Competence In Course Research Articles

Collaborative Governance for Online Distance Learning: A Case of a Dental Health Program of the Ministry of Health Bandung

Online learning is a strategic policy that is expected to contribute to the sustainability of educational performance. However, this policy has not been able to optimally solve existing problems. Shortcomings of students in attaining skills from core competency courses and the lecturers’ limited ability to provide online learning are problems faced by the Bandung Polytechnic Diploma III Dental Health Study Program. This study employed a literature review approach. We compiled a comprehensive collection of relevant studies by identifying collaboration theories; this was strengthened by including research related to distance learning collaboration in the health sector associated with Poltekkes Bandung’s SWOT. The results of this study suggested that the problems faced by the Dental Health program can be overcome through strengthening collaborative governance. Poltekkes Bandung can issue a policy to collaborate with the Faculty of Dentistry; they can thereby tackle the problem of students achieving core competencies and improve the capacity of lecturers to provide teaching by collaborating with educational institutions that have consistently held online distance learning.
 Keywords: collaborative governance, distance learning, Poltekkes Bandung

Measuring the Impact of the Pandemic on Female and Male Students’ Learning in a Society in Transition: A Must for Sustainable Education

A sustainable education amid a disruptive event (e.g., a pandemic) requires the objective assessment of learning before and during the event and, if necessary, evidence-driven solutions in response to deficiencies. The present action research study illustrates an evidence-based response of educators to the widespread concerns that learning in college students, accustomed to face-to-face courses, might have been damaged during the pandemic by the switch to the online mode. It focuses on general education (GE) courses as they usually enroll students at the beginning of their journey in higher education, and thus, a population that is likely to be particularly sensitive to unforeseen changes. Pass/fail grades in courses taught face-to-face and online synchronously by the same instructors were examined. It was hypothesized that if the switch from face-to-face to online instruction changed the students’ approaches to learning, course performance would differ between the instructional modes. Differences in female and male students’ adaptation responses were expected to be reflected in their course performance. The study found that female students performed better online than face-to-face in Arabic Culture, Natural Science, Math, and Wellness courses. Male students also performed better online in Math and Natural Science courses, whereas they exhibited better performance face-to-face in Arabic Culture, Wellness, and Professional Competency courses. It was concluded that basic indices of uneven performance can guide further analyses into the sources of female and male students’ approaches to instructional modes.

Communicative Skills Through Corporate Storytelling Video: Students’ Perception

In this era of advanced technology, students must be equipped with essential skills for success in today’s world; critical thinking, problem solving, collaboration and communication. Having a successful communication does not only refer to success in delivering information, but also how it has engaged the audience. Corporate storytelling is a communication strategy in presenting a company’s brand and values to an audience using narrative techniques. Using corporate storytelling video as an English language competency course can offer activities that assist students to use their creativity in presenting ideas and expressing opinions confidently. This paper presents students’ perception on the effectiveness of these activities in enhancing their communicative skills through a survey questionnaire. The data were obtained from 227 students who took the Corporate Storytelling course through a questionnaire survey with the inclusion of open-ended comments distributed at the end of the semester. The findings show that the students perceive the activities to have improved their reading, writing, listening, speaking skills, presentation skills, critical thinking, and creativity. It is also found that the activities have helped the students to interpret the message in the video and to give their reaction to the video. The activities are also perceived to have boosted their motivation to use English to enhance their communicative skills.

Development and Evaluation of Cultural Competence Course on Undergraduate Nursing Students in Vietnam.

Cultural competence is a crucial requirement of nursing to promote caring for patients with diverse backgrounds. The purpose of this study was to develop a cultural competence course and to evaluate the effects of the course on undergraduate nursing students in Vietnam. A concurrent triangulation mixed-methods study was adopted using quantitative and qualitative data sources. Sixty-six nursing students were recruited for the following groups: cultural competence course with field experience (n = 22), stand-alone cultural competence course (n = 22), and a control group (n = 22). The findings indicated that significant group by time interactions in total cultural competence score (F = 66.73, p < 0.001) were found. Participants’ perceptions reflected on three categories: (a) journey to cultural competence, (b) satisfaction of cultural competence course, and (c) suggestions for improvements. No statistically significant differences between the two experimental groups were revealed, but “obtaining cultural experiences” and “expanding understanding of cultural competence through field experience” were immersed from participants having field experience. It is vital to expand cultural competency education into nursing curricula to enhance nursing students’ perspective of culturally competent care.

