Categories Of Competencies Research Articles

Program Wise Information Literacy Skills of Students

The current study furthers the understanding of the Information Literacy (IL) competency skill levels between the health science and non-health science students in the United Arab Emirates. IL-HUMASS survey on information literacy questionnaire was partially adopted (17 categories) for surveying the IL competency skill levels between the Health and Non-Health students at College A. The questionnaire comprised four information competency categories: “Information Searching, “Information Evaluation, Information Processing/Application, and Information Dissemination and Communication”. The Mann-Whitney U test was used to test the hypotheses. The research findings revealed that among all participants the levels of Motivational Engagement (ME) in the four competence areas were higher, than their levels of Self-Efficacy (SE).Further, interestingly, students enrolled in non-health programs displayed higher levels of both ME and SE in all four categories. Additionally, there were significant variations in IL Self-Efficacy levels between the two programs across the categories. Besides, the application of Pinto’s IL-HUMASS survey instrument to a new user population has provided valuable insights. These insights highlight the importance of considering motivation and self-efficacy levels when designing information literacy programs, especially for health science students. This study is possibly the first in the UAE conducted on a global sample comprising 22 nationalities.

The development of an analysis of quantitative measurements competence disparity scale for graduate students

Academic research competencies play the most essential role in graduation for graduate students, but there is still a lack of in-depth research on this matter. Since talent development suggestions are provided based on the survey results of capability gaps, this study aimed to develop a scale to examine the research competency disparity between graduation requirements and graduate students’ current levels of competency in the context of quantitative research in the education, arts and humanities, and business domains. It is named the “Quantitative Academic Competence Scale”. To explore the needs of graduate students regarding their academic research competence, we constructed a draft questionnaire with nine categories of competence; academic experts validated the scale. It was then administered to graduate students to explore their perceived disparities. A total of 457 participants assisted in filling out the questionnaire, from which 86 invalid samples were deleted, leaving 371 valid participants, giving an effective recovery rate of 81.2%. After collection and analysis, the analysis results found that the three graduate students’ academic research competences with the greatest disparity were English writing competence, research design and implementation competence, and data processing and analyzing competence. According to the results, graduate students should take more courses on English writing competence, research design and implementation competence, and data processing and analyzing competence to enhance their competencies. generative artificial intelligence (GenAI) suggests that research ability factors can be comprehensively considered. Based on the graduate students’ ability gaps, curriculum settings and training plans can be adjusted and more targeted (personalized) at teaching and guidance to help graduate students improve their academic performance and reduce weaknesses in their research capabilities.

Competency-based training within the prison system: enhancing the likelihood of entrepreneurial activity upon release

ABSTRACT Recidivism rates across the world remain high, and one of the key reasons for this situation is that people leaving the prison system have great difficulty in securing employment. Addressing this issue must be explored from a broad perspective, but one potential career option that is under-explored is self-employment, with few entrepreneurship programmes available within prison systems. This study explores a competency-based approach to training, examining the knowledge, skills, and behaviours needed to enhance the prospects of persons with lived experience of prison becoming entrepreneurs. Using thematic analysis on ten in-depth interviews, this article identifies three categories of competency (generic, specific, and existing) that need to be developed, honed and leveraged through an in-prison entrepreneurship programme designed to enhance the likelihood of participants undertaking entrepreneurial activity upon release. Such findings aim to contribute to the competency-based approach to training, to the minority entrepreneurship domain, and to the entrepreneurship education literature.

