Competency Assessment Research Articles

Assessment of Informatics Competency Among Nursing Faculty Members and Its Application in Educating Nursing Students at Abadan Nursing Faculty

Background: Nursing informatics in educational activities can serve as a strategy to bridge the gap between clinical practice and nursing education programs. Objectives: This study aimed to assess the informatics competency of nursing faculty members and its application in educating nursing students at Abadan Nursing Faculty. Methods: This descriptive-analytical research was conducted in 2023 at Abadan Nursing Faculty. The sample consisted of 73 faculty members from the nursing, operating room, and anesthesia departments, who were included in the study through census sampling. Data collection was performed using the standardized Nursing Informatics Competency Assessment Tool (NICAT) and an electronic teaching aids checklist. Data were analyzed using SPSS version 18, with independent t-tests, one-way analysis of variance (ANOVA), and Pearson’s correlation at a significance level of P < 0.05. Results: The mean score of faculty members’ nursing informatics competency at the Nursing Faculty was 110 out of a maximum of 150, placing it within the proficient range. The highest score for nursing informatics competency was related to the informatics literacy dimension (47.65), while the lowest was related to the information management skills dimension (19.54). Information management skills (r = 0.881, P < 0.001), computer literacy (r = 0.871, P < 0.001), and informatics literacy (r = 0.976, P < 0.001) were significantly correlated with nursing informatics competency. Faculty members reported the highest use of multimedia content development (mean score = 4.19) and the lowest use of robotic surgery (mean score = 1.71). Conclusions: Faculty members’ informatics competency was reported to be at a proficient level. However, due to advancements in technology and transformations in nursing care, it seems necessary to improve nursing faculty members’ abilities in all aspects, particularly in the information management skills dimension. It is recommended to hold faculty development programs regarding the integration of technology into the curriculum to elevate the quality of education.

Assessment of student-teachers' digital competencies across educational aspects: the current status and areas for improvement

In the present digital age, improved teacher digital competencies are increasingly becoming an important component of teachers' qualifications. The purpose of this study was to investigate the digital competencies level of student-teachers and probe the areas for improvement. The subject of this study was undergraduate student-teachers in their final year of Bachelor of Education degree programmes from the College of Education at one of the public Universities in Tanzania. Purposive and convenience sampling techniques were employed to get a sample of 549 participants. The study employed the UNESCO ICT Competency Framework for Teachers (ICT CFT) as a theoretical framework. The study employed a quantitative approach and descriptive cross-sectional design. Data were collected through an online survey that included six competency areas linked to teachers' professional practices. Data analysis procedures included descriptive and inferential analysis. The findings revealed that student-teachers perceived their digital competencies as moderately higher at the knowledge acquisition level and moderately low at the knowledge deepening level of ICT CFT. The results also demonstrated that student-teachers were more competent in integrating technology in educational aspects that are indirectly linked to teaching (e.g. teacher professional learning, and organization and administration) and less competent in educational aspects that are directly linked to classroom teaching (e.g. pedagogy, and curriculum and assessment). The study further established a positive and statistically significant association between student-teachers' digital competencies and knowledge acquisition and knowledge deepening levels. The results of the present study signify the importance of developing student-teachers' digital competencies across all educational aspects. However, in order to guarantee technology integration in classroom teaching, it is recommended that teacher education programmes focus more on improving student-teachers' digital competencies in competency areas that are directly linked to classroom pedagogical practices.

