Professional Competence Research Articles

Shaping individual educational and career paths in nursing - perspectives in practice

Shaping individual educational and career paths in nursing - perspectives in practice Abstract: Background: Continuing vocational training not only serves to expand professional competences and thus to ensure professional action but is also an element of lifelong learning as a means of shaping one's own employment biography. Aim: Educational and career paths in the field of nursing are characterised by heterogeneity and a variety of options. This raises the question of how nurses organise their individual educational pathways. Methods: Narrative interviews were conducted with nursing professionals, which were analysed using the documentary method as a hermeneutic procedure. By reconstructing practices, it was possible to find central frameworks for organising the educational pathways, which were transferred into a typology. Results: The three types (1) goal-oriented design of the educational pathway, (2) flexible design of the educational pathway and (3) market-oriented design of the educational pathway show that a self-determined design of educational and career paths can be promoted but also restricted by organisational practices. Conclusions: Further training is not just an individual career decision. Healthcare organisations can also be seen as shapers of individual educational and career paths. Facing the shortage of skilled nursing staff, it is important to consider the limits of self-determined organisation, which can have an influence on continuing on working as nurses.

Collaborative extended home-visits as a key to facilitating early support within the frame of a family centre in Sweden

BackgroundAll children should have the possibility to be healthy during childhood, according to the Convention on the Rights of the Child. In Sweden, the Child Health Services (CHS) support all parents and children from birth until the age of six to promote children’s health and development. Some Swedish regions have introduced an extended home-visit programme, with CHS nurses and social workers visiting first-time parents together to provide parental support in collaboration. The programme aims to expand the task of promoting the child’s health and increase the possibilities of discovering risk factors in families earlier. The aim of the present study is to describe the professionals’ experiences of collaboration when introducing the extended home-visit programme to a broader population within the frame of a family centre.MethodsThe study used a reflexive thematic qualitative approach with focus group interviews. All staff at the family centre were invited to participate: CHS nurses, social workers, and managers who worked with the extended home-visit programme. Data were collected through focus group interviews with each profession separately and analysed through reflexive thematic analysis.ResultsOne overarching theme emerged: A key to facilitating early support. Three connected themes – Ease for everyone on the family’s terms, From working alone to becoming a team, and A matter of supporting structures – illuminated the participants’ experiences. Their driving force was early detection of risk factors or needs in the family, to be able to provide support. The collaboration was enhanced by the different professional competencies complementing each other. That all were located at the family centre together was also important to facilitate collaboration.ConclusionsThe extended home-visits were appreciated and experienced as useful by all participants. That a family centre organization already existed was one of the facilitators, functioning as a meeting point to expand the collaboration. The managers’ support was essential, and it was experienced as positive that the organization invested resources to allow employees to participate in the development of the extended home-visit programmes. This way of working has the potential to add value for the children and families, and the CHS would benefit from using the extended home-visit programme further.

Determinan yang Mempengaruhi Kualitas Audit dengan Due Professional Care Sebagai Variabel Intervening Pada Inspektorat Daerah Kota Palembang

This research aims to determine the direct and indirect influence of Competency, Accountability, and Time Budget Pressure on Audit Quality through Due Professional Care as an Intervening Variable. This research is quantitative research, using primary data in the form of a questionnaire. The population in this study was 61 Palembang City Regional Inspectorate Auditors, using simple random sampling, so there were 38 samples. The data analysis technique used is multiple linear regression, using SPSS version 2.6 software as a hypothesis testing tool. The research results show that Competency has no direct effect on Due Professional Care, Accountability and Time Budget Pressure have an effect on Due Professional Care, Competency and Due Professional Care have an effect on Audit Quality, Accountability and Time Budget Pressure have no effect on Audit Quality. Simultaneously Competence, Accountability and Time Budget Pressure influence Due Professional Care, and indirectly Competency, Accountability and Time Budget Pressure influence Audit Quality through Due Professional Care.

Factors Influencing Physiotherapists' Use of Non-Academic Sources for Technical Information in Brazil.

