Competent Practice Research Articles

Examining the Use of Smartphone Apps for Bridging Theory and Practice in Nursing Education: A Systematic Review

The use of smartphone apps or mobile applications has been widely adopted in medical and nursing practices across hospital, health center, and community settings. However, from an academic perspective, par-ticularly in terms of clinical skill proficiency, their use remains limited. This study aimed to systematically synthesize the available literature on smartphone applications and their specific features that can enhance knowledge (theory) and skills (laboratory practice) in undergraduate nursing education. The research findings could serve as the basis for de-veloping the KesPro-P app for laboratory practice in reproductive health nursing at Universitas Andalas. A computerized search was conducted using the ScienceDirect, PubMed, and EBSCOhost databases to identify relevant primary studies published between 2013 and 2023. A total of 10 eligible studies were identified from 431 potentially relevant articles. Six applications were found to be suitable for laboratory practice as they include standard nursing practice procedures. Seven applications were shown to assess changes in students' knowledge, skills, satisfaction, and confidence levels in clinical skills. In almost all of these aspects, smartphone applications scored higher compared to conventional learn-ing methods. By focusing on specific content and incorporating case stud-ies that closely resemble real-world scenarios, the use of smartphone applications proves to be highly effective in helping nursing students de-velop practical and theoretical competencies.

Pengembangan Instrumen Asesmen Kompetensi Minimum Numerasi pada Domain Data dan Ketidakpastian untuk Siswa SMP

This study aims to produce valid and practical minimum competency assessment instrument. This study uses the research and development (R&D) of the ADDIE model. The subjects of this study consisted of 32 students in grades VIII SMP Negeri 1 Anyar. The instruments used consisted of expert validation sheets, student response questionnaires, and minimum competency assessment instrument. The data analysis techniques in this study are quantitative analysis and qualitative analysis. Based on the results of research and development of the minimum numeracy competency assessment instrument in the uncertainty and data domain for junior high schools, it was concluded that two questions were very valid, five questions were valid, and one question was invalid. Based on the power of differentiation, invalid questions can be revised or do not need to be used. Meanwhile, the results of the student response questionnaire were obtained by 84%, meaning that it included very practical criteria with 83% for the content aspect, 80% for the construction aspect, and 90% for the language aspect. Thus, this minimum competency assessment instrument can be used in mathematics learning.

Cultural Competence in Dietetic Practice

In the European context shaped by migration, it is necessary to adapt dietitians to cultural diversity for effective professional practice. The objectives of the research are to analyze the cultural and ethnic diversity in Romania, highlighting the possible influence of acculturation on the dietary behaviors of different ethnic groups, and to formulate ways to apply the stages of cultural competence. The research methodology included the collection and use of data from the population census and other statistical sources to analyze the ethnic, linguistic, and religious composition in different regions of Romania, and the use of a cultural competence model that could be applied in the Romanian medical context for the formulation of health recommendations tailored to eating habits and influenced by acculturation and sociocultural factors. The study reveals the cultural diversity of the Romanian population, with more than 1.7 million inhabitants having a native language other than Romanian and with a wide ethnic and religious variety. We adapted a cultural competence model including methods to assess dietary acculturation, understand food preferences, and respect ethnic, religious, and generational diversity, ensuring its applicability in various multicultural contexts. This study emphasizes the importance of cultural competence in dietetic practice in a diverse health care setting and tailoring nutrition services according to cultural diversity to improve health and patient satisfaction.

The surgical case reports of Hippocrates of Cos. Medical Practice in Ancient Greece

Which theoretical and practical competences do the surgical case histories of the Hippocratic Corpus convey? The 431 Hippocratic case histories have been studied for reports and communication on diagnosis, therapy and prognosis of single persons and groups of patients suffering from surgical diseases. Within the 7 books of the Hippocratic "Epidemics", a total of 18 patients with general and visceral surgical diseases are described. The main signs of the disorders were fever, pain, looseness, constipation, colic, swelling and bleeding, the most common affections abscesses, ruptures, ulcers and necroses. In addition, breast cancer can be reliably identified. Seven men are facing six women. Moreover, four children and one group are described. The patients' information about the course of their disease is sparse. Diagnostics were limited to inspection and palpation. In many cases, the treating physician confined to conservative measures. Among the surgical interventions incision, cauterization and bloodletting dominated. 11 of 18 patients succumbed to their diseases. The Hippocratic doctor diagnosed and treated a limited number of general and visceral surgical diseases. The symptoms of inflammation and traumatic lesions are narrated in detail. The observer describes the bloody secretion in two women with breast cancer as briefly as impressively. In two thirds of the cases, neither conservative measures alone nor in combination with invasive treatment led to enduring success. Complete recovery is reported of only three persons. The unfavourable balance of treatment for the involved physicians is an important reason for the confidence of scientists in the credibility of the Hippocratic case histories.

