Competence Skills Research Articles

Managerial Competence, Decision-Making Skills, and Learning Environment of School Heads in the Schools Division of Antique

This study aims to evaluate the managerial competence, decision-making skills, and learning environment among elementary schools in the Schools Division of Antique, Philippines, during the school year 2023-2024. A descriptive-correlational research design was employed, utilizing a structured questionnaire administered to 365 randomly selected teachers. Statistical tools such as descriptive statistics were used to summarize the levels of managerial competence, decision-making skills, and learning environment. Chi-square tests identified significant variations in competence and skills based on factors such as civil status, educational attainment, school size, type, and length of service. Pearson correlation analysis was applied to determine the relationships between managerial competence, decision-making skills, and the learning environment. The study reveals that while school heads generally exhibit very high levels of managerial competence and decision-making skills, these significantly influence the quality of the learning environment. The study concludes that enhancing managerial competence through targeted professional development and collaborative practices is crucial for fostering a conducive learning environment in schools. Keywords: managerial competence, decision-making skills, learning environment, educational leadership, school heads, Philippines

Novel Use of Objective Sensor Technology: Creation of Individualized Education Plans to Develop Operative Mastery.

Motion-tracking has been shown to correlate with expert and novice performance but has not been used for skill development. For skill development, performance goals must be defined. We hypothesize that using wearable sensor technology, motion tracking outcomes can be identified in those deemed practice-ready and used as benchmarks for precision learning. At the ACS Clinical Congress, surgeons and surgeons in-training volunteered to wear motion-tracking sensors while performing intracorporeal suturing and knot-tying, laparoscopic pattern-cutting and simulated laparoscopic cholecystectomy. Coach raters evaluated the subjects using a modified SIMPL scale. Subjects were divided into two groups based on coach ratings, practice-ready and not practice-ready. Motion results were compared. Benchmark performance for each motion-tracking outcome of the simulated laparoscopic cholecystectomy was set at the median(+/-MAD) of the practice-ready cohort. For all subjects, each motion-tracking outcome was compared to the benchmark. 94 subjects were recruited. 53 were rated at practice-ready. Differences between groups were identified in 2 of 10 metrics for intracorporeal suturing and knot-tying, 4 of 10 metrics for pattern-cutting, and 5 of 10 metrics for the laparoscopic cholecystectomy. Set benchmarks for the metrics were compared to each subjects' score for all individual metrics. A not practice-ready individual was less likely to achieve the benchmarks.(χ2 = 55.48 p <.00001). Wearable sensor technology can identify differences between surgeons rated practice-ready and not practice-ready. More importantly, motion metric results can be used to develop benchmarks for training endpoints. This will allow for development of an individualized report card and training protocol focused on areas in need of improvement instead of the current model of generalized training. Implementing such focused training may expedite competency and mastery of surgical skills.

The Mediating Role of Compassion in the Relationship Between Nurses' Ethnocultural Empathy and Cultural Sensitivity: Structural Equation Model Analysis.

Nurses must possess the capacity for compassionate care and exhibit empathy to promote culturally competent care. This research investigated the mediating role of compassion in the relationship between ethnocultural empathy and intercultural sensitivity among nurses. The study was conducted at a hospital that provides health care services to refugees. In total, 125 nurses were recruited through the simple random sampling technique. Data were collected using a personal form and three scales. Statistical analysis was performed using SPSS23 and AMOS24. Nurses' cultural sensitivity positively influenced their compassion competence and ethnocultural empathy. Compassion competence did not function as a full mediator in the relationship between intercultural sensitivity and ethnocultural empathy. This study revealed that exposure to different cultures contributed to compassion competence, ethnocultural empathy, and cultural sensitivity skills in nurses. Cultural competence is a critical component of nursing care; therefore, it should be developed through curriculum revisions and a sensitive and supportive discussion of experiences.

Integrating competency-based, interprofessional teamwork education for students: guiding principles to support current needs and future directions.

