implementation in the mandatory and elective areas is very heterogeneous. As part of the current revision of the Medical Licensure Act, there are many possible starting points for the integration of naturopathic and complementary medical teaching content, especially in interprofessional and general practice courses. The implementation and accompanying research of targeted teaching settings should lay the foundations for a long-term and binding integration into medical education. Overall, it is clear that medical education in the field of naturopathy and complementary and integrative medicine has the potential to develop comprehensive core medical competencies.

Digital proficiency: Sorting real gaps from myths among higher education students

AbstractDigital competence is among the basic key competences for digital learning and employability. For this reason, its acquisition and development should be on the agenda of higher education institutions (HEIs) who wish to prepare their students to thrive in an ever faster evolving digital labour market. However, the existence of a valid instrument that can help HEIs measuring and further integrating digital competence into pedagogical and organisational practices with sufficient precision is yet to be accomplished. This article provides a valid and reliable instrument to measure higher education students' digital competence on the basis of the European Digital Competence Framework for Citizens, also known as DigComp. The instrument was applied to a sample of 411 students from a mid‐large public HEI and the results attest its validity and reliability. In addition, the study explores proficiency differences among students from different fields of education and training, and gender. Results demystify the idea that ICT students are more digitally competent than those in other fields of study, but suggest males score higher than females, which feeds into the ongoing debate of gender differences in relation to digital technologies and the readiness of females for the digital labour market. The results lead to clear implications for research and practice. Practitioner notesWhat is already known about this topic Digital competence is critical for higher education (HE) students to benefit from digital learning, strive in a digital society and increase employability prospects. There is a lack of valid instruments to measure higher education (HE) students' digital competence and facilitate the identification of digital competence gaps. Few studies focus on the relationship between HE students' digital competence, gender and fields of education and training (FET). What this paper adds A valid and reliable instrument based on a common European framework for digital competence. HE students lack the necessary digital competences to effectively cope with digital environments. Digital proficiency is particularly low regarding “Safety”, “Problem solving” and “Digital content creation” competence areas. ICT students show less proficiency than those from other FET. Male students score higher than females. Implications for practice and/or policy The instrument can be adopted by different stakeholders to assess students/future job seekers' digital competence. HE institutions could benefit from such an instrument as a diagnosis to design specific teaching and learning strategies and target students' proficiency and particular needs. Tackling specific FET and competence areas can better support the development of students' digital competence and facilitate their employability prospects.

A Critical Review of Factors and Challenges Influencing Non-Medical Prescribers in Primary and Urgent Treatment Care Facilities in England

Background: Non-medical prescribing in England has empowered allied health professionals such as nurses, paramedics, and pharmacists working in acute and primary care settings to prescribe within their competency area in suitable work settings. The opportunities for non-medical staff to prescribe in respective clinical areas of expertise have increased substantially and continue to do so. Prescribing is now an integral part of advanced clinical practice, which is not limited to just nurses but has expanded to other allied health professionals. Purpose: To analyse the factors and challenges influencing prescribing for non-medical prescribers, during consultations with patients in primary and urgent treatment centre facilities Methods: This study employed a critical systematic review of relevant articles chosen from electronic databases including CINAHL, Medline, Cochrane library, and Scopus. Keywords were used to formulate a search pattern using Boolean operators and suitable qualitative studies relevant to the inclusion criteria were selected. Results: Thematic analysis of the articles concluded that there were a lot of sub-themes including a lack of protocols to support decision-making, peer support, and difficult patients which were interdependent posing as a potential barrier or acting as a facilitator in certain consultations Conclusion: The findings have provided adequate reassurance that non-medical prescribers were aware of the facilitators and barriers to non-medical prescribing. Organizational support and continued professional development are key components of the barriers and enablers for non- medical prescribers working in urgent and primary care settings.

Core Competencies in Clinical Neuropsychology as a Training Model in Europe.

