Competency Domains Research Articles

Starting with the self: Conceptualizing an anti-racist early childhood pedagogy by critiquing white educators’ social-emotional competencies

While much research attention has focused on young children's social-emotional (SE) competencies, an increasing body of evidence points to the importance of educators’ SE skills. Indeed, scholars have suggested that such skills support educators’ emotional well-being which, in turn, prevents burnout and facilitates a positive learning environment for young learners. Although the preceding benefits are well recognized, scholars have yet to fully explore how the interconnected domains of SE competence are linked to and support anti-racist pedagogy in early years classrooms. Drawing on systemic racism theory, this paper builds on and broadens the scope of the extant anti-racism in early childhood literature by focusing on (i) the positionality of white educators as it pertains to anti-racist pedagogy; (ii) conceptual and practical connections between anti-racist pedagogy and white educators’ SE competencies; and (iii) identifying how educators can evaluate and improve their pedagogies in a play-based early years classroom.

The Houseless Simulation Exercise: An innovative educational approach to addressing houselessness interprofessionally using a virtual platform

BackgroundHouselessness, characterized by a lack of fixed and adequate nighttime residence, presents humanitarian and public health challenges. Health and houselessness are intricately connected, with houselessness exacerbating health issues and reducing life expectancy. Interprofessional education (IPE) is crucial in preparing healthcare professionals to address the unique needs of this population. MethodsThe Houseless Simulation Exercise (HSE) was designed as an innovative IPE activity to cultivate awareness, empathy, and skills for caring for houseless individuals. Informed by game-based learning theory, it integrates elements such as visual design, narrative, and collaboration. It comprises a choose-your-adventure style simulation and an interprofessional discussion on care and policy innovation. ResultsThe HSE ran for two years and involved 359 students. Participants reported positive experiences, improvements in interprofessional core competency domains, and awareness of challenges. Qualitative feedback highlighted the impact on individuals. ConclusionThe HSE offers a dynamic approach to IPE, fostering awareness, empathy, and collaboration among healthcare professionals. The HSE exemplifies the potential of innovative educational strategies in addressing complex healthcare challenges related to houselessness.

A Global Environmental Scan of Competencies for Mobility Assistive Product Provision.

Competencies defined in practice standards and frameworks promote safe and effective healthcare by underpinning training curricula and service standards. The provision of mobility assistive products involves a range of professionals, each guided by various standards and frameworks that define various competencies. This environmental scan aimed to identify global resources containing professional competencies applicable to mobility assistive product provision and to compare them against a gold standard. Competencies for mobility assistive products were found in 14 resources of diverse types. While there were similarities between competency standards, such as service steps, there were also significant differences, such as minimum education levels and competency domains. This environmental scan highlights an opportunity for professionals providing mobility assistive products to collaborate and establish unified competencies. Standardizing these competencies could harmonize training, regulation, and service standards, thereby improving coordination and service quality. Additionally, this approach could serve as a model for developing standardized competencies for other assistive products, such as hearing and vision aids, enhancing outcomes across various assistive technology types.

Mapping Public Health Nursing competencies: A comparative document analysis of competency frameworks and practice standards in the USA and Ireland.

The Public Health Nursing discipline plays a crucial role in promoting sustainable health services. The establishment of competency frameworks and practice standards pertaining to Public Health Nursing has emerged as a cornerstone for guiding practice, education, and research. This study aimed to identify contemporary Public Health Nursing competency frameworks and practice standards and establish a robust list of competency domains. This will inform a subsequent phase of this project that will conduct a review of recent scholarly literature to discern prevailing research trends and delineate strategic directives and research priorities for the discipline. A systematic search of three databases and a grey literature search was undertaken by incorporating keywords to identify existing Public Health Nursing-specific competency frameworks and practice standards. Through screening and selection based on our inclusion criteria, three documents were analyzed. A comprehensive document analysis was conducted to generate a unified domain list and associated descriptors. Three competency-based frameworks and practice standards emanating from two countries, the United States of America and the Republic of Ireland met the inclusion criteria. The document analysis identified 16 individual domains. There was consistent evidence of similarity across the three documents. There were minimal divergences featured within the frameworks which are discussed and compelling justifications for inclusion as universal domains are provided. This document analysis has generated a list of 16 common Public Health Nursing competency domains which will be utilized in phase two of this project as a foundational framework for the purpose of analyzing research trends, influencing research priorities, and enhancing the focal areas for future research agendas within the discipline.