Болашақ арнайы педагогтардың инклюзивті құзыреттілігін қалыптастырудың психологиялық-педагогикалық негіздері

One of the main changes in the world educational practice is the formation of the term inclusion (integration) instead of the term integration (integration into a single whole). While Integration provides for the adaptation of the child to the requirements of the system, inclusion provides for the adaptation of the system to the needs of the child. At the same time, one of the problems that need to be solved when implementing the country's inclusive education system is the qualification of personnel and making changes in the process of training future teachers. Of particular importance is the problem of the formation of inclusive competence, of which professional competence is an integral part. To date, the problem of the formation of inclusive competence of future teachers has not been sufficiently studied in theoretical and practical aspects. The article analyzes scientific, psychological and pedagogical sources, where the psychological and pedagogical foundations of the formation of inclusive competence among future special teachers are considered. The analysis showed that the definition of the concept of «inclusive competence of future special teachers» is considered by various authors in psychological and pedagogical research and «inclusive competence» belongs to the category of professional competencies, which has its own structure. The structure of inclusive competence of future special educators refers to professional competencies and consists of certain components. Taking into account these components determines the success of the formation of inclusive competence among future special teachers.

Izazovi u razumijevanju raspodjele nadležnosti prema ustavu Bosne i Hercegovine u svjetlu teorije suvereniteta / Challenges in Understanding the Distribution of Competences according to the Constitution of Bosnia and Herzegovina in the Light of the Sovereignty Theory

The paper examines the question of exercising jurisdiction based on the Constitution of BiH from 1995. The author points out that the question of competence is very often misunderstood, and the main reason for such an approach is a legally unfounded understanding of the nature of state power, the concept of sovereignty, and the concept of competence itself. The paper emphasizes that all power that can be based on the Constitution of BiH belongs to the State of BiH, and that the distribution of competences between the State of BiH and its entities does not mean the distribution or reduction of state power, but only the distribution of the authority to exercise state power. The exclusive competences of the institutions of BiH significantly exceed the number of competences that are often attributed to the institutions of the state of BiH in legal science and political practice. The author emphasizes that according to the Constitution of Bosnia and Herzegovina there are several categories of exclusive competence of the institutions of Bosnia and Herzegovina, and that for a legally valid determination of these competences it is necessary to analyze the entirety of the Constitution of Bosnia and Herzegovina, as well as the General Framework Agreement for the Peace of Bosnia and Herzegovina.

Evaluating Effectiveness of an Online LGBTQIA+ Health Course for Medical Students.

Despite the increasing number of sexual and gender minority (SGM) patients in the United States and designation by the National Institutes of Health as a population with health disparities, available tools are lacking to train medical students on appropriate care for this population. Therefore, we developed and implemented a novel, self-directed, 2-week online elective for undergraduate medical students. The objective of our study was to evaluate the effectiveness of this course in increasing medical students' competency and confidence in caring for SGM patients. We developed the curriculum using Kern's six-step model for curriculum development. We created anonymous pre- and postcourse surveys using the standardized Lesbian, Gay, Bisexual, Transgender Development of Clinical Skills Survey (LGBT-DOCSS) questionnaire to assess cultural competence, as well as a 5-point Likert-scored survey to assess self-perceived confidence in the care of SGM patients. We tested the statistical significance in pre- and postsurvey scores via paired sample t tests in R (R Project for Statistical Computing). We found statistically significant increases in the LGBT-DOCSS categories of clinical preparedness (P<.001), basic knowledge (P<.001), overall competency (P<.001), and self-perceived confidence in caring for SGM patients (P<.001, N=33). The course represents an effective solution for increasing medical students' self-perceived competence and confidence in caring for SGM patients. The flexibility and ease of the online format may be appealing to both students and institutions, and ultimately can serve to increase access to crucial content that is largely absent from current undergraduate medical education. Future evaluation efforts will be required to determine whether the course impacts long-term behavioral changes and outcomes.

Incorporating Diversity, Equity, and Inclusion Content Into Bioengineering Curricula: A Program-Level Approach.

