Competence Scale Research Articles

Following the Innovations in A Learning Organization Perspective: To Follow, or Not to Follow

The purpose of this study was to investigate school administrators and teachers’ following innovations in pre-school education in terms of the learning organization perspective. We examined their following the innovations in terms of Information and Communication Technology (ICT) Competencies, 21st Century Skills, and Innovative School. A total of 207 participants (School Administrators N =33 & Teachers N = 174) were recruited in this research. The data collections tools were Information and Communication Technology Competency Scale (ICTC), Multidimensional 21st Century Skills Scale, and Innovative School Scale (ISS). Our results have shown that school administrators and teachers have positive attitudes towards following innovations in education. Participants, however, have some concerns over innovative atmosphere and organizational impediments in terms of the innovative school. Further, the results in innovative school showed a statistically significant difference in favor of male participants. The results of the regression analysis have revealed that there is a significant relationship between multidimensional 21st century skills and the innovative school variables at a high level. Although the participants' multidimensional 21st century skills significantly predicted their innovative school scores, we found that the ICT Competence variable alone did not predict or affect it. Limitations and recommendations for future research are provided, as well.

Narrative competence disparities between Children’s hospital and General hospital in China: A comparative survey

Background Narrative medicine was introduced in China in 2011 and has been applied as a tool for humane medical practice. The prominent problem in the narrative medicine is the lack of adequate attention and devotion. This study aimed to investigate Chinese medical staffs’ narrative competence and the influencing factors, confirming whether the level of narrative competence is different in different hospital settings. Methods A cross-sectional survey was conducted among 1003 medical staffs, including 201 from Children’s hospital and 802 from the General hospital. The participants were scored based on the Chinese narrative competence scale, a brief Chinese version of the resilience scale, and a Chinese version of the self-efficacy scale. Data were analyzed using IBM SPSS version 25.0. Results A total of 1003 medical staff from Children’s hospital and General hospital participated in the survey, with a response rate of 94.36%. Our results showed that the score of narrative competence of General hospital and Children’s hospital was 149.45±26.22 and 147.10±18.87, respectively, both of which were in intermediate level. Resilience, familiarity with narrative medicine were influencing factors of narrative competence in 2 kinds of hospitals, and whether having written parallel charts before were the influencing factors of narrative competence in General hospital. Besides, our study found that the level of narrative competence (χ2 = 13.672, p≤0.001), resilience score (personal ability dimension, t = 3.439, p≤0.001) and self-efficacy (t = 1.976, p<0.005) are different between General and Children’s hospital. Conclusions Narrative competence is different between General hospital and Children’s hospital. Medical staff in General hospital are more familiar with narrative medicine. The competence of medical staff in China needs to be improved.

Medical students‘ leadership competence in health care: development of a self-assessment scale

BackgroundMedical leadership plays an increasing role already in early career stages. Undergraduate medical students in the transition to postgraduate education feel not well prepared for their leadership roles. While leadership curricula have been developed, instruments for students’ self-assessment of leadership competences as part of their professional development are still missing. The aim of our study was to develop a self-assessment scale for undergraduate medical students’ leadership competences.MethodsThe medical leadership competence scale (MeLeCoS) for undergraduate medical students was developed in twelve steps. For item generation, we employed the Medical Leadership Competence Framework (MLCF), which is also used as a framework for many leadership curricula and includes five leadership domains for three fields of education: undergraduate education, postgraduate education, and continuing practice. In a pretest, 67 items were tested with n = 88 undergraduate medical students. For content validation we performed group discussions with a total of 17 students. After item reduction a test-version with 45 items and a 5-point Likert scale (1: ‘never’, 2: ‘rarely’, 3: ‘sometimes’, 4: ‘often’, 5: ‘always’) was used in a test-sample of final-year students (n = 129). Descriptive statistics and factor analyses were performed.ResultsThe final version of the MeLeCoS includes 37 items and the scale’s Cronbach’s alpha was 0.87. Six factors could be identified and two of them, respectively, represent leadership aspects from the following three areas: (1) the medical students themselves, (2) the interrelation of the medical students with a healthcare organisation regarding general management and improvement, and (3) general leadership aspects of medical students within undergraduate medical studies and the healthcare system. The overall mean of the MeLeCoS was 3.50 ± 0.39. Factor 2 (‘Demonstrating responsible behaviour and shaping relations’) reached the highest mean (4,36 ± 0.37) and factor 5 (‘Promoting improvement and innovation in undergraduate medical education’ the lowest (1.91 ± 0.87).ConclusionsThe medical leadership competence self-assessment scale (MeLeCoS) is a reliable instrument for undergraduate medical students’ self-assessment of leadership competence with good content validity. It could be used for students’ self-reflection on leadership competences in addition to rater-based assessments in leadership curricula and for longitudinal development of students’ professional identity.