POLICY OF COMMON COMPETENCY ASSESSMENT IN TAIWAN’S HIGHER EDUCATION AND ITS APPLICATION IN UNIVERSITY AFFAIRS DATA

<p>This study focus on the competency assessments conducted through the University Career and Competency Assessment Network (UCAN), a platform widely utilized in Taiwan’s higher education system. Using a private university in Taiwan as a case study, the research tracked cohorts of students who enrolled between the 2018 and 2021 academic years. UCAN assessments were administered as pre-tests during the students’ first year and post-tests in their third year to measure changes in their common competencies. Institutional data obtained from these assessments were analyzed using one-way ANCOVA and independent sample t-tests to explore the impact of the Higher Education Sprout Project, which emphasizes innovative teaching, on students' competency development. The results from the longitudinal analysis reveal significant improvements in all eight core competencies, with the most notable self-efficacy gains observed in communication, problem-solving, and information technology skills.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0726/a.php" alt="Hit counter" /></p>

Islamic-Centred Leadership: Qualifying Leaders For Islamic Banks

Islamic banking operates under the principles of Shari’ah law, which governs its financial practices and ethical standards. However, a major challenge facing the industry is the disconnect between the leadership skills required for Islamic banking and those currently in place. In light of this, a research study was conducted to evaluate the alignment between the competencies of leaders in Gulf countries’ Islamic banks and the Shari’ah law’s requirements. The study utilized a qualitative approach, including interviews with eight purposively selected HR managers from various banks in the region. The findings revealed a significant gap between the leadership competencies and the principles of trust and justice emphasized in Shari’ah law. This discrepancy highlights the need for a more thorough assessment of competencies to ensure that they align with the values and goals of Islamic banking. By bridging this gap, Islamic banks can effectively incorporate the principles of Shari’ah law into their leadership competencies and promote a more efficient and successful industry.

Training physicians in motivational communication: An integrated knowledge transfer study protocol.

While behavior change counseling (BCC) targeting health risk behaviors has shown efficacy for improving patient health outcomes, barriers to knowledge translation have resulted in poor uptake among health care providers (HCPs). This article outlines the development of a new BCC training framework for HCPs, from inception to readiness for efficacy testing. It provides an example of integrated knowledge translation (iKT) used in alignment with the obesity-related behavioral intervention trials model. (a) A modified Delphi process identified essential BCC skills for HCPs; (b) a survey assessed HCP attitudes and training needs; (c) an online competency assessment tool was developed using iKT mixed methods; (d) a training program was developed and refined using a logic model; and (e) the program was optimized using iterative rounds of participant feedback. A future proof-of-concept trial (f) will determine the program's readiness for full efficacy testing. A Delphi panel (n = 46) identified 11 core BCC competencies for HCPs, defining "motivational communication." The HCP survey (n = 80) showed willingness to devote 4 hr to introductory training in BCC. The Motivational Communication Competency Assessment Test (MC-CAT: an online, interactive evaluation tool) and a motivational communication training program (MOTIVATOR: accredited for continuing education by the Royal College of Physicians and Surgeons of Canada) were collaboratively developed with knowledge users. The optimization process (n = 11) provided key feedback, with minor changes being made to the program. In developing a new BCC framework, obstacles to BCC implementation were addressed through an iterative iKT process. This should improve eventual intervention uptake. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Implementing an obstetric simulation training protocol in a critical access hospital

BackgroundA high-fidelity (HF) simulation training protocol was implemented to improve nurses' knowledge, skills, and self-confidence to improve patient quality of care and safety, thus ultimately having an impact on decreasing maternal mortality rates. SampleThe sample consisted of 16 participants including nurses, a physician, emergency medical technicians (EMTs), and paramedics. MethodsThis project used a self-confidence and competence assessment prior to and following participation to determine statistical significance. In addition, review of the National League for Nursing Student Satisfaction and Self-Confidence in Learning tool data was done to determine the overall success of implementing a HF simulation training protocol. ResultsSuccess of the simulation and content was determined by a reported increase in self-confidence and competence post-simulation. The summative evaluation revealed that participants felt that implementing a HF simulation training protocol, in general, was useful for training. ConclusionWhile this project focused on obstetrics, the premise of the project can be applied to many subject areas to advance practice in rural health. Findings suggest that use of a high-fidelity simulation training protocol is beneficial.

