Competence In Course Research Articles

Building Bridges: Catalyzing Institutional Change at Utah State University via Experiential Learning with Ute and Navajo Students

This article presents the development, implementation, and impact of a cultural competence course initiated by the Mentoring and Encouraging Academic Success (MESAS) Program at Utah State University (USU). The MESAS Program supports American Indian, Alaska Native, and Native Hawaiian students through various initiatives, including the Faculty Advocate initiative, talking circles, the Indigenous Knowledge Symposium, and the Native American Living/Learning Community. Under MESAS, the cultural competence course aims to enhance appreciation among faculty, staff, and non-Indigenous students for the contributions of Native American and other underrepresented groups, while addressing institutional barriers to their academic success and social well-being. The course has been adapted for faculty, staff, and graduate students involved in roles such as summer research mentoring and emphasizing the importance of cultural sensitivity in creating a supportive environment for Native American students, particularly those transitioning between campuses. The article also highlights a case study of a USU professor who applied the course's teachings in interactions with students from the Ute Tribe and Navajo Nation, illustrating the practical application of Culturally Responsive Teaching practices and the Funds of Knowledge framework. Overall, the study highlights the course's positive impact on fostering inclusive teaching practices and deepening relationships with Native American students. The findings contribute to the broader discourse on integrating cultural competence in higher education to enhance the experiences of underrepresented student populations.

Enhancing Life Skill Progression and Psychological Well-being of Undergraduate Students through AI-driven Recommendation System

Professionals may keep up with changed work settings and difficulties by continuing their education throughout their lives. Given the variety of courses offered, it is critical for professionals to have mechanisms that can connect them to appropriate programs. Although there is little information available regarding how teenagers utilize these courses, smartphone delivered life competency courses are a new and potential approach to support psychological wellness and discourage addiction to substances among young people. This paper explores the integration of AI-driven recommendation systems (AI-RSs) to enhance the mental health and professional skills of undergraduate students. Leveraging machine learning (ML) techniques and ontological frameworks, the proposed system aims to provide personalized recommendations for lifelong learning courses. By understanding individual preferences and learning objectives, the system facilitates the discovery of relevant courses tailored to the unique needs of students. This approach not only supports the continuous development of professional skills but also contributes to promoting mental well-being by fostering a sense of purpose and accomplishment through lifeskills learning. Through this abstract, we delve into the potential of AI-driven technologies to revolutionize education and support the holistic growth of undergraduate students.

Personality and teachers' burnout stress: exploring the digital competence as personal job resource in allied health institutions.

Job burnout has severe consequences for teachers and students. This study aimed to measure the direct effects of personality traits on job burnout-stress syndrome among allied health educators. Furthermore, teachers' digital competence was evaluated as a personal job resource for mitigating the negative impact of burnout. This study examined direct relationships between work-related stress syndrome and personality traits, namely, extroversion, agreeableness, conscientiousness, emotional stability, and openness to experience. Data was collected from 334 allied health institution teachers through a self-reported questionnaire. Linear regression analysis was used to test for direct effects. Moderating effects were evaluated using Andrew F Hays PROCESS macro v2.16.3. All five personality traits had a significant negative relationship to burnout and teachers' digital competence moderated the relationship between personality traits and burnout. This study's findings provide evidence, that personality is significantly related to job burnout among allied health educators. These empirical findings conclude that personality traits are related to burnout in the non-Western culture of Pakistan. Furthermore, teachers' digital competence acts as a personal job resource and potential moderator in the current digital working environment. Therefore, future teachers should enrich their digital competencies for improved performance, and advanced digital competency courses should be included in their curriculum.

