Competency Assessment Research Articles

Assessment of γ-ray and neutron safeguard competence of phosphate glasses containing potassium tungstate: comparative study

Assessment of γ-ray and neutron safeguard competence of phosphate glasses containing potassium tungstate: comparative study

Minimum Competency Assessment in Madrasah Ibtidayah

This study aims to analyze the implementation of the Minimum Competency Assessment (MCA) at the Madrasah Ibtidaiyah level. To examine the assessment's preparation, implementation, and understanding among educators and strategies to develop literacy and numeracy within the assessment framework. This study used a qualitative approach, involving 24 subjects selected through stratified sampling based on school status and role, including principals, teachers, supervisors, and students. Data were collected through interviews, observations, and documentation. Data analysis followed the stages of Milles and Huberman, including data condensation, data display, and conclusion. The results showed that the preparation of the MCA included preparing facilities, improving internet connectivity, and training for teachers. The MCA was carried out by dividing students into several waves and sessions, including simulations before the assessment began. However, there needs to be more teachers' understanding of the objectives of the MCA, especially in terms of literacy and numeracy, which affects the overall effectiveness of the assessment. Strategies to develop literacy and numeracy, such as integrating technology into teaching practices, are essential to better prepare students for the digital aspects of the evaluation. In addition, the findings show that despite significant efforts made by schools to prepare for MCA, challenges such as inadequate technological resources, limited teacher preparedness, and technical issues during assessments pose substantial barriers. The study suggests that addressing these challenges is critical to improving the effectiveness of MCA and achieving its goals of improving student competency and overall educational quality.

Effect of self-directed versus traditional learning model on nurses’ airway management competencies and patients’ airway-related incidents

IntroductionSelf-directed learning (SDL) stands as a contemporary approach to learning, offering efficient and sustainable strategies for enhancing knowledge and practices. Given the pivotal role of nurses in ensuring patient safety and care effectiveness, this study aims to assess the impact of the SDL model compared to the traditional learning model (TLM) on elevating nurses’ airway management (AM) competencies and minimizing airway-related incidents.MethodologyThe study employed an experimental research design using a posttest-only control group structure within a two-group comparison framework. Seventy-two nurses participated, with 35 in the study group and 37 in the control group at the Obstetrics and Gynecology Hospital affiliated with Cairo University, Egypt. The trial was carried out between February 2020 and July 2021. Following an assessment of SDL readiness for the intervention group, they received SDL model training based on Knowles’ SDL principles, while the control group received TLM. The primary endpoint was a significant elevation in nurses’ airway management competency, with the secondary outcome being a significant decrease in airway-related incidents reported by nurses. Competency assessments occurred immediately after completion of the intervention and again three months later.ResultsA statistically significant difference was observed between the control and intervention groups regarding their practice and knowledge scores, with p-values of 0.02 and < 0.01, respectively. Additionally, the clinically relevant difference between control and intervention groups was evidenced by the effect size (ES) Cohen’s d in both practices and knowledge levels (-0.56 and − 1.55, respectively). A significant difference was also noted between the first post-assessment and the paired second post-assessment concerning nurses’ knowledge and practices among control and intervention groups, as indicated by the paired t-test with p < .01. Over three months, the intervention group reported 18 airway incidents, while the control group reported 24, with no statistically significant difference (> 0.05).ConclusionThe SDL model significantly enhanced nurses’ competencies in AM compared to the TLM. However, the efficacy of both learning models diminishes over time. Although nurses who underwent SDL model reported fewer airway incidents compared to those who received TLM approach of learning, no statistically significant difference was detected.Trial registrationThe study has been registered with Clinical Trials.gov under the registration number (NCT04244565) on 28/01/2020.