Information literacy: assessment of undergraduate and graduate nursing students

PurposeTo describe the perceived level of information competency among nursing students in Jordan.Design/methodology/approachCross sectional-correlational design was utilized. Data were collected using an electronic self-administered questionnaire from graduate and undergraduate nursing students in Jordan.FindingsNursing students showed a moderate mean total score of information competency (184.11 out of 280, SD = 22.92). Among information competency subscales, using the information technologies subscale had the highest mean score, while information from the mass media subscale had the lowest mean score. Information competency of nursing students was positively correlated with students' age. Significant differences were found in information competency according to the academic level, addressing scientific research and research in databases in the course of the study, frequency of meeting the supervisor to discuss the research and university sector.Originality/valueAlthough there are numerous studies worldwide that assessed nursing students' information literacy, this paper represents the first study of information literacy competencies among nursing students in Jordan. While the content supports conclusions that have been drawn from other studies, this study is novel in terms of the student population it addressed. Information competency among nursing students can be improved by integrating standard research and information competency courses at the undergraduate level and involving mass media platforms in the nursing education curricula.

Cross-cultural Competence as a Foundation for Professional Diplomacy in the New Post-COVID-19 Reality

In this contribution we argue that cross-cultural competence (CCC or 3C) is being an indispensable proficiency in professional work of diplomats worldwide despite any changes that happened in professional interaction due to the recent COVID-19 pandemic. It is also suggested that deglobalizing processes significantly strengthened by COVID-19 have made the necessity for specialists professionally involved in international relations to acquire cross-cultural competence even greater than before. The current global situation shows that deglobalization — slowing down of globalization in all spheres of life — is a new reality and it is important to adjust to it as soon as possible. Cross-cultural competence is defined here as a complex of theoretical knowledge and key practical skills enabling to efficiently and successfully communicate with the representatives of different cultures and religious traditions as well as to feel psychologically comfortable in a foreign environment. A reduced number of personal business interactions lead to the urge for their higher efficiency that is supposed to be reflected in a better understanding of the interlocutor’s motivations, stands and reactions. At the same time cultural specifics remains the main factor shaping human communication whether it is conducted offline or online. Today as the tendency to conduct online conferences and meetings increases, we witness an increased need to learn to understand the attitudes of our virtual interlocutors, who are coming from various national cultures and traditions. In the course of online meetings, the necessity to correctly decipher their body language, for example, has decreased — one can hardly see a full figure on the PC screen. And consequently, verbal communication started to prevail over non-verbal one increasing the demand for proper interpretation of words, phrases, tone, mimics and gestures that are still very widely used during virtual communication. The next step would be using the most relevant arguments and approaches to deliver one’s own position and/or opinion. To successfully apply both mechanisms — of receiving messages and replying to them — during communication of people from different national cultures it would require the knowledge of cultural specifics that is provided by cross-cultural competence courses, training, seminars, or any other educational programmes. Programmes in cross-cultural competence are supposed to include at least three following components: 1) regional studies, 2) axiological orientations, 3) models and norms of behavior, while axiological orientations are seen as the most important one. Finally, the conclusion is made about a serious need to include cross-cultural competence programmes into the training of diplomats-to-be at the early stages of their professional education. At the same time, it is highly recommended for professional upgrade of the already serving diplomats worldwide. The methodological approach used in the present research combines content analysis of the post-COVID publications by the leading international experts in the diplomatic field as well as acting diplomats with the Developmental Model of Intercultural Sensitivity (DMIS) elaborated by the prominent American sociologist Milton Bennet. The latter is a six-level sсheme, according to which it is possible to figure the level of person’s skillfulness in cross-cultural communication.