To Study the Effect of Social Competence on Academic Performance of Secondary School Students of Private and Government Schools

This research employs a quantitative cross-sectional survey design to investigate the relationships between academic performance and social competence among 11th and 12th-grade students in both government and private institutions. The sample consists of 600 students, evenly divided between government and private schools, and selected using stratified random sampling to ensure adequate representation. The study includes students aged 16 to 18, excluding those with significant learning disabilities. Data collection instruments consist of a demographic questionnaire, students' Grade Point Average (GPA), the Social Competence Scale by Sharma, Shukla, and Shukla. Social competence is assessed on a 5-point Likert scale. The data collection procedure involved obtaining consent from students, parents, and school authorities, followed by administering the surveys and intelligence tests in a controlled environment. Students' GPAs were gathered from school records. The analysis includes descriptive statistics for demographic data, GPA & social competence. Independent sample t-tests compare academic performance between government and private school students, while ANOVA examines differences in social competence by gender and intellectual ability by grade level. Pearson correlation coefficients explore relationships between GPA & social competence, while a multiple regression model predicts GPA based on these factors, controlling for variables such as age, gender, school type, and parental education. The study hypothesizes no significant relationship between social competence and academic performance across different school types.

거부민감성과 대인관계 유능성간의 관계에서 자기자비의 조절효과 - 중학교 1학년 대상으로

Objectives This study aimed to examine the moderating effect of self-compassion on the relationship between rejection sensitivity and interpersonal competence among first-year middle school students. Methods For this purpose, a survey consisting of rejection sensitivity, interpersonal competence, and self-compassion scales was conducted on first-year male and female students attending five middle schools in Jeju Special Self-Governing Province (3 in Jeju City, 2 in Seogwipo City), and a total of 465 people were surveyed. Data is used for analysis. The data were subjected to hierarchical regression analysis using SPSS 23.0 to confirm the moderating effect. Results The moderating effect of self-compassion was confirmed in the relationship between rejection sensitivity and interpersonal competence. When rejection sensitivity was high, the effect of self-compassion was found to be minimal, but when rejection sensitivity was low, it was confirmed that the higher the self-compassion, the higher the interpersonal competence. Conclusions Although adolescents with high rejection sensitivity are likely to experience less interpersonal competence, this suggests that increasing the level of self-compassion through a self-compassion promotion program can alleviate the decline in interpersonal competence caused by rejection sensitivity. Lastly, the significance of this study and the application and suggestions for counseling intervention were discussed.

Communication competency for dental hygienists in Korea : a scoping review

Objectives: This study aimed to identify the literature and related factors used in communication competency scales for dental hygienists in Korea. Methods: A scoping review was conducted using a five-step method of setting research questions: searching for related studies; selecting literature; recording data; and comparing results, summarizing, and reporting. Results: Of the 19 studies selected, 15 were quantitative and four were qualitative. The most frequently used communication competency scale was the life skills measurement tool, and the related variables were, first, job satisfaction and, second, turnover intention, with most individual perspective studies. Communication positively affected job satisfaction and negatively affected turnover intention. Conclusions: Communication competency of dental hygienists was an important job-related factor; however, the comunication competency scale was insufficient. Therefore, the development of a patient-centered dental hygienist communication competency scale is suggested.

Providing Care to People With Intellectual and Developmental Disabilities in Medical Education.