Development of a Competency-Based Veterinary Education Diversity, Equity, Inclusion, and Justice Domain.

A group of veterinary educators with diverse backgrounds and interests from five universities in the northeastern region of the United States convened in December 2020 to address challenges in diversity, equity, inclusion, and justice (DEIJ) in veterinary education. It was elected to develop a DEIJ-specific competency domain to supplement the nine domains previously described in the Competency-Based Veterinary Education framework. The domain that we created provides a detailed but flexible roadmap that can be used to guide curriculum-development initiatives that support learner development in DEIJ and, as a result, enhance their impact in working teams and the communities in which they will live and practice. However, we anticipate that this domain will be regularly updated to stay relevant with respect to social change and veterinary medicine.

Macrodominios de competencias en telesalud de los profesionales del área de la salud

In response to the increasing worldwide implementation of telehealth with the intent of closing the gaps in access to health, the World Health Organization (WHO) stresses the importance of defining competencies for health professionals in this field. This article presents the results of a literature review that identifies telehealth competency domains that strengthen the skills of health professionals. The results were analysed by categorizing the competency domains systematically into macrodomains that encompasskeyaspectsoftelehealthpractice; suchas applicability, remote clinical care, communication, networking, management, professionalism, information technologies, and ethical and legal aspects. These findings, supported by WHO recommendations, provide a solid basis for designing telehealth training programs and can be adapted to local contexts, facilitating the development of policies and strategies to improve the quality and accessibility of health care in remote or underserved settings.

The effectiveness of competency-based global health education programs for medical students.

This study aimed to develop a competency-based global health education (GHE) program for medical students and analyze its effectiveness. The study had a pretest-posttest control group design. The program was developed based on the eight global health competency domains for medical students and implemented for 18 hours over 6 weeks beginning in September 2023. The intervention and control groups comprised 34 students and 41 students, respectively. The analytical methods used were t-test, chi-square test, and analysis of covariance. Experience with global health activities and pretest scores were controlled as covariates to exclude the effects of participants' general characteristics and pretest scores. The intervention group had outscored the control group on interest in a global health career and the necessity of GHE and also showed significantly higher posttest scores on global competence, global citizenship, and global health competence. Students were generally satisfied with the GHE program. A global health competency-based GHE program effectively increases medical students' interest in global health careers, their understanding of the need for GHE, and their global competence, global citizenship, and global health competence. This study is expected to promote GHE program development and research.

Digital competency – Perspectives of teacher students and primary teachers

Digital transformation is regarded as the foremost priority for public governance reform across all sectors, encompassing the education domain, which has been undergoing its own digital transformation journey spanning from primary to higher education levels. Drawing from five elements of digital competency (DC) derived from conceptual references to competency, professional proficiency, digital technology, and digital transformation frameworks, opinions on these elements were sought from primary teachers and teacher students. The findings reveal disparities in the digital competency levels among teacher students relative to the demands, with notable concerns surrounding digital assessment, security, and safety in cyberspace. It is emphasized that additional emphasis should be placed on integrating digital competency domains into training programs, as digital competencies represent a deficiency in the criteria for teachers, which should be explicitly addressed in program learning outcomes (PLOs). Moreover, the increasing significance of digital competency underscores the necessity for its seamless integration into training programs catering to primary education teacher students. Further research is warranted to explore various aspects of this topic, including its scope, comparative analysis with teacher training in other sectors, and the perspectives of primary school principals.