The integration of evidence-based practice (EBP) into clinical decision-making is crucial for ensuring optimal patient care. However, there are various factors influencing the utilization of academic sources among physiotherapists, highlighting the need for a deeper understanding of these dynamics. The present study aimed to investigate the association between personal factors (age, time since graduation, number of patients, and education level), barriers to EBP implementation and perceptions about EBP, and physiotherapists' preference for using non-academic sources when seeking technical information about physiotherapy. This was a cross-sectional study involving 610 physiotherapists. Participants completed an online questionnaire covering demographic characteristics, sources of information, barriers to EBP implementation, and perceptions regarding the importance of scientific information in clinical practice. Logistic regression was used to investigate the factors associated with the preference for non-academic sources of information. Nearly a quarter of the sample exhibited a preference for non-academic sources, with age over 34years, perceived lack of abilities to apply scientific findings, and understanding issues related to EBP being significant associated with the preference of this types of sources of information. Physiotherapists with these characteristics were twice as likely to prefer non-academic sources when compared to physiotherapists who do not have these characteristics. These findings underscore the importance of enhancing professional competencies in EBP and fostering confidence in utilizing academic sources. While efforts have been made to incorporate EBP promotion in academic curricula, further initiatives are needed to bridge the gap between established knowledge and the competencies required for daily practice. Future studies should continue to explore the role of age in EBP applicability and the adoption of scientific knowledge, aiming to inform targeted interventions and educational programs tailored to the evolving needs of physiotherapy professionals.

THE IMPACT OF NEUROSCIENCE-BASED MINDFULNESS TRAINING ON MENTAL HEALTH IN FUTURE PSYCHOLOGISTS

Purpose. This study investigates the effectiveness of a neuroscience-based mindfulness training program on emotional states, self-compassion traits and well-being status among psychology students during an 8-week intervention. The work focuses on developing emotional regulation, decreasing stress and depression, and increasing self-compassion and mindfulness — all of which are crucial skills for professional practice. Methods. This pilot study included fifty psychology students (M = 23.5, SD = 2.8) who were assessed using the DASS-21 for stress, anxiety, depression and Self-Compassion Scale for self-kindness, mindfulness and related traits before and after a special training program along with the BBC-SWB questionnaire for psychological, physical and subjective well-being. Statistical analyses such as paired t-tests, correlation analysis and hierarchical regression were used to assess the intervention's effectiveness and explore predictive relationships among variables. Results. The program was associated with significant reductions in anxiety, stress, and depression and increases in self-kindness, mindfulness, and psychological well-being. Given that emotional states and self-compassion traits function as mutually reinforcing factors, correlations provided evidence based on the holistic benefits of the program. Hierarchical regression analysis showed that both pre-intervention anxiety (β = 0.45, p < 0.001) and self-kindness (β = 0.35, p = 0.05) significantly predicted psychological well-being after the intervention. These variables combined explained 52% of the outcome variance (R² = 0.52, p < 0.001). Mindfulness explained an additional 17% variance beyond all other variables combined, affirming its role as a transformational variable within the model. Conclusions. This mindfulness training, based on neuroscience principles and research findings, is designed to decrease psychological suffering and enhance psychological resilience and self-compassion. The results call for incorporating such training within psychology educational programs, thus enhancing personal health and professional competence. Longitudinal studies investigating the long-term effects of mindfulness practices and their use in a broader range of populations are warranted for future research.

Developing a Competency Model for Human Resource Directors (HRDs) in Exponential Organizations Undergoing Digital Transformation