The multitude of training models and curricula for the specialty of clinical neuropsychology around the world has led to organized activities to develop a framework of core competencies to ensure sufficient expertise among entry-level professionals in the field. The Standing Committee on Clinical Neuropsychology of the European Federation of Psychologists’ Associations is currently working toward developing a specialty certification in clinical neuropsychology to establish a cross-national standard against which to measure levels of equivalency and uniformity in competence and service provision among professionals in the field. Through structured interviews with experts from 28 European countries, we explored potential areas of core competency. Specifically, questions pertained to the perceived importance of a series of foundational, functional, and other competencies, as well as current training standards and practices, and optimal standards. Our findings revealed considerable agreement (about three quarters and above) on academic and clinical training, despite varied actual training requirements currently, with fewer respondents relegating importance to training in teaching, supervision, and research (a little over half), and even fewer to skills related to management, administration, and advocacy (fewer than half). European expert clinical neuropsychologists were in agreement with previous studies (including those conducted in the United States, Australia, and other countries) regarding the importance of sound theoretical and clinical training but management, administrative, and advocacy skills were not central to their perspective of a competent specialist in clinical neuropsychology. Establishing a specialty certificate in clinical neuropsychology based on core competencies may enable mobility of clinical neuropsychologists across Europe, and, perhaps, provide an impetus for countries with limited criteria to reconsider their training requirements and harmonize their standards with others.

Digital Competence in Cybercrime Behaviours: A Study Based on Eurobarometer Research

The purpose of the article is a study of components of digital competence (technological and humanistic) in cybercrime behaviours, based on the example of internet levels (technical, social and informative) as well as the confrontation of theoretical assumptions with the frequency of their experience by the citizens of the European Union. Subject to analysis were fourteen reports of Eurobarometer, carried out in twenty-eight countries of the EU in the years 2011-2019. The method applied is a quantitative and qualitative analysis of data available, comparative, historical as well as analytical-synthetic. Two research hypotheses were accepted: 1) A catalogue formulation of digital competences focusing on social-demographic traits should be replaced by a relational formulation taking into account the skills, knowledge and attitude of internet users. 2) EU citizens possess greater digital competences of a technological character and more often admit being affected by cybercrime behaviours of a technological kind than of a humanistic one. The first hypothesis was confirmed, whereas the second was only partially confirmed. In basing ourselves on a typology of three layers of the internet, we proposed two areas of digital competence: technological competence and humanistic competence (social and informative). These were subordinated to particular layers of the internet and in this context an analysis was carried out of the social opinion of EU citizens on the subject of cybercrime behaviours. The low level of humanistic competence (52%) reported by EU citizens determines a high degree of fear which does not show a causal-effective connection in the actual level of noted experiences of being a victim of criminal behaviour.

Constatation of the teachers’ competence areas in general education

Problem statement. The article presents experimental data on the teachers competence areas. Methodology. The investigative approach of the continuous professional training was based on a complex, applied research strategy that combines both quantitative and qualitative methods of investigation. Results. The conducted analysis identified teachers competence areas in continuous professional training such as relational competence, teaching-learning competence, managerial competence, design and planning competence, specialized cognitive competence, and evaluation and monitoring competence. The article presents experimental data of the pedagogical experiment conducted with 888 subjects divided into two samples: the training sample (441 subjects) and the control sample (447 subjects). Conclusion. The framework for assessing teachers competence areas served as a basis for identifying teachers competence areas, which contains the following components: evaluation criteria, performance levels, performance indicators, degree of evaluation and descriptors.