Major Hazard Competent Person Profession in Malaysia: A document analysis of trends and demands

Introduction: The Malaysian Control of Industrial Major Accident Hazard (CIMAH) Regulations introduced in 1996 resulted in the creation ‘Major Hazard Competent Person’ (MHCP) profession. However, after two decades of its establishment, there has been limited study conducted on this specific profession. The objectives of this study are to analyze 1) the trend of application and passing rates of MHCP registrations; and 2) the trend of Major Hazard Installations (MHI) registrations, and its relationship with the available supply of registered MHCP. Methods: The study used a document review approach, involving the extraction, examination, and interpretation of data from both published and unpublished documents by the Department of Occupational Safety and Health (DOSH), the regulatory body responsible for overseeing both MHCP and MHI registration status in Malaysia. The study looks into data from 1996 (beginning of 1996 CIMAH Regulation) to 2023, though the available data found and analyzed were from 1998 to 2021. Results: The study reveals a concerning lack of growth in the number of professionals being certified as MHCP, despite an increase in the number of MHIs over the past two decades. Potential causes of this shortage identified include a demanding certification process, limited availability of MHCP competency courses, and a lack of clear career paths and growth opportunities in the profession. Conclusion: The inadequate supply of MHCPs could potentially undermine their ability to provide sufficient coverage for MHIs, indirectly jeopardizing the quality of risk management in major hazard facilities. Therefore, there is merit in periodically reviewing the regulations and reforming the MHCP profession in response to changing trends.

Integrating lesbian, gay, bisexual, transgender, and queer (LGBTQ) competency into the dental school curriculum.

Decreasing healthcare disparities in marginalized communities requires healthcare providers who understand and appreciate social, economic, and cultural backgrounds. This includes care and education focused on individuals who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ). This study examined dental students' and residents' self-reported clinical preparedness, prejudicial attitudes (implicit and explicit), and knowledge of health disparities that exist in the LGBTQ community using the Lesbian, Gay, Bisexual, Transgender Development of Clinical Skills Scale (LGBT-DOCSS) prior to and after the presentation of an LGBTQ competency course. A total of 178 dental students at a private US dental school ranging from D1 to first-year postdoctoral residency participated in the course and completed both pre-course survey and post-course survey. Sixty-seven percent of the students reported having formal training in LGBTQ competency prior to completing the pre-training survey. The results of the LGBT-DOCSS in this population following intervention training revealed an increased feeling of clinical preparedness in treating LGBTQ patients, decreased bias toward LGBTQ, and increased knowledge of health disparities in the LGBTQ community. A more significant percentage of male respondents self-reported prejudicial beliefs. Knowledge of LGBTQ health issues increased significantly among pre-clinical students. Introducing an early intervention LGBTQ competency course in the dental curriculum is an effective method of improving students' awareness and self-confidence in working with LGBTQ patients while decreasing biases that may have existed prior to a training course.

Development of Arabic Language Curriculum With Integration-Interconnection Paradigm Referring KKNI and SN-DIKTI

This research is a library research study aimed at examining the development of an Arabic language education curriculum with an integration-interconnection paradigm referring to KKNI and SN-DIKTI with several problem formulations, namely, (1) What is the profile of the curriculum referring to KKNI and SN-DIKTI with an interconnection integration paradigm in the Language Education Masters program Arabic (PBA) UIN Maulana Malik Ibrahim Malang, (2) Has the curriculum structure been prepared based on the needs of students who will face challenges in society as the goals formulated by the KKNI? Methods of data analysis using descriptive-analytical. This study's result is that the curriculum profile refers to KKNI and SN-DIKTI with the paradigm of interconnection integration. The curriculum structure that has been prepared according to the objectives formulated by the KKNI is grouped into introductory competency courses, methodology competency courses, general competency courses and supporting competency courses with a total of 53 credits.

Beyond Smart Devices: Fostering Critical, Communication and Collaborative Thinking in IoT-Based Sensor and Actuator Competence Learning Outcomes

This research aims to explore the level of critical and collaborative thinking among university students in IoT-based sensor and actuator competence courses in Surabaya during 2022-2023. This study employs quantitative research methods and utilizes the structural equation modeling approach with partial least squares algorithm for analysis. This paper aims to explore the intricate connections between critical thinking, communication skills, collaboration skills, and learning outcomes in the context of sensor and actuator competence by examining the existing research and exploring practical implications. Respondents comprise of 360 electrical engineering students in Surabaya currently taking sensor and actuator competencies in the 2022/2023 school year. The findings had significant role of collaborative learning in enhancing the association between critical thinking and learning outcomes, particularly in the affective and psychomotor domains. Collaborative learning can be considered an effective strategy to reinforce the connection between critical thinking and academic achievement in these two domains. The implications of this study have the potential to guide educational institutions in designing and implementing effective strategies for fostering critical and collaborative thinking skills among students in IoT-related fields.

