Areas Of Competence Research Articles

The Relationship Of Temporary Job Rotation And Nurse Work Stress

Background: Work rotation does not always have a positive impact; productivity will decrease due to moving nurses to a new position, so there needs to be an adjustment again. In this type of temporary work rotation, there is a risk of problems because it is carried out in a relatively short period, and there is a lack of opportunity to adapt to a new environment, which can increase the work stress of nurses. Objective: To analyze the relationship between temporary work rotation and work stress of nurses in the Inpatient Hospital of the Hospital. Methods: Descriptive analytical research design with a cross-sectional approach, a total sample of 54 respondents selected using the Proportional Random Sampling technique. Results: The analysis test showed that as many as (53.7%) of respondents rated the temporary work rotation activity as "not good," and most of the respondents (70.4%) experienced "moderate" work stress. From the statistical test results obtained, p-value= 0.008 <0.05). Conclusion: There is a significant relationship between temporary work rotation and the work stress of nurses. Establish an appropriate policy regarding the appointment of officers and placement of work units according to their competence or clinical area, a schedule of rotation activities and a rotation process, a program of direction related to Rotation, and application of Rotation so that nurses are not bored and stressed

Healthcare professionals' digital health competence profiles and associated factors: A cross-sectional study.

To identify healthcare professionals' digital health competence profiles and explore associated factors to digital health competence in healthcare settings. A cross-sectional study. Data were collected from 817 healthcare professionals from nine organizations with an electronic questionnaire by using Digital Health Competence instrument (42 items) and Aspects Associated with Digital Health instrument (15 items) between 1st March and 31st July 2022. K-means clustering was used to describe digital health competence profiles. Binary logistic regression analysis was used to explore associated factors. Analysis revealed three digital health competence profiles: A - high competence (n = 336), B - intermediate competence (n = 352) and C - low competence (n = 129). Between the profiles, digital health competence showed significant differences (p < .001). Recent graduation year, working in outpatient environments and leader or specialist position were associated with higher digital health competence. Organizational practices and the influence from colleagues improved competence in human-centred remote counselling, digital solutions as part of work, competence in utilizing and evaluating digital solutions and ethical competence. Support from management improved digital solutions as part of work and ethical competence. Nursing and allied health professionals working in other than outpatient environments should be specifically acknowledged when digital health competence development initiatives are designed and targeted. The positive influence from colleagues could be harnessed by enhancing their involvement in digital health competence development methods such as orientation, mentoring or coaching. Additionally, managers should take a stronger role in supporting different areas of digital health competence. This was the first study that explored healthcare professionals' digital health competence profiles and associated factors. The detection of healthcare professionals' digital health competence profiles guides the development of digital health education according to different needs in healthcare environments. The study has adhered to STROBE guidelines. No patient or public contribution.

Development of basic motor competencies and connections with sport participation

Introduction During childhood, children develop their motor competencies. Basic motor competencies (BMC) are a central prerequisite for participation in sport activities (Herrmann et al., 2016) and form the basis for sport-specific skills (Hulteen et al., 2018). In school, children have a choice of formal (e.g. sports club) and informal (free play) settings in which they can engage in sports activities (Neuber &amp; Golenia, 2018). Children who are active in sports clubs have a higher level of BMC (Herrmann et al., 2017). Methods As part of the longitudinal study “Development of basic motor competencies in childhood (EMOKK-study)”, funded by the Swiss National Science Foundation (SNSF), the BMC of N = 659 preschool children (51% boys) and N = 393 1st and 2nd grade children (49.4% boys) were assessed at two measurement points. In addition, parent questionnaires were used to assess the children’s sport participation. In initial analyses, the development of BMC was calculated using ANCOVA, with age as a covariate. Results Differences between girls and boys could be observed in preschool as well as in 1st and 2nd grade. Boys showed better performance in “object-movement” whereas girls were better in “self-movement”. From first to second grade, sports club participation increased (F(1, 467) = 28.546, p &lt; .001, η2 = .058). In both measurement points, boys were more often active in sport clubs than girls. First and second graders who were active in a sports club performed significantly better in both competence areas (“object-movement”: t1: p &lt; .001, d = .42; t2: p &lt; .001, d = .68; “self-movement”: t1: p = .002, d = .38; t2: p = .001, d = .40) than children who were not. Discussion Children who were active in club sports show a higher level of BMC, which seems to persist in the longitudinal section. This indicates an early selection effect and the importance of BMC for club sport. In further analyses, variables on informal sport activities will also be considered.