Simulation in podiatry teaching and learning: A scoping review.

In podiatry, there are a variety of clinical tasks that require precision and skill and it is expected that clinicians will obtain these skills during their training. Simulation is a dynamic teaching tool used in healthcare to enhance skill and knowledge acquisition. Currently, the extent and nature of the research on the use of simulation in podiatry teaching and learning are not clear. A scoping review was conducted to identify the extent and nature of research activity on the use of simulation in podiatry teaching and learning and identify gaps in the existing literature. Any research relating to simulation use in podiatry teaching including various designs and focusing on simulations aimed at improving podiatry teaching or learning were eligible for inclusion. A systematic search was conducted on February 14, 2024 of the following databases: Embase (via Embase.com), MEDLINE (via PubMed), CINAHL, and the Web of Science. Additional papers were identified via bibliographies of included studies. Content analysis of content relating to podiatry teaching and learning was performed and grouped into broad themes, then further narrowing to six themes. A total of 21 research studies were deemed eligible for inclusion focusing on diverse aspects of podiatry simulation utilized in high-income countries exclusively. Conducted between 1997 and 2023, these studies were categorized into six key themes: skill improvement, communication and professionalism, clinical competencies and patient safety, educational enhancement, and anatomy and histology education. The simulations, carried out by or assessed for podiatry professionals, staff, or students, ranged from high-fidelity medical mannequins to low-fidelity simulations such as a grapefruit model of a diabetes-related foot ulcer. Overall, the findings suggest that simulation teaching in podiatry, whether through direct skill enhancement or through educational impact assessments, holds potential in improving competency, confidence, and educational outcomes in podiatry practice. This scoping review identified a small yet diverse evidence base for simulation modalities in podiatry education, demonstrating gaps in long-term effects and comparative effectiveness studies. It highlights the urgent need for research focused on longitudinal impacts, evaluating various simulation technologies and standardizing best practices to improve podiatry education and align with clinical and patient care needs.

The Impact of Changes in Teacher Attitudes and Learning Methods on Student Performance

The effectiveness of learning in shaping student performance has been a primary concern in educational research. This study examines the influence of changes in teacher attitudes and teaching methods on student performance in secondary education. This issue is driven by the evolution of the education landscape, where traditional teaching methods meet the need for more dynamic and student-centered methodologies. The research problem focuses on understanding how teacher attitudes toward learning change with innovative teaching methods, affecting learning outcomes. This reflects the increasing concern among educators about the gap between traditional teaching practices and the diverse needs of today's students. Using a quantitative approach by distributing surveys to students and teachers in different schools, this research explores the relationship between teachers and teaching methods and student activities. The results show a significant relationship between positive changes in teacher attitudes, the introduction of interactive and adaptive teaching methods, and improvements in student performance metrics. The conclusion drawn from the study emphasizes the importance of teacher attitudes and teaching methods in shaping student success. It underscores the importance of creating a positive, student-centered classroom environment where teachers can adapt and respond to individual learning needs. Additionally, the findings emphasize the need for continuous professional development initiatives to enhance teacher competencies in innovative pedagogical practices. The novelty of this scholarly work lies in comprehensively examining the correlation between teacher attitudes, teaching methods, and student performance. By providing a clear picture of this dynamic relationship, the study offers valuable insights for education policymakers, school leaders, and teachers striving to improve the quality of teaching and learning experiences in post-secondary education environments.

Authentic assessment in forensic science programmes: A UK-based survey of practitioners.