Interprofessional teamwork is vital to effective patient care, and targeting healthcare learners earlier in their education can lead to greater improvement in confidence and competence in teamwork skills. Despite this, institutions have continued struggling to integrate competency-based interprofessional teamwork curriculum in undergraduate health care professions' education. The current article provides guidance related to design, implementation, and assessment for institutions seeking to implement competency-based teamwork education and training strategies for healthcare students. Guiding principles and strategies for curricular design focus on conducting thorough interprofessional needs analyses and building transportable, evidence-based competencies that apply across professions. For implementation, key principles center on strategies to ensure adequate professional representation and faculty development. Assessment considerations focus on building infrastructure for evaluation that spans professional schools. These strategies aim to create a robust, effective, and sustainable IPE curriculum that enhances collaboration and teamwork among future healthcare professionals. By addressing the key areas of design, implementation, and assessment, this article offers comprehensive guidelines for advancing interprofessional education. We believe incorporating the key guiding principles and strategies from this paper will enable institutions to integrate teamwork education and training more effectively into undergraduate healthcare training, which will facilitate institutions' ability to ensure learners are "team ready" as they transition into the workforce after graduation.

Emergency Airway Management: A Systematic Review on the Effectiveness of Cognitive Aids in Improving Outcomes and Provider Performance.

Background/Objectives: Emergency airway management is a critical skill for healthcare professionals, particularly in life-threatening situations like "cannot intubate, cannot oxygenate" (CICO) scenarios. Errors and delays in airway management can lead to adverse outcomes, including hypoxia and death. Cognitive aids, such as checklists and algorithms, have been proposed as tools to improve decision-making, procedural competency, and non-technical skills in these high-stakes environments. This systematic review aims to evaluate the effectiveness of cognitive aids in enhancing emergency airway management skills among health professionals and trainees. Methods: A systematic search of MEDLINE, Embase, CINAHL, Cochrane Library, Scopus, Web of Science, and ClinicalTrials.gov was conducted from February to March 2024. Studies examining the use of cognitive aids, such as the Vortex method, the ASA difficult airway algorithm, and visual airway aids, in emergency airway scenarios were included. Outcomes assessed included decision-making speed, procedural success rates, and non-technical skills. Data were extracted using standardized protocols, and the quality of included studies was appraised. Results: Five studies met inclusion criteria, encompassing randomized controlled trials, controlled studies, and mixed-methods research. Cognitive aids improved decision-making times (reduced by 44.6 s), increased procedural success rates, and enhanced non-technical skills such as teamwork and crisis management. Participants reported reduced anxiety and improved confidence levels (self-efficacy scores increased by 1.9 points). The Vortex method and visual cognitive aids demonstrated particular effectiveness in simulated scenarios. Conclusions: Cognitive aids significantly enhance emergency airway management skills, improving performance, reducing errors, and increasing provider confidence. Integrating cognitive aids into training programs has the potential to improve patient safety and outcomes. Further research is needed to validate these findings in clinical settings and optimize cognitive aid design and implementation.

Introducing outcome-based education in obstetrics and gynaecology training: Perspectives of trainees and trainers.

Outcome-based education (OBE) focuses on clearly defined learner goals, offering a structured framework to achieve competency. This study explores the perspectives of trainees and trainers in Obstetrics and Gynaecology (O&G) in Ireland regarding facilitators, barriers, and challenges to implementing OBE. A national cross-sectional survey was distributed to O&G trainees and trainers in Ireland. Responses were analysed using descriptive statistics and chi-squared tests, and qualitative thematic analysis. A total of 151 trainees and trainers participated in the study. While 61.2% of respondents reported familiarity with the concept of OBE, only 22.4% accurately identified its primary focus on learner goals. Participants highlighted several key benefits of OBE, including the establishment of clearly defined goals and the development of competency in essential skills. However, significant challenges were also identified, such as the perception of unattainable goals for trainees and insufficient training facilities. Additionally, trainer engagement and the lack of allocated time for both trainers and trainees to attend training courses were recognized as major barriers to the successful implementation of OBE. OBE presents a promising educational framework for O&G training, with the potential to modernize and enhance learning outcomes. However, its successful implementation hinges on comprehensive education about its principles and benefits, substantial investment in educational facilities and resources, and the prioritization of training through dedicated and protected time for both trainees and trainers.

