Competence Questionnaire Research Articles

Spiritual care competences of healthcare workers in emergency and intensive care-aprospective questionnaire study

In intensive and emergency care, patients and their relatives are confronted with potentially existential crises. Spiritual care can be an additional resource to address related psychosocial and physical symptoms and to support patients and their relatives. Accordingly, healthcare workers need spiritual skills to recognize and respond to these needs. What spiritual competencies do healthcare workers in intensive and emergency care have? Are there differences between professions and genders? What factors influence spiritual competencies? The prospective questionnaire study included physicians participating in intensive care and emergency medicine courses and nurses who were training or working in intensive and emergency care. Self-reported spiritual competencies were assessed using the Spiritual Care Competence Questionnaire (SCCQ), which captures the following areas: perceptual competence, team-spirit, documentation competence, self-awareness and proactive opening, knowledge about other religions, competence in conversation techniques and proactive empowerment-competence. We included 465 physicians (50% female, years in profession: mean = 4.0, standard deviation [SD] = 3.5) and 86nurses (80% female, years in profession: mean = 12.7, SD = 10.7). The average SCC was2.3 (SD 0.4) out of amaximum of 4points, with higher spiritual competences among spiritual and religious respondents. There were differences in specific competencies between the professions and genders. Women indicated ahigher level of competence in the area of perception and conversation skills, physicians in documentation skills. Overall, there is aclear need to train healthcare staff in the field of intensive care and emergency medicine.

Pharmacy Students’ Self-Reported Cultural Competence in a Pharmacy Curriculum by Academic Year

ObjectiveThis study aims to explore results of a Cultural Competency Assessment of Pharmacy Students (CCAPS) survey to identify areas where cultural competence content in one college of pharmacy curriculum can be improved. MethodsThe 39-item CCAPS survey was developed and administered to Doctor of Pharmacy (PharmD) students from July 2022 (after the end of the didactic curriculum and at the beginning of experiential rotations for fourth-year students) through October 2022 (at the beginning of the Fall semester for first-year, second-year, and third-year students). Self-perception of cultural competency items were selected from the Cultural Competence Assessment Instrument and the Clinical Cultural Competency Questionnaire items. Responses were collected anonymously and analyzed in the aggregate by academic year using SPSS. ResultsFive hundred forty-one students participated, with ethnicities including White/European American (26.6%), East/South/Southeast Asian (17%, 18.5%, 5.4%), Arab/Middle Eastern (17.9%), African-American/Black (6.7%), and Hispanic (6.1%). Two-thirds of respondents identified as “very or extremely” culturally competent, and 78% reported comfort interacting with culturally diverse patients. Students scored lower on questions that assessed their comfort interacting with patients who have limited English proficiency or who refuse medications due to cultural reasons. Students in fourth year reported more difficulty practicing skills related to cultural competency in their daily life compared to students in other years. ConclusionUsing the CCAPS survey annually could help evaluate the cultural competency of pharmacy students across different academic years and identify gaps in the curriculum related to cultural competency.

Promoting leadership and communication skills in emergency medicine residents: the role of High-Fidelity Simulation

The residency program in Emergency Medicine should include formal training in Non-Technical Skills (NTS). We evaluated the effectiveness of a program based on High-Fidelity Simulation (HFS) to improve the leadership and communication skills of residents in Emergency Medicine. In this prospective observational study, we performed 6 simulation sessions, each with 3 scenarios about the management of the critically ill. In the second to the fifth session, participants received specific training about: the ABCDE (Airway, Breathing, Circulation, Disability, Exposure) approach, leadership, communication, and situation awareness, one topic per session. Technical Skills (TS) were measured as the percentage of critical actions correctly performed by participants during the primary examination. NTS were rated by the Leadership Behavior Description Questionnaire (LBDQ), Communication Competence Questionnaire (CCP), and Clinical Teamwork Scale (CTS). The trend over the following sessions was evaluated. We examined 90 scenarios, 15 scenarios per session (three scenarios repeated 5 times). The LBDQ score reached in the fifth and sixth sessions (fifth: 25 [20-30]; sixth: 25 [22-29]), was significantly higher than that obtained in the first, second, and third ones (first: 23 [18-24]; second: 22 [16-26]; third: 20 [14-26], all p<0.05). The percentage of correctly performed actions during ABCDE assessment (10 [7-14] vs. 17 [15-19]), as well as CCQ scores (46 [42-48] vs. 51 [47-52]) and CTS scores (82 [64-88] vs. 94 [91-101], all p<0.01), increased significantly between the first and the last session. HFS confirmed to be an effective instrument to allow Emergency Medicine residents to acquire NTS skills in a safe environment.