RELATIONSHIP BETWEEN INTELLECTUAL ABILITIES AND DIGITAL COMPETENCE OF ADOLESCENTS

The paper notes that for the successful digital socialization of adolescents, it is necessary to develop intellectual abilities and form critical thinking. The purpose of the research is to study the relationship between digital competence and intellectual abilities of adolescents. As a methodological tool, we used: the "digital competence index" method, the "progressive matrices" test by D. Raven, the TSI subtests of "the structure of intelligence test" by R. Amthauer, the critical thinking test, the S. Frederick's cognitive reflection test (CRT), the diagnostic technique Emotional Intelligence (EQ) by N. Hall and S. Epstein's Intuitive Style Questionnaire (REI). On a sample of 105 adolescents (mean age 14.8 years; SD = 1.22; 76 % female), various significant relationships were found between the components of information competence, suggesting the success of activities (“knowledge” and “skill”) on the one hand and scales of verbal, non-verbal and mathematical intelligence, critical thinking, cognitive reflection and emotional intelligence, on the other hand. Digital competence is statistically more significantly associated with the verbal type of intellectual abilities, as opposed to mathematical and non-verbal intelligence. An analysis of the correlations between intellectual abilities and areas of digital competence has shown that the closest links are found in the sphere of consumption of goods and services across the Internet and work with content on the network. The special role of emotional intelligence and cognitive reflection as important cognitive foundations of digital competence is discussed. Thus, the results of the study make it possible to overcome the lack of empirical evidence of the relationship between digital competence and intelligence, focusing on individual components of digital competence that are most associated with intelligence, and on individual intellectual abilities of adolescents that are most associated with successful digital socialization.

71 Burn Intensive Care Unit Early Mobility Competency Based Orientation

IntroductionCompetencies in healthcare are used to teach practice standards, to establish expectations for professional growth, and to evaluate and improve the effectiveness of educational programs. Benefits of early mobilization of Burn Intensive Care Unit (BICU) patients include improved ICU related weakness and delirium, range of motion, and decreased length of stay while promoting functional independence. A rehabilitation competency was developed for early mobility with the patient in the BICU using nationally agreed-upon standards for competence. By design this competency for BICU early mobility is part of a tiered training structure, with the burn rehabilitation and pediatric competencies serving as additional tiers of burn therapist training at our organization. The goal of this competency is to provide direct therapist training, including alignment with the inter-professional team involved with this intervention.MethodsA pretest was issued regarding BICU early mobility competency. The pretest asked the therapist to indicate their perceived level of competence in the areas of functional mobility, indications and contraindications of BICU early mobility, Respiratory Care Provider (RCP) protocols and documentation of BICU early mobility. Based on the results of this pretest, it was identified that BICU early mobility would be prioritized as the next training tier. The BICU Early Mobility Competency was created in Competency Based Orientation (CBO) format, including nationally agreed-upon standards for burn therapist competence. The method of this training is designed to occur with an ongoing patient case study for validation, with the CBO as the teaching tool.ResultsCreation of this competency as part of a tiered training allows our burn center to have an educational program which aligns with the nationally agreed-upon standards for burn therapist competence. Creation of this competency resulted in direct communication channels between rehabilitation, RCP, nursing and physician teams.ConclusionsThis tiered system allows for time management of the validator signing off on competencies, and encourages use of current resources and literature in the areas of burn therapist competence and professional development.

Adolescents’ Emotions in Spanish Education: Development and Validation of the Social and Emotional Learning Scale

The aim of this study was to develop and validate a scale for measuring the different areas of competence of the social and emotional learning model in students in compulsory secondary education. For this purpose, following the recommendations and quality standards established by the specialised literature, the Social and Emotional Learning Scale was constructed and administered to a convenience sample of 1385 students in compulsory secondary education. The results reveal adequate reliability of the instrument and fairly satisfactory fit indices for the structural model proposed. In addition, external evidence is provided for the validity of the instrument with the variables life satisfaction and school performance. The Social and Emotional Learning Scale is of satisfactory metric quality and provides a detailed and consolidated picture of adolescents’ level of self-awareness, social awareness, self-control, interpersonal skills and responsible decision making, which provides students with an instrument that can help to understand their interpersonal and intrapersonal skills and to establish mechanisms for their improvement.