Competence In China Research Articles

Formulation of a CITE metric for evaluating the clinical implications of medical studies and their originating hospitals in China.

The number of medical research publications by Chinese clinical investigators has risen substantially, contributing to 14.63% of the global total in 2019; however, their tangible impact on clinical decision-making remains limited. Various evaluation methods have been developed to measure hospital research competence in China, such as Fudan University's China hospital ranking and Science and Technology Evaluation Metrics (STEM) ranking, which predominantly focuses on factors such as academic reputation, volume of publications and patents, and research resources. However, composite indices may not fully capture the actual clinical value generated by medical research. To address this gap, we introduced the "Clinical Influence and Timeliness Evaluation (CITE)" metric to assess both the clinical importance of a given medical research study and the clinical influence of the hospital where it originated. The methodology used relies on the premise that influential medical research would be referenced in clinical guidelines, which serve as critical resources for clinicians. The CITE metric was applied for 78,636 medical studies concerning chronic obstructive pulmonary disease (COPD) published between 2000 and 2020 and referenced in both Chinese and international clinical guidelines for COPD. Specific indexes and formulas were derived to quantify the clinical weight of a medical research study (W) and its timeliness (T), enabling a dynamic assessment of the clinical value of each study and the overall contribution of a particular hospital. In this analysis, we incorporated 499 hospitals in China and quantitatively identified their dynamic clinical influence in COPD from 2000 to 2020. Our findings offer objective and targeted evaluation metrics by focusing on clinical relevance and recognizing the collaborative nature of medical research. The CITE metric provides an innovative method to gauge the true impact of medical research in China, with potential applications across different medical specialties. CITE can serve as a useful tool for understanding the relationship between research input and practical clinical outcomes, ultimately promoting more clinically relevant research endeavors.

Enhancing Nursing Competence in China: The Interplay of Resilience, Mindfulness and Social Support

ObjectivesTo address the nursing crisis, it is imperative to comprehend the factors that influence nursing competencies, which are crucial for the delivery of quality patient care. BackgroundFacing demographic shifts and increasingly complex healthcare demands, China's nursing sector struggles with workforce shortages and the need to enhance core competencies. This research explores the interplay of social support, psychological resilience, mindfulness and nursing competencies in various hospital environments in China. MethodsThrough a cross-sectional survey, 941 nurses across tertiary, secondary and private healthcare settings completed self-assessment questionnaires. The analysis included multiple linear regression and comparative methods to assess how psychological resilience, mindfulness and social support have an impact on nursing competencies. ResultsFindings revealed a strong relationship between psychological resilience and nursing competencies, with resilience being a key predictor. Mindfulness and social support also significantly contributed to competency levels. Nurses in tertiary hospitals showed greater competencies than those in secondary or private facilities. ConclusionEnhancing nursing competencies requires targeted interventions focusing on professional development and supportive workplace cultures. Incorporating psychological resilience, social support and mindfulness into nurse training is crucial for improving practice and policy.

The Relationship between Learning Outcomes and Graduate Competences: The Chain-Mediating Roles of Project-Based Learning and Assessment Strategies

Addressing the skill gap between labor market requirements and graduate readiness is crucial for the sustainable development of China’s vocational education system. This study investigated how outcome-based education (OBE) influences the attainment of graduate competence in China’s higher vocational education system, using the theory of Constructive Alignment (CA) as its foundation. The OBE model incorporates intended learning outcomes, project-based learning, and assessment strategies to ensure graduate competence aligns with professional sustainability practices. This study assessed the impact of intended learning outcomes, project-based learning, and assessment strategies on graduate competence attainment through surveys administered to 320 Cross-border E-commerce learners in April 2024, resulting in 301 usable responses. Data were analyzed using structural equation modeling (SEM) with SPSS 23.0 and AMOS 24.0. The results indicated that project-based learning and assessment strategies were directly and positively related to graduate competency attainment, while intended learning outcomes were indirectly associated with graduate competence through the mediating roles of project-based learning and assessment strategies. Assessment strategies had the most significant mediating effect, followed by project-based learning and the combined mediating effect. These findings advance the theoretical understanding of OBE and provide methods for promoting sustainability in vocational education. Beneficiaries include educators, policymakers, and accreditation bodies, who can use these insights to implement sustainable educational practices and ensure graduates contribute to sustainable development.