Students’ Perceptions About Using Nutrition-themed Activities in an English Communicative Competence Course at UANL

Students’ Perceptions About Using Nutrition-themed Activities in an English Communicative Competence Course at UANL

The Direction of Developing Courses and Assessment Tools for Enhancing Creativity Aligned with Critical Thinking

The intellectual activities of creativity and critical thinking are essential in the complex problem-solving process of modern society. This article starts from the position that it is necessary to develop courses and assessment tools that is needed for simultaneously facilitating creativity and critical thinking skills at the same time in universities. The purpose of this paper is to provide a starting point for discussion on the development of creative competency courses and assessment tools required to link creativity and critical thinking skills. In Korea, there are many studies dealing with creativity and critical thinking separately, while in foreign countries, there is an active discussion taking place about the development of courses and assessment tools. To this end, based on the creative competency area set as a core competency in the liberal arts education of a university, the discussion was conducted by citing relevant domestic and foreign materials.&lt;br/&gt;First, in the process of arranging the connection between creativity and critical thinking, the necessity of linking these two skills to solve creative problems was confirmed. Next, the direction of the development of courses that can foster creativity and critical thinking abilities together was explored, focusing on lesson goals, contents, and methods. In order to simultaneously enhance creativity and critical thinking abilities among our students, it is necessary to design an activity-centered curriculum that combines both skills based on the existing creativity education and critical thinking education. Finally, the method of developing an assessment tool that can authentically measure the students’ creativity and critical thinking ability is described mainly using existing tools and in terms of employing technologies. Research on how to integrate previously developed tools for measuring creativity and measuring critical thinking skills should be continued. In particular, it is necessary to prepare a plan to solve technical problems in order to use technology in the course management and development of assessment tools.&lt;br/&gt;Classes for cultivating creativity and critical thinking abilities in our students can be more effective in liberal arts education for the simple reason that lessons within their majors emphasize the acquisition of specialized knowledge. Thus, there is a limit to creative competency education. Since modern and future societies require us to possess the ability to generate creative ideas in abundance in order to solve complex problems, as well as the ability to critically reflect and evaluate ideas and apply them to problem solving, it is urgent to develop courses and assessment tools that can align creativity with critical thinking. Designing effective classes through in-depth discussions on the development of courses and assessment tools remains as a theme for further research.

Pengembangan Literasi untuk Meningkatkan Minat Baca Siswa di SDN Gladak Anyar IV

The purpose of this study was to describe and analyze the development of the Literacy Culture of SDN Gladak Anyar IV Pamekasan students. This study uses a qualitative descriptive study method using a case study approach. Data collection methods were carried out through interviews, observation, and documentation obtained from school leaders, teachers, and students. Data analysis used an interactive model with data documentation, data visualization and validation. The process of developing a literacy culture is carried out in a three-step process. (1) Planning the development of a literacy culture, then setting goals, compiling programs, formulating strategies, and managing facilities and infrastructure. (2) Implementation of literacy culture development. The implementation of literacy culture development involves competency courses, development and training. (3) Assessment in the form of weekly, monthly and annual assessments. As a result, the results of the development of a literacy culture show that students' reading interest in reading can increase.

Effect of Communication Competence Program on Nurses' Self-Advocacy

Background: Nurses may vary in communication skills as well as in their desire to really understand the patient, peers and others this could compromise the issue of advocacy. So it is important to improve nurses’ communication competence to effective nurses’ self-advocacy. Study aim to evaluate the effect of designed program of communication competence on nurses' self-advocacy. Research design: quasi experimental research design used. Subjects: No. = (42) staff nurses. Setting; Sohag University Hospital Tool; consists of three parts; 1) personal characteristics; 2) Communication Competence Scale; and 3) Self-Advocacy Scale. Results: mean score of total communication competencies at pre intervention (78.31±16.74), post (112.67±10.61), and follow up (106.17±9.7). Mean score of total self-advocacy at pre intervention (19.17±3.999), post (30.26±3.85), and follow up (25.81±3.4498). Conclusion; there were positive correlation between communication competence and self-advocacy with highly statistical significant difference. Recommendations: implementation of communication training program in nursing education, assess communication competency among nurses periodically, and undergraduate nursing programs should contain communication competency course.