The Effect of the Social-Emotional Learning Strategy on Promoting EFL Pupils’ SEL Competencies and Critical Reading Skills in the First Cycle of the Basic Education

The Effect of the Social-Emotional Learning Strategy on Promoting EFL Pupils’ SEL Competencies and Critical Reading Skills in the First Cycle of the Basic Education

Design, development, and evaluation of the organic chemistry representational competence assessment (ORCA)

This paper describes the design and evaluation of the O̲rganic chemistry R̲epresentational C̲ompetence A̲ssessment (ORCA). Grounded in Kozma and Russell's representational competence framework, the ORCA measures the learner's ability to interpret, translate, and use six commonly used representations of molecular structure (condensed structures, Lewis structures, skeletal structures, wedge-dash diagrams, Newman projections, and chair conformations). Semi-structured interviews with 38 first-semester organic chemistry learners informed the development of the ORCA items. The ORCA was developed and refined through three pilot administrations involving a total of 3477 first-semester organic chemistry students from multiple institutions. The final version of the ORCA was completed by 1494 students across five institutions. Various analyses provided evidence for the validity and reliability of the data generated by the assessment. Both one-factor and three-factor correlated structures were explored via confirmatory factor analysis. The one-factor model better captured the underlying structure of the data, which suggests that representational competence is better evaluated as a unified construct rather than as distinct, separate skills. The ORCA data reveal that the representational competence skills are interconnected and should consistently be reinforced throughout the organic chemistry course.

Small-sided game activities impact the specific motor skills and skill-related competencies of football players between the ages of 12 and 14 years

This research aims to investigate the effects of S.S.G. exercises on motor and skill competencies in individuals aged 12 to 14 years. The playing style fulfills several objectives for coaches to enhance the proficiency of their players, particularly in age-specific categories. Motor abilities immediately influence skill capabilities, thereby conferring a significant advantage to the team. Age groups require emphasis since they constitute the essential foundation for elite teams and the extensive base for national teams. Consequently, they ought to be advanced to more rigorous and meticulously designed training to attain superior performance levels. The experimental approach employed a one-group design, with a sample including 15 players from the Baghdad Karkh Sports Talent Center for football. A collection of instruments was utilized, comprising goals of diverse heights and dimensions, ten regulation soccer balls, cones and markers, training platforms of varying elevations, a POLAR-TEAM intensity measuring device, and a protractor. The statistical software (SPSS) was utilized to compute the mean, median, standard deviation, skewness, and T-test for linked samples. The researchers determined that the motor and skill abilities of the study group improved at varying rates; nevertheless, the effectiveness regarding endurance and rolling speed was limited. The activities executed resulted in a more significant enhancement in skill capabilities relative to motor abilities. The implementation of applied exercises tailored for various age groups in training centers involves the design of diverse exercises, configurations, and environments, as well as the number of participants. Additionally, it focuses on developing more effective playing strategies and underscores the utilization of modern equipment to precisely calibrate training intensity standards, including the system. POLAR-TEAM.

The Family Doctor in the "COVID-19 Era".

The SARS-CoV-2 virus infection, the most severe pandemic in recent human history, found healthcare systems around the world more or less unprepared. Adjusting to this challenge involved changes in the daily routines of healthcare systems, as well as the patients, once again highlighting the importance of primary care (family physician or general practitioner). In the context of the COVID-19 pandemic, the family doctor in Romania played a crucial role in patient management, rapidly adapting to the changes and challenges imposed by the state of emergency. Their involvement quickly evolved from in-person consultations to online assessments, as they took on responsibilities such as monitoring patients in isolation or quarantine and issuing necessary medical leaves. Moreover, family doctors were directly involved in the COVID-19 vaccination process, facing challenges related to access to scheduling platforms and limited resources of protective equipment. Although they were on the front line of the healthcare response, recognition through incentives or compensations came late and incompletely, and their efforts in combating the pandemic were often overlooked. Designating family doctors' offices as public utility medical units (regardless of their organisational form) and supporting their activities through increased equipment and medical devices provided by local or central authorities are the keys to fighting for human lives in critical situations. Implementing clear and universal rules regarding the competencies (skills) and duties of family doctors, both in normal life situations and in exceptional circumstances, is of utmost importance. Little is known about the dedicated work and dedication of family physicians to their patients. Few studies have been carried out on the activity of the family doctor and their professional difficulties during the pandemic period. Some studies, on a small number of subjects, tried to evaluate the psychological adaptation of the family doctor to the new epidemiological situation. The aim of this narrative review is to highlight the difficulties to which family doctors had to adapt, comparing the data from the Romanian medical system with those discovered in the medical literature regarding family doctors from all over the world.