Authentic assessment is becoming increasingly common in higher education, and it can be achieved in forensic science programmes by asking students to complete realistic workplace tasks. We argue that preparing students for the forensic science workplace also means preparing them for the ongoing training and assessment they will experience. Using an online questionnaire of 60 practitioners, we surveyed the assessment methods that are used in forensic science workplaces to assess theoretical knowledge and practical skills. Just over half of the participants (52%) were from the UK. The most common form of assessment for practical skills was observation by another scientist (reported by n=44, 76% of participants), followed by competency testing (reported by n=27, 47% of participants). The most common form of assessment for theoretical knowledge was as part of practical skills or competency testing (n=40, 69% of participants), followed by practice statement(s) or report(s) (n=32, 55% of participants). We then audited the assessment regime for our BSc (Hons) Forensic Science programme to identify any gaps, and established the main one as a lack of observed competency testing. We encourage those running forensic science programmes to conduct a similar audit and consider addressing any gaps, whilst being cognisant that not all assessments have to be authentic, and that our graduates may enter a range of careers, so require transferable skills.

A052: Construction of Ski Instructors' Competency Evaluation Index System Based on O*NET Working Analysis

Background/Purpose: Skiing has emerged as a preeminent activity in ice and snow tourism, with ski resorts significantly bolstering the winter tourism economy. However, the burgeoning demand for instructors, coupled with the increasing number of enthusiasts, poses critical challenges for the sport's development. To address these issues, we have undertaken a comprehensive competency assessment to inform the training and retraining of instructors. This evaluation is also pertinent for selecting unlicensed instructors. Method: The study involved 12 experts and 250 ski instructors from Jilin Province. Research was conducted using keywords such as 'competency model' and 'instructor quality'. The O*NET questionnaire and a 5-point Likert scale were employed to develop the competency test items for ski instructors, encompassing extensive knowledge of ski theory and a passion for skiing. Data analysis comprised Cronbach's α, KMO and Bartlett's test, model fit analysis, and index weight analysis. Results: The overall Cronbach's α was 0.868, with a KMO value of 0.984, and the Bartlett test score reaching 5087.886 (p < 0.01). The model fit analysis yielded a chi-square/DF of 1.248, with research indicators (resea) below 0.08, CFI and TLI above 0.9, and PGFI exceeding 0.5. Following three rounds of surveys, consistency tests indicated that each layer's indicators were CR < 0.1, leading to the finalization of the evaluation index system's weights. The model included five primary indicators: personal traits (0.1878), professional ability (0.0872), work awareness ability (0.3047), coordination and communication ability (0.2147), and service ability (0.2056), alongside 22 secondary indicators, like achievement motivation (0.1352), skiing ability (0.3950), and continuous learning ability (0.3528). Conclusion/Discussion: The development of a ski instructors' competency evaluation index system based on O*NET Working Analysis exhibited scientific rigor and served as an effective tool for assessing ski instructors' competency levels. Among the model's five primary indicators, 'work awareness ability' was most significant, underscoring the importance of timely problem identification in coaching. Consequently, training should integrate practical experience, theoretical testing, and competency verification.

A comparative on effects of Patient Safety Knowledge, Patient Safety Attitude, Patient Safety Management Activity and Nursing Competency in Clinical Practice and Simulation Practice based on Patient Safety

A comparative on effects of Patient Safety Knowledge, Patient Safety Attitude, Patient Safety Management Activity and Nursing Competency in Clinical Practice and Simulation Practice based on Patient Safety

Identifying leadership competencies for Indian public health leaders using LEADS framework

Purpose There are few studies exploring leadership competencies for public health leaders in low-middle-income countries, including India. The purpose of this study is to discern the leadership competencies the public health leaders might need by adapting the LEADS framework of leadership competencies and understanding the characteristics of the Indian public health system that influence the practice of these competencies. Design/methodology/approach The authors followed a sequential multiphase mixed-method design. Phase I included a concurrent literature review and in-depth interviews of senior public health leaders in western India. Phase II was an online leadership competency survey (10 statements each for knowledge, skills and behaviors) of 88 district-level public health leaders. Phase III included focus group discussions with 33 district-level public health leaders to better understand survey results. Findings The practice of leadership competencies was determined by health system characteristics, governance and managerial processes, health system culture and sociopolitical environment in which the health system shared an interface. In total, 20 out of 30 competencies were categorized under the first two LEADS domains of “Leading self” and “Engaging others.” “Achieving results” was affected by the centralized nature of health programs’ planning and monitoring. The health systems context provided limited scope to practice competencies under the “Developing coalitions” and “Systems transformation” domains. Practical implications Findings from this study can help address gaps in leadership competencies and tailor leadership development programs. Originality/value Past research on leadership competencies in India has used Western frameworks without adaptation. Through this study, the authors tried to conceptualize and contextualize competencies for Indian public health leaders adapting the LEADS framework.