Medical professionals commonly report having inadequate training providing care for individuals with intellectual and developmental disabilities (IDD). This pilot study aimed to address this gap through a virtual Objective Structured Clinical Examinations (OSCE) with individuals with IDD as patient educators for 25 first- and second-year medical students (OSCE participants). Quantitative data through the Prediger competency scale and qualitative data through a semistructured interview were analyzed. OSCE participants reported a significant increase (p < 0.05) in self-perceived competency scores when comparing pre- and post-OSCE scores. Qualitative analysis yielded themes corresponding to improving skills, practice considerations, and perspectives and biases changes. These results suggested that this virtual OSCE promoted the development of self-perceived clinical competency and comfort providing care for individuals with IDD.

Professional values, cultural competence, and moral sensitivity of surgical nurses: Mediation analysis and structural equation modeling.

Developing a framework that illustrates causal relationships and an in-depth comprehension of contextual elements is essential for steering the development of ethical interventions to enhance nurses' ethical decision-making. To examine the relationship between cultural competence, professional nursing values, and moral sensitivities of surgical nurses with a mediation analysis and structural equation model. This study is descriptive and correlational. and research context: This study was conducted with a total of 201 surgical nurses from two university hospitals in Konya, Türkiye. Data were gathered face-to-face between June and October 2023 with the Moral Sensitivity Questionnaire (MSQ), Nurses Professional Values Scale-Revised (NPVS-R), and Nurse Cultural Competence Scale (NCCS). Ethical approval from X University Ethics Committee was obtained (Number: 2023/419). In this study, the mean scores for the surgical nurses were as follows: 89.3 ± 19.33 on the MSQ, 113.1 ± 20.74 on the NPVS-R, and 72.06 ± 18.61 on the NCCS. Nurses' cultural competence level significantly affected their professional nursing values (β = 0.192; p = .007; R2 = 0.04), and their professional nursing values, in turn, had a significant effect on their moral sensitivities (β = -0.363; p < .001; R2 = 0.16). However, it was determined that the direct effect of nurses' cultural competence level on their moral sensitivity was not statistically significant. In contrast, the indirect effect of nurses' cultural competence level on their moral sensitivity, mediated by their professional nursing values was seen to be statistically significant (B = -0.070; p = .008). This study showed that there is a significant positive relationship between the professional nursing values and cultural competence levels of surgical nurses and that as professional nursing values increase, their moral sensitivity also rises. Sensitivity with higher professional nursing values. Additionally, it was found that nurses' professional values served as a mediating factor between their levels of cultural competence and moral sensitivity. Therefore, it is crucial to enhance the cultural competence, professional nursing values, and moral sensitivity of nursing students and registered surgical nurses and to improve their reasoning and decision-making skills in ethical dilemmas.

The Determinants of Mental Illness Self-Management for Patients With Schizophrenia and Type 2 Diabetes: A Self-Determination Theory Approach.

This study based on self-determination theory aimed to assess the relationship between motivation, competence in diabetes management and perceived autonomy support respectively and mental illness self-management; furthermore, the authors intended to explore the determinants of mental illness self-management for patients with schizophrenia and diabetes. This was a cross-sectional study. One hundred ten participants were recruited at the psychiatric hospital and assessed with the Illness Management and Recovery Scale, the Treatment Self-Regulation Questionnaire, the Perceived Competence Scale for Diabetes and the Health-Care Climate Questionnaire. Patients with lower educational levels, who were admitted to the chronic ward, were unemployed, had lower motivation in illness management, lower competence in diabetes management and perceived lower autonomy support all had lower mental illness self-management. Competence in diabetes management, employment status, autonomy support, educational levels and living alone were the determinants of mental illness self-management. Recovery from schizophrenia and comorbid diabetes is an enduring and complicated process requiring support from healthcare providers. Health professionals should assess the levels of illness self-management and provide integrated care interventions for patients with schizophrenia and diabetes, helping them manage both conditions. The illness management programme could apply to patients with schizophrenia and diabetes and address patients' characteristics such as low levels of education, living alone and being unemployed while additionally promoting motivation and competence, and providing supporting autonomy. The STROBE checklist was followed. Patients with schizophrenia and diabetes were recruited for this study and voluntarily completed the questionnaire.