Fostering key competency growth: a feedback model for university English teaching

ABSTRACT Purpose To explore a theoretical model for providing effective feedback combined with key competencies in China’s university-level English education. Design/methodology/approach Drawing from Hattie and Timperley’s feedback model regarding English key competence, we construct a feedback model and conduct teaching experiments over three semesters using mixed-methods. Quantitative data from the questionnaires were examined using variance and regression analyses in SPSS (17.0), while qualitative data from the focus group interviews were analyzed using NVivo. Findings and originality/value The results both verified and expanded Hattie and Timperley’s feedback model. The four feedback levels and factors promoted each other, thus validating the key competency-based feedback model for university English teaching. This model included the four feedback levels as its main structure, the dual promotion effect as the feedback mechanism, and the leading and subjective roles of teachers and students, respectively, as the principle. A teaching design according to this model can provide personalized, formative, and effective feedback. Additionally, the teaching environment can be optimized, and the gap between learning objectives and current practice can be effectively shortened. This will lead to the attainment of the teaching and feedback goals, eventually promoting the comprehensive development of students as well as the professional development of teachers.

Validation of Chinese Version Social Work Cultural Competencies Self-Assessment Instrument in Mainland China

Purpose: This study aims to develop and validate a self-assessment instrument for the cultural competence of social workers, namely, the Social Work Cultural Competencies Self-Assessment Instrument (SWCCSA), in mainland China. Method: Quota sampling was used to validate the Chinese version of the instrument. Data were collected from 1,000 social workers and students in mainland China to test the reliability and validity of the translated SWCCSA. Results: The Chinese version of SWCCSA was finalized with three-factor dimensions with 21 items after exploratory factor analysis and confirmatory factor analysis. The assessment presented good factorial validity and reliability. Discussion: The revised three-factor dimensional Chinese version of SWCCSA developed by this study is a reliable and valid measurement instrument for future assessment of social work practitioners’ and students’ cultural competence in China.

Evaluating the alignment between chemistry curriculum and high-stakes tests through the lens of chemistry core competencies in China

ABSTRACT The study investigates the alignment between the Chemistry Curriculum Standards of Senior High School (Curriculum Standards) and 10 sets of 2023 standards-based high-stakes tests in mainland China through the lens of Chemistry Core Competencies (CCCs). Following Porter’s alignment model, a two-dimensional matrix composed of components of CCCs and proficiency levels of CCCs was developed to represent Curriculum Standards and tests, based on which to compute overall alignment indices and the degree of match for each dimension. The results indicate that all tests value CCCs, but the vast majority have statistically insignificant alignment with Curriculum Standards. This inconsistency is mainly due to the tests’ more emphasis on higher-order thinking skills, which has resulted in an overall shift towards higher proficiency of CCCs from Curriculum Standards to tests. Compared to Curriculum Standards, the tests measure scientific thinking more than chemical concepts, and the ratio of scientific inquiry and practice is most consistent with Curriculum Standards, but minimally assesses scientific attitudes and responsibility. The findings present direct evidence for improving the quality of assessment in the future. The proposal of the alignment analytical framework offers researchers in other countries the possibility of localised exploration.

Analysis of the Research Progress of Teachers’ Digital Competence in China based on Bibliometrics

Analysis of the Research Progress of Teachers’ Digital Competence in China based on Bibliometrics

Knowledge mapping of research on teachers’ digital competence in China: a bibliometric analysis using CiteSpace

Knowledge mapping of research on teachers’ digital competence in China: a bibliometric analysis using CiteSpace

Higher Vocational Nursing Students' Clinical Core Competence in China: A Cross-Sectional Study.