First Senior Citizens University in Turkey-Empirical findings on the personal benefits of the programmes from the participants' perspective

The article reports on the evaluation of the programmes offered by the "60+Tazelenme Üniversitesi" (University of Antalya's Senior Citizens' University) from the users' perspective. 174 users (from a population of 6000 people) evaluated in a differentiated according to 18 characteristics their expectations of the programme before enrolling in the four-semester study programme and the personal benefits of the programme after completing it. The results show ahighly differentiated picture of the benefits realized with regard to areas of competence and quality of life. The empirical study is placed in the broader context of geragogics and universities of the third age.

Getting Comfortable with Being Uncomfortable: Approaches to Training in Culturally Relevant Consultation

ABSTRACT Consultation represents a core psychological practice and competency area for school psychologists, and it is critical that it accounts for the experiences of all individuals it is designed to support. Grounded in multiculturalism, cultural humility, and social justice, we argue that culturally relevant consultation is necessary to realize equitable and meaningful outcomes for minoritized youth in schools. The purpose of this manuscript is to present a model of teaching culturally relevant consultation. Specifically, we propose a preservice training model that includes (a) awareness of relevant theories and personal identities, experiences, biases, and existing knowledge; (b) conceptual knowledge of culturally relevant consultation practice; (c) acquisition of culturally relevant consultation skills; (d) application of culturally relevant consultation skills; and (e) ongoing self-assessment and reflection on social justice dispositions. This paper contributes to what we know about culturally relevant consultation training and provides future directions for training and research in this area.

Identifying a competency improvement strategy for infection prevention and control professionals: A rapid systematic review and cluster analysis

AbstractRemarkable progress has been made in infection prevention and control (IPC) in many countries, but some gaps emerged in the context of the coronavirus disease 2019 (COVID‐19) pandemic. Core capabilities such as standard clinical precautions and tracing the source of infection were the focus of IPC in medical institutions during the pandemic. Therefore, the core competences of IPC professionals during the pandemic, and how these contributed to successful prevention and control of the epidemic, should be studied. To investigate, using a systematic review and cluster analysis, fundamental improvements in the competences of infection control and prevention professionals that may be emphasized in light of the COVID‐19 pandemic. We searched the PubMed, Embase, Cochrane Library, Web of Science, CNKI, WanFang Data, and CBM databases for original articles exploring core competencies of IPC professionals during the COVID‐19 pandemic (from January 1, 2020 to February 7, 2023). Weiciyun software was used for data extraction and the Donohue formula was followed to distinguish high‐frequency technical terms. Cluster analysis was performed using the within‐group linkage method and squared Euclidean distance as the metric to determine the priority competencies for development. We identified 46 studies with 29 high‐frequency technical terms. The most common term was “infection prevention and control training” (184 times, 17.3%), followed by “hand hygiene” (172 times, 16.2%). “Infection prevention and control in clinical practice” was the most‐reported core competency (367 times, 34.5%), followed by “microbiology and surveillance” (292 times, 27.5%). Cluster analysis showed two key areas of competence: Category 1 (program management and leadership, patient safety and occupational health, education and microbiology and surveillance) and Category 2 (IPC in clinical practice). During the COVID‐19 pandemic, IPC program management and leadership, microbiology and surveillance, education, patient safety, and occupational health were the most important focus of development and should be given due consideration by IPC professionals.