Formation of authoritarian personality within the framework of educational models involving soviet and post-soviet philosophical and ideological specifics

Introduction. The study of authoritarian personality formation factors is becoming increasingly important in connection with the need to assess the efficacy of democratisation and humanisation of the socio-cultural environment. Despite the fact that the dominant trend in modern education is the striving to maximise the resource domain for due realisation of the individual, the authoritarian type of management is quite frequent, continuing to develop in many spheres of social relations. Materials and methods. The authors, in the course of the empirical research, explore the authoritarian personality potential in respondents representing different learning models, by measuring pronouncement of traits characteristic of the authoritarian syndrome, assessing the disposition towards choosing the authoritarian regime as a way to get protected against danger, along with the levels of manifestation of three types of authoritarianism: interpersonal, organisational and socio-political. The designated parametric characteristics are surveyed in respondents with the use of a set of standardised valid diagnostic methods: T. Adorno’s questionnaire “The Authoritarian Personality (F-scale)” (adapted by Denisova); Altemeyer’s questionnaire “Right-Wing Authoritarianism” (RWA) (adapted by Dyakonova); Dakkit’s questionnaire “Faith in a Dangerous World” (adapted by Gulevich, Anikeenok, Bezmenova); Bayazitov’s and Alishev’s questionnaire “The Authoritarian Stereotype”. Results. Following the comparative analysis of the empirical data obtained in the course of the study, a connection was established between the extent of individual’s authoritativeness and the specificity of learning models. It was found out during the analysis of the obtained data, that the level of right-wing authoritarianism measured according to Altemeyer’s method was higher in the elder learners group than in the younger group (the younger group – 15.24 points, the older group – 19.12 points). The level of authoritarianism in the group of older respondents turned out to be statistically much higher according to the consolidated figures under the “Authoritarian stereotype” methodology by Bayazitov and Alishev (the younger group – 4.10 points, the elder group – 4.55 points). Conclusions. The philosophical and ideological platform of educational models influences the process of formation of the authoritarian personality. The influence of the philosophical and ideological platform on the personality may be corrected only through extension of individual resources for comprehending the global sociocultural situation and one’s place in it. The progress in this domain may be facilitated by increasing the credibility of fundamental disciplines, philosophy in the first place, and by the introduction of psychological competence courses in schools for schoolchildren, their parents and teaching staff.

지방자치단체 소방거버넌스 강화 요인들의 상대적 중요도 분석

The purpose of this study is to suggest strategies to strengthen governance of local fire agencies. We conducted a survey on students who completed the fire-fighting command competency course at the National Fire Service Academy and analyzed the relative importance of policy tasks using the AHP(Analytic Hierarchy Process). The results show that establishing an integrated command system, which is a sub-component of leadership, was the most important factor. It was found that the importance of preparing a plan, reinforcing response equipments, improving response manuals, preparing inter-agency coordination plans, and establishing networks were highly important. In addition, training employees, setting common goals, holding regular meetings, and dispatching order systems should be continuously promoted to improve local fire governance system. Based on the results, we discuss strategies for strengthening local fire governance.

Analyzing a faculty learning community strategy based on a process-genre approach supported by videos to develop the writing competence of English teaching students