Diversity, equity, and inclusion (DEI) are interconnected with bioengineering, yet have historically been absent from accreditation standards and curricula. Toward educating DEI-competent bioengineers and meeting evolving accreditation requirements, we took a program-level approach to incorporate, catalog, and assess DEI content through the bioengineering undergraduate program. To support instructors in adding DEI content and inclusive pedagogy, our team developed a DEI planning worksheet and surveyed instructors pre- and post-course. Over the academic year, 74% of instructors provided a pre-term and/or post-term response. Of responding instructors, 91% described at least one DEI curricular content improvement, and 88% incorporated at least one new inclusive pedagogical approach. Based on the curricular adjustments reported by instructors, we grouped the bioengineering-related DEI content into five DEI competency categories: bioethics, inclusive design, inclusive scholarship, inclusive professionalism, and systemic inequality. To assess the DEI content incorporation, we employed direct assessment via course assignments, end-of-module student surveys, end-of-term course evaluations, and an end-of-year program review. When asked how much their experience in the program helped them develop specific DEI competencies, students reported a relatively high average of 3.79 (scale of 1 = "not at all" to 5 = "very much"). Additionally, based on student performance in course assignments and other student feedback, we found that instructors were able to effectively incorporate DEI content into a wide variety of courses. We offer this framework and lessons learned to be adopted by programs similarly motivated to train DEI-competent engineering professionals and provide an equitable, inclusive engineering education for all students.

The Culturally Infused Curricular Framework (CICF) for Suicide Prevention Trainings.

Although suicide prevention trainings (SPT) have been a standard approach for suicide prevention for years, researchers have noted a need for more clarity in the definition of core competencies for SPTs, particularly in the areas of diversity and culture. Recent research has identified key theoretically- and empirically-based cultural considerations for suicide prevention, but translation is needed to infuse these standards for culture-related competencies into SPTs. This study performed a systematic literature review with a thematic synthesis analytic approach to establish a set of curricular guidelines for infusion of cultural considerations into SPTs. The study also examined the extent to which existing community trainings already incorporate cultural components. Based on the thematic synthesis of 39 SPT studies from 2010 to 2020 and seminal reviews of the cultural and suicide literature, results identified three overarching categories of cultural curricular competencies (suicide knowledge and awareness, suicide intervention skills, and curriculum delivery) and 14 core cultural curricular subthemes for community trainings (e.g., culturally informed risk factors and warning signs, systemic inequities, etc.). These three categories with 14 core cultural curricular competencies comprise the Culturally Infused Curricular Framework (CICF) for Suicide Prevention Trainings. The majority of trainings (62%) included five or less out of 14 total possible core cultural competencies in their training curricula, pointing to insufficient integration of cultural components in existing community trainings. This study's research-based guideline establishes a culture-inclusive framework to strengthen content and approach of community trainings and suicide prevention across cultural groups.

Crisis management competencies needed in a hospital setting during the COVID-19 pandemic: A qualitative study of nurse leaders.

To describe the crisis management competencies needed in a hospital setting during the COVID-19 pandemic from the perspective of nurse leaders. The COVID-19 pandemic generated many challenges for nurse leaders in hospitals, and management competencies are highlighted. However, there is little evidence available about nurse leaders' perceptions of the crisis management competencies needed in such situations. A qualitative, descriptive, semi-structured interview study of nurse leaders (n = 20) was conducted between June and October 2021 in one Finnish central hospital. The data were analysed using inductive content analysis. The analysis yielded five main categories of crisis management competencies needed in a hospital setting during the pandemic: interactive communication competence, psychological resource management competence, systematic and proactive organising competence, active networking abilities and practices and change management approach in crisis management. Nurse leaders need new and different crisis management competencies in hospital organisations. The COVID-19 pandemic changed the working culture of nurse leaders, as they faced challenges that needed knowledge and skills beyond their previous management competence. Additional training for nurse leaders in crisis management is needed. This training should reflect the competencies identified as necessary in crisis situations so that nurse leaders will be able to manage crisis situations effectively in future. The Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist was used in reporting the findings. No patient or public contribution.