Development of an Interprofessional Competency Course Across Multiple Health Professions

Context Although interprofessional education (IPE) is not a new concept in health profession programs, the integration of this collaborative approach into athletic training education is still relatively new. Interprofessional education learning experiences can be embedded in a current course, presented in a stand-alone course, or integrated into service learning, simulation, or clinical education. Regardless of implementation strategy, IPE learning experiences should be adapted to each institution in response to program needs and resources available. Objective To describe the development of an IP course that includes 10 health profession programs. Background Although athletic training programs are required to implement IP collaborative practices, some institutions may experience challenges in developing strategies to meet this goal. Opportunities to engage in IPE initiatives may be present within your own college, institution, and community. Description We will describe the implementation of an IP course that included 10 health profession programs. The paper will outline the course design, course delivery, outcomes/data, and lessons learned along the way to support the continued advancement of IPE in athletic training programs. This course, through revisions, also included foundational understanding for concepts of cultural humility and the competence continuum along with strategies for respectful and effective team building in a diverse and IP environment. Clinical Advantage(s) Through this course, athletic training students are able to interact and collaborate with students from varied health profession programs, which leads to an increased level of rapport among students as well as discussions and integration of diversity, equity, and inclusion. The course also provides athletic training students with opportunities to educate future health professionals about athletic training. Conclusion(s) When contemplating implementing an IPE course, administrators should consider other health programming and students in their respective colleges, campuses, and communities. Other considerations for successful course development include administrative support and buy-in.

Overcoming the Age Barrier: Improving Older Adults’ Detection of Political Disinformation With Media Literacy

<span lang="PT">This experimental study analyzes the effect of media literacy on the ability of Spanish seniors over 50 years of age to identify fake news. The experiment measures the improvement achieved by older adults in the detection of political disinformation thanks to a digital competence course offered through WhatsApp. The study comprises a total sample of 1,029 individuals, subdivided into a control group (<em>n</em> = 531) and an experimental group (<em>n</em> = 498), from which a qualified experimental subsample (<em>n</em> = 87) was extracted. Results reveal that participants’ political beliefs, ranging from left to right positions, influence their ability to detect misinformation. A progressive political position is associated with higher accuracy in identifying right-biased news headlines and lower accuracy for left-biased headlines. A conservative position is associated with higher accuracy when the news headline has a progressive bias, but lower accuracy when the headline is right-wing. Users are more critical when the headline has a bias against theirs, while they are more likely to believe news that confirms their own beliefs. The study adds evidence on the relevance of cognitive biases in disinformation and supports the convenience of designing specific media literacy actions aimed at older adults.</span>

Tinjauan Keberkesanan Kursus Kompetensi Pensijilan Profesional Fiber Optic Cable -Internal Network CA1C Dan External Network CA2C Di Jabatan Kejuruteraan Elektrik, Politeknik Sultan Azlan Shah

The graduate marketability aspect is one of the main issues discussed at the local Higher Education Institution (HEI) level, which is closely related to the country's economic performance and job market. Among the initiatives of the Ministry of Higher Education (KPT) is to carry out a program with the concept of skills training and professional certification to help improve the marketability of graduates. This study focuses on the effectiveness of the Fiber Optic Cable Professional Certification Competency Course - Internal Network CA1C and External Network CA2C for prospective graduates in the Department of Electrical Engineering (JKE), Sultan Azlan Shah Polytechnic (PSAS). The three main objectives of this study are to see the effectiveness of the course on the professional certification results of students, identify the level of student knowledge after the course and identify the content of the course taught in accordance with the professional certification of Fiber Optic Cable - Internal Network CA1C and External Network CA2C. This study was conducted at JKE, PSAS by using a questionnaire instrument to 10 students who took this course in session 2: 2021/2022. The findings of the study found that 10 aligners passed and got the Fiber Optic Cable - Internal Network CA1C professional certification and 9 out of 10 students passed and got the External Network CA2C professional certification. More than 90% of students agree that their knowledge level increased after going through this course. Furthermore, the majority of students agree that the content of this course is very relevant to the professional certification they are pursuing.