Digital Competence of Science Teachers at Jayapura City of Papua

The digital competence of science teachers is of vital significant to improving the quality teaching-learning process. The aim of this study is to know the level of digital competence of science teachers in Jayapura City. The methodology used was non-experimental and descriptive quantitative, with survey design. In such a context, 41 science teachers took part in this research, who were teaching in state junior high schools and private junior high schools. As for data collection tools, the study used 31-items of digital competence questionnaire, developed from 5 main areas of DigComp Framework (information and data literacy, communication and collaboration, digital content creation, safety, and problem solving). Based on data analyses, the digital competence of science teachers stood from high to very high level. Although the third and the fourth showed some indicator with the low ability in teachers’ competence.

Brazilian student-athletes' perceived possession of dual career competencies

Dual career is defined as a career with the major foci on sport and studies or work. Dual career competencies are all the skills and attitudes that allow athletes to balance their educational development to their sports careers. This study aimed to investigate the differences in perceived possession of competencies (Dual Career Management; Career Plan; Emotional Awareness; Social Intelligence and Adaptability) between Brazilian student-athletes of both sexes, types of educational institutions (TEI) – private and public, and educational level (EL) – secondary and higher education. 745 Brazilian student-athletes (Mage = 17.3 ± 5.4; 54% female; 8% student-athletes with disabilities) completed the Brazilian version of the Dual Career Competency Questionnaire for Athletes. The results showed statistically significant outcomes in the main effect for sex and EL. Female student-athletes from public TEI (M = 4.23 + 0.38) presented higher perceived possession for Dual Career Management when compared to male student-athletes from the same categorization of TEI (M = 4.03 + 0.04). Female student-athletes from private TEI reported lower perceived possession for Emotional Awareness (M = 3.73 + 0.04). The results of this investigation can support (1) coaches, family, stakeholders in general and the student-athletes themselves in better grasping and optimizing their attitudes towards dual career and (2) researchers advance knowledge in this very recent area in Brazil. Keywords: dual career, student-athlete, competencies, education, sports training

Use of parkour in primary school physical education to develop motor creativity, divergent thinking, movement competence, and perceived motor competence

ABSTRACT Purpose As an extension of adventure education in school physical education, parkour has the potential to develop problem-solving and creative thinking along with the development of curriculum linked motor competencies and self-competence in a fun and risk-taking environment. This study aimed to investigate whether an adventure education model-based parkour intervention is more effective than the regular physical education in development of divergent thinking, motor creativity, movement competence and perceived motor competence of fourth-grade students. Methods A quasi-experimental, between group design was used. The participants were 55 fourth-grade students (Intervention: 28 from 1 school, Comparison: 27 from 2 schools) in rural regions. An eight-week parkour intervention (16 sessions) was designed and conducted for the intervention group, while the comparison group continued the regular physical education curriculum. One-way ANCOVA was used for the data analysis (p < .01). Measurement tools included Play Creativity, Divergent Thinking: Realistic Presented Problems, Körperkoordinationstest für Kinder: KTK and Perceived Motor Competence Questionnaire in Childhood (PMC-C). Findings Significant differences in motor creativity [F(1,52) = 9.76, p = .003, partial η2 = .158], divergent thinking skills [fluency F(1,52) = 33.14, p < .001, partial η2 = .389; originality F(1,52) = 7.39, p = .009, partial η2 = .124], movement competence [F(1,52) = 34.45, p < .001, partial η2 = .398], and perceived motor competence [F(1,52) = 7.44, p = .009, partial η2 = .125] were observed when compared to the comparison group. The intervention integrity was assessed to be 90%, and the attendance rate of the participants in the intervention was 87.2%. Conclusions This adventure education model-based parkour unit was effective in developing general and movement related creativity, as well as movement competence and perceived motor competence of primary school students. This study has implications for deploying movement exploratory approaches such as parkour as a means to achieve quality physical education characteristics which could involve professional development on the adventure education framework, parkour specific training, as well as non-linear and physical literacy enriched pedagogical practices.