Competency level and determinants among infection prevention and control staff in the Middle East and North Africa region

BackgroundCompetency of the staff working in infection prevention and control (IPC) is the cornerstone of successful IPC programs. The objective was to assess competency level and associated factors among IPC staff working in the Middle East and North Africa (MENA) region.MethodsA cross-sectional study was carried out in 2019 among active IPC staff who were members of the Arab Countries Infection Control Network. The questionnaire covered demographic and professional characteristics of IPC staff and characteristics of work facilities and IPC programs. A competency score was created from self-perceived responses to 8 competency domains. The competency score was then transformed into 100-scale and categorized into two groups (≥ median and < median).ResultsA total of 176 participants completed the survey. Participants were mostly female (65.7%), and the mean age was 40.2 ± 8.3 years. The mean competency score was 61.4%. It was slightly variable between domains, being highest with preventing transmission of infection (65%) and lowest with sterilization and disinfection (59%). Higher (≥ median) competency score was associated with having CBIC certification (p < 0.001). It was also associated with facilities having IPC plan (p = 0.005), IPC committee (p = 0.049), regular meetings of IPC committee (p < 0.001), and IPC plan included communications with healthcare workers (p < 0.001). Domain-specific competency scores were significantly associated with receiving same domain-specific training (p < 0.05 for all).ConclusionsThe competency levels of IPC staff in the MENA region is still suboptimal. The current finding calls for more regional and national investment in IPC staff by providing up-to-date customized educational and training opportunities.

Evaluation of Competencies in Nursing Students. a Cross-Sectional Study

Objective: To evaluate the competencies of the final year undergraduate nursing students. Theoretical Framework: It is based on the theories that support the development of nursing competencies: behaviorism, trait theory and holism. Nursing competence is considered as a complex integration of knowledge that includes professional judgment, skills, values and attitude, and represents a core component for correct care management and the practice of safe and quality care. Method: The research was quantitative, cross-sectional and descriptive. It was carried out at the nursing school of a public university in the province of Manabí, Ecuador. A sample of 175 students was selected from a total of 318 enrolled in the eighth and ninth semesters, with a confidence level of 95% and a margin of error of 5%. The Hsu &amp; Hsieh (2013) Nursing Student Competency Inventory was used, a 43-item questionnaire organized into six dimensions. The rating was obtained using a Likert scale from 0 to 5. Descriptive statistics were used to describe the demographic characteristics and the professional and nursing competence of the participants. In addition, a comparative analysis of correlations between the domains of professional competence and the sociodemographic characteristics of nursing students was carried out. Results and Discussion: The study achieved a response rate of 100% (175/175). The majority of students were women (65.1%) and were in their eighth semester of nursing (57.7%). Students assessed themselves as reasonably competent in nursing, with the "ethics and responsibility" domain scoring the highest (X̅= 65.38, SD +11.1) and the "critical thinking and reasoning" domains (X̅ = 18.29 (SD +3.4)) and "clinical biomedical sciences" having the lowest scores (X̅ = 22.82, SD +3.4). The results did not estimate a predictive relationship between gender and the type of student residences. Research Implications: This research provides implications for education policies promoting higher standards and more effective approaches in teaching and assessing competencies. Originality/Value: The findings of this study are key to the design of nursing programs that meet high quality standards and respond to the health needs of the population, aligned with the WHO Global Strategic Guidelines for Nursing and Midwifery. The conclusions highlight the need to work the development of critical thinking and reasoning, as well as the design of nursing curricula with more time dedicated to biomedical clinical sciences, with a holistic and non-biomedical approach.

2252 Competencies required by all hospital doctors caring for older adults: a group concept mapping study

Abstract Introduction It is increasingly recognised that for the foreseeable future most hospital inpatient contacts with older adults will be completed by doctors not specifically trained in geriatric medicine. To guarantee the delivery of sufficient healthcare, it is essential that every hospital doctor is equipped with geriatric medicine competencies. Which exact competencies are required and how they should be prioritised for hospital doctors serving the older adult population remains unclear. Allowing for the broad, complex and multidisciplinary nature of geriatric medicine, we carried out a group concept mapping (GCM) study to determine the geriatric medicine competencies required by all hospital doctors. Methods GCM is a mixed methods approach utilising six phases to generate expert group consensus, enabling participants to organise and represent their ideas in order to identify a common understanding about competencies required by all hospital doctors. Healthcare professionals, patient advocacy groups and clinical educators generated and sorted ideas and then rated identified competencies. Hierarchical cluster analysis and multi-dimensional scaling were utilised to analyse participant input. Results Thirty-four stakeholders generated 88 competencies. Twenty completed the subsequent sorting and rating of competencies. Nine competency domains were identified by participants as integral for all hospital doctors to care for older adults: communication skills, medicolegal affairs, prescribing, delirium, falls and bone health, engaging specialist services, universal principles of care, managing hospitalisation and components of specialist gerontology. Domains rated most important related to interpersonal communication skills, medicolegal concerns, recognition, and management of delirium. Conclusion The nine competency domains indicate the diverse skillset required by all doctors to provide comprehensive care to older adults within a hospital setting. This study identifies competencies that may serve as a foundational framework for ensuring quality healthcare for the ageing population. Future initiatives should consider incorporating these competencies to improve inpatient care provided by hospital doctors to older adults.