Positive or Negative and General or Differentiated Effect? Correlation between Parental Involvement and Student Achievement

Parents can have a significant impact on student progress, but it is unclear whether generally influential forms of parental involvement can be identified or if they have a differential impact. Our research focuses on the impact of different forms of parental involvement (at-home and in-school involvement) on primary and high school students’ academic performance, and we also examine the differences between low- and high-status families. Our quantitative research analyzed data from all students that were in Grade 6 and Grade 10 in Hungary in 2019, and we conducted analysis using the Hungarian National Competency Assessment database (n = 183.366). We examined how parental involvement affects children’s mathematics and reading achievements. The results of our research were as follows: (1) Parental involvement type impacts student achievement. Home-based PI has a negative effect, while teacher–parent conferences and discussing school events have a positive effect. (2) The link between parental involvement and student achievement is weaker for higher-status families compared to lower-status families. Based on our results, the generalizability of the positive impact of parental involvement can be questioned because not all forms of it have a favorable effect on student achievement.

Effectiveness of Triage Professionals' Knowledge and Experience on Their Ability in Early Diagnosis and Consequent Treatment of Acute Coronary Syndrome: A Literature Review Study

Objective: To investigate the impact of triage professionals' knowledge, experience, and other key attributes on their ability to accurately diagnose and initiate early treatment for Acute Coronary Syndrome (ACS) through a review of existing literature. Methods: A literature review was conducted using established databases. Studies examining the relationship between triage professionals' expertise and their ability to manage suspected ACS cases were included. Results: The review uncovered several key themes regarding the role of triage professionals in managing suspected ACS cases: Triage professionals must possess multifaceted expertise, combining strong knowledge, clinical competency, effective communication, and sound decision-making skills to effectively manage potential ACS cases in high-pressure environments. Accurate ACS identification demands specific skills such as comprehensive knowledge, competent assessment, clear communication, and strong decision-making abilities. Experience plays a significant role in shaping triage professionals' abilities, enhancing intuitive skills and pattern recognition. However, it can also be susceptible to limitations such as fatigue-induced bias, highlighting the need for strategies to mitigate these challenges. Educational interventions emerge as effective tools for improving triage professionals' knowledge and confidence levels. Well-designed training programs have been shown to lead to quicker identification of high-risk patients, potentially resulting in improved patient outcomes. Despite these findings, the review identified several gaps and areas for improvement in current research. Limitations include a lack of emphasis on the direct link between interventions and patient outcomes, limited longitudinal studies, and variations in methodology and setting that hinder generalizability. Addressing these limitations is crucial for advancing our understanding of the effectiveness of educational interventions in improving the early management of ACS by triage professionals. Conclusion: Continuous learning, standardized practices, and ongoing research are crucial to optimize the role of triage professionals in early ACS management. Addressing the identified limitations in research methodology and implementing future studies as suggested can potentially improve patient outcomes and enhance the healthcare system's response to this time-sensitive condition.

The Importance of a Champion in Leading Major Improvements in Residency Programs.

Residency programs are expected to meet many requirements in training their residents, including providing adequate numbers of pediatric visits and procedures opportunities. In the residency program studied here, these numbers were inadequate, despite the efforts of faculty members over the years. A self-designated faculty champion (with traits including vision, persuasiveness, proactivity, and tenacity) launched a series of clinical initiatives to combat these problems. The number of pediatric visits in the Family Medical Center (FMC) were tracked and compared from 2012, prior to the intervention led by the faculty champion, through 2023. The number of procedures performed in the FMC were tracked and compared from 2015, when the procedures-only clinic was launched by the faculty champion, through 2023. The number of pediatric visits in the FMC in 2012-2013 was a total of 12. By 2022-2023, that number had grown to 1,454. The number of procedures in the FMC was four in 2015-2016, but by 2022-2023 had grown to 470. The improved numbers support competency-based medical education, with increased faculty observation, teaching, and evaluation. For procedures training, the improved numbers support faculty members in using the Procedural Competency Assessment Tools to evaluate resident performance. A faculty champion who is interested, self-motivated, persistent, and focused on leading the project from beginning to end can bring about significant improvements in a residency program, despite the program's track record of difficulty in making such improvements.