Evaluation of Evidence-Based Practice Competency among Greek Undergraduate Nursing Students.

For several years, the global scientific community has accepted and recognized the importance of evidence-based practice for nursing science. The main factor for the implementation of evidence-based practice is the competence of undergraduate nursing students towards evidence-based practice, so that they as active nurses are ready for its application in their clinical practice, in order to provide better care for their patients. The aim of the present study is to examine the level of evidence-based practice competency evaluated with the self-reported Evidence-Based Practice Competence Questionnaire. It is important to mention that such a study has not been conducted on nursing students in Greece, but only on registered nurses. A quantitative study based on cross-sectional design was conducted from February to June 2022 in a convenience sample of Greek undergraduate nursing students. The SPSS 26.0 program was used to perform descriptive, bivariate, and multivariate analyses. A total of 175 undergraduate students participated at the Hellenic Mediterranean University Department of Nursing (Greece), specifically from the 2nd and 3rd academic years. The mean score of the Evidence-Based Practice Competence Questionnaire for nursing undergraduate students was 3.03 ± 0.26, indicating moderate evidence-based practice. Among the Evidence-Based Practice Competence Questionnaire dimensions, mean scores of 3.03 ± 0.32 for attitude toward evidence-based practice, 3.01 ± 0.49 for skills in evidence-based practice, and 3.03 ± 0.49 for knowledge in evidence-based practice were obtained. Significant differences among participants' mean Evidence-Based Practice Competence Questionnaire scores regarding gender (p = 0.766), age (p = 0.400), academic year (p = 0.153), and training in the field of research methodology (p = 0.538) were not found. It appears that the level of readiness towards evidence-based practice is mediocre among undergraduate nursing students at a university in Greece. Therefore, it is necessary to carry out new studies in the future, so that there is a correct approach of all the elements that contribute to the readiness of nursing undergraduate students regarding evidence-based practice.

Social and emotional competencies in Portuguese incarcerated males: psychometric properties of the SEC-Q questionnaire and their relation to health risk behaviors

This study departs from the acknowledged absence of validated measures to assess social and emotional competencies in incarcerated individuals. This is a critical gap given that most available programs aimed at fostering prosocial behavior and reducing antisocial behaviors are theoretically based on enhancing these competencies. This study assessed the psychometric properties of the Social and Emotional Competencies Questionnaire (SEC-Q) in a sample of 219 Portuguese incarcerated males (M age = 37.21 years, SD = 10.61), and to explore the impact of the SEC-Q dimensions on health risk behaviors in this population. The study used confirmatory factor analysis (CFA) to examine the factor structure of the SEC-Q. The four-factor model fitted well to the data (SB χ2 = 267.75; df = 120; Robust CFI = 0.99; Robust RMSEA = 0.06), and, as expected, it includes four dimensions: self-awareness, self-management and motivation, social awareness and prosocial behavior, and decision-making. The four dimensions showed appropriate internal consistency (Cronbach’s alpha = 74–81; McDonald’s omega = 75–82). Additionally, social and emotional competencies were related to higher self-control (rs=0.45, p <.01) and lower health risk behaviors (rs = − 0.25, p <.01), supporting convergent and divergent validity. Findings from the negative binomial regression suggest that higher social awareness and prosocial behavior is related to less health risk behaviors among incarcerated males. This study is a pivotal step to promote an affordable and valid measure to assess social and emotional competencies among Portuguese justice-involved males. SEC-Q can be an important complementary measure for evaluating the effectiveness of interventions aimed at preventing criminal recidivism.