Alignment of Work Skills for Management Professionals in Southern Peru

Objective: Informal employment in Latin America, especially in Peru, poses challenges to job stability, as workers' skills are not aligned with market needs, leading to increased unemployment and underemployment. It is crucial for universities that offer management programs in Peru to understand the labor market, identify the necessary competencies for their graduates, and update their curricula accordingly. This study analyzes the competencies required for management professionals in southern Peru, identifying gaps and proposing solutions to improve education-employment alignment. Method: A survey with 33 multiple-choice questions was conducted among 41 private companies and 20 public institutions. Exploratory factor analysis was used to categorize competencies and the Wilcoxon test was used to determine the gap between the supply and demand of skills. Result and Conclusion: The results reveal three categories of competencies: specific, interpersonal and technological, highlighting skills such as teamwork, adaptability to change, ethical behavior, commitment to quality, and decision making. A gap is observed where demand exceeds supply, indicating an unmet need for competencies, except in social responsibility and civic engagement. Research implications: These findings are valuable for universities offering management programs in Peru, as they allow curriculum improvement and, consequently, optimize the teaching-learning process, as well as rationalize efforts and resources to meet labor market demands. Originality/value: It addresses a real and relevant issue that affects both graduates and companies in the specific context of southern Peru, providing a more detailed and contextualized understanding of the challenges and opportunities in this region.

Methodology for forming target project teams to solve creative economic problems in the food industry

A methodology for forming target project teams consisting of trained experts to conduct a heuristic examination of strategic planning objects is proposed. A list of gradations of objects of such planning is proposed. The requirements for the training and qualifi cation level of experts are outlined. An approximate list of categories of professional competencies of experts, as well as a rough list of descriptors within individual categories have been developed. It is proposed to use the PATTERN technique for conducting the examination.

A competence framework for educators to boost open educational practices in higher education

ABSTRACT Despite the recognition of the benefits that can be achieved through the use of Open Educational Resources (OER) and, more broadly, Open Educational Practices (OEP), there has been little research on the competences that are needed to enable educators to utilise such practices. To contribute to closing this gap, this paper presents a framework of the competences that educators in higher education should develop in order to effectively engage in OEP. The framework development was based on an in-depth analysis of a set of existing successful open teaching practices, which allowed to identify the underlying competences needed to engage in each one of them. The competence framework consists of one transversal attitude (that of being open to constructively engaging in OEP) and two competence categories (those relating to OER and those relating to open pedagogies). These two categories include a total of eight competences, described in detail through the corresponding knowledge and skills. The paper closes with a reflection on how to facilitate the attainment of these competences, that could become a key part of existing capacity building actions for educators at all levels, and suggests some directions for possible future research.

Core competencies for Registered Nurse preceptors: A mapping review of quantitative studies.

To review the contemporary international literature on nurse preceptor competencies and map the components and their descriptors. A mapping review. Articles reporting evidence-based and validated Registered Nurse (RN) preceptor competencies published between 2013 and 2022 were identified. Open access databases such as PubMed and Google Scholar and the library healthcare databases Scopus and CINAHL were searched. The authors collaborated at each review stage that included screening, article selection, tabulation, mapping and preparation of findings. Seven quantitative studies were included. Three were based on existing nurse preceptor competency data sets and four were purposely developed using collaborative research methods. Each study validated findings through a survey of nurse stakeholders. Three key competencies shared across all studies were 'facilitating teaching', 'being a role model' and 'evaluating student's performance'. The number of competency categories ranged from three to 10 and the accompanying item descriptors from 9 to 83. Although terminology describing data sets was inconsistent, similarity was seen across competency domains. The contemporary nursing preceptor role is considered an emerging specialist education role. The results offer a set of validated preceptor competency descriptors, applicable to practice, that provide insight into ways employers may recruit, support and retain nurse preceptors. The mapped results provide a concise summary of nurse preceptor competency research internationally that can inform further development of RN preceptors. This review addresses the lack of consensus around nursing preceptor competencies for clinical supervision of undergraduate nursing students. Seven competency domains were identified describing key preceptor role capabilities. The domains Facilitator', 'Role model' and 'Evaluator' featured across the included studies: 'More than 300 competency descriptors were reported'. Our review results could better prepare RN preceptors for their important role. Employers of RN preceptors could use the results to design performance competencies that may enhance nursing preceptorship. This review adheres to the PRISMA-ScR EQUATOR guidelines as the recommended reporting method for mapping reviews.