Assessment of student ICT competence according to mathematics, science, and reading literacy: evidence from PISA 2018

To assess the integration of information and communication technologies (ICTs) in teaching and learning, a new construct for ICT competence was developed by the Programme for International Student Assessment (PISA) in 2022. The framework for ICT assessment involves four major dimensions; access to ICT, use of ICT, students’ ICT competencies, and subject-related ICT use. In this paper, we analysed this ICT assessment in terms of validity construction of test scores with data from PISA 2018 and investigated ICT competence in relation to the variables of mathematics, science, and reading literacy. The analyses were based on public data from PISA 2018 for Turkey (N = 6890). After removal of univariate and multivariate outliers from the Turkish sample, factor analysis, correlation analysis, and structural equation modelling were performed on 5438 data items. In the study, we confirmed the four-dimensional structure of ICT competence for the Turkish sample. In this study, the construct validity of the PISA 2018 application ICT test was verified using the Turkish sample. The ESCS variable was included as a control variable in the analyses due to its significant impact on the relevant variables. The analysis showed that the mathematical literacy scores of the PISA 2018 Turkish students were positively low affected by the availability of ICT, negatively low affected by the entertainment of ICT, and positively low affected by the interest and perceived competence in ICT, use of ICT for educational purposes at school and outside school, and the use of ICT related to the subject. Considering the ICT variables that affected the PISA 2018 students’ science literacy scores; the entertainment of ICT and the interest and perceived competence in ICT significantly low affected the students’ use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect their science literacy scores. While the entertainment of ICT negatively low affected the science literacy scores, interest and perceived competence in ICT and use of ICT for educational purposes at school and outside school positively low affected the students’ use of ICT on the subject. Finally, when we look at the ICT variables that low affected the students’ reading literacy scores; and use of ICT for educational purposes at school and outside school and the interest and perceived competence in ICT significantly positive low affected the use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect reading literacy scores. While the entertainment of ICT negatively low affected reading literacy scores; interest and perceived competence in ICT positively low affected the use of ICT on the subject.

Enhancing graduate nursing and social work students’ collaboration through screening, brief intervention, and referral to treatment and simulated education

BackgroundNurses and social workers are frontline providers to at-risk patients of substance and alcohol abuse but have limited education. MethodsA one-semester program incorporated multimodal education and simulated patients teaching graduate nursing and social work students SBIRT and interprofessional skills. Students completed the Interprofessional Collaborative Competency Assessment Scale pre- and post-program measuring interprofessional competencies. ResultsOne hundred graduate students (58 social work, 42 nursing) participated across two cohorts. There was significant increase in total competency post-program, t(99) = 7.19, p < .001, and among all subscales. ConclusionMultimodal education with simulation increases graduate students’ interprofessional competency, preparing them for careers with at-risk patients.

Application Research on Cultivating Humanistic Care in Nursing Students Oriented by Core Competencies of Nurses in the Digital Era

This study explores an experiential teaching model for cultivating humanistic care in higher vocational nursing education, oriented by the core competencies of nurses in the digital era. Using an experimental comparison method, the experimental group adopted the experiential teaching model, while the control group used traditional classroom lectures. After the course tasks were completed, significant changes (P&lt;0.05) were observed in the overall score and six factors of the nursing core competency assessment between the experimental and control groups. The experimental group students showed considerable improvements in critical thinking, research, leadership, interpersonal relationships, legal and ethical practice, professional development, education, and consultation compared to the control group. In summary, the experiential teaching model oriented by the core competencies of nurses in the digital era is conducive to enhancing the psychological quality and professional ability of nursing students.

Management Support in Implementing A Career Path System for Nurses in Local Government Hospitals

Career ladder systems are an important mechanism in supporting the professional development of nurses and have been implemented in various models in a number of countries. Effective management support is critical to the successful implementation of career ladder systems in Indonesia. This study aims to determine the description of management support in the implementation of career ladder system in Local Government Hospitals. This study is a quantitative study with a cross-sectional design conducted in May-June 2024. The study population was all nurses who applied for competency assessment and credentialing/recredentialing as many as 76 people who also became samples with total sampling technique. Data were analyzed using descriptive statistics including frequency distribution and percentage. These questionnaires have undergone validity and reliability testing, with Cronbach's alpha values of 0.905 for the Management Support Questionnaire and 0.927 for the Nursing Career Path Questionnaire. The results showed that the majority of executive nurses were female (92%) with vocational education (84%) and were in early adulthood (26-35 years old). Most of them had between 8 to 15 years of service and almost half of them were at the Pre PK level (43%). Management support in implementing career ladders was mostly categorized as good (54%). This study concludes that management support in the implementation of the career ladder system in Local Government Hospitals is mostly good, but there are still some aspects that need to be improved. Optimal management support includes the provision of adequate resources, structured training programs, and continuous feedback to ensure the successful implementation of the career ladder system.