Self-protective strategies used by Asian and Black psychology and counselor education faculty who teach multicultural competence courses.

Self-protective strategies used by Asian and Black psychology and counselor education faculty who teach multicultural competence courses.

Examining the Motivational Climate and Student Effort in Professional Competency Courses: Suggestions for Improvement

The attainment of professional competencies leads to essential skills for successful and employable veterinarians. However, the inclusion of professional competencies in veterinary curricula is often underdeveloped, and it is sometimes less appreciated by students than the science/technical skill curricula. The aim of this study was to better understand students' motivation within professional competency courses (PC courses) by (a) comparing students' motivational perceptions in PC courses to those in science/technical skill courses (ST courses), (b) determining the extent to which students' motivational perceptions predict their course effort, and (c) identifying teaching strategies that could be used to improve PC courses. Participants included students from eight courses enrolled in their first or second year of a veterinary college at a large land-grant university in the United States. A partially mixed concurrent dominant status research design was used to collect quantitative and qualitative data. Students completed closed- and open-ended survey items regarding their effort and the motivational climate in their courses. Compared to ST courses, students put forth less effort in PC courses; rated PC courses lower on empowerment, usefulness, and interest; and had higher success expectancies in PC courses. Although students' perceptions of empowerment, usefulness, interest, and caring were significantly correlated with their effort, interest was the most significant predictor of effort in both PC and ST courses. Based on students' responses to the open-ended questions, specific motivational strategies are recommended to increase students' effort in PC courses, such as intentionally implementing strategies to increase students' interest and perceptions of usefulness and empowerment.

A Diagnostic Study on the Use of Vocabulary Learning strategies for English Majors in China

This research utilizes a descriptive research design to investigate the use of vocabulary learning strategies among English majors and identify the potential reasons for their difficulties in learning vocabulary. The study aims to describe the relationship between these reasons and second language vocabulary acquisition. A questionnaire, consisting of 62 items selected from the Vocabulary Learning Questionnaire (VLQ) 6.4 published by Gu and Johnson (1996), was administered to 115 sophomores majoring in English. The questionnaire was used to determine the types of vocabulary learning strategies employed by the participants, as well as the most and least frequently used strategies. The results indicate that English majors surveyed were moderate users of vocabulary learning strategies. Inferencing strategies were found to be the most commonly used, while Encoding strategies were the least used. After analyzing the participants' vocabulary learning strategies, the study proposes to improve their mother tongue competence to enhance their thinking ability, which is an essential factor in learning English vocabulary. Furthermore, the study suggests that the lack of mother tongue competence courses in higher education and the absence of effective vocabulary learning strategy guidance in the learning process are potential reasons for the difficulties experienced by English majors in vocabulary learning.

Developing Selected Components of Translator Competence through the Analysis of Discourse Moves

One of the ways in which to augment the development of translator competence in courses delivered as part of university-level programmes in Translation Studies is the implementation of collaborative learning, as it has been promoted by D. Kiraly (2015), K. Klimkowski (2015), or G. Massey (2017). The work mode which seems to best support the development of translator competences through telecollaboration are team translation projects (cf. D. Kiraly & S. Hofmann 2016). However, Online Intercultural Exchanges (OIEs), which were initially introduced to develop foreign language learners’ intercultural communication competence, can also – when adequately geared towards that end – be implemented to foster other components of translator competence. This paper reports on research into what behavioural and cognitive components of the language and culture component of students’ translator competence can be identified for further development through the analysis of discourse moves in TS students’ online communication.

Using storytelling in undergraduate dental education: Students' experiences of emotional competence training.