Variations in Trauma Education Practices Across Emergency Medicine Residencies: Insights from a National Survey of Program Directors.

Care of the acutely injured trauma patient is integral to the practice of emergency medicine. It is currently unknown how most emergency medicine residencies structure their residents' trauma experience and little guidance for competency assessment is provided by the Residency Review Committee. Our study aimed to determine current emergency medicine residency practices in trauma resuscitation. We conducted a cross-sectional survey of members of the Council of Residency Directors in Emergency Medicine (CORD) listserv in April 2023. Frequency with percentage of item responses is reported and differences across trauma levels assessed via Fisher's exact test (α = 0.05). Fifty-seven program directors responded to the survey (21.9%), the majority of whom operate at Level I facilities. Significantly more Level II/ III centers send residents to other sites for trauma experience compared to Level I (p = 0.000). Residents participate in all key procedures (eg, airway management, central venous access) when managing traumas except thoracotomy where participation was notably lower and statistically different across levels (p = 0.000). Lastly, program directors were very confident their residents can lead traumas independently and few acknowledged citations for deficiency in trauma training. Trauma training and confirmation of competency is critical among EM residents who may serve as the sole lead in rural emergency departments. This study demonstrates that there is considerable variability in how residency programs structure trauma education, particularly with regards to the exposure to invasive procedures and the opportunity to lead trauma resuscitations. As the American Board of Emergency Medicine has introduced requirements for program directors to attest specifically to the competence of residents to lead trauma resuscitations, standardized and validated tools should be adopted to support this attestation and ensure competence regardless of the program hospital's trauma level.

Strengthening the Multiple-Choice Assessment: Improving Item-Writing Skills of Physician Assistant Educators.

Physician assistant (PA) educators are tasked with the challenging privilege of ensuring future PAs are knowledgeable and competent to practice medicine. Most enter academia without formal education in providing education. They learn as they go-a treacherous and steep learning curve. This study provides PA educators literature and skills to bolster the strength and validity of multiple-choice examination items to measure learner progress and identify knowledge gaps. Skills can be improved at the level of the individual educator and program or institution. Approaching item writing and item revision in a stepwise, evidence-based manner can improve the quality of the items, strengthening multiple-choice examinations. This process can yield improved assessments of students' medical knowledge and competence. This study aims to provide the PA educator with techniques to improve their item-writing skills.

Exploring profiles of engagement in reading, numeracy, writing, and computer skills-use of U.S. adults with low literacy skills

AbstractThis study uses Program for the International Assessment of Adult Competencies (PIAAC) data to examine latent profiles of engagement in reading, numeracy, writing, and computer skills-use for U.S. adults with low literacy skills. Additionally, we examine how these profiles relate to overall literacy performance and demographic heterogeneity. Results indicate five engagement profiles: High (8%), Average-High (44%), Average-Low (40%), and two generally Low profiles that are most differentiated on numeracy skills-use engagement (5.5%, 2%). High and Average-High engagement profiles had higher probabilities of adults scoring at a higher literacy level than the Average-Low profile and to a greater degree than the lowest engagement profile. Covariates of learning disability status, English speaker status, race, ethnicity, age, and educational attainment were also related to differences in literacy performance and skills-use engagement. Employment status was unrelated to differences in literacy performance and skills-use engagement. Generally, native English speakers, non-learning disabled adults, younger adults, those identifying as non-Hispanic and White, and adults with higher educational attainment (high school/some college and college degree or higher) had higher probabilities of higher literacy performance, particularly in the High and Average-High engagement profiles. Findings have implications for increasing skills-use engagement in daily life to increase literacy performance and suggest differences by demographic characteristics that may be of interest to adult foundational education programs.