Assessing the alignment of a University of Technology Library infrastructure with the Fourth Industrial Revolution: implications for librarian roles

PurposeThis study aims to evaluate how well a University of Technology Library’s infrastructure aligns with the requirements of the Fourth Industrial Revolution (4IR). By examining the current state of technological integration and identifying potential gaps, this research seeks to provide insights into the necessary developments and adaptations needed. Additionally, the study explores the implications of these changes for librarian roles, highlighting the evolving skill sets and competencies required in this new paradigm.Design/methodology/approachThe study used a mixed methods research approach, integrating an online questionnaire to gather quantitative data and conducting interviews to obtain qualitative insights. The subsequent interviews offered a thorough understanding of the library’s alignment with the 4IR and its implications for the librarians at the library.FindingsThe findings of this research will offer valuable perspectives for university faculties, librarians and policymakers in shaping future-ready library environments that support innovative teaching, learning and research practices.Practical implicationsThe findings highlight the need for academic libraries to continuously evolve with enhancements to existing infrastructure to incorporate advancing technologies and encompass modern digital platforms, tools and resources to support innovative teaching, learning, and research works.Originality/valueThis study provides insight into the results of the importance of evolving with the advances of technologies in academic institutions within a developing country in Africa.

Evaluating the efficacy of sequential cross-sectional scanning and combined teaching methods for prenatal screening of fetal conotruncal anomalies.

This study aimed to explore the effectiveness of combining fetal heart sequential cross-sectional scanning with drawing methods, mind mapping, and case-based learning (CBL) for training in fetal conotruncal anomalies (CA) screening. An experimental control method was employed. Doctors participating in continuing fetal ultrasound education were randomly divided into two groups. Both groups received theoretical instruction on fetal heart embryology, development, and abnormal arterial trunk development. Group A received traditional teaching methods for both theory and skills, with the skills course focusing on routine fetal heart scanning. Group B received a mixed teaching approach incorporating pathological mind mapping, CBL teaching, and drawing methods for both theory and skills courses. Group B's skills training focused on the sequential cross-sectional scanning method. The effectiveness of the training was evaluated by analyzing the classroom learning results and conducting a questionnaire survey of both groups. Group B participants achieved significantly higher scores on both theoretical and skills assessments compared to Group A. The diagnostic accuracy of different diseases in group B was significantly higher than that in group A, except for AVSD and APW. The post-class questionnaire revealed that participants in Group B expressed greater satisfaction with the combined teaching approach. They perceived a significant improvement in their independent learning abilities, diagnostic skills for related diseases, clinical skills, and overall competence compared to the traditional teaching group. The post-training correlation analysis did not identify any association between working years and theoretical or technical performance after training. This study demonstrates that combining fetal heart sequential cross-sectional scanning with a variety of teaching methods, including drawing methods, mind mapping, and CBL, can enhance understanding of fetal trunk structure scanning and foster the development of clinical reasoning skills, ultimately leading to improved diagnostic accuracy in the identification and differential diagnosis of conotruncal anomalies.

Pan African Vivax and Ovale Network (PAVON) Malaria Diagnostic Competency Training: Offering Training Opportunities to Impact Malaria Elimination Strategies in Sub-Saharan Africa.

PAVON has developed a malaria microscopy competency training scheme to augment competency in malaria microscopy. Here, data accrued from training activities between 2020 and 2023 in Botswana are presented. Three trainings were done for 37 central and peripheral level technicians for a two-week period. The scheme consisted of basic theory on Plasmodium parasites, malaria epidemiology and diagnosis. The practicals focused on standard slide preparation, staining, parasite detection, speciation and counting. Scores were assessed by the Wilcoxon signed rank test. Participants who excelled joined the WHO External Competency Assessment for Malaria Microscopy (ECAMM). The median competency scores for the three trainings were detection: 100 (IQR = 94-100), 100 (IQR = 94-100) and 92 (IQR = 92-100), respectively, from pre-test scores of 40 (IQR = 27-54), 44 (IQR = 32-52) and 20 (IQR = 10-40) (z = 2.937, p < 0.003, z = 3.110, p = 0.002 and (z = 2.251, p = 0.024), respectively. Speciation: 93 (IQR = 86-96), 81 (IQR = 73-96) and 88, (IQR = 88-100) from pre-test scores of 50 (IQR = 30-50), 36 (IQR = 20-45) and 17 (IQR = 17-50) (z = 2.936, p < 0.003, z = 3.152, p = 0.002 and z = 3.237, p = 0.001). The competency scores achieved in the ECAMM were 98/98 and 97/98 for sensitivity and specificity pre- and post-tests detection. The training was effective in raising the competency skills of participants and is open to NMPs (National Malaria Programs) for critical capacity building.