Difficulty With Board Certification in Urology Is Associated With Adverse Medical License Actions.

Board certification in urology is a multistep process including a written qualifying examination (QE), followed by an oral certifying examination (CE) approximately 2 years after residency or fellowship completion. The goal of this process is to ensure that urologists are well trained, have an extensive fund of knowledge, demonstrate professionalism and competence in practice, and are safe to practice urology. Board certification in urology serves to both establish and confirm physician competence and ultimately protect the public. We sought to examine the relationship between board certification in urology and adverse medical license actions. We retrospectively studied deidentified physicians who attempted initial ABU certification between 1980 and 2022. The primary outcome was adverse state medical license action, defined as severe (surrendered, suspended, or denied licenses) or moderate (required CME, imposed conditions, fines, reprimands, and probations). Statistical analyses were conducted using χ2 and Fisher exact tests. Five thousand five physicians were included in analyses. One hundred nineteen physicians did not obtain board certification. Only 1.4% of physicians who certified on initial attempt received disciplinary action compared with 3.0% who obtained certification on repeated attempts (Fisher exact test 0.013, P < .05) and 5.9% who never obtained certification (Fisher exact test 0.0018, P < .05). Failure to complete or repeated attempts at board certification was associated with increased rates of disciplinary actions. This association highlights the continued relevance of ABU certification in protecting the public.

Strategy To Increase The Competence Of Practical Supervisors In The Learning Process Of Midwifery Students

Higher education has the function of developing the ability in order to educate the life of the nation in accordance with the vision, mission and goals of Higher Education. In producing competent and competitive graduates, every university must adjust to the national standards of education that have been set. The scope of the national standard of education, the standard of educators and Educational Personnel states that, educators must have academic qualifications and competencies as learning agents, be physically and spiritually healthy, and have the ability to realize the goals of National Education. As vocational education, in the core curriculum of Diploma III Midwifery Education, the percentage of practical learning experience is set at 60 %. Competent practice mentors will contribute to producing midwifery graduates who can be used to become midwifery professionals. In order to improve the competence of the practice supervisor, one of them is the development of skills through education and training. This study aims to describe the management of education and training as improving the competence of practice supervisors in the College of Health Sciences. Improvement of the competence of the practice supervisor through the practice supervisor learning training is carried out through several stages, namely 1) analysis of the needs of the practice supervisor Learning Training, 2) design and planning of the practice supervisor Learning Training, 3) curriculum development of the practice supervisor learning training, 4) implementation of the practice supervisor learning training, 5) evaluation of the practice supervisor learning training, 6) obstacles and carrying capacity of the practice supervisor learning training. To achieve this goal, the research was conducted using a qualitative approach with a case study method on STIKes Abdi Nusantara and STIKes BPI. Data were collected using in-depth interviews, observations, and documentation studies. The data of this study were checked for correctness, reliability through triangulation process. The results showed that the process of implementation of the teaching and learning practice supervisor in the College studied went well. Education and training provided to the practice supervisor contributes positively to the competence of the practice supervisor.

TRANSFORMATIONAL LEADERSHIP ON JOB SATISFACTION AMONG REGISTERED NURSES CARING PERSPECTIVE: A SYSTEMATIC REVIEW

Background: The healthcare profession face scarcity due to increased global demand for registered nurses. The inadequacy of the healthcare workforce is a critical concern in an organization, as it is difficult to retain and recruit qualified staff to deliver safe and quality outcomes in the provision of care. Numerous studies identify transformational leadership style as an effective style to foster job satisfaction among licensed nurses. Objective: The study aimed to review transformational leadership in relation to job satisfaction according to Registered Nurses perspective. Design: This systematic review utilized the Cochrane Collaboration procedures and PRISMA statement. Data source: A comprehensive search of Pubmed, CINAHL, ScienceDirect, Cochrane Library, Wiley Online, and Google Scholar published from 2018 to 2023. Ten articles of cross-sectional studies met the inclusion criteria. Review Methods: The method utilized is the JBI Critical Appraisal Checklist for Analytical Cross-Sectional Studies. Results: All articles demonstrated that a transformational leadership style was reported to have a positive correlation among registered nurses' job satisfaction. In addition, four main themes emerged to determine job satisfaction variables on organizational commitment, work environment, competencies in evidence-based practices, and resilience of skilled nurses to minimize the repercussions of the inadequacy of nurses in the healthcare setting. Conclusion: Transformational leadership contributes to improving job satisfaction and instituting the identified themes that could support the development of caring strategies that would close the gap of registered nurses’ shortage in healthcare.