Needs Analysis and Training Model Design Competence of Residential Construction Workers has Local Wisdom Value

One of the goals of Construction Management is to effectively oversee the utilization of Human Resources in the execution of a construction project. Indonesia is among the key proponents of establishing the Economic Community integration. The government has undertaken various measures to align with the economic collaboration among the ten ASEAN nations, including the development of competent human resources. Thus far, training observations have been conducted without any provision of training or technical guidance for workers regarding a construction project that possesses local knowledge significance. The objective of this study is to analyze the requirements of the competency training model for residential construction workers that incorporate local wisdom values, and to develop the corresponding training model. This study employed the Research and Development approach to investigate the competency standards for building work executors that are associated with building construction and incorporate local wisdom values. The ADDIE development model (Analyze, Design, Development, Implementation, and Evaluation) was utilized to create the training model. Findings of the research the initial survey conducted on 30 workers revealed an average competence level of 30.9%, which falls within the category of weak competence according to local wisdom. Additionally, all workers (100%) expressed agreement in enhancing their competence in residential houses that embody local wisdom ideals. The competency training model was designed utilizing the ADDIE Research & Development Model, which consists of five components: model syntax, social system, reaction principle, support system, instructional impact, and accompanying impact. This model comprises a model book, teaching material modules, and books.

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.

Uluhiyah Remote Working: A New Conception of Self Efficacy Based on Islamic Value

The purpose of this study is to introduce a new concept which is the integration of Self-efficacy theory and uluhiyah values which are derived from Islamic values, namely uluhiyah Remote working. Self-efficacy emphasizes a person's belief in his ability to exercise control over his own functioning and over the events that affect his life. Meanwhile, Uluhiyah has the meaning of being confident in one's abilities, trying and relying only on Allah SWT, so that URW is defined as belief in one's ability to work remotely to achieve work performance with confidence in involvement, help and success solely from Allah SWT. Embodied in Uluhiyah's concept of self-efficacy include: The newly developed measures presented in this article's contribution are framed in major competency categories with 8 dimensions for scale development, It is based on the premise that, when working remotely, employees need: technology skills (E-skills), Trust building skills (Trust competency)), Remote social skills (Remote social skills (Social & Relational Competency)), Remote emotional skills (Emotional Competency)), One's belief in Allah and his hope for the grace of His help, the involvement of Allah in human endeavors, and success that comes solely from Allah SWT.

Model of the Influence of Employee Competencies on Performance Considering Burnout

The study was conducted as part of a current task of studying factors in the development of an organization's human capital that have a direct or indirect impact on employee productivity. The set of such factors includes indicators of the level of development of competencies and the degree of burnout of the individual. The work aims to develop economic and mathematical tools that would quantitatively describe the impact of employee competency values on their key performance indicators (KPIs), taking into account the level of burnout determined by the values of loyalty, involvement, and satisfaction. To achieve this goal, a hypothesis is put forward about the possibility of constructing a tool that makes it possible, based on a fuzzy classification of employees by level of competency development, to construct functional dependencies of KPIs on burnout indicators for each category. The initial data used were the results of a self-assessment of competencies and burnout of employees, mainly working in the areas of IT and HR in seven large Russian companies, calibrated by the immediate supervisors of the respondents, and the actual values of their KPIs. The work proposes an approach that includes two stages. As the first step, a fuzzy model is built that makes it possible, based on a weighted integral indicator of competency development with optimal weighting coefficients, to divide the range of values of the integral indicator into categories of uneven size, with the help of which it is possible to predict the achievement of KPIs. As the second step, an econometric model of the dependence of KPI on employee burnout indicators was built using the weighted least squares method to explain the dispersion of KPI values of employees belonging to individual competency categories in a fuzzy formulation, around the expected KPI value. The proposed tool will make it possible to predict the achievement of KPIs by employees depending on the input values of competencies and the level of burnout. In the future, this will make it possible to form an optimal portfolio of well-being program activities that will influence the development of employee competencies and reduce their level of burnout, and, therefore, contribute to the maximum progress in achieving target KPI values.