The aim of the study was to explore the use of storytelling as a teaching method for emotional competence interventions within undergraduate dental curriculum (dental and dental hygiene students). Students participated in five sessions related to emotional competence: one theoretical and four practical. During the latter, divided in small groups, students told individually two stories: a story about a clinical situation in which they had an emotional experience and a story concerning a patient's experience of the same emotion. Each session focused on a single emotion: happiness, fear, anger and shame. A questionnaire was used to collect perceptions about enjoyment, how stories were chosen, what was learned and if the sessions were stimulating in any way. A focus group was organised to collect reflections about the learning environment, process of learning and specific skill set developed during these sessions. The majority of the students enjoyed listening, telling and preparing the stories. They reported to experience social support and feeling a sense of community during the sessions. The students believed that stories helped them to reflect on their clinical work and to regulate their emotional experiences more efficiently in clinical situations. Regarding the learning environment, the dental students pointed out the distinctiveness and dissimilarities between the dental and dental hygiene students, but also expressed that they had a desire to learn more about the other student group. Storytelling used as part of an emotional competence course appears to have benefits for students' reflection about their role as dental health professionals. This teaching method was well-perceived by the students included in this study.

The Lecture Needs Analysis in Politeknik Transportasi Sungai, Danau dan Penyeberangan Palembang

This paper is to calculate the needs of lecturer in terms of quality and quantity as well as strategy for lecturer development. Our study used quantitative descriptive analysis as well as qualitative approach. The research took place at Politeknik Transportasi Sungai, Danau Dan Penyeberangan (Polytechnic Inland Water And Ferries Transport) Palembang. Data collected by sample. We used questionnaire to collect data and tested its validity and reliability. We conducted data analysis by comparing its current result with the Annex to the Regulation of the National Accreditation Board for Higher Education number 3 of 2019-point C4, Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 3 of 2020. We also conducted SWOT analysis to result the strategies should be implemented by the Polytechnic Inland Water and Ferries Transport. From our analysis, we found that they should increase the number of their lecturer with another new 18 lecturer, which comprising various 12 competency courses and 6 general courses. From SWOT matrix scoring analysis we found that the lecturer development in Polytechnic currently is in Growth or status of development, which is very strategic in developing their lecturers’ competencies further. Polytechnic should implement various programs that could improve the lecturer professional competencies as well pedagogical.

Strengthening respectful communication with patients and colleagues in neonatal units - developing and evaluating a communication and emotional competence training for nurse managers in Kenya.

Introduction: Effective communication is essential to delivering compassionate, high-quality nursing care. The intensive, stressful and technical environment of a new-born unit (NBU) in a low-resource setting presents communication-related challenges for nurses, with negative implications for nurse well-being, team relationships and patient care. We adapted a pre-existing communication and emotional competence course with NBU nurse managers working in Kenya, explored its' value to participants and developed a theory of change to evaluate its' potential impact. Methods: 18 neonatal nurse managers from 14 county referral hospitals helped adapt and participated in a nine-month participatory training process. Training involved guided 'on the job' self-observation and reflection to build self-awareness, and two face-to-face skills-building workshops. The course and potential for future scale up was assessed using written responses from participant nurses (baseline questionnaires, reflective assignments, pre and post workshop questionnaires), workshop observation notes, two group discussions and nine individual in-depth interviews. Results: Participants were extremely positive about the course, with many emphasizing its direct relevance and applicability to their daily work. Increased self-awareness and ability to recognize their own, colleagues' and patients' emotional triggers, together with new knowledge and practical skills, reportedly inspired nurses to change; in turn influencing their ability to provide respectful care, improving their confidence and relationships and giving them a stronger sense of professional identity. Conclusion: Providing respectful care is a major challenge in low-resource, high-pressure clinical settings but there are few strategies to address this problem. The participatory training process examined addresses this challenge and has potential for positive impacts for families, individual workers and teams, including worker well-being. We present an initial theory of change to support future evaluations aimed at exploring if and how positive gains can be sustained and spread within the wider system.

Moderation Of Moral Identity In Ethical Judgement And Moral Intention Accounting Students

This study aims to determine the factors influencing ethical considerations and moral intentions (such as gender, perceived moral intensity, and perceived moral culture) with moral identity as a moderator. This study uses a survey method for data collection. The research respondents were 169 Hayam Wuruk Perbanas University accounting students who had taken audit courses—data analysis technique using SEM-PLS. The study results show that (1) ethical judgment is only influenced by perceived moral culture. In contrast, moral intention can be influenced by gender, perceived moral intensity, perceived moral culture with moral intention, and moral identity. (2) Moral identity can be a moderator of the effect of perceived moral intensity on moral intention and the influence of perceived moral culture on ethical judgment. This finding has implications for universities to provide a learning process about ethical dilemma cases not only in ethics courses but also in competency courses such as auditing practice.