Digital Transformation and Digital Competences of Urban and Rural Polish Youths

This article explores the level of digital competence of young people in Poland, with the indirect aim being to show the differences in the level of digital competence for adolescents living in rural and urban areas. The research covered a sample of 985 respondents, from 11–18 years old, from Poland. The research was carried out within the EU Kids Online network. The survey tool related to the assessment of digital competences covered issues of installation of software on mobile devices, configuration of internet access as pertains to confidential information, information security awareness, management of information downloaded from the internet, configuration of social networks, e-shopping, verification of costs related to the use of additional software, advanced information search, checking the reliability of information, and editing online content. Descriptive statistics, k-means cluster analysis, one-way analysis of variance (non-parametric test), and correlations were used to show the differences between rural and urban adolescents in the indicated areas. The collected data offer several postulates for education and education policy, being not only diagnostic but also implementational. Based on the analysis of the data, it was noted that: (a) Eleven areas related to basic digital competence strongly differentiate between urban and rural young people; (b) rural young people rate their own digital competence lower than urban young people do; (c) a small percentage of young people from both rural and urban areas have low digital competence; (d) one well-developed area of key competence does not always co-occur with another well-developed area; and (e) the style of using new media among rural and urban young people is similar.

The MODIFICATION OF IVA TEST PROPS TO PERFORM CERVIX CANCER EARLY DETECTION SKILLS

Background: The competence area that must be had by midwives is clinical skills in midwifery practice on women's reproductive health and sexuality services where midwife graduates must be able to know early detection, complications, and problems of women's reproductive health and sexuality. Phantom which is commonly used in IVA examination practice in the laboratory uses phantom that cannot describe the results of the examination interpretations. The phantom used only teaches the use of speculum and cannot show Squamo-columnar junction (SCJ), so it is necessary to develop a tool that can be used to perform IVA tests that can show portio before and after acetic acid. Research Objective: modify and utilize phantoms that are no longer feasible in a new teaching tool for the IVA Test practicum and test the feasibility of the developed tools. Method: This research is a development research that produces products with the One Shot Case Study method. Results: From the 35 respondents who participated in the field trial, the total questionnaire score obtained was 6,949 with a total ideal maximum score of 7,350. The percentage of eligibility obtained is 95%. Conclusion : Modification of IVA test examination props is Very Feasible to be used as IVA test props to perform cervix cancer early detection skills in a comprehensive application-based obstetric laboratory. It is recommended for all PLP in Indonesia to be able to develop creative and innovative ideas and ideas in the laboratory in utilizing teaching aids that are no longer suitable for use into new tools that increase the use value and benefits to support learning in the laboratory

Top–down disaggregation of life expectancy up to municipal areas, using linear self-regressive spatial models

The paper aims to analyse a statistical procedure for the definition of territorial indicators, such as the biometric function of life expectancy of citizens of a territory e0, applying a methodology of Top–Down spatial disaggregation, using census data from 2011 in Italy. Through spatial regressions with the methodology proposed in 1971 by Chow and Lin with the use of ISTAT elaborations of annual mortality tables, which are structured from the national level to the regional level, up to the smallest details of the main level, as a dependent variable and predictors a number k of census variables plus accidents in regression models, life expectancy can also be defined at municipal levels (not elaborated by ISTAT) and even at sub-municipal levels (Census Area). The structure of the 2011 census was characterized by 152 variables, collected with CAPI and universal CAWI survey on all the survey units, throughout the national territory, divided into administrative areas of competence and 402,677 more granular areas in census sections. This structure represents a very relevant and useful information asset for applying a spatial disaggregation of indicators, based on three fundamental assumptions:Structural similarity, whereby the aggregate model and the disaggregate model are structurally similar, i.e., the relationships between the variables are valid both at the aggregate (Top) and at the disaggregate (Down) level, with the consequence that the regression parameters are the same in the two models.Error similarity: for spatially correlated errors they present the same structure at both aggregate (Top) and disaggregate (Down) levels, significantly testing for zero spatial correlation;Reliable indicators: the variables in the regression models are efficient predictors at both aggregates (Top) and disaggregate (Down) levels, estimable from model efficiency tests.As we see in the following, compared to others, the best predictors of the census and income variables show us a good interaction in terms of active regressors on the estimation variable.

APN nurses' core competencies for general clinical health assessment in primary health care. A scoping review.