Analysis of the Kampus Mengajar Program Cohort 7 on the Improvement of Literacy and Numeracy Abilities of Students at SD Negeri 1 Margototo

The Kampus Mengajar program, part of the Merdeka Belajar-Kampus Merdeka (MBKM) initiative, enables university students to engage in primary education, particularly in areas with limited access. This study analyzes the impact of the seventh cohort of the program on literacy and numeracy skills at SD Negeri 1 Margototo. Using a qualitative case study approach, data were gathered through observations, interviews, and documentation from teachers, students, and participating university students. The research findings indicate that there was an increase in the average scores from the pretest and post-test of the Minimum Competency Assessment (AKM), specifically a 42% improvement in literacy skills and a 44% improvement in numeracy skills. These findings suggest that the Kampus Mengajar program plays a significant role in enhancing the quality of primary education and serves as an effective collaborative model between university students and schools in underserved areas.

Postpartum Hemorrhage Management in Canadian Emergency Nursing Practice

Background: Postpartum hemorrhage (PPH) remains a leading cause of maternal mortality globally, claiming approximately 70,000 lives annually. Despite preventive efforts, high-income countries, including Canada, have reported increasing rates of PPH. The rising incidence and associated complications indicate improved emergency nursing practices in managing PPH are needed. Methods: PPH guidelines from the Society of Obstetricians and Gynecologists of Canada, Federation of International Gynecologists and Obstetricians, and the Canadian Association of Perinatal, and Women’s Health Nurses were compared to National Emergency Nurses Association guidelines. The competencies, medications, and obstetric maneuvers for PPH that may be relevant to emergency nurses were extracted and categorized for the emergency nursing HIRAID (History & Red flags, Assessment, Interventions, & Diagnosis) framework. Findings/Results: We found 13 discrete skills across the PPH guideline recommendations that are applicable to emergency nurses. There is near perfect overlap in medical recommendations, but gaps exist between FIGO and SOGC guidelines and NENA and CAPWHN guidelines. There are SOGC and FIGO guidelines that apply to emergency nurses that are not addressed in NENA guidelines, Discussion: There was significant overlap on treatment recommendations from maternal health bodies such as uterotonic drugs, hemorrhage control, and hemostatic resuscitation. There were significant gaps in NENA recommendations. Conclusion: The comparison of PPH guidelines highlights where NENA guidelines need further detail. These skills are particularly significant for providing nursing care in rural and remote areas. Standardized protocols for PPH management, interprofessional collaboration, and regular competency assessments are included in most guidelines but are conspicuously absent for emergency nurses. To address the gap, NENA could integrate national emergency nursing PPH competencies standards or develop recommendations for the care of maternal emergencies.

The INAPP Dispositive for the Formative and Authentic Assessment of Key Competences in IVET

The INAPP Dispositive for the Formative and Authentic Assessment of Key Competences in IVET

Patient safety and quality improvement education in dermatology residency programs: a nationwide survey of program directors.

Patient Safety and Quality Improvement (PSQI) are key components of graduate medical training, as detailed by the Accreditation Council for Graduate Medical Education (ACGME), with specific requirements that residents participate in experiential learning in PSQI during residency training. This study aimed to analyze the breadth of available and required PSQI educational experiences across dermatology residency programs in the United States. The objective of this study was to characterize the scope of PSQI educational experiences across dermatology residency programs. We electronically surveyed program directors of all ACGME-accredited dermatology residency programs from September 2023 to March 2024. Responses to the survey were anonymously collected with Research Electronic Data Capture (REDCap). Of the 145 dermatology programs surveyed, 37 program directors responded (25.5%). 89.2% of programs reported requiring residents to participate in PSQI educational experiences, with the most common being participation in a resident-led QI project (70.3%), which was also the most commonly available experience (91.2%). The least common required experience was observed simulated patient safety events and analyses. 83.8% of programs reported formal mechanisms to assess residents' competency in QI. This study highlights variation in PSQI experiences within dermatology residency programs across the United States. More than 10% of surveyed programs reported no required QI experiences during residency training despite ACGME program requirements. Additional gaps include variation in assessment of resident PSQI competencies. This study provides insight on the current landscape of PSQI education across dermatology residency programs and identifies opportunities to strengthen dermatology programs' PSQI educational offerings.