Hubungan Antara Kompetensi Pedagogik Guru dan Motivasi Belajar Siswa PAI Kelas IX di Madrasah Tsanawiyah Al-Hidayah Citaringgul Kab Bogor

The importance of teacher pedagogical competence which includes the teacher's ability to manage learning such as understanding students, designing learning and evaluating learning in grades can influence student motivation. The aims of this research are: (1) to find out the relationship between teacher pedagogical competence at MTS Al-Hidayah Citaringgul (2) to find out students' awareness of learning motivation at MTS Al-Hidayah Citaringgul (3) to find out whether teachers' pedagogical competence and learning motivation influence on students at MTS Al-Hidayah Citaringgul, Bogor Regency. This research uses quantitative methods using surveys as a data collection technique. Teacher pedagogical competency questionnaires and learning motivation questionnaires were distributed to 152 class IX students at Mts Al-Hidayah Citaringgul. The results of this research are: (1) PAI pedagogical competence at MTS Al-Hidayah Citaringgul is included in the quite good category with a score of 72.13 (2) The learning motivation of class IX students at MTS Al-Hidayah Citaringgul is included in the very good category with a score of 68.85 (3) There is no significant relationship between teacher pedagogical competence and learning motivation of class IX students at the Al-Hidawiyah Al-Hidawiyah Madrasah, Citaringgul, Bogor Regency.

Validity and Reliability of Holistic Nursing Competencies and The Patients’s Holistic Needs: A Pilot Study

Aims: This study aimed to identify the validity and reliability of the core competencies of The Holistic Nursing Competency Questionnaire and The Holistic Needs of Patients. Methods: A pilot study with a correlational descriptive design was conducted to measure holistic nursing competency and the fulfillment of holistic patient needs in the ICU room of Dr. H. Soewondo Kendal Hospital. The study included 25 nurses and 30 patients. Holistic nursing competency was measured using a questionnaire, while the fulfillment of holistic patient needs was assessed using an observation sheet. Results: The Holistic Nursing Competency Questionnaire is valid, reliable, and psychometrically robust, but the holistic needs of patients were reduced from 33 items to 29 valid and reliable items. Conclusion: The validity test showed that the questionnaire and observation sheet were valid and reliable for measuring holistic nursing competency and the fulfillment of holistic patient needs. The study highlights the need to improve nurses' holistic competencies and address the challenges in fulfilling the holistic needs of patients, especially in critical care areas.

Mentalizing and interpersonal competence: A resting-state functional magnetic resonance imaging study

Mentalizing enables individuals to understand others, thereby playing an important role in social interactions. Interpersonal competence reflects the ability to cultivate close relationships with others. This study utilized restingstate functional magnetic resonance imaging to further explore the relationship between mentalizing and interpersonal competence. We assessed the correlation between participants' interpersonal competence and their functional connectivity values within the mentalizing network. The results revealed significant positive correlations between Interpersonal Competence Questionnaire scores and functional connectivity values, particularly in connections involving the right temporoparietal junction with the dorsomedial prefrontal cortex, the precuneus, and the left temporoparietal junction. These findings highlight the collaborative effect of the mentalizing network and provide empirical evidence for the significant role of mentalizing in interpersonal interactions.