The rapid digitalization of organizations has positioned the digital transformation of Human Resources (HR) as a critical trend for the future. In particular, exponential organizations—characterized by their ability to leverage digital technology to achieve disproportionately large impacts relative to their size—require a fundamental shift in the role and competencies of HR professionals. This study focuses on the competencies required of Human Resource Directors (HRDs) within these highly adaptive and scalable organizations, using Shandong Province as a case sample. Grounded in the Resource-Based View (RBV), which emphasizes that a firm’s internal resources are essential for sustaining competitive advantage, we argue that HRDs competencies are critical resources for organizations undergoing digital transformation. Through the application of methods such as questionnaire surveys, structural equation modeling, and t-tests, we identified and validated 11 key competency indicators for HRDs in the context of digital transformation. These indicators are grouped into four dimensions based on Dave Ulrich’s framework: Strategic Partner, Change Agent, Administrative Expert, and Employee Champion. Our research organizes these 11 competencies within the four dimensions, providing a structured framework for evaluating the evolving role of HRDs in the digital era. These 11 competencies offer organizations valuable insights, particularly in organizational development, talent acquisition and deployment, employee training and upskilling, and performance evaluation, contributing to a more comprehensive understanding of the competencies needed for HR leadership in the digital age.

Preparing for Clinical Placements and Transition to Practice With Objective Structured Clinical Examinations: A Qualitative Study of Family Nurse Practitioner Students

AimThis study aimed to explore recent Family Nurse Practitioners (FNP) graduates’ perceptions of Objective Structured Clinical Examinations (OSCE) simulation on competency development. BackgroundOSCEs are a method to educate and assess competency-based behaviors but lack FNP-specific research. Understanding learner perceptions of behavior change can influence OSCE utilization in FNP education. MethodsThis qualitative phenomenological study explored the lived experiences of nine recent FNP graduates from U.S. programs participating in formative OSCEs. A constructed theoretical framework inclusive of Kolb's Experiential Learning Theory and Miller's Pyramid of Professional Competence Framework was used with modified Braun and Clarke's thematic analysis method to analyze the interview data. ResultsFour themes emerged: Becoming competent and “making it stick,” Design impacts reactions and learning, “dress rehearsal” for clinical experiences, and Establishing routines for practice. ConclusionThrough OSCEs, learners developed competencies and confidence to support clinical experiences that continued into their early FNP practice. Learner insight demonstrated the importance of evidence-informed simulation pedagogy to prepare them for scope-specific practice.

ОСОБИСТІСНА ДЕТЕРМІНАЦІЯ ВПЕВНЕНОСТІ У СОБІ ПСИХОЛОГА-ПОЧАТКІВЦЯ В КОНТЕКСТІ ПСИХОЛОГІЧНОГО КОНСУЛЬТУВАННЯ

Purpose. To present the results of a theoretical analysis of the problem of personal determination of self-confidence of a novice psychologist in the context of psychological counseling. Methods. Theoretical research methods included analysis, comparison, systematization, and generalization of theoretical and empirical data on the problem of self-confidence. Results. Self-confidence can be defined as generalized self-esteem, manifested in a positive assessment of one’s skills, behavioral repertoire and results of one’s own professional actions as sufficient to achieve important goals. The psychological aspects of the professional activity of a psychologist-consultant have been considered. The profession of a psychologist-consultant involves intervention in the psycho-emotional space of another person, which makes this process multifaceted and unpredictable, and requires a high level of professional competence, responsibility, readiness for non-standard situations and self-confidence from the specialist. Reflexivity plays an important role in the formation of a psychologist’s confidence, as it allows to understand professional qualities better, evaluate one’s actions and carry out self-regulation. Thanks to reflection, a psychologist can adapt more effectively, improve skills and optimize work, which contributes to personal growth and increased self-confidence necessary for successful professional activity. Successful performance of productive activities requires developed motivational characteristics, such as interest in the work and belief in one’s own abilities to achieve a certain result. For a novice psychologist, achievement motivation is important because it ensures readiness for challenges and increases the ability to effectively apply knowledge in real situations, developing confidence in one’s own competence. Autonomy has also been defined as a determinant of self-confidence, as it allows the subject to act independently, guided by his or her own values and needs, helps to develop independence in decision-making and responsibility for the actions, which increases confidence in own abilities and the effectiveness of professional activity. Conclusions. Self-confidence of a specialist can be characterized as a complex psychological formation based on a subjective positive assessment of one’s own professional actions and results, which promotes effective activity and self-realization in the professional sphere. Personal determinants of self-confidence of a novice psychologists have been defined as reflexivity, achievement motivation, autonomy.