62 Outcomes from a randomized controlled trial of a brief virtual group intervention for adolescents with mild to moderate suicidal ideation and their caregivers: The BRAVA study

Abstract Background Building Resilience and Attachment in Vulnerable Adolescents (BRAVA) is a brief virtual group intervention designed for adolescents with mild to moderate suicidal ideation (SI) and their caregivers. The goal of BRAVA is to reduce SI in adolescents and increase family connection. The intervention consists of six independent, 90 minute modules that are delivered in a group setting on a weekly basis. Independent modules allow for rolling admission thereby reducing wait time to start the intervention. The modules include components of Dialectical Behaviour Therapy. Attachment Based Family Therapy, Cognitive Behavioral Therapy, Collaborative Problem Solving and psychoeducation. Adolescents and their parents attend separate groups. Adolescents focus on emotional regulation, coping skills, managing crisis situations and caregivers focus on connecting with their teen, validation and crisis management Objectives This randomized controlled trial (RCT) assessed the efficacy of BRAVA in reducing symptoms of SI, depression and anxiety in adolescents, and improving life stress and competency in caregivers. Design/Methods Ninety-nine eligible youth (13-17.5 years) presenting with mild to moderate SI (rated 1 on the suicide item of HEADS-ED MH screening tool) and their caregivers were recruited from hospital and community services. Families were randomized to BRAVA (n=50) or the control group (n=49). The control group intervention consisted of weekly text messages and the opportunity to join the BRAVA group post-exit assessment). Outcome measures were administered at intake and exit for adolescents (Suicidal Ideation Questionnaire-Junior, SIQ-JR; Revised Children’s Anxiety and Depression Scale, RCADS) and caregivers (Perceived Stress Scale, PSS; Parent Sense of Competency Scale, PSOC). Outcomes were analyzed using repeated measures of multivariable analysis of variance (MANOVA). Results Preliminary analyses showed no significant differences between groups at intake for any demographic or clinical variables. Most adolescents and caregivers completed their exit assessment (nBRAVA=37; nControl=39). Adolescents and caregivers attended a median of six and five groups, respectively. Comparing to the control group, BRAVA was superior in reducing SI (p = 0.05) and depression (p = 0.005) in adolescents and caregiver life stress (p = 0.026). Preliminary MANOVA of adolescent outcomes were significant for time [p &amp;lt;0.01, Effect size (ES) = 0.98] and between groups (p = 0.03, ES = 0.11). Caregiver outcomes were significant for time (p=0.051, ES=0.70). Conclusion This study demonstrates that a brief virtual group intervention can have a significant impact on adolescent SI and depression compared to an enhanced treatment as usual control group. In addition, BRAVA can reduce caregiver perceived stress, helping them view their lives as less unpredictable, uncontrollable and overloaded.

Nutrition and Training Recommendations for Transgender and Gender-Diverse Athletes Involved in Strength Sports and Resistance Training: A Case Series of Nine Athletes Assigned Female at Birth.

Transgender and gender diverse (TGGD) athletes have distinct nutrition and training considerations. Guidance for nutrition and sport professionals working with TGGD athletes is lacking, especially when addressing sex-specific data. The purpose of this case series was to depict nutrition and training assessment approaches and recommendations for TGGD athletes involved in strength sports or resistance training. Six types of data informed each case presentation, including: demographic, anthropometric, health history, and survey data (Eating Competence Scale, Exercise Benefits and Barriers Scale); a 3-day food and physical activity record; and an in-depth interview. Nine TGGD athletes assigned female at birth (AFAB) presented with a range of gender identities, experiences, sport involvement, and transition journeys. Most athletes consumed inadequate energy and fiber, adequate or marginally high levels of saturated fat and added sugars, and high levels of sodium. Most athletes scored low on the Eating Competence Scale and high on the Exercise Benefits and Barriers Scale. Nutrition and sports professionals can individualize the care they provide for TGGD athletes when addressing sex-specific data and help athletes ensure they are meeting their nutrient needs.