The impact of reflective teaching on EFL learners through implicit and explicit pragmatic competence instructions

ABSTRACT Although reflective teaching and pragmatic competence have been studied, their intersection in an EFL context remains underexplored. This study examines the impact of reflective teaching on Iranian EFL learners through implicit and explicit pragmatic competence instructions. One hundred and twenty Iranian EFL learners participated in this quasi-experimental study, facilitated by experienced English teachers familiar with reflective teaching and pragmatic instruction techniques. The Nelson proficiency test, a pragmatic test, and reflective diaries were employed to assess learners’ homogeneity, pragmatic competence, and teaching practices. Participants were divided into two experimental groups and two control groups. Experimental groups received reflective teaching alongside explicit or implicit pragmatic instructions, while control groups received only pragmatic instructions. Data were analyzed using paired and independent sample t-tests. Results revealed that reflective teaching, especially when combined with explicit instruction, significantly enhanced learners’ pragmatic competence compared to non-reflective teaching. This study has significant practical implications for educators, including teachers, curriculum developers, instructional coordinators, policymakers, and language practitioners, in overcoming teaching challenges effectively. By aligning reflective teaching with pragmatic instruction, educators can address teaching challenges more effectively, potentially reducing the need for extensive modifications to teaching materials and methods..

Nurse-surgeons in the Australian public health system: A descriptive quantitative survey

BackgroundWith over five billion people worldwide lacking access to surgery, innovative solutions are vital to address the global surgical crisis. Nurse-surgeons present a promising innovation. Considering their contribution worldwide and impact on surgical care in Australia, an exploration of these advanced practice nurses is timely. ObjectiveTo investigate the roles, training, education, and perceptions of career prospects and support received by practicing nurse-surgeons in the Australian public health system. DesignNon-experimental descriptive national survey MethodsThe target population was nurse-surgeons practicing within the Australian public health system. The survey questionnaire comprised of four sections containing questions on nurse-surgeon demographics, roles, training, and perceptions of career prospects and support received. Data collection was conducted through emailing of public hospitals, crowdsourcing, and snowballing. Descriptive analysis was used to report the findings. ResultsTwenty-eight nurse-surgeons participated in the study, 22 females and six males. Most commonly, participants (n = 10) held master's degrees and trained to become nurse-surgeons for an average of 2·27 years (95 % CI [1·47,3·07]). Training programs varied but were all surgical specialty-specific, and usually included a practical component, theoretical component, and competency assessment prior to independent practice. Participants rated employment prospects for nurse-surgeons as poor to average due to limited work opportunities, politics, and strong pushbacks from Australian medical societies. The support received from nurses, surgeons and management was rated by participants as good providing reasons such as supportiveness, value recognition, jealousy, and resentment. The participants were very likely (95 % CI [7.436 – 9.364] to continue practicing due to positive job satisfaction but recommended the standardising of training and practice to ensure role futureproofing. ConclusionsNurse-surgeons have been practicing in Australia for decades, yet no standard training and credentialing pathway exist for them. This study identified the various roles, non-standard training, and perceptions of nurse-surgeons in the Australian public health system. The findings of this study will have an impact on policymakers and stakeholders to develop standard national credentialing pathway for nurse-surgeons in Australia to enhance clinical practices and ensure a consistent framework for recognition and development of these advanced practice nurses.