Impact of Helicopter Parenting on Social Competence: The Serial Mediation through Insecure Peer Attachment and Self Efficacy among Adults

The present research aimed to check the impact of helicopter parenting on social competence and the chain mediating effect of insecure peer attachment and self-efficacy among adults. A cross-sectional research design was utilized. The sample of the study was selected through the convenient sampling technique from different universities, educational institutions and acquaintances that comprised of 350 adults aged 20 to 31 years. The chosen participants must have proper education and can understand the English language easily. Students were selected for study utilizing the Helicopter parenting scale (LeMoyne &amp; Buchanan, 2011), The interpersonal competence questionnaire (Coroiu et al., 2015), the General Self-efficacy scale (Schwarzer &amp; Jerusalem, 1995), and the Inventory of parent and peer attachment (Armsden &amp; Greenberg (1987). The results showed that addressing the negative consequences of helicopter parenting requires encouraging parents to allow more autonomy, supporting young adults in developing secure peer relationships, and bolstering their self-efficacy.

Social Intelligence and Counselling Competencies of Prospective Counsellors in Public Universities in Nigeria

This study investigated the social intelligence and counselling competencies of prospective counsellors and the difference in sexes in Public Universities in Edo and the Delta States of Nigeria. To achieve the objectives, three research questions were raised and one corresponding hypothesis was formulated and tested at a 0.05 level of significance. A survey research design adopting the correlational approach was employed in the study. The population of the study comprised all master's students in public universities in Edo and Delta States in the 2017/2018 and 2018/2019 sessions who had completed practicum counselling courses. A sample of 89 prospective counsellors was used for the study. The researcher used two types of instruments to collect data, practicum scores were one of the data for this study. The instruments used are the Tromso Social Intelligence Scale (TSIS), and the Counsellors Competency Scale (CCS). The instruments were validated by the researcher’s supervisors and one test expert in the Department of Educational Evaluation and Counselling Psychology. The reliabilities of the instruments were established, using the Cronbach alpha statistics. A reliability coefficient of 0.84 was obtained for the Social Intelligence scale. Coefficients of 0.81, 0.90, and 0.80 were obtained for knowledge, skills and behavioural sub-scales for the Counsellor Competency Questionnaire. Data analyses were carried out and the hypothesis was tested using Fisher’s-Z test statistics. The study's findings revealed no significant difference in the relationship between social intelligence and counselling competencies of prospective counsellors by sex in public universities in Edo and Delta States.

Validation of a self-assessment questionnaire of clinical competencies acquired in intrahospital simulated clinical practice

Introduction: in-hospital simulated clinical practice is essential in the training of health career students, since it allows them to develop technical and non-technical skills for effective interprofessional collaborative practice. However, there are not many validated instruments that evaluate the development of these competencies. The objective of this study was to determine the psychometric properties of a self-assessment questionnaire of clinical skills acquired in simulated in-hospital clinical practice in an interdisciplinary group of students. Method: a quantitative descriptive study was carried out. The sample included 312 students from 6 health programs at a private Chilean university, who completed 25 hours of simulated interprofessional internships. A 14-item self-assessment questionnaire with 5 response categories was applied, validated by experts. Internal consistency was evaluated using Cronbach’s alpha and an exploratory and confirmatory factor analysis was performed. Results: the factor analysis confirmed a structure of 4 dimensions: ethical values, roles and responsibilities, interprofessional communication and teamwork. The response averages were very high, close to 5 (totally agree). Pearson correlations were high (&gt;0,6) for most items. The overall Cronbach’s alpha was 0,94. Conclusions: the questionnaire showed adequate psychometric properties to evaluate the self-perception of clinical skills acquired in interprofessional simulated practice

Effect of integrated English hybrid learning for undergraduate nursing students on students’ self-perceived communication competence and communication apprehension: A quasi-experiment study