Effects of cooperative learning and situational simulation on nursing competence in clinical practice among nursing students: A quasi-experimental study

BackgroundAppropriate cooperative learning and situational simulation designs can enhance mental health and nursing competence in clinical practice. This approach is crucial for cultivating the clinical nursing competence of nursing students. AimTo determine the effect of combining cooperative learning and situational simulation on nursing competence in clinical practice. DesignA quasi-experimental study. Setting and participantsThis study was conducted with 142 s-year students in the nursing department of a university in Taiwan. MethodsThe experimental group received cooperative learning combined with situational simulation methods, while the control group used only cooperative learning methods. Data were collected using the Clinical Practice Stress Scale and the Fundamental Nursing Competence Scale. Percentiles and frequency distributions were used to analyze the data, and independent t-tests were conducted to compare differences between the groups. ResultsThere were no significant differences in descriptive characteristics between the groups (p > .05). Post-test measurements of nursing technical performance, total score on the fundamental nursing competence scale and six sub-dimensional scores of the students in the experimental group were significantly improved compared to the control group (p < .001). However, there were no significant differences in total clinical practice stress scale scores between the groups (p > .05). Interestingly, the knowledge score of the control group was significantly higher than that of the experimental group (p < .05). ConclusionThe combined methods of cooperative learning and situational simulation have been shown to positively impact students' academic and nursing technical performance. The results indicate improvements in nursing competence in clinical practice, with signs of a reduction in clinical practice-related stress. Nurse educators can apply these strategies in clinical nursing education to achieve better outcomes.

Beyond the physical realm: exploring the relationship between spiritual well-being and spiritual care competence

ObjectivesThis study aimed to investigate the relationship between nurses’ spiritual well-being and their competence in providing spiritual care, and to identify influencing factors among Turkish nurses.MethodsA descriptive and correlative design...

Understanding Nursing Students' Competency in Working with Culturally Diverse Populations: A Palestinian Perspective.

Understanding cultural competency is essential for providing competent, culturally sensitive care for improving health outcomes. Therefore, the aim of this study is to examine nursing students' competency in working with culturally diverse populations. A cross-sectional design was conducted among 243 nursing students during their internship. The Cultural Competence Assessment Scale and a perception of student competency scale were used. The study revealed that nursing students hold a high level of behavioral competence and awareness, with mean scores of 4.99 ± 0.84 and 4.77 ± 0.52, respectively. Nursing students' cultural competency behavior was significantly predicted by resident location and cultural awareness, as revealed by multivariable regression analysis. Nurses must deliver culturally competent health care to individuals from a variety of backgrounds. It is critical to implement efficient interventions, including focused educational programs, aimed at improving students' readiness to offer equitable and culturally sensitive care to various patient populations.

Predicting Children’s Mental Well-Being During COVID-19 Pandemic Based on Maternal Cognitive Emotion Regulation

Background: During the COVID-19 pandemic, the lack of warm, supportive, and positive relationships caused behavioral and psychological problems in children. This study aimed to predict the psychological well-being of primary school students during the COVID-19 pandemic based on parental self-efficacy and cognitive emotion regulation in mothers based on the mediating role of the parent-child relationship. Methods: The present applied research used a descriptive correlation in terms of data collection and analysis. This research was conducted on 385 cases, including students and their parents, who were selected using a random sampling method. The research instruments included the Reef&amp;apos;s psychological well-being questionnaire (18 questions), Johnston and Mash parenting sense of competence scale, Garnefski&amp;apos;s cognitive emotion regulation questionnaire, and Fine&amp;apos;s parent-child relationship scale. Two psychology experts assessed the face validity of the questionnaires. Reliability of the questionnaires was measured using Cronbach’s alpha coefficients. SPSS software was used to analyze the data. Results: The average total scores of psychological well-being, parenting sense of competence, parent-child relationship, and cognitive emotion regulation were 68, 58.3, 72.1, and 61.4, respectively. Maternal cognitive emotion regulation was a significant predictor of the parent-child relationship (p&amp;lt; 0.01). We found that parenting sense of competence and maternal cognitive emotion regulation were able to predict students&amp;apos; psychological well-being through parent-child relationship during the COVID-19 pandemic. Conclusion: Increasing the level of parenting sense of competence and regulating parental emotions can improve the relationship between parents and their children.