ABSTRACT The primary purpose of this inquiry is to analyze the impacts of a teaching and learning strategy designed and implemented by a Chilean Faculty Learning Community (FLC) intended to develop the writing competence of student-teachers of an English Teaching Program. The FLC-led strategy was implemented through an eight-step cycle based on the process-genre approach and supported by educational videos. FLC members guided this cycle during writing sessions at the four levels of the English Linguistic Competence course at Universidad Católica de Temuco. The FLC implemented this experience to address the challenge of serving diverse students’ learning needs and meet the requirements of the national English proficiency standards required by the Chilean Ministry of Education. The FLC examined this experience focusing on students’ writing tasks results and their perceptions of the use of videos in the process, oriented by an impact and evaluation framework of teaching innovations and an action research design. The ages of trainee English teachers who participated in this innovation range between 18 and 22 years old. Students’ writing tests results were analyzed and compared to the suggested CEFR outcomes per level. Moreover, students shared their perceptions towards the use of videos through focus groups. Results show that most students improved their writing performance, especially in content and organization. Furthermore, students perceived that videos helped them contextualize their writing process and contribute as a support resource embedded in classroom activities. Overall, this experience helped the FLC members identify changes resulting from the innovations and areas of improvement.

Desenvolvimento da competência cultural na formação dos estudantes de enfermagem

The aim was to identify and map the strategies for the development of cultural competence during the training of students in nursing education institutions. For the elaboration of this Integrative Literature Review, the PCC method was used to develop the research question: What are the strategies used by Nursing Education Institutions to develop cultural competence during the training of students? To answer the question asked, a search was carried out, using the EBSCO-host and PubMed search engines, and the respective databases Cumulative Index to Nursing and Allied Health Literature and MedLine. No time horizon limits were applied. The established languages ​​were Portuguese, English and Spanish. For the assessment of methodological quality, we used a critical assessment instrument, specific for each type of study (qualitative and quantitative). Seven studies were included in the selection, which after being analyzed showed that there are strategies through which students can develop CC, but the most used are: Mobility Programs and Cultural Competence Courses. These results provide evidence of the potential use of educational strategies for the development of CC in nursing students.

Crisis as a chance. A digital training of social competencies with simulated persons at the Medical Faculty of RWTH Aachen, due to the lack of attendance teaching in the SARS-Cov-2 pandemic.

Objective: The AIXTRA Competence Center for Training and Patient Safety at RWTH Aachen University has developed a concept to enable learning of communication skills with simulated persons (SP) digitally. Methodology: Existing SP cases in curricular teaching were checked for digital applicability and modified. Digital seminars with the methodology of simulated conversations with SP, for planned 690 students for the courses “history taking”, 6th semester, conversations in psychiatry, 8th semester, and in the clinical competence course, 10th semester, were conducted via video conferencing software. The structure is similar to SP-seminars in classroom teaching with a case presentation, a doctor/patient dialogue and a feedback session. In the 6th and 10th semester, the seminars were evaluated anonymously by the students using an online questionnaire. SP were asked by e-mail for their assessment. The lecturers were asked about their experience with the digital seminars by means of qualitative interviews.Results: The survey of students with 92 completed questionnaires indicates a high level of acceptance. Digital teaching with SP was rated “very good” by 63% of the students and "good" by 37% as an overall mark for the course. The digital implementation is well practicable, the retention and accessibility of all learning goals is rated as given. Conclusion: Digital teaching with SP can be well realized with appropriate preparation. Specific aspects of digital implementation (e.g. role and data protection) must be taken into account. The differentiated evaluation of the surveys will bring further results and deductive questions.

Situating Race in Cultural Competency Training: A Site of Self-Revelation

Indigenous cross-cultural training has been around since the 1980s. It is often seen as a way to increase the skills and competency of staff engaged in providing service to Indigenous clients and customers, teaching Indigenous students within universities and schools, or working with Indigenous communities (Fredericks and Bargallie, “Indigenous”; “Which Way”). In this article we demonstrate how such training often exposes power, whiteness, and concepts of an Indigenous “other”. We highlight how cross-cultural training programs can potentially provide a setting in which non-Indigenous participants can develop a deeper realisation of how their understandings of the “other” are formed and enacted within a “white” social setting. Revealing whiteness as a racial construct enables people to see race, and “know what racism is, what it is not and what it does” (Bargallie, 262). Training participants can use such revelations to develop their racial literacy and anti-racist praxis (Bargallie), which when implemented have the capacity to transform inequitable power differentials in their work with Indigenous peoples and organisations.