A systematic review and meta-analysis of the variables related to the confidence in performing core nursing skills of nursing students

Purpose: This study aimed to identify the variables related to the confidence of Korean nursing students in performing core nursing skills and to examine the effect sizes of correlations between the related variables and that confidence.Methods: A meta-analysis was conducted upon 37 Korean master and doctorate degree dissertations and academic journal articles.Results: The related variables were categorized into four domains: task competencies, socio-emotional competencies, professionalism competencies, and personal thinking competencies. The effect size of the variables related to confidence in performing core nursing skills were, in order, task competencies (effect size, ESr=.47), socio-emotional competencies (ESr=.45), professionalism competencies (ESr=.40), and personal thinking competencies (ESr=.33).Conclusion: The results of this study are valuable when giving consideration to the variables related to nursing students’ confidence in performing core nursing skills for developing management and education programs to enhance those core nursing skills.

A literature review of health literacy competency for health professionals

Purpose: This study aimed to provide a descriptive review of health literacy competency questionnaires and to identify their attributes for developing a health literacy competency measurement tool to be used by Korean health professionals.Methods: A literature review was conducted through a search in international and Korean databases (PubMed, CINAHL, RISS, and KISS) for articles published between 2010 and 2024. A total of 2,200 articles were explored, out of which 6 studies met the inclusion criteria.Results: In Canada, an initial set of health literacy competency questionnaires was developed; subsequently, two questionnaires were developed in China and Brazil. Another study was translated using the initial Canadian study questionnaires, and two studies were modified. All six studies meeting the inclusion criteria employed a Delphi process involving 20~41 expert panels. Among the six studies, only one reported the psychometric properties of the questionnaires used. The reviewed questionnaires comprised knowledge, attitude, skills, and practice domains based on Bloom’s taxonomy. Knowledge and skills were commonly included factors in the questionnaires.Conclusion: There were 17 knowledge, 10 attitude, 13 skills, and 13 practice attributes for each area of the reviewed questionnaires. “Easy-to-read materials,” “plain language,” and “teach-back” were identified as appropriate attributes for measuring health literacy competencies. Among the questionnaires, there were many items and many overlapping items between the domains. Further studies are required to refine their essential attributes and to verify the instruments’ psychometric properties in order to increase their feasibility.

An Escape Room-Based Computer-Supported Collaborative Learning Approach to Enhancing Students’ Learning Achievement, Collaboration Awareness, Learning Motivation and Problem-Solving Skills

Traditional teaching methods often limit interactive learning, negatively impacting students’ motivation and learning achievement. Moreover, fostering collaborative awareness and problem-solving skills is crucial for developing the core competencies of future nursing professionals. To address these challenges, this study proposed an escape room-based computer-supported collaborative learning (ER-CSCL) approach to enhance students’ learning outcomes in an obstetrics course. A quasi-experimental study involving 55 nursing students (28 in the experimental group and 27 in the control group) was conducted in a nursing school in northern Taiwan to compare the effectiveness of the ER-CSCL approach with the video-based learning method. The study assessed four key outcomes: learning achievement, collaboration awareness, learning motivation, and problem-solving skills. The results indicated that the ER-CSCL approach significantly outperformed the video-based learning method in terms of learning achievement, collaboration awareness, learning motivation, and problem-solving skills. In conclusion, this study demonstrates that integrating an interactive escape room online game-based learning tool with CSCL strategies effectively engages nursing students and enhances their learning outcomes. This innovative approach aligns with the goals of nursing education, proving a dynamic avenue for immersive learning and cultivating professional knowledge and practical skills among nursing students.