Canadian employers’ perspectives on a new framework for health informatics competencies

Competencies are the knowledge, skills, and abilities needed to operate and perform successfully in the workplace. Due to the evolving nature of health informatics, it is important continuously examine and refine competencies in this field. In this study, we administered a questionnaire to Canadian employers (N = 29) of health informatics cooperative education (co-op) students to garner their feedback on competencies within a New Health Informatics Professional Competencies Framework. Overall, the findings supported this new framework. An average of ratings within each of the four competency categories revealed that participants perceived Management Science to be the most important, followed by Information & Computer Science, then Health Science and finally Data Science. Further, at least 20 (69 %) respondents rated nine of the 12 competencies as important. Of the 12 competencies, Biological and Clinical Science was rated the lowest. Findings from this study can potentially be used to inform curricula, career progression, and hiring practices in health informatics. Future work includes refining the questionnaire to assess the competencies more comprehensively and potentially exploring the importance of more transferable skills or general competencies (e.g., communication, problem-solving). Additionally, we want to survey a broader sample of health informatics professionals and integrate recent national and international work on health informatics competencies. Future work is also recommended towards the development of a maturity model for competencies of more experienced health informatics professionals.

Representation of Communicative Competence in an English Language Textbook

This study aimed to reveal the Communicative Competence category in the English textbook “Bahasa Inggris” for grade XI and the extent to which Communicative Competence has been accommodated in the textbook. Qualitative content analysis method was applied. The data were collected through reading, categorizing, and taking notes of the data into detailed information. The selected unit analysis was analyzed by referring to Celce-Murcia’s (2007) theory of communicative competence. The findings showed that all the categories of communicative competence by Celce-Murcia are found in the selected textbook. The categories include Linguistic Competence (14 activities, 11.11%), Formulaic Competence (6 activities, 4.76%), Sociocultural Competence (5 activities, 3.97%), Discourse Competence (60 activities, 47.62%), Interactional Competence (26 activities, 20.63%), and Strategic Competence (15 activities, 11.90%). These are represented in the textbook in the forms of exercises, instructions or materials, dialogues, discussions, expressions, and sentences. The results of this study contribute to English teachers in determining the appropriate competencies required by students to assist students in improving their communicative abilities.

Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-andafter study

This study aimed to evaluate the impact of a transcultural nursing course on enhancing the cultural competency of graduate nursing students in Korea. We hypothesized that participants’ cultural competency would significantly improve in areas such as communication, biocultural ecology and family, dietary habits, death rituals, spirituality, equity, and empowerment and intermediation after completing the course. Furthermore, we assessed the participants’ overall satisfaction with the course. A before-and-after study was conducted with graduate nursing students at Hallym University, Chuncheon, Korea, from March to June 2023. A transcultural nursing course was developed based on Giger & Haddad’s transcultural nursing model and Purnell’s theoretical model of cultural competence. Data was collected using a cultural competence scale for registered nurses developed by Kim and his colleagues. A total of 18 students participated, and the paired t-test was employed to compare pre-and post-intervention scores. The study revealed significant improvements in all 7 categories of cultural nursing competence (P<0.01). Specifically, the mean differences in scores (pre–post) ranged from 0.74 to 1.09 across the categories. Additionally, participants expressed high satisfaction with the course, with an average score of 4.72 out of a maximum of 5.0. The transcultural nursing course effectively enhanced the cultural competency of graduate nursing students. Such courses are imperative to ensure quality care for the increasing multicultural population in Korea.