The field of Advanced Practice Nursing (APN) has developed over the past six decades. However, the definition of roles and responsibilities of APN nurses seem to be contested due to both a lack of a clear definition of the concept and to institutional and cultural barriers that restrict the nurses' opportunities to practise to the full extent of their competencies. The objective of this scoping review was to identify, examine and conceptually map the available literature on APN nurses' core competencies for general health assessment in primary health care. We performed a scoping review, following the methodological guidance for reporting as it is described by the Joanna Briggs Institute (JBI). Furthermore, the PRISMA-ScR statement and checklist for reporting scoping reviews were followed. Guiding the initial process for the search, we used the Population, Concept and Context mnemonic (PCC) to clarify the focus and context of the review. We found three areas of core competencies on which APN nurse draw in performing general health assessments in primary health care: (1) 'Collaborative, leadership and management skills' (2) 'Person-centred nursing care skills' and (3) 'Academic and educational skills'. Furthermore, we found that the three areas are interrelated, because it is crucial that APN nurses draw on collaborative competencies related to leadership and management to meet the service users' needs and deliver high-quality and person-centred care. There is a need for a more specific investigation into how APN nurses' core competencies play a role during general health assessments of patients in primary care. We suggest an evaluation of what works for whom in what circumstances looking into the interrelation between competencies, skills and knowledge when an APN nurse performs a general health assessment in a primary healthcare setting.

Penerapan Metode Weighted Product Pada Sistem Pendukung Keputusan Pemilihan Calon Dosen Pembimbing Skripsi

Decision Support System is a computer system that processes data into information to make decisions regarding specific semi-structured problems. It is specially developed to support solutions for unstructured management issues to enhance the quality of decision-making. The selection of potential thesis advisors at Hamzanwadi University's Informatics Engineering program is currently done by directly choosing an advisor while considering individual criteria or by seeking advice from peers. However, this direct selection method sometimes overlooks crucial aspects that should be prioritized. This research aims to construct a web-based Decision Support System (DSS) to assist final-semester students in the Faculty of Engineering at Hamzanwadi University in selecting their thesis advisors. The methodology employed in this Decision Support System is the Weighted Product method, which enables the calculation and comparison of multiple factors during the decision-making process. Factors analyzed in this study encompass the instructors' competency areas and the number of students they supervise. The utilization of this Decision Support System is expected to aid students in choosing an appropriate and fitting thesis advisor according to their needs. Moreover, the Decision Support System is anticipated to aid the faculty in providing information about potential thesis advisors before students finalize their choices. This research is expected to contribute to and benefit the development of information technology in the education sector

공공데이터를 활용한 초등학교 사회과 인공지능융합 수업 사례 개발 및 적용 연구

Objectives In this study, we investigated how project classes that discover and solve local problems based on public data affect the development of data literacy skills in elementary school students.&#x0D; Methods After analyzing the needs of instructors and learners by applying the ADDIE model, a 10-session social studies education program for elementary school using public data was developed and two Delphi tests were conducted. In addition, a two-group pretest-posttest experiment was conducted to measure the effects of data literacy on 38 fourth-grade elementary school students in Sejong City.&#x0D; Results The experimental group in which students directly searched and analyzed public data showed statistically significant improvement in the data collection area of data literacy competency compared to the control group in which students analyzed data provided by teachers. In addition, the experimental and control groups showed the same improvement in other areas of data literacy except the data collection area.&#x0D; Conclusions This social studies education program using public data improved the overall data literacy skills of fourth-grade elementary school students. In addition, compared to the existing teaching method that uses data provided by the teacher, the teaching program in this study can improve some areas of data literacy competency by allowing students to find data on their own in their daily lives and use it to solve problems.