PROMOTE: An Innovative Curriculum to Enhance the Maternity Care Workforce.

Maternal morbidity and mortality disproportionally affect marginalized populations in both rural and urban settings. While the workforce of family physicians (FPs) who provide maternity care is declining, an enhanced obstetrics (OB) curriculum during residency training can help prepare future FPs to provide competent pregnancy care, particularly in marginalized communities. We developed an innovative OB curriculum-PROMOTE: Primary care obstetrics and maternal outcomes training enhancement-in an urban underserved residency program in Pennsylvania that directly addressed barriers previously known to impact maternity care practice. We created a clinical competency assessment aligned with Accreditation Council for Graduate Medical Education requirements, and we reviewed resident feedback and logs throughout and upon completion of the track. After 3 years of implementation, 23 of 48 (48%) total residents entered and/or completed PROMOTE, compared to 17 of 45 (38%) total residents who chose the OB track in the 5 years prior to implementation. Postimplementation, 29.6% of total graduates practice inpatient obstetrics, compared to 26.6% prior to implementation. Twice annual competency evaluations were completed for all residents on the track. Our review of resident submitted feedback, logs, and competency assessments suggests that the curriculum has positively impacted their knowledge, skills, and clinical care provision. PROMOTE's curricular innovation enhances obstetrical training by addressing known facilitators and barriers to practicing family medicine obstetrics. PROMOTE was implemented in an existing family medicine residency with an obstetrics track and could be adapted by other residency programs to enhance the future maternity care workforce.

OCIAL COMPETENCE OF 5TH-FORM STUDENTS WITH NORMATIVE AND DELAYED MENTAL DEVELOPMENT

The article presents a theoretical basis for studying the social competence of adolescents as a complex feature including three groups of competencies: social-cognitive, social-behavioural and social-emotional. The author describes the results of an experimental assessment of the social competence in 5th grade students with normative and delayed mental development. General trends are highlighted, and features specific to delayed development are characterised.

Gatekeeping and fence-making: Themes and discourses of musicianship in UK music therapy training

Music therapy pedagogy remains under-researched in the United Kingdom, with much pedagogic knowledge held implicitly by experienced trainers and supervisors. Musical training requirements are further under-theorised, emphasising a ‘high degree of musicianship’ as a single criterion while leaving unclear how musical and therapeutic identities are integrated within the Music Therapist/musician. This article presents findings from interviews with five experienced UK trainers carried out in 2017–2018. Interviews were analysed from two perspectives: a thematic analysis identified trainers’ views on what ‘being a Music Therapist’ means in musical terms, while a discourse analysis helped show how trainers position music therapy in relation to musicianship more generally. Findings suggest trainers understand musicianship in music therapy as a combination of distinct musicianship characteristics, where exceptional achievement in one does not make up for lack in another. Trainers’ assessments of competence across these characteristics not only act to identify suitable candidates for training (gatekeeping) but also discursively construct the practice of music therapy itself and distinguish it from other musical practices (fence-making). The UK music therapy training context has developed rapidly since these data were collected. Nevertheless, this study gives an account of recent pedagogic thinking on musicianship which remains relevant to current music therapy training.

Measuring Faculty Mentoring Competency: Establishing the Validity of a Short Form.

This paper describes the procedures for evaluating the psychometric properties of the 26-item Mentoring Competency Assessment (MCA) scale and developing short-forms to measure faculty mentoring outcomes for the NIH-funded Building Infrastructure Leading to Diversity (BUILD) Initiative and National Research Mentoring Network (NRMN). Analyses were conducted using responses to the MCA scale from NRMN mentors and faculty across 11 BUILD institutions in the 2017-18 academic year. After performing extensive item factor analyses and taking the MCA sub-constructs into analytical consideration, we created an 8-item short form and a 14-item short form. Analyses indicate that both short forms nearly equivalently measure faculty mentoring competency and are more feasible to implement in future studies, compared to the original, longer scale.