Perceived Dying Experience and Compassion in Oncology Patients and Nurses Following Implementation of the Forever Heart Program: A Pilot Study.

This pilot study explored the feasibility of a Forever Heart Program and the impact it has on oncology nurses' perception of the dying experience and their own compassion competence. Guided by Kubler-Ross's framework, the Forever Heart Program consists of a gemstone keepsake offered to patients and families during end-of-life care to support the grieving process. A mixed-methods approach utilized pretest/posttest design in a convenience sample of oncology nurses in an academic medical center over a 3-month period. The study collected demographics, Compassion Competence Scale scores, and qualitative responses via survey and an optional focus group. Twenty-five nurses participated in the presurvey, and 14 participated in the postsurvey. Seven nurses attended the focus groups. Overall, compassion competence scores were high, both pre and post. Qualitative themes included appreciation, connection, positive nursing, patient and family experience/relationships, grieving guidance, program benefits, and process opportunities. Although the study did not show statistically significant differences in compassion, it did show program feasibility and the potential positive impact that keepsakes like the Forever Heart Program can have on nurses and their role in the dying experience.

Mental Health Outcomes of Parents with Children Enrolled in the Competence-Based Curriculum in Public Day Primary Schools in Nairobi County, Kenya

Involvement in their children's education through the Competency-Based Curriculum (CBC) significantly impacts the mental health outcomes of parents, necessitating a deeper understanding of how these educational demands influence parental well-being. This study examines the mental health outcomes of parents with children enrolled in the CBC in primary schools in Nairobi County, Kenya. Utilizing Cognitive Behavioral Theory (CBT), the research employed a quantitative approach with a cross-sectional survey design targeting parents with children enrolled in the CBC in primary schools. A multi-stage sampling technique resulted in a sample size of 376 parents. Data were collected using structured questionnaires, including the Parenting Sense of Competence (PSOC) scale, Multidimensional Fatigue Inventory (MFI), Parental Stress Scale, and New General Self-Efficacy Scale. Statistical analysis using SPSS Version 25 involved descriptive methods. The findings revealed generally positive mental health outcomes, with high levels of parenting satisfaction and self-efficacy, alongside moderate levels of mental fatigue and stress. These results align with CBT, emphasizing the role of positive beliefs and effective coping strategies in maintaining mental health. The study concludes that while CBC aims to enhance learning, it also creates challenges for parents that impact their mental health.

Public Health Nurses' Competence Related to Long-Term Breastfeeding in the Context of Maternity and Child Health Clinics.

To explore public health nurses' competence (namely knowledge, skills, and attitudes) in relation to long-term breastfeeding and their experience of the need for additional training on the subject. The study design was quantitative, descriptive, and cross-sectional. Public health nurses (n = 270). Data were collected with the Long-Term Breastfeeding Competence Scale (LBCS) online survey. Data analysis was done with Spearman's correlation analysis and binary logistic regression analysis. Slightly more than half of the respondents had a good level of knowledge and skills. The majority had a baseline positive attitude toward long-term breastfeeding, but the attitude became more negative as the age of the breastfed child increased. Better competence was associated with younger age, parenthood, an additional degree in midwifery, and breastfeeding specialist certification. Knowledge and skills, and attitudes revealed a high correlation: the higher the knowledge and skills level, the more positive attitudes. Respondents with better knowledge and skills experienced more often the need for additional training on the subject. This study addresses that public health nurses lack competence in relation to long-term breastfeeding. This may compromise the quality of breastfeeding guidance for families in healthcare settings.

Digital Media Competence in the Mexican Interactive Generation. Have Digital Competence Programs Worked in Mexico?