Competences Expected and Gained during the Teaching Practicum: Analysis of Three Competence Areas Affected during the Pandemic

This study analyzes three competency areas promoted in the Practicum during the 2020–2021 and 2021–2022 academic years: pedagogical and didactic competences, coexistence and participation management and collaborative work. To this end, using a non-experimental design, data were collected from a sample of 725 Education students from University of Salamanca with the aims of determining the students’ expectations about the Practicum prior to its development and of measuring its impact on the students during its development or the influence of the context imposed during the COVID-19 pandemic. The research was contextualized in two Practicum subjects included in the curricula of the bachelor’s degrees in Early Childhood/Primary Education at the University of Salamanca. Both degrees are taught at three different university centers, Ávila, Salamanca and Zamora. The results revealed the importance of the preparation of the students in their university training period with regard to the first competence area, together with the perceptions of the students about what they learnt in the competences of areas 2 and 3. Relevant conclusions were drawn about their learning expectations towards the second area and the problems caused by the pandemic in order to develop communication skills with students and families.

DO MUNICIPALITIES HAVE THE POWER TO REGULATE THE KEEPING OF “DANGEROUS” DOGS?

Dog attacks and resultant deaths are frequent occurrences in South Africa. Pit bulls are responsible in many of these cases and there are calls for them to be banned. Dogs, however, are the property of their owners, and forcing people to give them up will amount to a deprivation of property and an infringement of a dog owner’s right to property, which is protected by section 25 of the Constitution. Dogfighting is rife in South Africa and the conduct of dog owners contributes to dogs being aggressive and leads to dog attacks. In terms of the Constitution, animal control is a functional area of concurrent national and provincial legislative competence; on a strict interpretation, this means that municipalities do not have the power to legislate on the function. However, everyone is guaranteed the right to freedom and security of the person, which includes the right to be free from all forms of violence from either public or private sources. As such, the municipality (as part of the State) must respect, protect, promote and fulfil the right. Municipalities also have a duty to promote a safe and healthy environment, and the power to make by-laws on matters they may administer. They may also exercise powers that are reasonable and incidental to the effective performance of municipal functions, which is supported by the principle of subsidiarity, the fulfilment of the duties arising from section 12 of the Constitution, and the objective to promote a safe and healthy environment. A municipality that has the necessary resources can legislate and enforce by-laws on matters listed in Schedule 4A and 5A of the Constitution, provided that such action seeks to further the objectives of Chapter 2 of the Constitution and is not in conflict with measures adopted by the national and provincial spheres. The National Society for the Prevention of Cruelty to Animals (NSPCA) is responsible for animal welfare, but the responsibilities of animal welfare organisations are becoming greater as urbanisation in South Africa accelerates and animals in many disadvantaged communities are in dire need of basic animal care. The suite of local government law is geared towards the social and economic upliftment of communities, and there is legislative justification for interventions by municipalities to address matters such as the control of public nuisances, dog licensing, the operation of pounds, and the conduct of community members that can alleviate the pressure on those organisations tasked with animal care. There are a number of legislative instruments that apply to animals. A consolidation of the provisions of the various pieces of legislation into a single by-law aimed at regulating the keeping and treatment of dogs, may result in increased law enforcement and (it is hoped) increased sentences as a result of amplified enforcement, as well as improved deterrence.

A National Evaluation of Social Justice and Antiracism Within School Psychology Graduate Preparation Programs

As school psychologists, we have an ethical responsibility to engage in social justice and antiracist action. Specifically, graduate education programs have a significant role to play in preparing future school psychologists as social justice change agents. To facilitate effective change, graduate educators must confront potential biases in university training programs and themselves, act in culturally affirming ways, and commit to using psychological science to prepare future school psychologists to engage in advocacy and combat systemic racism within youth-serving systems. The purpose of this study, therefore, was to explore training efforts aimed at promoting social justice, antiracism, and multiculturalism consistent with best practices within school psychology training programs. Additionally, this study aimed to identify how programs and individual faculty members were responding to increasing calls for racial justice and social justice and the impact of the “dual pandemics” of COVID-19 and racism on their training efforts. Finally, the researchers sought to identify facilitators and barriers to training and pedagogy focused on social justice, antiracism, and multicultural issues in graduate psychology training programs. Impact Statement As graduate educators, we must examine the extent to which school psychology graduate preparation programs are using the multicultural, social justice and antiracist practices recommended in the literature. With proper training, school psychologists wield significant power in dismantling structural oppression and praxis in schools and strengthening the adoption and implementation of culturally relevant academic and social-emotional and behavioral supports. However, social justice awareness, knowledge, skills and dispositions need to be explicitly taught and cultivated as areas of competency. Graduate educators and accrediting bodies should focus on improving the quality of preservice training for school psychologists so they may successfully navigate the myriad challenges associated with systemic change and act as effective change agents in bringing about racial and social equity in schools. This study provides a snapshot of graduate training efforts in these areas to help in identifying current practices, needs, strengths and future directions for the field.