The equivalence of a high-stakes objective structured clinical exam adapted to suit a virtual delivery format.

The COVID-19 pandemic necessitated rapid adaptation of clinical competence assessments, including the transition of Objective Structured Clinical Examinations (OSCE) from in-person to virtual formats. This study investigates the construct equivalence of a high-stakes OSCE, originally designed for in-person delivery, when adapted for a virtual format. A retrospective analysis was conducted using OSCE scores from the Internationally Educated Nurse Competency Assessment Program (IENCAP®). Data were collected from 15 exam administrations between January 2018 and June 2022, encompassing 2021 examinees (1936 in-person, 85 virtual). The Many-Facet Rasch Measurement (MFRM) model was employed to analyze the invariance of examinee ability, case difficulty, and criteria difficulty across in-person and virtual formats. Results revealed overall examinee ability estimates remained invariant regardless of the OSCE format, while invariant violations were identified in only three of the 15 cases (N = 20%) adapted to suit the virtual format. The most significant adaptation, namely the use of a verbal physical examination to suit the virtual context achieved equivalence to its hands-on in-person counterpart given evidence of invariance across criteria estimates. Interestingly, criteria scores in invariant violated cases displayed a higher level of stability or consistency across the virtual OSCE formats versus their in-person counterpart highlighting a potential benefit of the virtual versus in-person format and potentially linked to the verbal physical examination. The study found that while examinee ability and case difficulty estimates exhibited some invariance between in-person and virtual OSCE formats, criteria involving physical assessments faced challenges in maintaining construct equivalence. These findings highlight the need for careful consideration in adapting high-stakes clinical assessments to virtual formats to ensure fairness and reliability.

The politics of tinkering: developing the PISA assessment of global competence

ABSTRACT The popularity of OECD’s PISA tests as benchmarks for shaping global and national education policies is premised on its reputation for developing technically robust surveys by engaging leading experts who are untouched by politics. Drawing on the Science and Technology Studies (STS) subfield of the sociology of measurement, we illustrate how the view of these surveys as a-political and purely technical achievements is a myth. Using detailed documentary analysis supported by interviews with PISA insiders, we describe the interplay between technical expertise and political expertise in the development of the 2018 surveys of global competence. This paper highlights the challenge for the PISA insider group who must negotiate how to maintain scientific authority whilst gaining political backing and trust. We refer to the key strategy of ‘tinkering’ that is required to keep various actors aligned to the project through stages of development and moments of uncertainty.

Understanding Nursing Students' Competency in Working with Culturally Diverse Populations: A Palestinian Perspective.

Understanding cultural competency is essential for providing competent, culturally sensitive care for improving health outcomes. Therefore, the aim of this study is to examine nursing students' competency in working with culturally diverse populations. A cross-sectional design was conducted among 243 nursing students during their internship. The Cultural Competence Assessment Scale and a perception of student competency scale were used. The study revealed that nursing students hold a high level of behavioral competence and awareness, with mean scores of 4.99 ± 0.84 and 4.77 ± 0.52, respectively. Nursing students' cultural competency behavior was significantly predicted by resident location and cultural awareness, as revealed by multivariable regression analysis. Nurses must deliver culturally competent health care to individuals from a variety of backgrounds. It is critical to implement efficient interventions, including focused educational programs, aimed at improving students' readiness to offer equitable and culturally sensitive care to various patient populations.

Evaluating a novel method of scoring multirater assessments of leader competencies.

Evaluating a novel method of scoring multirater assessments of leader competencies.

Design, Implementation, and Analysis of an Assessment and Accreditation Model to Evaluate a Digital Competence Framework for Health Professionals: Mixed Methods Study.