Development and psychometric evaluation of the Implementation Support Competencies Assessment

BackgroundImplementation support practitioners (ISPs) are professionals that support others to implement evidence-informed practices, programs, and policies in various service delivery settings to achieve population outcomes. Measuring the use of competencies by ISPs provides a unique opportunity to assess an understudied facet of implementation science—how knowledge, attitudes, and skills used by ISPs affects sustainable change in complicated and complex service systems. This study describes the development and validation of a measure—the Implementation Support Competencies Assessment (ISCA)—that assesses implementation support competencies, with versatile applications across service contexts.MethodsRecently developed practice guide materials included operationalizations of core competencies for ISPs across three domains: co-creation and engagement, ongoing improvement, and sustaining change. These operationalizations, in combination with recent empirical and conceptual work, provided an initial item pool and foundation on which to advance measurement development, largely from a confirmatory perspective (as opposed to exploratory). The measure was further refined through modified cognitive interviewing with three highly experienced ISPs and pilot-testing with 39 individuals enrolled in a university-based certificate program in implementation practice. To recruit a sample for validation analyses, we leveraged a listserv of nearly 4,000 individuals who have registered for or expressed interest in various events and trainings focused on implementation practice offered by an implementation science collaborative housed within a research-intensive university in the Southeast region of the United States. Our final analytic sample included 357 participants who self-identified as ISPs.ResultsAssessments of internal consistency reliability for each competency-specific item set yielded evidence of strong reliability. Results from confirmatory factor analyses provided evidence for the factorial and construct validity of all three domains and associated competencies in the ISCA.ConclusionsThe findings suggest that one’s possession of high levels of competence across each of the three competency domains is strongly associated with theorized outcomes that can promote successful and sustainable implementation efforts among those who receive implementation support from an ISP. The ISCA serves as a foundational tool for workforce development to formally measure and assess improvement in the skills that are required to tailor a package of implementation strategies situated in context.

Turfgrass Management Professional Development Needs Assessment of Extension Agents

Turfgrass management includes many different components and without proper management turfgrass aesthetics will diminish. In addition, mismanagement of turfgrass systems could lead to negative environmental impacts. This situation creates the need for Extension agents to deliver turfgrass management educational and outreach programs to the various stakeholders and the general public. However, Extension agents require professional development in terms of turfgrass management. A needs assessment of [State] Extension agents was conducted at the University of Florida to determine the professional development needs relating to turfgrass management. Through this needs assessment, there were 51 individual competencies identified that were categorized into nine distinct competency domains. In general, the highest priority relative to professional development needs were related to the pest management (i.e., disease, insect, weeds, and nematodes) competency domains. Extension specialists can use the information from this needs assessment to adjust current and tailor new turfgrass management professional development programs to address the identified needs with the highest priority [i.e., greatest mean weighted discrepancy score (MWDS)]. Professional development programs could include creating new or adjusting educational materials and resources for the needs identified, in-service trainings for Extension agents to provide additional education, series of academies to provide baseline knowledge to Extension agents, and an online database to provide information and guidance. In addition, the results and needs identified from this needs assessment can be used as a basis for obtaining educational funding.

Learning Indonesian History of the Colonial Period: An Ecopedagogical Perspective

This article aims to analyze and describe the implementation of ecopedagogic-based history learning in the Colonial Indonesian History course. This research uses this qualitative research method, and the data analysis model used is an interactive analysis model. Starting from the stages of data condensation, data presentation, and conclusion and verification. The results showed that the history learning process carried out in sixteen face-to-face meetings had been carried out by integrating elements or main pillars in ecopedagogic-based learning, namely historical environmental literacy, cultural literacy, and utilization. This research is relevant to Bloom's competency domain, namely the competency domain of knowledge, attitudes, and skills. Previous research related to ecopedagogy only focused on the natural environment and its relevance to biology and social studies learning. Meanwhile, this research focuses on historical environments such as forts, museums, and monuments and their relevance to learning history. Ecopedagogic-based history learning is one of the solutions to monotonous history learning and is associated with the negative connotation that history learning is a boring memorization lesson.