Determining Digital Literacy Levels of Primary School Teachers

The primary purpose of this research was to determine the digital literacy proficiency perceptions of primary school teachers working in Eskisehir and compare them based on certain variables. The mixed method was used as a research method; the data were collected using the Digital Literacy Assessment Scale developed by Acar (2015) for quantitative findings and in-depth interviews for qualitative results. The quantitative study group consisted of 733 primary school teachers. In the qualitative dimension of the research, there were data from 7 primary school teachers who agreed to fill out the structured interview form and then take part in an in-depth interview. Quantitative data of the study were analyzed using SPSS software. Qualitative data were analyzed with the descriptive analysis method and interpreted according to their relationship with the research questions. The result showed that the primary school teachers perceive themselves as highly sufficient in regard to the different competence areas of digital literacy and that they dominate these competence areas to a great extent. There were significant differences between the digital literacy levels of the primary school teachers and their age, gender, educational status, seniority in the profession, personal computer possession, constant internet connection, technologies/practices used in education, and technological education. However, the grade level taught was not an influential factor in their digital literacy levels. Moreover, in-service training should be organized to provide digital literacy, using Web 2.0 tools, and integrating technology into the classroom environment, starting with those who have more service than their years of seniority in the profession.

Assessing the need for pre-mental health competencies in undergraduate education: insights from graduate faculty surveys.

Despite the value of clinical competencies for masters- and doctoral-level practitioners as well as the tremendous variability in preparedness for graduate school and at graduation from graduate school, there are no competency standards for students pursuing mental healthcare careers prior to graduate study. This study aimed to identify potential pre-mental health competency standards for undergraduates pursuing mental healthcare careers. Faculty at masters and doctoral programs in a range of mental healthcare fields were asked to rate their expectations of entry-level competence and the perceived entry-level competence of their first-year, bachelor-level graduate students on 42 sub-competencies derived from the APA's Competency Benchmarks in Professional Psychology. Faculty of both masters (N = 320) and doctoral (N = 220) programs reported high expectations of first-year graduate students for 11 competency categories (professional values/attitudes; relationships; management-administration; interdisciplinary systems; individual/cultural diversity; advocacy; scientific knowledge and methods; reflective practice, self-assessment, and self-care; ethical standards and policy; supervision, and research/evaluation) and 25 sub-competencies. Faculty in masters programs rated students as not meeting their expectations in 28 sub-competencies, while faculty in doctoral programs rated students as not meeting their expectations in 17 sub-competencies. Faculty recommended internships as well as improvement in writing, counseling skills, professional behavior, diversity, equity, and inclusion, cultural competence and humility, research methods, reading research, connecting research to practice, and education about the different mental healthcare professions. Our findings suggest that students would benefit from intentional training in multiple pre-mental health competency areas at the undergraduate level to facilitate graduate-level training in mental healthcare and to better prepare our future clinicians.

Kompetenzziele von primärqualifizierenden Pflegestudiengängen und intendierte Aufgabenprofile