Teaching entrepreneurs for the dynamic economic environment: a case-study of student startup competitions

The article examines the aspects of the formation of entrepreneurial skills among students in the conditions of dynamic development of the modern economy. The authors consider the experience of holding a competition of student startups (Hackathon) as an interesting opportunity for students to demonstrate theoretical knowledge in practice. But an important component of such competitions is the jury, which must be knowledgeable and competent. That is why the authors paid attention to the aspects of attracting business and investors to such contests and their motivation to participate in such contests as a jury.The literature review shows that most research focuses on the importance of developing practical projects and conducting relevant competitions to form entrepreneurial skills in students. However, the issue of motivation and involvement of business representatives in such competitions remains insufficiently researched, so the authors focus on this aspect. The research analyses the practice of organizing the student competition of innovative ideas, Mohyla Open Hackathon “BE FIRST,” and the results of a survey of the competition’s jury members.In general, the jury members have a positive attitude towards such activities and show a desire to participate in similar events in the future, indicating the innovative and business community’s interest in such events as part of the ecosystem’s development and growth. One of the biggest advantages of hackathons is the benefits for participants, primarily students. However, our research shows that the benefits for judges are also significant and include personal (networking, improving communication skills, etc.) and professional (seeing students in action and understanding their potential for the industry and job market) advantages.Such competitions serve several roles: (1) demonstrating to university stakeholders the practical skills and competencies of students that are important for better employability, (2) enabling students to develop entrepreneurial skills, promoting proactivity and a greater propensity for self-employment, and (3) creating an environment for developing new ideas and introducing innovations, ensuring the sustainable development of the economy. Thus, the expansion of startup competitions appears to be an important and effective mechanism for promoting entrepreneurship in university settings.

Clinical gerontological nursing competence among licensed practical nurses in healthcare services-A descriptive cross-sectional study.

This study aimed to describe self-assessed clinical gerontological nursing competence and its associated factors among licensed practical nurses. A descriptive cross-sectional design was adopted for the study. Data were collected in Autumn 2023 from 394 licensed practical nurses working in healthcare services for older people in one well-being services county in Finland. The nurses, recruited through convenience sampling, were surveyed using a 40-item self-assessment clinical gerontological nursing competence instrument (on a Likert scale from 1 = poor to 5 = excellent). Descriptive statistical methods were used to analyse the results. Participants mainly assessed their clinical gerontological competence as good. Competence in using assistive devices to support functional ability was assessed as very good, while competence in postoperative wound care was assessed as the weakest. Participants working in 24-h services assessed their competence as the weakest among the three clinical gerontological nursing areas. Participants under 40 years of age with 5-10 years of work experience self-assessed statistically significantly stronger competence in disease-specific nursing than those over 40 with less work experience. The self-assessed competence of licensed practical nurses varies across different service and care units. Competence in wound care requires more focus and education in the future. Attention should also be paid to competence development in different educational areas, for example, through continuous education and competence development models. The results could facilitate licensed practical nurses' competence development and management in clinical gerontological nursing. The study's insights can also guide allocating resources and education to ensure high-quality care in different service areas.

Effect of an online training intervention on evidence-based practice in clinical nurses. #Evidencer Project

BackgroundOnline learning is becoming increasingly essential for health professionals, and it is necessary to understand how this modality affects clinical nurses' learning of Evidence-Based Practice (EBP). For this reason, the present study sought to assess the effectiveness of an online training program in improving nurses' EBP competence.MethodsA quasi-experimental study with a pretest–posttest design was conducted with a control group and without randomization for a period of 6 months. The intervention was an online self-learning course based on Melnyk’s seven steps of Evidence-Based Practice (EBP). The course was structured into sequential modules requiring 72 h of work, with task completions and tests necessary for progression. Participants had three months to complete the course. EBP competence was measured with the EBP-COQ Prof© questionnaire. Data analysis included percentages, means, standard deviations, chi-square tests, student's t-tests, and a two-way repeated measures analysis of covariance (ANCOVA).ResultsThe analysis of the changes observed in each dimension and the overall EBP competence between the intervention group (IG) and the control group (CG) showed a significant group*time interaction in three of the four dimensions of the questionnaire. The results indicated that the online Evidence-Based Practice (EBP) course significantly improved knowledge, skills, and utilization three months after its completion. In the IG, the mean score was 44.04 (standard deviation (SD) = 7), compared to 37.83 (SD = 8.5) in the CG (p < 0.001). Regarding skills, the IG had a mean score of 24.24 (SD = 3.8), while the CG scored 23.01 (SD = 3.1) (p = 0.008). For utilization, the mean score in the IG was 36.77 (SD = 6.8), and the CG was 33.12 (SD = 6.3) (p = 0.005). Overall competence also showed a statistically significant difference, with the IG achieving a mean score of 141.22 (SD = 20.0) compared to the CG with a mean score of 130.34 (SD = 16.7) (p < 0.001).ConclusionsTraining through an online education platform for three months (72 h) is an effective tool for improving the competence in Evidence-Based Practice (EBP) of clinical nurses. A significant increase was observed in knowledge and moderate improvements in skills and the application of EBP. These online courses, adapted to the needs of professionals, can be an efficient way to prepare nurses and improve their application of EBP in a clinical setting.