Understanding the clinical core competence of nursing students in higher vocational colleges is crucial for adjusting the nursing core curriculum and training of nursing professionals. However, little is known about the level of clinical core competence of higher vocational nursing students in China. To investigate nursing students' clinical core competence in the school of nursing and health at a vocational and technical college in Guangdong, China. The Core Competency Scale for Registered Nurses in China was used to evaluate the clinical core competence of higher vocational nursing students from February to March 2022. Data were analyzed by descriptive statistics, Mann-Whitney U test and Kruskal-Wallis test. A total of 1,120 nursing students were investigated, 1,069 were valid questionnaires, and the response rate was 95.4%. The total score of core competence score of higher vocational nursing students was 176.55 ± 43.95, only 43.3% of students obtained an overall score more than 178, and 47.7% of students scored between 116 and 178 scores. The lowest score was on critical thinking and scientific research (2.72 ± 0.77) following by clinical nursing (2.85 ± 0.80), which had differences in gender, category of students, and years of study. There were differences in the total average score of core competence in terms of gender and category of students. Leadership and interpersonal relationships differ significantly by gender, while professional development, teaching, and coaching differ significantly by category of student. The findings revealed the core competence of higher vocational nursing students is at a medium level. Moreover, critical thinking and scientific research, and clinical nursing ability are significantly insufficient.

중국 교원의 AI·디지털 역량 지원 정책 동향 및 시사점 탐색

This study explored implications for improving our AI and digital competencies by analyzing policies to enhance AI and digital competencies in China and case studies related to AI and digital competencies. First, the background of policy promotion related to China's AI and digital competencies and the conceptual definition of China's AI and digital competencies were examined, and the types of AI and digital competencies in China were specifically explored. Based on this, we looked at the actual support and use of Chinese teachers' AI and digital competencies in the current teaching situation in Chinese schools, and explored Chinese education policies to support teachers' AI and digital competencies. This search was in-depth approach and analysis based on literature published in the original Chinese language, such as announcements from the Ministry of Education of China, Chinese academic journals, Chinese websites, and Chinese media. Through this, the implications of China's AI/digital competency training for Korea and the future direction of Korea's AI/digital competency support policy were suggested as follows. First, it is necessary to establish a teacher training model that combines the capacities of the government and the private sector. Second, AI and digital resources must be fully utilized in the teaching and learning process. Third, it is necessary to strengthen the education of prospective teachers and expand the training of incumbent teachers.

Longitudinal Associations from Maternal and Paternal Internalizing Symptoms to Preschooler's Problem Behavior and Social Competence in China: The Mediating Role of Executive Function.

By using a two-year longitudinal design, the current study recruited 199 preschoolers and their parents in Beijing to examine the effects of parental internalizing symptoms (T1) on children's internalizing and externalizing problem behavior and social competence (T3), and further explore whether executive function (EF, T2) may act as the mediator. The results showed that maternal internalizing symptoms and paternal internalizing symptoms at T1 separately had significant direct predictive effect on children's internalizing and externalizing problem behavior but not on social competence at T3 after controlling family socioeconomic status. Further analysis indicated that children's inhibitory self-control at T2 mediated the association between maternal and paternal internalizing symptoms at T1 and children's externalizing problem behavior at T3, and metacognition at T2 could mediate the influence of maternal internalizing symptoms at T1 on children's internalizing problem behavior, externalizing problem behavior and social competence at T3. These findings to some extent highlight the importance of including both parents and exploring mother-father differences in effective interventions aiming to promoting child development. Metacognition and self-control skill training would be helpful to reduce children's problem behavior or to improve their social competence.

A Comparative Analysis of the Contents of “Acid-Base Neutralization Titration” in the New and Old Editions of the Textbook Published by People’s Education Press Based on Core Competencies in China

In the new edition of the high school chemistry textbook, published by People’s Education Press in China in 2019, the knowledge of “Acid-Base Neutralization Titration” is extracted as an independent class hour from the content of “The Application of pH” in the old edition textbook published in 2004. Based on the idea of Chinese core competencies in chemistry, the contents of “Acid-Base Neutralization Titration” in the 2019 edition and the 2004 edition of Chinese high school chemistry textbooks are compared and analyzed in this paper. It is found that the new edition of textbook is optimized in many aspects, for example, a variety of columns are set up, exercises are simplified, and the content is more concise and organized. At the same time, some suggestions are presented about the approaches to cultivating students’ core competencies and the improvement of calculation method of the examples in the new edition of textbooks.