Memory Underpinnings of Decision-Making Competence

Abstract: Decision-making competence refers to the ability to make judgments and decisions that follow normative criteria of rationality. Here, we review research on memory skills underlying decision-making competence from an adult lifespan perspective. First, we discuss how aspects of decision-making competence are associated with memory skills, and how situational and strategic variations may modulate these relationships. Then, we examine the relationships between age-related differences in decision-making competence and age-related differences in memory skills. Because the relationship between memory and decision-making may be reciprocal, we also consider research on how decisions may affect memory. Next, we discuss how decision-making competence may be built and maintained across the adult lifespan. Finally, we highlight open questions and propose possible future research directions.

PEDAGOGICAL CONDITIONS FOR FORMING THE PROFESSIONAL READINESS OF FUTURE COACHES TO APPLY METHODS FOR IDENTIFYING AND PREVENTING RISKS IN PHYSICAL EDUCATION AND SPORTS ACTIVITIES

The main risks in the professional activity of coaches in the field of physical education and sports were examined in this article. Physical, psychological, organizational, physiological, medical, ethical, social, communication, image, and innovation-technological risks were identified. Special attention is paid to trauma, burnout, organizational limitations, and non-compliance with sports ethics. The impact of insufficient medical support, the use of doping, and technological barriers on the professional activity of the coach was analyzed. A comprehensive approach to developing skills in identifying and preventing risks in the preparation of future trainers was proposed. It has been proven that the risks in the professional activities of a coach are multifaceted and include physical, psychological, organizational, ethical, social, and technological aspects. The coach must have a high level of professional competence, analytical thinking, and communication skills, as well as actively cooperate with medical, psychological, and administrative services to effectively overcome them. The implementation of modern training methods and the provision of a safe training environment will help minimize risks and increase the effectiveness of the training process. The definition of «pedagogical conditions for the formation of readiness of future coaches to apply methods of risk identification and prevention» is formulated as a set of purposeful, scientifically substantiated organizational, methodological, psychological, and educational measures. These measures aim to create a favorable educational environment for developing professional competence among coaches in identifying, assessing, and minimizing risks in physical culture and sports activities. It is demonstrated that these conditions focus on integrating theoretical knowledge, practical skills, and value orientations to ensure the safety, efficiency, and effectiveness of the training process. The article substantiates the pedagogical conditions for the formation of the readiness of future coaches to apply methods of identifying and preventing risks in physical culture and sports activities. The key aspects are highlighted: integration of theoretical and practical training, formation of analytical thinking, and use of innovative technologies. Additional aspects include the development of a motivational and value-based approach to safety, the creation of a professionally oriented environment, and ensuring an interdisciplinary approach to improving communication skills. The implementation of these conditions contributes to the training of competent coaches capable of ensuring the safety and effectiveness of the training process.

From Novice to Expert: Establishing a Job Level Framework for Medical Writers

As part of the AMWA Medical Writing Apprentice Program Framework, the Job Leveling Workstream aims to establish a standardized skill set and competencies for career regulatory medical writers. Based on insight gathered from a survey conducted in September 2023 of 137 medical writing professionals, the workstream proposes 3 broad levels of regulatory medical writers: Level 1 (novice), Level 2 (established), and Level 3 (expert). Each level is defined by the scope and complexity of documents written, the writer’s role in these projects, and their expertise in associated tasks. An approximate number of years needed to achieve proficiency at each level is also proposed. The framework helps to standardize writing levels, aid hiring managers in evaluating applicants, assist medical writing departments in identifying training needs, and ultimately enhance resource usage.