Clinical decision making in the assessment and treatment of closed hand fractures: A scoping review.

Closed hand fractures represent a significant proportion of emergency department attendances, result in substantial health service utilisation and have a detrimental effect on quality of life. Increasingly, hand therapists in the United Kingdom provide first line fracture treatment. However, the knowledge and skills required to work in such an extended scope capacity have not been elucidated or standardised. This literature review synthesises and reports evidence for the knowledge requisite of clinicians to make evidence-based treatment decisions for patients with hand fractures. A systematic search was undertaken, using Embase, MEDLINE, PsychInfo and CINAHL electronic databases. Inclusion criteria were English language, full research reports of studies assessing of the reliability or validity of the decision-making process in hand fracture treatment published between 2013 and 2023. Data were summarised narratively. 15 studies met inclusion criteria; most assessed decision making for metacarpal fractures. Studies on imaging (n = 4) suggested the reliability of plain radiograph interpretation of hand fracture characteristics such as angulation is good and similar across various levels of experience. Agreement between surgeons and therapists in choosing surgical or nonsurgical treatment was generally good, but factors influencing decision making remained unclear. No evidence was identified that explored clinical assessment knowledge (subjective or objective patient factors) or the specific competencies required to treat hand fractures. There is limited evidence for the knowledge and skills required of clinicians for the competent assessment and treatment of hand fractures. Stakeholder consensus work is required to develop robust competencies and standardise practice.

Fostering Competence and Autonomy in High School Physical Education Classes: An Exploration of Intricate Relationships

This study addresses concerns surrounding the assessment of competence through various fitness tests in physical education, specifically assessments misaligning with the conceptualization of physical literacy. The study aimed to deductively analyze student assessment experiences with principles of self-determination theory, focusing on the role of competence in supporting autonomy. Particular instruments, such as the vertical jump and 30 m sprint tests, observed high levels of student preference and perceived significance. Interestingly, while the multistage fitness test was identified by students as a reliable indicator of physical fitness, it garnered limited student selection. While specific movement recommendations are not outlined, the findings underscore several noteworthy considerations. Notably, various factors influence student choices in student-selected fitness assessments, and purpose-driven fitness assessments can contribute to student motivation. The study’s insights provide valuable guidance for structuring physical education programs to foster engagement and autonomy among students.

Assessing the interplay of presentation and competency in online video examinations: a focus on health system science education

BackgroundThe integration of Health System Science (HSS) in medical education emphasizes mastery of competencies beyond mere knowledge acquisition. With the shift to online platforms during the COVID-19 pandemic, there is an increased emphasis on Technology Enhanced Assessment (TEA) methods, such as video assessments, to evaluate these competencies. This study investigates the efficacy of online video assessments in evaluating medical students’ competency in HSS.MethodsA comprehensive assessment was conducted on first-year medical students (n = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. Students undertook three exams focusing on HSS competency. Their video responses were evaluated by a panel of seven expert assessors using a detailed rubric. Spearman rank correlation and the Interclass Correlation Coefficient (ICC) were utilized to determine correlations and reliability among assessor scores, while a mixed-effects model was employed to assess the relationship between foundational HSS competencies (C) and presentation skills (P).ResultsPositive correlations were observed in inter-rater reliability, with ICC values suggesting a range of reliability from poor to moderate. A positive correlation between C and P scores was identified in the mixed-effects model. The study also highlighted variations in reliability and correlation, which might be attributed to differences in content, grading criteria, and the nature of individual exams.ConclusionOur findings indicate that effective presentation enhances the perceived competency of medical students, emphasizing the need for standardized assessment criteria and consistent assessor training in online environments. This study highlights the critical roles of comprehensive competency assessments and refined presentation skills in online medical education, ensuring accurate and reliable evaluations.