OPTIMALISASI KOMPETENSI PEDAGOGIK GURU SD MELALUI PEMBELAJARAN BERDIFERENSIASI BERBASIS ETHNO-RME

This community service is motivated by the importance of differentiated learning to facilitate students' learning needs, in addition to the need to use teaching materials that are close to students' daily lives through an approach based on Ethno-Realistic Mathematics Education. The purpose of this activity is to optimize the pedagogical and professional skills of elementary school teachers through training and mentoring in digital differentiated learning based on Ethno-Realistic Mathematics Education. This activity was carried out at SD Negeri Tunjung 1 involving 38 elementary school teachers who are members of the Teacher Working Group (KKG) Gugus 1 Korwil Kec. Tunjung Teja. Mentoring and training were carried out by three lecturers from La Tansa Mashiro University with presentations of materials related to differentiated learning, Ethno-RME materials and sharing good practices of differentiated learning based on Ethno-Realistic Mathematics Education. The activity procedure consists of observation and interviews with partner schools, training and mentoring in preparing learning designs, developing differentiated learning and implementing Ethno-RME. The results of this service were an increase of 59,6% in the pedagogical and professional competence of teachers in digital differentiated learning based on Ethno-Realistic Mathematics Education.

Medical students’ perspectives of reflection for their professional development

BackgroundReflection is a critical component of learning which plays a significant role in improving knowledge and skills. It is a metacognitive process that aims to create a deeper understanding of the situation. This study sought to explore the perspectives of medical students concerning the role of reflection in their professional development.MethodologyThis qualitative content analysis study was undertaken with 20 medical students across different year levels in 2023. Participants entered the study by purposive sampling. Data was collected through individual semi-structured interviews. Interviews were audio recorded and transcribed verbatim. Collected data was analyzed based on the steps proposed by Graneheim and Lundman. Data analysis was performed using MAXQDA-10 software.ResultsA total of 168 primary codes were extracted. After removing duplicate codes and merging similar codes, finally 54 codes were extracted, which were placed in 3 main themes and 7 subthemes. They encompassed: self-awareness (self-acceptance, metacognitive self-exploration, semantic perception); professional competence (self-directed learning, professional commitment); and reflection culture (organizational climate, educational structure).ConclusionsFindings revealed that the most important aspect of reflection is the recognition and acceptance of individual identity, along with the metacognitive awareness of how to know, especially in the early years, and understanding the meaning of behaviors and relationships over time. Students explained the undeniable impact of reflection on individual and self-directed learning and the development of professional commitment during their studies. The findings of this study, specifically major themes from reflection culture narratives, provide us with a better understanding of the lack of a positive organizational atmosphere, inappropriate educational structure and intensive clinical rotations, as well as lack of trust between students and medical teachers, which negatively impact on or hinder professional development. It seems that by faculty development initiatives, mentoring, group reflection sessions, reflective practices can turn into an opportunity to improve the quality of education.

Empowering Young Educators: The Impact of Student Organizations Development in Vocational Colleges

This study explores the pivotal role of student club development in enhancing the professional competencies of young teachers in vocational colleges. Young educators often face significant challenges, including limited understanding of vocational education, inadequate communication skills, and insufficient mentorship opportunities. Through active participation in student organizations, teachers can cultivate essential pedagogical skills, expand their professional networks, and foster emotional resilience. This reciprocal relationship not only benefits the teachers’ professional growth but also enriches the educational experience for students. The findings underscore that involvement in student clubs creates a supportive community that promotes innovative teaching practices and job satisfaction. Consequently, it is imperative for vocational institutions to actively support and implement student club initiatives as a strategic approach to professional development. By doing so, educational leaders can enhance teaching quality and address critical issues related to teacher retention and satisfaction.

Competence beliefs using technology in school and teaching - How can we use variance and covariance to identify teachers’ profiles?

This study aims to cluster teachers based on their professional digital competence beliefs using Latent-Profile-Analysis (LPA) and to examine relations to teacher and school characteristics. We also explore the significance of two approaches to varying the variance-covariance-matrix (VCM). Data from n = 698 German teachers was used. We identified a relatively low, medium, and relatively high profile. The means of competence beliefs and the links to teacher and school characteristics between both approaches differed. Across analysis, however, higher age, lower interest, and being female predicted the probability of being in the relatively low profile relative to the other profiles.