On the Influencing Factors of Global Competence of College Students in China

In today's society, cultivating students' "global competence", that is, cultivating innovative talents with more international competitiveness and cross-cultural leadership, has become an important goal of national talent training. The present research focus on the cultivation of global competence of international talents, while there is few research on the influencing factors of global competence. The paper explores the impact of number of foreign teachers, English compulsory course credits, English elective course credits, and professional bilingual course credits on the cultivation of students’ global competence in China’s local universities. It is important to find the influencing factors to help select appropriate training modes, so as to improve college students’ global competence.

High School English Teacher’s Core Competencies in China: A Case Study of the Teacher Qualification Examination Syllabus

English is becoming increasingly important in subjects during the internationalization progress. Since the beginning of the 21st century, the National English Curriculum for Nine-year Compulsory Education in China has been developing with the progress of the times and the improvement of national policies. Meanwhile, teachers' teaching ability is closely related to students' learning achievement and future development. Under this circumstance, English teachers' teaching ability and subject knowledge have attracted much attention in China. Through quantitative analysis, the main findings of this paper are as following: 1) Teaching with higher quality will lead to students’ positive and sustainable development in the future, for the quality of teachers’ teaching performance can literally play a decisive role in students’ achievement; the most important factor that affects education and predicts students’ achievement is the quality of teachers’ teaching in class; 2) After it is analyzed, the core competence of senior high school English teachers in China through quantitative proportion analysis and word frequency analysis of the core contents of the syllabus is discovered. Through quantitative analysis, it is found that the emphasis of teacher assessment in the senior high school English teacher qualification examination includes both general pedagogical knowledge and English pedagogical knowledge and competence. Therefore, this paper suggests that teachers should not only have professional English pedagogical skills, but also have strong teaching-related skills (e.g., classroom management); 3) The professional motivation which is reflected in the emotional motivation characteristics of candidates doesn't seem to be fairly reflected in the exam. The results of this study have certain instructional significance for the design, implementation, reliability, and validity of the English teacher qualification examination for senior high schools in China.

University English Teachers’ Teaching Competencies in China: A Literature Review

University English teachers in China comprise English as a Foreign Language (EFL) teachers for English-major students and College English (CE) teachers for non-English-major students in China. Teaching competencies of university English teachers have powerful effects on student learning and generally have several dimensions. However, there exist different taxonomies for the dimensions of teaching competencies. The purposes of this literature review are to first explore how researchers have defined teaching competency, secondly explore core dimensions of teaching competencies for the three teacher categories: university teachers, EFL teachers, and CE teachers, and finally investigate the differences in the core dimensions of teaching competencies between EFL teachers and CE teachers. Based on the core dimensions of each teacher category in the literature, the study concluded different three-dimension models of teaching competencies for university teachers, EFL teachers, and CE teachers. It found that CE teachers need to have an additional teaching competency in content knowledge related to their students’ disciplines besides all the required competencies for EFL teachers. EFL teachers are recommended to develop their competency in English language knowledge to meet English majors’ higher and intensive language needs. However, for CE teachers, although they don’t have to be as knowledgeable as EFL teachers in the English language, it would be more challenging for them since they are supposed to gain knowledge of students’ discipline which they might not have learned before.

The Effect of Marital Relationship on Children’s Social Competence in China Parenting style as a mediating factor

The Effect of Marital Relationship on Children’s Social Competence in China Parenting style as a mediating factor

Developing intercultural competence in college business English students: A study of innovative teaching in China

Despite the increasing need to develop students' intercultural competence in China, the relationship between the approaches used to teach the English language and the cultivation of students' intercultural competence remains largely under-researched. Based on Byram's intercultural model and the intercultural language teaching framework, using action research we developed and implemented new teaching approaches to cultivate intercultural competence among students using a quasi-experimental design that combined qualitative and quantitative methods. Two classes of undergraduate students majoring in Business English were randomly selected, with one being assigned as the treatment group (n = 33) and the other as the control group (n = 32). The primary data consisted of questionnaires, journals, and interviews. After participating in a three-month intercultural speaking course where the treatment group students were guided through an intercultural learning process of noticing, comparing, and reflecting, findings revealed that they developed intercultural competence regarding their attitudes, knowledge, skills, and awareness. Implications for facilitating students' intercultural competence are discussed.