Methods of teaching Russian spelling rules to Turkish students: The case of Ağrı Ibrahim Çeçen University

Rusçanın yabancı dil (RYD) olarak öğretilmesinde öğrencilerin iletişim kurma, metinler oluşturma, metinleri anlama ve mesleki faaliyetler yürütme becerisi gibi iletişimsel yeterliklerinin geliştirilmesine daha çok dikkat edilmiştir. Rusçada her türlü konuşma etkinliğinin öğretimi – okuma, yazma, konuşma, dinleme – özel egzersizler kullanılarak belirli bir sistem oluşturulmuştur. Yazılı iletişimin yaşam alanları için önemini kabul eden RYD olarak öğretim yöntemleri, Türk öğrencilerin yazma becerilerinin oluşmasına ve geliştirilmesine de imkânlar sağlamıştır. Yazılı konuşma, öğrenme sürecinde ustalık düzeyinin göstergelerinden biri olmasına rağmen Rusça yazım kurallarını öğrenmeye yeterince dikkat edilmediği görülmektedir. Türk öğrenciler dinleme ve okuma sürecindeyken Rusça konuşmaya hâkimlerdir, bu nedenle kelimenin yazımını hatırladıklarına ve yazarken hata yapmadıklarına inanılmaktadır. Sınıfta yazım kuralları çalışması yapmak için yeteri kadar zaman bulunmamaktadır. Türk öğrencilere Rusça yazım kurallarını öğretme yöntemi, öğrencilerin yazım becerilerinde ustalaşmaları için acil bir ihtiyaç olmasına rağmen geliştirilememiştir. Kanaatimizce yazım becerilerinin oluşması ve geliştirilmesi ile ilgili çalışmalar dilbilimsel koşullar dikkate alınarak yapılmalıdır. Yazım normlarına hâkim olma süreci kelimelerin mekanik olarak ezberlenmesinde değil, bilinçli bir temelde olmalıdır. Öğrencilere yazım kurallarına başvurmanın gerekli olduğu gösterilmelidir. Türk öğrenciler için yazım kuralları başkasının ifadesini anlama ve kendi sözlerini oluşturma yeteneği de dâhil olmak üzere uygulanan iletişimsel yetkinliğin gelişiminin göstergesi olduğu için yazım çalışmaları metne güvenerek yapılmalıdır. Rus dili derslerinde sunulan herhangi bir metin yazım becerilerini geliştirmenin bir yolu olabilmektedir. Yazma çalışmaları derslerde iletişimsel yetkinliğin başarılı bir şekilde oluşturulmasına katkıda bulunduğundan yazım üzerinde bilinçli ve tutarlı bir şekilde çalışmalar yapmak gerekmektedir. Bu nedenle Türk öğrencilere Rusça yazım öğretme yöntemlerini geliştirme çalışmaları ısrarlı bir şekilde sürdürülmelidir.

An Academic-Community Research Partnership to Enhance Structural Competency for Health Equity

Scholars have begun to call for more formalized training of clinicians in “structural competency” as a way to address health inequities. Existing programs tend to focus on physicians. This continuing education program brought together a diverse group of academics and community partners to provide a more comprehensive and inclusive approach to structural competency training. The objective of this article is to outline the processes and procedures utilized to address structural determinants of health in a collaborative, community-based participatory research model. Study participants attended 12 weekly, two-hour seminars and completed electronic pre/post-knowledge surveys and a program evaluation form. The principal investigator and a graduate student reviewed open-ended survey responses using a grounded theory approach and summarized findings using narrative and descriptive statistics. Participants demonstrated an increased understanding of the distinction between structural competency and the social determinants of health. The program also led to successful collaborations on two research proposals. Even though structural determinants of health are distinct from the social determinants of health, many clinicians are unfamiliar with these distinctions. Working with an interdisciplinary team that includes community partnerships and individuals with diverse non-clinical areas of expertise can help healthcare professionals better understand these distinctions and how they influence patient outcomes. A multidisciplinary structural competency course can improve practical understanding of the structural determinants of health through an engaged community partnership platform.