IntroductionSince 2020, it has been possible in Germany to complete a primary qualifying degree in nursing in addition to vocational training in nursing. The study presented here investigates the extent to which the intended competence goals prepare students for the future fields of activity of university-qualified nurses. MethodsThe research question was answered (1) by means of a content analysis of module manuals for primary qualifying courses, specifically the information on the intended learning outcomes in the university part of the course, and (2) by evaluating the results of the analysis in focus groups with those responsible for the course. The areas of competence were used as evaluation criteria for the analysis of the module manuals. The text elements were coded using the analysis software MAXQDA. In the further course of the analysis, the competence areas were combined into three areas with a view to the task profiles (direct care, indirect care and competence area V/research competence) and the percentage weighting of the competence goals was calculated. Using study results from the project „Investigation of the implementation of the study programs within the framework of university nursing training according to the Nursing Professions Act“, the hours spent in these areas and the distribution of presence and self-learning time for direct nursing were determined. The results and the reasons for the curriculum design were then discussed in focus groups with those responsible for the degree program. ResultsThe module manuals reveal clear differences in formal design. The analysis of the learning outcomes specified in the module manuals according to the competence areas also shows considerable differences in the distribution of the percentages for the individual competence areas. In relation to direct care, the percentages range between 55% and 71%, the hours vary between 2,022 and 3,622 hours. With indirect care, the range is 246 to 520 hours. A comparatively high number of hours is planned for competence area V/research competence (869 to 1,426 hours). Also, the analysis leads to the conclusion that within the degree program with the lowest number of hours of face-to-face teaching only 690 hours of face-to-face teaching are spent on direct care, while the degree program with the highest number of hours provides 1,968 hours for face-to-face teaching.In the focus group discussions, the persons responsible for the degree program took a critical view of the hours spent on developing skills in indirect care in the primary qualifying degree programs. Those responsible for the degree programs also regard the very small number of face-to-face hours at some university locations as insufficient to develop direct care skills. DiscussionThe results suggest that the primary qualifying courses in some areas and at some study locations do not adequately prepare for the task profiles intended for HQP.

Teachers’ attitudes and self-efficacy toward augmented reality in chemistry education

Digital media have played a central role in everyday school life, at least since the governments in various competence frameworks define the digital competence areas. With a view to experimentation in STEM lessons, digital media offers a variety of opportunities to promote learning processes. A benefit is expected from technological progress when visually imperceptible scientific processes are made visible with software and hardware systems. Augmented reality combines the real and virtual worlds so that the viewer physically moves in a real environment that contains virtual elements. Consequently, augmented reality offers good conditions for expanding students’ subject-specific knowledge regarding substance-particle concept understanding. When a technology like augmented reality is used in the classroom, the learning environment must be accepted by teachers. Teachers are thus actively involved in the modification of digital learning environments so that they can identify, evaluate, and select digital resources. Teachers’ acceptance, therefore, presupposes an upbeat assessment of the usability of the innovation. Attitudes and self-efficacy can influence digital literacy and, thus, acceptance. The study investigates whether chemistry teachers positively embrace augmented reality and accept them as learning tools. Considering the T(D) Pack model, the teachers’ digital competencies are examined concerning the subject- and media-didactic evaluation of digital media. First, self-efficacy and attitudes of teachers (N = 157) are assessed. After processing the (non-/HMD-)augmented reality learning environment, an acceptance and usability test (N = 122) follows. The data analysis provides reliability and correlation analyses according to classical test theory. The results demonstrated that chemistry teachers saw great potential in using digital media and AR and, in particular, positively evaluated the AR learning environment on the tablet for chemistry teaching. In this context, the analyses revealed significant correlations between attitudes and acceptance.

Educators' digital competence in physiotherapy and health professions education: Insights from qualitative interviews.

This study seeks to outline the features of digital competences among educators in health professions education and pinpoint areas in need of enhancement. The transcribed interviews of nine educators in physiotherapy education were coded to align with The European Framework for the Digital Competence of Educators (DigCompEdu), adhering to a step-by-step procedure. In total, 320 significant units were coded to an individual competence. Three competence areas (Professional engagement, Teaching and learning, and Empowering learners accounted for (94.2%) of the codes, while the three remaining (Digital resources, Assessment, and Facilitating learners' digital competence) for 5.8% of cases. Several individual competences were not identified, across domains and the educators raised skepticism regarding the relevance of digital education for clinical practice. The study reveals deficiencies in the digital competence of health professions educators, highlighting gaps in strategies to utilize technology in their work and the integration of technologies with clinical skills. Educators exhibit individual-driven rather than collaborative digital professional development, expressing skepticism about technology's efficacy in clinical skills training. The results emphasize the urgent need for comprehensive improvement. Without addressing these issues, health education students may graduate without essential digital skills, hindering their contribution to technology development.