Development and psychometric evaluation of the Implementation Support Competencies Assessment

BackgroundImplementation support practitioners (ISPs) are professionals that support others to implement evidence-informed practices, programs, and policies in various service delivery settings to achieve population outcomes. Measuring the use of competencies by ISPs provides a unique opportunity to assess an understudied facet of implementation science—how knowledge, attitudes, and skills used by ISPs affects sustainable change in complicated and complex service systems. This study describes the development and validation of a measure—the Implementation Support Competencies Assessment (ISCA)—that assesses implementation support competencies, with versatile applications across service contexts.MethodsRecently developed practice guide materials included operationalizations of core competencies for ISPs across three domains: co-creation and engagement, ongoing improvement, and sustaining change. These operationalizations, in combination with recent empirical and conceptual work, provided an initial item pool and foundation on which to advance measurement development, largely from a confirmatory perspective (as opposed to exploratory). The measure was further refined through modified cognitive interviewing with three highly experienced ISPs and pilot-testing with 39 individuals enrolled in a university-based certificate program in implementation practice. To recruit a sample for validation analyses, we leveraged a listserv of nearly 4,000 individuals who have registered for or expressed interest in various events and trainings focused on implementation practice offered by an implementation science collaborative housed within a research-intensive university in the Southeast region of the United States. Our final analytic sample included 357 participants who self-identified as ISPs.ResultsAssessments of internal consistency reliability for each competency-specific item set yielded evidence of strong reliability. Results from confirmatory factor analyses provided evidence for the factorial and construct validity of all three domains and associated competencies in the ISCA.ConclusionsThe findings suggest that one’s possession of high levels of competence across each of the three competency domains is strongly associated with theorized outcomes that can promote successful and sustainable implementation efforts among those who receive implementation support from an ISP. The ISCA serves as a foundational tool for workforce development to formally measure and assess improvement in the skills that are required to tailor a package of implementation strategies situated in context.

Redesigning Competency Assessment: A Blended Approach of Clinical Education for Oncology Nurses.

A train-the-trainer model of clinical education was redesigned in one National Cancer Institute-designated cancer center to introduce a blended model of learning. Program outcomes were for oncology nurse trainers to affirm program engagement; successfully complete a new, web-based specialized oncology curriculum, with 80% accuracy; complete one live 8-hour training event; acquire competency validation of required skills, with 100% accuracy; and communicate one strategy for training staff in their respective clinical settings.

Should Obtaining Informed Consent Be Considered an Entrustable Professional Activity? Insights From Whether and How Attendings Entrust Surgical Trainees.

Because residents are frequently delegated the task of obtaining consent early in their training, the American Association of Medical Colleges describes "obtaining informed consent" as a core entrustable professional activity (EPA) for medical school graduates. However, prior studies demonstrated that residents frequently perform this task without receiving formal instruction or assessment of competency. This study sought to understand how attending physicians decide to delegate obtaining informed consent for surgical procedures to trainees. The authors conducted a survey of attending surgeons at a university-based health care system of 6 affiliated teaching hospitals (October-December 2020) to collect data about current entrustment practices and attendings' knowledge, experience, and attitudes surrounding the informed consent process. Summary statistics and bivariate analyses were applied. Eighty-five attending surgeons participated (response rate, 49.4%) from diverse specialties, practice types, and years in practice. Fifty-eight of 85 (68.2%) stated they "never" granted responsibility for the consent conversation to a trainee, and 74/81 (91.4%) reported they typically repeated their own consent conversation whenever a trainee already obtained consent. The most common reasons they retained responsibility for consent were ethical duty (69/82, 84.1%) and the patient relationship (65/82, 79.3%), while less than half (40/82, 48.8%) described concerns about trainee competency. Reflecting on hypothetical clinical scenarios, increased resident competency did not correspond with increased entrustment ( P = .27-.62). Nearly all respondents (83/85, 97.7%) believed residents should receive formal training; however, only 41/85 (48.2%) felt additional training and assessment of residents might change their current entrustment practices. Attendings view informed consent as an ethical and professional obligation that typically cannot be entrusted to trainees. This practice is discordant with previous literature studying residents' perspectives. Furthermore, resident competency does not play a predominant role in this decision, calling into question whether informed consent can be considered an EPA.