Interprofessional competency in clinical students: validating the Clinical student version of the Japanese Self-assessment Scale of Interprofessional Competency (C-JASSIC)

ABSTRACT In this study, we developed and validated the Clinical Student Version of the Japanese Interprofessional Competency Self-Assessment Scale (C-JASSIC) for healthcare students in their clinical practice phase. Data obtained from 331 students (medical, 98; nursing, 99; pharmacy, 134) during orientation for interprofessional education (pre-IPE) and from 319 students (medical, 94; nursing, 93; pharmacy, 132) within a week following IPE (post-IPE) were analyzed. Exploratory pre-IPE and Confirmatory post-IPE factor analyses revealed a consistent 6-factor structure aligning with the Japanese Interprofessional Competency domains. The scale exhibited strong internal consistency, with Cronbach’s α values exceeding 0.8 for all factors both pre- and post-IPE. Scores for overall competency and individual domains increased post-IPE in 234 matched cases. A notable significant pre vs post difference concerned “Understanding of Others,” indicating enhanced interprofessional comprehension after clinical practice. There was a weak but significant positive correlation between IPE satisfaction and difference in pre- and post-IPE scores. However, no significant differences were observed among medical, nursing, and pharmacy students. Despite its strengths, such as its competency-based design and cultural relevance to Japan, a limitation of the study may be potential self-reporting bias. Nonetheless, C-JASSIC represents a valuable tool for seamless competency evaluations from student to professional stages, with implications for broader Asian contexts.

Creative Practices in Developing Competencies of Future Pedagogues

The aim of contemporary education is to shape a competent individual capable of solving life problems based on existing knowledge, skills, and abilities, ready to navigate the information space, receive, use, and create information. Achieving this goal requires dedication from education professionals, primarily pedagogues, psychologists, and teachers who must possess integral quality in their profession, which is competency. The main objective of the research is to examine the opinions of pedagogy students about the potentials of a set of workshops collectively named Creative Pedagogical Practices (CPP) for the development of competencies of school pedagogues. The workshops were implemented in secondary schools as part of courses in the field of school pedagogy. The study employed a descriptive research method, using written structured interviews as the research instrument. Research data indicate that students’ expectations regarding the creation and implementation of CPP workshops are met, as they have recognized the potential for developing professional competencies in the domain of didactic-methodological knowledge, social skills, creativity and general competencies for working in school. Regarding the development of personal competencies, respondents mentioned that the implementation of workshops contributed to the development of their responsibility, self-confidence, and creativity, which they consider important qualities for future work in schools. The obtained research results can be relevant when creating study programs for educating educators, especially in light of a greater emphasis on practical activities during studies.

Development of advanced practice nursing core competencies in Saudi Arabia: A modified Delphi study

BackgroundAdvanced practice nursing requires a diverse set of competencies that define what advanced practice nurses need to know and be able to do to deliver safe, effective, and high-quality healthcare. Given the lack of evidence regarding core competencies and the evolution of advanced practice nursing roles in Saudi Arabia, it is becoming increasingly important to develop core competencies to standardize educational and clinical training programs. ObjectiveTo define the core competencies of advanced practice nursing in Saudi Arabia. DesignUtilizing a modified Delphi design and snowball sampling technique, data were collected between April and July 2023 using an online questionnaire consisting of 28 core competencies that was developed based on an in-depth literature review and a critical analysis of advanced practice nursing core competencies published by leading professional organizations. Two rounds of Delphi surveys were conducted. SettingsThe study was set in clinical and academic settings in Saudi Arabia. ParticipantsNursing experts with graduate degrees as advanced practice nurses. ResultsIn Round 1, 34 advanced practice nursing experts reached full consensus on 24 of the 28 core competencies, and four core competencies reached partial consensus. Based on suggestions and feedback from the experts, the investigators revised ten core competencies to reflect the improvement suggestions and created three new core competencies. A total of 26 core competencies were used in Round 2, which achieved a full consensus among the 34 advanced practice nursing experts, under the following six core competency domains: knowledge of advanced practice nursing, person-centered care, professional improvement, professionalism, communication and interprofessional partnership, and leadership and system-based practice. ConclusionsGiven the need for a standardized competency framework, the 26 core competencies proposed in our study have the potential to guide education and training in academic programs and facilitate the implementation of advanced practice nursing in clinical settings.