AimTo demonstrate the self-perceived communication competence and communication apprehension of nursing students before and after taking English for Nursing courses. BackgroundDespite the growing demand for English as a foreign language courses for nursing students in Indonesia, relatively little research has been conducted to investigate whether these courses meet students’ specific learning needs to increase communication competency. DesignQuasi-experiment. MethodsA total of 173 undergraduate nursing students participated and had access to the mixed-methods learning system of integrated English hybrid learning from August through December 2021. The learning methods involved lectures, tutorials, and project-based learning on multiple platforms, such as LiVE Unpad, WhatsApp, and Zoom. Communication competence and apprehension in the English Language were assessed using the Self-Perceived Communication Competence and Communication Apprehension questionnaires via Google Form, and were analyzed using the paired t-test and ANOVA. ResultsThe findings suggest that English for Nursing courses significantly increased self-perceived communication competence and communication apprehension among nursing students (p < 0.001 for both). A variance test revealed favorability for self-perceived communication apprehension in groups that enjoyed learning English and for communication apprehension in groups that read English texts frequently and rarely. ConclusionsIntegrated English hybrid learning for undergraduate nursing students effectively increased their self-perceived communication competence and communication apprehension in undergraduate nursing students. However, this approach cannot be applied to all nursing education levels. A combination of the current and new approaches, as suggested by educators and policymakers, should make it applicable to the desired level of nursing education.

Virtual Classroom Competences Required by Electrical Installation and Maintenance Works Trade Teachers in Technical Colleges in Yobe State, Nigeria

This study investigated the virtual classroom proficiencies needed by Electrical Installation and Maintenance Works trade teachers in Technical Colleges in Yobe State, Nigeria. Employing a descriptive survey research design, the population of the study was 69 individuals, comprising 53 teachers and 16 ICT experts from eight Technical Colleges in Yobe State, Nigeria. Due to the manageable size of the population, the entire population was included in the study, eliminating the need for sampling. Data collection utilized the "Technical Colleges Virtual Classroom Competency Questionnaire (TCVCCQ)," structured with responses on a 5-point scale. Validation of the instrument was performed by three experts from the Department of Electrical/Electronic Technology Education, Federal College of Education (Technical), Potiskum, Yobe State, resulting in a reliability index of 0.82 determined through the Cronbach Alpha technique. Mean statistics were employed to analyze data for the research questions, while hypotheses were tested at a significance level of 0.05 using a t-test. The findings revealed a lack of proficiency among teachers in utilizing participant panels and video play features within virtual classrooms. The study recommends that principals arrange in-house workshops for teachers to acquire requisite proficiency in using participant panel features, and further suggests consultation with video experts to enhance the quality of instructional videos for improved utilization of video play features within virtual classrooms.

Twenty-first-century competencies and capabilities for financial accounting students

Background: The financial accounting profession faces several challenges in the 21st century. Research is needed to prepare financial accountants for these challenges.Aim: This study aimed to determine which 21st-century competencies were essential for financial accounting students in South Africa from the perspectives of students, their educators and professionals and to investigate the capabilities of these three stakeholder groups.Setting: Stakeholders in financial accounting (students, their educators and professionals) across institutions and organisations in South Africa.Methods: A quantitative method and cross-sectional survey were used. Financial accounting students (N = 112), lecturers (N = 12) and professionals (N = 42) completed the 21st Century Universal Competencies Questionnaire and the Capability Set for Work Questionnaire.Results: The findings showed that thinking and learning to learn were the most critical 21st-century competencies for the financial accounting profession. Stakeholders differed regarding the second-highest ranked competencies: For professionals, it was working skills and entrepreneurship; for lecturers, it was information and communication technology and for students, it was self-care and managing everyday life. Cultural competencies and building a sustainable future were ranked lowest in all three stakeholder groups.Conclusion: Similarities and differences exist between stakeholder views of the importance of specific 21st-century competencies for financial accountancy. Financial accounting professionals and lecturers showed high capabilities, except for involvement in decision-making and earning a good income for lecturers.Contribution: This study offered a new perspective on the 21st-century competencies and capabilities as perceived by different stakeholders.