Objective: This research presents results of the digital media competence scale applied to Mexican youth during the period 2009-2023. With this evidence, the study is contrasted theoretically and empirically with the five major official programs on digital media competence implemented by the Ministry of Public Education of Mexico in said period. Theoretical Framework: The study was adjusted to the recommendations of international organizations such as UNESCO (2018) and the European Union (Livingstone, 2019). The scale was developed and adapted from a broader study on Internet consumption habits, digital skills, and online sociability in young people (León, et al., 2013; 2014; 2015). Method: A quantitative methodology of longitudinal descriptive cut was applied to present the empirical results of the scale on a sample of (N=4,753) high school students in Mexico. Results and Discussion: The results obtained revealed the need to include a permanent teacher training program on literacy and basic digital skills in the field of basic education, as well as the creation of content on digital communication and information in all basic education plans and programs. Research Implications: The practical and theoretical implications of this research provide sensitive information to modify future management programs within the public policy on digital culture. Originality/Value: The study contributes to the specialized literature by highlighting the management challenges that the New Mexican School headed by the current government should consider. The relevance and value of the data presented show a critical and independent position in contrast to the government's positions.

Feasibility, acceptability, and fidelity of remote-delivered abbreviated mindfulness-based cognitive therapy interventions for patients with migraine and depressive symptoms.

This study was an open-label single-arm clinical trial evaluating the fidelity, feasibility, acceptability, and clinical signal of abbreviated mindfulness-based cognitive therapy (MBCT-brief) delivered either via telephone (MBCT-T) or by video conferencing (MBCT-V) for people with migraine and comorbid depressive symptoms. Migraine is commonly comorbid with elevated depressive symptoms. MBCT reduces depressive symptoms and shows promise to reduce migraine-related disability. An abbreviated and remotely delivered version of MBCT could increase access to care. People with migraine and elevated depressive symptoms were recruited from a large urban health system. Participants were assigned in blocks of eight to receive an evidence-based MBCT-brief treatment, including eight weekly group classes and home practice delivered via telephone (MBCT-T) or video (MBCT-V); MBCT-T was randomly selected for the first block. Sessions were recorded and coded for treatment fidelity. Feasibility was assessed via session attendance (primary), homework completion, recruitment rate, and survey completion rate. Acceptability was assessed via the eight-item Client Satisfaction Questionnaire (CSQ-8; primary), the Credibility/Expectancy Questionnaire (CEQ), the System Usability Scale (SUS), and items assessing survey acceptability. Participants completed the Headache Disability Inventory (HDI) and Quick Inventory of Depressive Symptomatology-Self Report 16-item (QIDS-SR16) at baseline, mid-treatment, and post-treatment. Feasibility and acceptability rates were compared to a priori benchmarks. Participants (n = 16) were all female with a mean (standard deviation [SD]) age of 45 (13) years, the majority of whom identified as White (13/16, 81%) and non-Hispanic (14/16, 88%). The intervention met the a priori criteria set for therapist fidelity to treatment protocol (mean [SD] MBCT-Treatment Acceptability and Competence Scale Adherence score 2.9 [0.2]), feasibility (mean [SD] session attendance was 7.9/8 [0.3]), and acceptability (mean [SD] CSQ-8 score 28.8 [3.3]) for the entire sample and for each treatment arm. The usability of the remote-delivery system was high across study participants (mean [SD] SUS score 84.8 [11.0]). Survey procedures were broadly deemed acceptable, with at least 80% participants either endorsing "Agree" or "Strongly Agree" across all items. Using Wilcoxon tests, we observed significant reductions in both the HDI (pre-treatment median [interquartile range] score 63 [40, 70] vs. post-treatment 36 [26, 54], p = 0.004) and the QIDS-SR16 (pre-treatment median [interquartile range] score 8 [5, 13] vs. post-treatment 4 [3, 6], p = 0.003). We found that remotely delivered MBCT-brief for migraine and depressive symptoms was feasible and acceptable to patients in both the telephone and video modalities. Intervention was associated with significant post-treatment reductions in headache-related disability and depressive symptomatology, findings that must be interpreted cautiously in the absence of a control group.