Although digital health is essential for improving health care, its adoption remains slow due to the lack of literacy in this area. Therefore, it is crucial for health professionals to acquire digital skills and for a digital competence assessment and accreditation model to be implemented to make advances in this field. This study had two objectives: (1) to create a specific map of digital competences for health professionals and (2) to define and test a digital competence assessment and accreditation model for health professionals. We took an iterative mixed methods approach, which included a review of the gray literature and consultation with local experts. We used the arithmetic mean and SD in descriptive statistics, P values in hypothesis testing and subgroup comparisons, the greatest lower bound in test diagnosis, and the discrimination index in study instrument analysis. The assessment model designed in accordance with the competence content defined in the map of digital competences and based on scenarios had excellent internal consistency overall (greatest lower bound=0.91). Although most study participants (110/122, 90.2%) reported an intermediate self-perceived digital competence level, we found that the vast majority would not attain a level-2 Accreditation of Competence in Information and Communication Technologies. Knowing the digital competence level of health professionals based on a defined competence framework should enable such professionals to be trained and updated to meet real needs in their specific professional contexts and, consequently, take full advantage of the potential of digital technologies. These results have informed the Health Plan for Catalonia 2021-2025, thus laying the foundations for creating and offering specific training to assess and certify the digital competence of such professionals.

Are we assessing motor competence? Evidence-informed constructs for motor competence in preschoolers through an Exploratory Graph Analysis

ABSTRACT Motor competence (MC) is conceptually defined as a multidimensional latent construct that covers the proficient performance in motor skills and its underlying mechanisms This study aimed to statistically provide arguments that MC is a network of interconnected constructs, such as FMS, coordination, and its underlying mechanisms, which are responsible for preschoolers’ proficiency in motor tasks. Participated 102 preschoolers (65 girls, M age = 4.22 ± 0.19) who were assessed for the Test of Gross Motor Development − 2nd edition, the Motor Competence Assessment, and the Supine-to-Stand. Data were explored using Exploratory Graph Analysis, using the EGAnet package in RStudio. A four-dimensional structure (61.2% of interactions) comprising tasks of the different protocols was underlined, in which all the nodes presented stable and adequate indexes (≥0.65; TEFI = –2.67). Four dimensions of MC were highlighted, namely Dimension 1, which combined movements for locomotor patterns; Dimension 2, comprising three process-oriented measures of object control skills to project objects; Dimension 3, which comprised of skills which require body coordination to displace body through space; and Dimension 4, composed by object control skills evaluated through product-oriented measures. For a better understanding of MC, the assessment of these different aspects that comprises MC should be considered.

Assessment of Surgical Competences for Neck Dissection and Total Laryngectomy on Revascularized Cadaver Models: Onco-Neck-Score and Onco-Larynx-Score.

In surgical simulation, evaluation tools are necessary to allow the overall and specific level of each gesture to be assessed for learners, to allow active feedback and follow-up. The aim of this study was to create and validate a scale for the assessment of competences for neck dissection (ND) and total laryngectomy (TL) in head and neck surgical oncology simulation specific for revascularized cadavers' models. Two independent scales were created for ND and TL based on a two-round Delphi method. The scales were used during ND and TL simulation sessions on SimLife® (Symedis, Poitiers, France) model. Surgical steps were scored by 2 independent observers. To assess its ease of use, a questionnaire was answered by senior surgeons (SS) at the end of the sessions. Fifteen items were included in the final version for ND scale and 20 for TL scale. The results of 14 lateral ND and 8TL were included. The mean score was higher for SS (69 ± 6.4; 87.5 ± 8.5) than for residents (36.5 ± 11; 57.5 ± 13.2) for ND (P = 0.0006) and TL (P = 0.028) respectively. Six SS strongly agreed that this tool had a positive impact on resident training with stepwise feedback and accurately represented their competences. We developed a pedagogic tool built to assess surgical competence for head and neck surgical oncology on revascularized cadaver models. This tool has a good construct validity thanks to the expert reviewing with Delphi method and appears to have fine acceptability by the SS.