Development and validation of situational judgement test for assessment of behavioural competencies required for effective medical practice in Nigeria

BackgroundThe personal qualities of health workers determine the way health services are provided to clients. Some key personal qualities (also called behavioural competencies) of physicians that contribute to quality healthcare delivery include ethical responsibility, empathy, patient-centeredness, diligence, good judgment, respectful, teamwork, team leadership/conflict management, ability to take correction and tolerance. In this study, we developed and validated clinical scenarios (dilemmas) for assessing priority behavioural competencies for medical practice in Nigeria.MethodsDrawing on prioritized competencies generated via a scoping review and nominal group technique (NGT) exercises in a previous study in the study series, Faculty members from the University of Nigeria Teaching Hospital were consulted to develop or adapt clinical scenarios that could be used to assess these competencies in a physician. The clinical scenarios and options were framed as situational judgement tests (SJTs) and these tests were administered to a random sample of 192 undergraduate and 111 postgraduate medical doctors in a tertiary hospital in Enugu State. Using Kane’s validity argument framework, we assessed scoring and generalization inferences of situational judgment tests (SJT) based on the developed scenarios.ResultScoring inference – difficulty and discrimination index – shows that most of the SJT items are good test items and can differentiate between high and low performers. The corrected point biserial correlations show positive correlation for most of the items. Generalization inference shows the items represent the domains of interest and are internally consistent. However, few items that show poor difficulty and discrimination index were subjected to re-evaluation and possible elimination.ConclusionThis study has produced a set of valid clinical scenarios that can be used to evaluate specific behavioural competencies among trainee medical doctors. It demonstrates that SJTs can be used to assess behavioural competencies for medical practice. However, further research is needed to establish the applicability of SJT beyond the immediate context, such as the medical school, in which it is developed.

BN SO61 - Modern Surgical Training: A Comparative Commentary

Abstract Background Laparoscopic cholecystectomy is a cornerstone of benign upper GI surgery; approximately 3% of the population have symptomatic gallstones and over 61,000 laparoscopic cholecystectomies are performed every year in the UK (1). Whilst a relatively safe procedure, bile duct injury is an iatrogenic catastrophe with increased incidence according to the bile duct injury registry. We must consider if the requirements for completion of training (CCT) are robust enough. Indeed, non-surgeons have performed 170 laparoscopic cholecystectomies and would arguably meet the same requirements (2). Method Here we compare CCT requirements for general surgery with upper GI special interest with the requirements for certification in diagnostic endoscopy. This is a procedure performed by upper GI surgeons, with accreditation criteria determined by Joint Advisory Group (JAG) (3) rather than the Joint Committee on Surgical Training (4). Results CCT requires 110 cholecystectomies. Endoscopy requires 250 cases. Within the final 3 months of training, 95% of cases should be physically unassisted and D2 intubation and J manoeuvre should be achieved in 95% of 15 cases. Endoscopy also requires five reflections and attendance of a basic skills course. Cholecystectomy requires three level 4 PBAs (performed fluently without guidance or intervention). Endoscopy requires &amp;gt;25 DOPS with the 5 most recent scoring &amp;gt;90%. 4 summative DOPS must demonstrate competence for independent practice. After CCT, consultants undergo appraisal. After JAG accreditation there is a defined period of supervision. 100 OGDs must be performed a year. Conclusion Diagnostic OGD is an arguably safer and more simple procedure than a laparoscopic cholecystectomy. However, accreditation requirements for each procedure are wildly different. Comparatively, laparoscopic cholecystectomy lacks stringent indices and has no ongoing accreditation requirements. We suggest that a more robust process might act to combat the increasing rate of life-changing bile duct injury during laparoscopic cholecystectomy.