Mediating Role of Emotional Intelligence in the Interrelationship of Elementary School Teachers’ Social Skills and Social Competence

Teachers’ emotional intelligence is one of the prime indicators of their improved social skill and social competence at workplace. Due to rapid changes in the current times, the role of school teachers has become very challenging. Different factors affect their teaching effectiveness. Emotional intelligence is one such important factor which has been less explored in the context of elementary education. The present study examines how emotional intelligence mediates the relations of social skills and social competence of teachers. A total of 210 teachers participated in the study from elementary schools of Punjab, Pakistan. A quantitative measure was administered to collect data on five-point Likert type scale. Mean score Pearson’s r, regression and path analysis were conducted to analyze the data. The results showed a high mean score which was above 4.00 for teachers’ emotional intelligence, social skills and social competence. The correlation between all the three variables indicated social skills having significant correlation with social competence (r value=.766 and p&lt; 0.000), social skills with emotional intelligence (r value = .802 and p&lt;0.000) and social competence with emotional intelligence (r value =.805 and p&lt;0.000). The study showed that emotional intelligence partially mediated the relationships between social skills and social competency. Based on the results it is concluded that emotional intelligence is a strong predictor of social skills and social competence of teachers in elementary education context.

THE ROLE OF LEARNING INTENSITY AS A MEDIATOR OF THE INFLUENCE OF TEACHER COMPETENCY AND PERSONAL TALENT ON DANCE SKILL

Teacher competency and personal talent are often considered as the main factors in the development of students' dance skills. However, learning intensity can also play an important role in mediating the influence of both factors. Learning intensity refers to the stage of involvement, dedication, and effort devoted by individuals in the learning process. This study aims to examine the role of learning intensity as a mediator in the influence of teacher competency and personal talent on students' dance skills. This research method is a survey method with a quantitative approach. The number of samples taken was 60 students from dance extracurriculars at MI Kresna. Data were collected through a questionnaire from a Likert scale with 4 alternative answers. PLS-SEM analysis was used to analyze the data and test and evaluate the construction of problem-solving ability measurement variables. The results showed that teacher competency on learning intensity (β = 0.261); (ρ = 0.005) and learning intensity on dance skills (β = 0.263); (ρ = 0.310) had no significant effect. In addition, learning intensity was proven to mediate the influence of personal talent (β = 0.155); (ρ=0.376) and teacher competency (β=0.069); (ρ=0.324) towards dance skill. Implications of increasing learning intensity in mediating the influence of teacher competency and personal talent with students' dance skills in dance material from dance extracurricular at MI Kresna. The recommendations of this study include providing training that focuses on teacher awareness and motivation in utilizing personal talents effectively. Thus, this study is expected to significantly improve teacher competency, personal talents, and students' dance skills in arts and culture

Universal Design for Learning and Diversity Attention: A Look from the Perceptions and Skills of Teachers

The Universal Design model for learning provides a pathway to curriculum from a responsive approach to diversity. It is a real and applicable option to promote and enable the learning of all student bodies, but its application is conditioned to the competence level of the teacher. The purpose of this research is to know the teacher competence skills on the application of the three principles of Universal Design for learning. This work is a mixed descriptive cross sectional investigation, where 123 teachers from Manabí-Ecuador participated, same ones that belong to private, fiscal and fiscomisional educational institutions. The instrument used to measure teachers’ perception of Universal Design for Learning -Perception of Universal Design for Learning. It was applied by survey means and the information collected was complemented with focus group. The results allowed us to confirm that teachers have an adequate perception and skills to apply the principles of UDL, however, there are also training needs to strengthen the learning processes and participation of all students, with emphasis on competence skills to attend to the disability-derived diversity.

Kompetensi pustakawan dalam publikasi karya tulis ilmiah di Forum Perpustakaan Perguruan Tinggi Muhammadiyah ‘Aisyiyah

Introduction. Efforts made to increase the competencies of librarians can be made through the publication of scientific writing. The research aims to determine the competence of librarians in the publication of scientific writing at the Muhammadiyah 'Aisyiyah Higher Education Library Forum Regional Coordinator for the Special Region of Yogyakarta-South Central Java (FPPTMA Regional Coordinator DIY-South Java). Research methods. This study used a qualitative method, with informants 15 people with snowball sampling. Data collection used observation, in-depth interviews, and documentation. Data analysis techniques use data condensation, data presentation, and drawing conclusions. To test the validity of the data, we used triangulation techniques. Results and Discussion. Librarians' ability to publish scientific writing is based on their competencies in motive, character, self-concept, knowledge, and skills. The impact of scientific writing publication competency encourages librarians to be productive in producing scientific writing publications which will increase librarian branding. Conclusion and recommendations. Librarians who have consistent character will produce quality scientific writing. It cannot be separated from communication skills and mastery of scientific writing techniques. This research suggests establishing a regular writing program that can facilitate librarians in their work.