Training and certification of EUS operators in China.

ABSTRACTBackground and Objectives:EUS has become a very frequently used procedure for both diagnostic and therapeutic indications. However, skilled operators are essential for improved outcomes and patient safety which make efficient training and certification programs essential. Our aim was to explore the acquisition and assessment of EUS competencies in China as practiced in the past, today, and in the future.Methods:We identified key opinion leaders (KOLs) from hospitals in different cities in China. Each KOL answered 43 questions regarding demographics and EUS experience, their learning experience as a trainee, experience as a supervisor, and their thoughts about current and future training. Descriptive statistics were used for reporting the results.Results:Eleven men and five females from eight major Chinese cities (Beijing, Changsha, Chengdu, Chongqing, Guangzhou, Shanghai, Shenzhen, and Wuhan) were included. They offered a good variance regarding age (33–53 years old), EUS experience (½–20 years), and performed procedures (20–6000 procedures). Most (n = 13) learned EUS through apprenticeship training model but three were self-taught. The KOLs also used the apprenticeship model to train their own trainees. First, they demonstrated EUS for median 2 months before their trainees took over the scope and performed a median 50 supervised procedures during a median of 3 months. Then they were allowed to perform EUS procedures independently. Simulation-based training and standardized assessment of competence were used very sparingly, but most of the KOLs wanted to shift towards these contemporary methods in the future.Conclusions:The classical apprenticeship training is still used to learn EUS in China and the amount of training required before being allowed to practice independently varies considerably. Several of the KOLs requested improved conditions for training and wanted a standardized curriculum leading to certification of new EUS operators based on a valid assessment of competence.

Training and certification of EUS operators in China

Background and Objectives: EUS has become a very frequently used procedure for both diagnostic and therapeutic indications. However, skilled operators are essential for improved outcomes and patient safety which make efficient training and certification programs essential. Our aim was to explore the acquisition and assessment of EUS competencies in China as practiced in the past, today, and in the future. Methods: We identified key opinion leaders (KOLs) from hospitals in different cities in China. Each KOL answered 43 questions regarding demographics and EUS experience, their learning experience as a trainee, experience as a supervisor, and their thoughts about current and future training. Descriptive statistics were used for reporting the results. Results: Eleven men and five females from eight major Chinese cities (Beijing, Changsha, Chengdu, Chongqing, Guangzhou, Shanghai, Shenzhen, and Wuhan) were included. They offered a good variance regarding age (33–53 years old), EUS experience (½–20 years), and performed procedures (20–6000 procedures). Most (n = 13) learned EUS through apprenticeship training model but three were self-taught. The KOLs also used the apprenticeship model to train their own trainees. First, they demonstrated EUS for median 2 months before their trainees took over the scope and performed a median 50 supervised procedures during a median of 3 months. Then they were allowed to perform EUS procedures independently. Simulation-based training and standardized assessment of competence were used very sparingly, but most of the KOLs wanted to shift towards these contemporary methods in the future. Conclusions: The classical apprenticeship training is still used to learn EUS in China and the amount of training required before being allowed to practice independently varies considerably. Several of the KOLs requested improved conditions for training and wanted a standardized curriculum leading to certification of new EUS operators based on a valid assessment of competence.

A Bibliometric and Visualized Analysis of Nursing Informatics Competencies in China (2000-2020).

This study aimed to use CiteSpace software to conduct a bibliometric analysis of published on the nursing informatics competencies from 2000 to 2020. Data were obtained from the China National Knowledge Infrastructure and Wanfang Database. Co-occurrence analysis, collaboration analysis and Co-Words Analysis of keywords were conducted by using CiteSpace5.7 R2 software. A total of 496 publications were obtained. The number of publications generally increased over the investigated period. The most publications were from colleges and universities. 'Influencing factor', 'nursing informatics competencies', and 'nursing education' were the hotspots recently. The study may be helpful for researchers in identifying the research status quo, trend and development of nursing informatics competencies in China in the future.