Framing the future: Exploring the values that underpin the Australian Evaluation Society’s Evaluators’ Professional Learning Competencies

In the last two decades, evaluator competency frameworks have become ubiquitous. Many have been developed by reviewing the literature and engaging in various research processes to ask evaluation practitioners what they do, in order to determine what evaluators should know and be able to do. Due to this practice focused approach, the underlying philosophical and theoretical assumptions of competencies are rarely questioned. In this article, the authors explore this territory by categorising competencies using two taxonomies. Mertens and Wilson’s 2018 Program evaluation theory and practice provides a philosophical framework, and Schwandt & Gates’ 2021 Evaluating and valuing in social research provides a theoretical framework. The authors apply these frameworks to the three evaluation specific domains of the Australian Evaluation Society (AES) Evaluators’ Professional Learning Competency Framework as refined for the Learn Evaluation Assessment Platform in 2020. Findings of this exploratory study suggest that the AES ’ conception of evaluator competencies aligns primarily with Mertens and Wilson’s pragmatist/neopragmatist paradigm and Schwandt and Gates ’ expanded frame. The authors discuss implications of the results and propose ideas for further improvement and testing of this research approach.

Емпатія як складова професійної компетентності диспетчера служби екстреної (швидкої) медичної допомоги

The article highlights the problem of empathy of emergency medical service dispatchers, since it is the dispatcher who is the first person with whom a person comes into contact in a crisis situation. The sample of researchers consisted of 63 people, mostly from the eastern regions of Ukraine, who were divided into groups based on gender, place of residence, and length of service. The results of an empirical study of the features of empathy as a component of the professional competence of the E(S)MH dispatcher are presented. The distribution of E(S)MH service personnel depending on the levels of emotional intelligence components is determined; compared to the previous year, depending on different types of activities, the presence of problems with work or other regular daily activities due to physical health, emotional problems that also interfere with normal social life with family, friends, etc. The empirical study made it possible to state that about half of the study subjects are characterized by an average integrative level of emotional intelligence, who are able to manage their emotions at a high level, low levels of self-motivation and empathy; a high level of emotional intelligence is characteristic of only one tenth of the study subjects. There are statistically significant differences in emotional intelligence and its components among EMS workers depending on their gender, place of residence and length of service: men living in rural areas have twice as high levels of emotional intelligence, emotional awareness, emotion management, empathy and recognition of other people's emotions as men living in cities and women, regardless of their place of residence; male medical professionals with 11 to 20 years of work experience show significantly higher levels of empathy compared to women with this work experience; women are characterized by a gradual decrease in the level of empathy with the acquisition of experience during their professional career; regardless of the length of service, men's empathy scores are slightly higher than women's, which, in turn, indicates that men are easier to adapt to difficult working conditions; the highest rates of emotional intelligence, as well as empathy, were found in men with work experience from 21 to 30 years. Prospects for further research in the context of creating a program of education and training for the development of empathic skills in E(S)Md dispatchers are outlined. It is especially important to pay attention to modeling crisis situations that reflect real challenges in their work and improve communication with potential ambulance patients

Evidence-based Nursing and Improving Patient Satisfaction: A Systematic Evaluation

Objective: This study aims to explore the effect of evidence-based nursing (EBN) on improving patient satisfaction by systematically evaluating the impact of EBN implementation through the analysis of 40 hospital-related literature articles. Methods: A review of 40 studies published from January 2022 to December 2023 related to EBN and patient satisfaction was conducted. The selection was based on specific inclusion and exclusion criteria, focusing on studies that involved EBN interventions. Data were extracted and statistically analyzed using patient satisfaction scores and nursing quality assessments to compare satisfaction before and after EBN implementation. Results: Literature analysis showed that patient satisfaction significantly improved after the implementation of EBN, with average satisfaction scores increasing from 82.5% before intervention to 91.3% after intervention (P < 0.05). The application of EBN enhanced patients’ care experience, reduced nursing errors, and significantly improved the efficiency and professional competence of healthcare staff. Conclusion: This study confirms that EBN has a significant effect on improving patient satisfaction, particularly in personalized care and evidence-based decision-making. Future efforts should promote EBN and standardize nursing processes to continuously improve care quality and patient satisfaction.