Outcomes Associated With Insertion of Indwelling Urinary Catheters by Medical Students in the Operating Room Following Implementation of a Simulation-Based Curriculum.

Catheter-associated urinary tract infection (CAUTI) is a priority quality metric for hospitals. The impact of placement of indwelling urinary catheter (IUC) by medical students on CAUTI rates is not well known. This study examined the impact of a simulation-based medical student education curriculum on CAUTI rates at an academic medical center. Patient characteristics, procedural data, and outcome data from all operating room IUC insertions from June 2011 through December 2016 at the Northwestern University Feinberg School of Medicine were analyzed using a multivariable model to evaluate associations between CAUTI and inserting provider. Infection data before and after implementation of a simulation-based IUC competency course for medical students were compared. A total of 57,328 IUC insertions were recorded during the study period. Medical students inserted 12.6% (7,239) of IUCs. Medical students had the lowest overall rate of CAUTI among all providers during the study period (medical students: 0.05%, resident/fellows: 0.2%, attending physicians: 0.3%, advanced practice clinicians: 0.1%, nurses: 0.2%; P = .003). Further, medical student IUC placement was not associated with increased odds of CAUTI in multivariable analysis (odds ratio, 0.411; 95% confidence interval: 0.122, 1.382; P = .15). Implementation of a simulation-based curriculum for IUC insertion resulted in complete elimination of CAUTI in patients catheterized by medical students (0 in 3,471). IUC insertion can be safely performed by medical students in the operating room. Simulation-based skills curricula for medical students can be effectively implemented and achieve clinically relevant improvements in patient outcomes.

From the digital coalface: Building a range of blended English-language communicative competence courses in partnership with corporate learning and development stakeholders

From the digital coalface: Building a range of blended English-language communicative competence courses in partnership with corporate learning and development stakeholders

The application of Research Based Learning Model in electric power system protection course

The learning model should be adapted to the learning needs of today and the future. The achievement of student learning in each competency courses one of which depends the learning model used. Among the models of learning that develop current that brings the students can develop their ability in mastering the learning material is Research Based Learning (RBL) model. This model focuses on the students as learning resources that integrate research in learning. This research aims to assess the effectiveness of student learning on courses of electric power system protection after used RBL model. This study applies the nine-step RBL model in courses of electric power system protection consisting of identifying research topic, objectives and research question, research tools both data collection tools and intervention tools, applying theory, research methodology and design, data analysis, results and discussion, recommendation, and strengthen of the research. After using the RBL model in learning then an increase in measurable student learning outcomes in the assessment of the effectiveness of formative and summative evaluation.

Physician Assistant Students' Perceptions of Cultural Competence in Providing Care to Diverse Populations.

To determine physician assistant (PA) students' perceived levels of preparedness to treat patients from culturally diverse backgrounds. An online survey with quantitative and qualitative components was distributed to students at 8 PA programs in different geographic locations of the United States. The survey used a modified version of the previously validated Self-Assessment of Perceived Level of Cultural Competence Questionnaire and evaluated PA students' knowledge, skills, encounters, attitudes, awareness, and abilities regarding cultural competence, as well as students' evaluation of these components of their education. Descriptive statistics were generated using SPSS software, and qualitative findings were analyzed for common themes. PA students rated their attitudes, awareness, and abilities about cultural competence as significantly greater than their cultural knowledge, skills, and encounters. Second-year students and racial minority students reported higher personal ratings for levels of cultural competence. Most PA students reported being well prepared (39%) or moderately prepared (46%), compared to those who did not feel at all prepared (15%). Students indicated that specific classes focusing on cultural topics, discussions about cultural issues, and clinical experiences were the most useful for promoting cross-cultural education. While PA students perceive cultural competence to be important, they appear to be deficient in the areas of cultural knowledge, skills, and encounters. Integrating cultural competence courses, cultural discussions, and clinical rotations involving diverse patient populations should be encouraged throughout PA training as they may strengthen students' preparedness to provide cross-cultural care.