Опросник академической компетентности студентов

&lt;p&gt;The results of the development and standardization of an academic competence questionnaire are presented. The method is based on the understanding of academic competence as a complex of independently developed personal qualities, abilities and skills that ensure the success of educational activities in conditions of its variability during higher education. The theoretical model includes 6 structural and content components (academic motivation, self-organization of educational activities, emotional self-regulation, skills and abilities to work with information, proficiency in oral and written language, communication skills), presented at 3 levels of generality and freedom of transformation (reproductive, reflective, functional). Based on the results of Study 1 (N=199), the preliminary version of the questionnaire was reduced from 144 to 69 items. Comparing the results of successful and unsuccessful students confirmed predictive validity. External criterion validity using the contrast group method is based on comparison of groups of undergraduate and graduate students, correlations with self-organization and academic motivation questionnaires (AMS). Study 2 (N=355) demonstrated a relatively acceptable fit of the data to the theoretical model based on confirmatory factor analysis, consistency with educational experience questionnaire scales. The internal consistency of the scales was confirmed by Cronbach's alpha indicators based on data from studies 1 and 2. Descriptive statistics for Study 2 are provided. Standardization is proposed based on percentile values, because the distributions of values for most scales differ significantly from normal.&lt;/p&gt;

Development and validation of the 12-item video consultation self-efficacy scale

Background: Video consultations in healthcare are remote solutions for delivering assessments and treatments to patients. The acceptance and use of video consultations may depend on self-efficacy among healthcare practitioners. Measuring self-efficacy in providing video consultations may identify individuals with insufficient self-efficacy and enable targeted interventions and support. No valid and reliable scale was available for measuring self-efficacy in the Norwegian context. Therefore, our aim was to develop (Study 1) and validate (Study 2) a new research-based video consultation self-efficacy scale for Norwegian practitioners in specialized healthcare. Method: In Study 1, we developed preliminary scale items, based on results from a systematic review. These items were subjected to experts’ opinions in a modified Delphi method-based study. The experts also suggested additional items. These results were then used in developing an initial video consultation self-efficacy scale. In Study 2, this scale was validated in a questionnaire study. Reliability was examined by using item analysis and Cronbach’s alpha (internal consistency). Construct validity was examined by using exploratory factor analysis and Spearman’s correlation (convergent and divergent validity). Results: In Study 1, a total of 56 scale items were considered, and resulted in a preliminary 15-item scale. In Study 2, item analysis and exploratory factor analysis resulted in a unidimensional 12-item video consultation self-efficacy scale. Cronbach’s alpha (internal consistency) was (α) = .974. The Spearman’s correlations showed a moderate positive correlation between the 12-item scale and the Digital Competence Questionnaire, a weak positive correlation between the 12-item scale and the General Self-Efficacy Scale, and a weak positive correlation between the 12-item scale and the WHO-5 Well-Being Index. These results suggest that the scale is a reliable and valid measure for assessing practitioners’ self-efficacy in providing video consultations to patients in specialized healthcare. Implications: We recommend further, more comprehensive, validation of the scale in different contexts in Norwegian specialized healthcare, such as in different clinical specialties and with larger samples. Keywords: development and validation, self-efficacy scale, specialized healthcare, practitioners, video consultation

PENGEMBANGAN INSTRUMEN UNTUK MENGUKUR KOMPETENSI SOSIAL GURU BERBASIS GENDER EQUALITY AND SOCIAL INCLUSION (GESI) DI SEKOLAH INKLUSI

The social competence of teachers based on gender equality and social inclusion (GESI) in this research is the teacher's ability to communicate with children with special needs based on managing social dynamics and the teacher's framework for promoting social inclusion. The aim of this research is to create an instrument to measure teachers' social competence based on gender equality and social inclusion (GESI). The research method used is quantitative descriptive research. The development of the questionnaire in this study incorporates a measurement framework that provides a systematic method based on a combination of theoretical and psychometric approaches. The sample was 91 teachers who taught in four Bandung City State Elementary Schools. Based on the research results, data was obtained that the GESI-based social competency questionnaire consists of three aspects, namely attitudes towards inclusive education, empathy for students with special needs, and problem solving. The number of items in the questionnaire, namely 36 items, has met the standards of reliability, content validity, construct validity, and provides initial evidence for the use of the instrument with the aim of measuring the social competence of GESI-based teachers in inclusive schools.