Formation of ICT competency of future teachers

The integration and development of the global information space, including the information-educational space, require students to become equal members of modern society. Such an educational system demands the intensification of activities in this direction by all participants. One of the key pedagogical tasks is to enhance their competencies in the field of ICT to ensure the high-quality training of future specialists at the level of the information society's requirements. Naturally, the solution to this problem must begin during the university education process. The education strategy touches upon many important issues, including the informatization of the educational system: The document highlights the improvement of the pupil-to-computer ratio in secondary education and the enhancement of schools' internet connectivity year by year. This creates new opportunities for the use of modern ICT tools in education. The level of professional competence in the field of ICT among students and teaching staff is determined by the overall efficiency of the informatization process in education. At the same time, the effectiveness of the informatization process in education also depends on the participants' level of ICT competence. The interaction between these two factors requires a comprehensive solution to the issue. In today’s world, every person’s life is closely intertwined with ICT, regardless of their age or profession. ICT has become a crucial tool for pupils, students and teachers. Without basic computer skills and competence, it is challenging for anyone to achieve substantial success in modern life. ICT is now actively used in many fields. There are also great prospects for the use of ICT in the education sector. ICT competence refers to the practical application of technologies that enable access to, search for, retrieval, processing, and transmission of information. This competence is essential for quality living and successful professional activity in the modern information society. The most suitable subject for developing future teachers' ICT competencies is computer science. It is important to differentiate between the concepts of ICT literacy and ICT competence for teachers. ICT literacy refers to general skills such as working independently with software products, using a computer, and efficiently navigating the internet. ICT competence, on the other hand, not only involves managing information but also the practical use of specific information tools and integrating them into the educational process. This also includes addressing informational and communicative tasks during the current stage of development and in practical activities. As is widely recognized, ICT competence is one of the essential skills in the modern teaching profession. The use of ICT improves the quality of subject instruction, makes the learning process more personalized, and increases its overall efficiency. Through teachers' ICT skills, students not only better grasp the material being taught, but their interest in the lessons also grows. Teachers' professional development is continuously enhanced in line with the demands and needs of the information society. Teachers master essential ICT skills to advance their own professionalism and build their ICT competence. This dynamic requires the ongoing refinement of the pedagogical process, driven by the continuous modernization of ICT. In organizing education today, the features, demands, and needs of the information society must be carefully considered

Unveiling the experiences of operation room nurses on ethical issues: a phenomenological study in Adama Hospital Medical College, Ethiopia, 2022

BackgroundOperating room nurses are critical in upholding high ethical standards in fast-paced and high-stakes environment to guarantee the safety and well-being of patients undergoing surgery to resolve life-threatening situations. A deeper understanding of ethical issues in the Operating Room helps tailor interventions and policies to address real-world challenges, enhance patient care, and assist healthcare professionals.ObjectiveThis study explored the lived experiences of Operating Room nurses regarding ethical issues in Operating Room at Adama Hospital Medical College in Adama, Ethiopia, in 2022.MethodA qualitative study using the hermeneutic phenomenological method was conducted at Adama Hospital Medical College from March 15, 2022 to April 15, 2022. Eighteen nurses were selected as participants using maximum variation purposive sampling. The data was collected through semi-structured in-depth interviews. The data was then imported into Atlas Ti 8 software to be coded and categorized. To ensure trustworthiness, the basic principles such as credibility, confirmability, dependability, and transferability were applied. Data analysis was conducted based on the Van Manen (2016) method and the results were summarized using thematic analysis.ResultsThe study revealed two main themes and ten sub-themes regarding ethical issues faced by operating room nurses. The main themes were issues related with safeguarding patient dignity and issues of Staff Professionalism and Respectful Interaction.ConclusionUpholding ethical principles and standards are critical for improving patient care and fostering positive relationships. Concepts such as Preoperative communication, ethical considerations in emergency surgeries, privacy, cultural and gender sensitivity, staff rapport, personal and professional competence, bearing responsibility, caring for patients with justice, and sterilization standards and aseptic techniques are crucial for participants. Addressing ethical concerns and ensuring compliance will enhance healthcare delivery in perioperative settings.