Perceived Competencies and Training Needs of Public Health Nurses in the Philippines: Basis for the Development of NurseLEAD: A Leadership Course on Advanced Practice Nursing in Public Health.

Public health nurses (PHNs) perform more than the provision of direct care to clients. They are also expected to perform roles as leaders, managers, and collaborators in different settings, especially in areas where there are no physicians. Their continuous professional development must be facilitated to empower them to lead the delivery of health programs and services in pursuit of universal healthcare. This study aims to determine the perceived competencies of public health nurses and describe their training needs. A descriptive, cross-sectional study was utilized, where an online survey was administered to PHNs across the Philippines to determine their self-perceived competencies and training needs based on the eight domains of core competencies of public health professionals. Descriptive statistics was used to summarize the data. A total of 330 PHNs answered the survey. The results showed that at baseline, PHNs perceived themselves to be competent (from most to least) in the following: communication, analytical/assessment, community dimensions of practice, policy development/ program planning, leadership and systems thinking, cultural competency skills, public health science, and financial planning and management. In terms of training needs, the enablers mentioned include a supportive work environment that can provide a work schedule that is inclusive of time for professional development and work-life balance; a learning environment where colleagues and supervisors support the need for training and innovation; strong internet connection; and enough equipment to participate and submit deliverables for courses taken. Filipino public health nurses perceived themselves to be competent in the areas of communication and community practice, but less competent in public health science, and financial planning and management. Future capacity-building programs must be designed to meet this demand. Furthermore, to make training programs truly responsive to the needs of nurses, steps must be taken to promote capacity-building enablers.

Interprofessional Competency Acquisition in an Interprofessional Training Ward Four-Week Placement: “Teamwork Is What Is Going to Ensure Our Patients Are Happy and Safe”

Demand on education and health authorities to provide workplace based learning opportunities for students to acquire interprofessional collaborative practice competencies is increasing. This article outlines the acquisition of interprofessional competencies by pre-registration health professional students in a four-week interprofessional training ward placement. Four final-year health professional students (medicine, nursing, occupational therapy and physiotherapy), from two tertiary education institutes worked together on an assessment, treatment and rehabilitation ward for older adults based within a local tertiary hospital. Four competency domains were the focus for the placement: role clarification and appreciation; interprofessional communication; team functioning; and interprofessional coordination and shared decision-making. Sequential audio-recorded focus groups were undertaken with the students each week. Using template analysis, student reports on each of the four interprofessional competencies each week over the four-week period were explored. Findings demonstrated all students incrementally and differentially acquired the four competencies over the course of the placement. The period between week-two and week-three was a critical time for competency acquisition as the students encountered real-life clinical problems. The study contributes to a growing body of research demonstrating the potential for interprofessional training wards to enable competency acquisition for undergraduate health professional students, and that competency acquisition may be time sensitive.

The core competencies of a health education teacher.

Teachers play a crucial role in students' learning and in the development of health literacy. Hence, the aim of this study was to identify the core competencies needed for teachers of health education in supporting student learning. A three-round Delphi study was carried out over an 8-week period, through consultation with 25 Finnish experts in health education. An open-ended question was used to identify the core competencies for school health educators. The data were analysed using inductive content analysis. In subsequent rounds, experts were asked to assess the importance of the identified competencies on a 7-point Likert scale, and finally to rank the most important competencies. In total, 52 competencies were identified and categorized into eight core competence domains. Thereafter, 40 competencies were assessed and selected for the third round, in which the experts ranked the 15 most important competencies, encompassing four core domains, i.e. pedagogic and subject-specific didactic, social and emotional, content knowledge and continuous professional development. Other domains of competence identified in the present study were ethical competence, competence in school health promotion, contextual competence and professional well-being competence. The study defines health education teacher core competencies and domains, and the information can be used in teacher education programmes, for developing teaching and for teachers' self-evaluation.