Role Of Competence Research Articles

Utilizing video simulation in interprofessional education to teach IPEC competencies and social determinants of health: A universal IPE teaching tool

Interactive interprofessional education curricula were developed and implemented at two universities. “Meeting the Sodos” is a series of simulated patient encounter videos with corresponding student team activities that include patient diagnosis and care from a Social Determinants of Health focus in a classroom setting. The research conducted in this paper included 754 students in 11 health professional programs that encompassed Physical Therapy, Medicine, Psychology, Podiatry, Pathologist Assistant, Physician Assistant, Nurse Anesthesia, Pharmacy, Occupational Therapy, Social Work and Nursing.Using different tools for measuring IPEC outcomes, in pre-post comparisons, students from each university indicated an increase in understanding the interprofessional competencies of teamwork, communication, roles and responsibilities, and values and ethics of other health professions. This suggests that the use of simulated patient encounter videos and interprofessional student team collaboration increases awareness of IPE competencies across healthcare programs and university communities.The activity was presented as three 50-min classroom periods. IPE student groups watched the video of the first encounter and worked to complete a Mr. Sodo Family Map, using the information from the video. In the second session, students individually completed a second learning assessment prior to class. IPE student groups watched the video of the second encounter, added information to the Family Map and then watched the third healthcare encounter with Mr. Sodo. The students individually completed a third learning assessment after the second classroom session. The learning assessments required students to self-assess on a measurement tool that encompassed items compiled from the IPEC Competencies that was scaffolded in degrees of complexity. IPE groups were instructed to work together outside of class to complete the Care Plan and presented their plan to trained facilitators in the third classroom session. Students showed improvements across all IPEC Competencies.

Maternal Self-Efficacy as a Mediator in the Relationship Between Postpartum Depression and Maternal Role Competence: A Cross-Sectional Survey.

This study aimed to (1) examine the relationships among postpartum depression, maternal self-efficacy, and maternal role competence, and to (2) test whether maternal self-efficacy mediates the relationship between postpartum depression and maternal role competence. Using a cross-sectional design, we conveniently sampled 343 postpartum mothers from 3 primary health care facilities in Eswatini. Data were collected using the Edinburgh Postnatal Depression Scale, Maternal Self-Efficacy Questionnaire, and Perceived Competence Scale. Multiple linear regression models and structural equation modeling were performed in IBM SPSS and SPSS Amos to examine the studied associations and to test the mediation effect. The participants were aged 18 to 44 (mean, 26.4; SD, 5.86) years, and the majority were unemployed (67.1%), had an unintended pregnancy (61.2%), received education during antenatal classes (82.5%), and fulfilled the cultural norm of the maiden home visit (58%). Adjusting for covariates, postpartum depression was negatively associated with maternal self-efficacy (β = -.24, P < .001) and maternal role competence (β = -.18, P = .001), whereas maternal self-efficacy was positively associated with maternal role competence (β = .41, P < .001). In the path analysis, postpartum depression only related to maternal role competence indirectly through maternal self-efficacy (β = -.10, P = .003). High maternal self-efficacy was associated with high maternal role competence and fewer postpartum depression symptoms, suggesting that improving maternal self-efficacy may help reduce postpartum depression and may improve maternal role competence.

Maternal Role Attainment in Peuperal Stage and Midwives’ Role for Positive Adaptation by the Mother

This study investigated maternal role attainment during the puerperal stage, as well as the role of midwives in the mother's positive adaptation. The concept of maternal role attainment was defined as "a developmentally, interactive, adaptive, and committed multi-dimensional process based on the discovery of pregnancy, characteristics of the mother, receiving social support, which leads to maternal identity, formation of maternal skills, resiliency, development of newborn, improvement of mother-newborn interactions and increased well-being of the mother. The study was based on Mercer's theory, which emphasises the mother-child bond as a source of competency, confidence, and joy in the motherhood role. Mercer's original maternal role attainment theory has four stages. Midwives and women's health-care personnel, according to the study findings, are in a position to teach the importance of maternal role, support the baby perception process in the early postnatal stages, and help develop the mother's self-confidence in order for mothers to develop successful motherhood behaviours and to assist women in appropriate maternal role attainment and maternal role satisfaction. It was suggested that there was a need to develop maternal skills, and that this is dependent on the mother's perception of her maternal role and her ability to attain and fulfil it.

Implementing English Medium Instruction in Nepalese Public Schools: Teachers’ Perceptions

This study explores the perception of teachers towards English medium instruction (EMI) along with the challenges in implementing EMI in public schools of Nepal. Adopting phenomenological qualitative research design, three secondary level English language teachers from three community schools of Kailali district running EMI up to secondary level were purposively selected as research participants. A semi-structured interview (30 minutes each) was undertaken with the participants to collect information. The study reveals that even though teachers have positive attitudes toward EMI, they are still facing difficulty in implementing EMI successfully in the schools. The research participants perceive some challenges such as lack of competence in English, uncertain roles and responsibilities of teachers, lack of teacher training or workshop, lack of authentic resources and instructional materials, lack of infrastructure, students’ motivation towards learning and lack of awareness of the parents. Similarly, the study also reveals that the schools are unable to implement EMI effectively because of a lack of clear government policy, lack of effective supervision mechanism and inadequate support from the government and community.

Qualitative evaluation of the contribution of CanMEDS roles in the development of area of focused competence diplomas.

While many Area of Focused Competency (AFC) Diplomas are available to those who have completed Pediatric residency training, it is not known which competencies are enhanced within each AFC discipline. Our objective was to determine which CanMEDS roles were targeted by existing AFCs available to those who have completed Pediatric residency training and identify gaps within CanMEDs roles that may be fulfilled by the development of new AFCs. A qualitative study was undertaken using document analysis methodology to compare CanMEDS competencies across AFCs available to those with Royal College examination eligibility or certification in Pediatrics. RCPSC Competency Training Requirements documents were used to compare and contrast the competencies in each AFC with competencies established in Pediatric residency training. Key and Enabling Competencies were compared for each CanMEDS role to identify differences. Ten AFCs were identified with eligibility requirements including Royal College examination eligibility or certification in Pediatrics. All 10 AFCs included at least one new Medical Expert competency, for a total of 42 unique competencies in this role across all AFCs. The Scholar role had only 10 new competencies across seven AFCs, while only one AFC added a single unique competency in the Collaborator role. The majority of new competencies contributed by AFCs lie within the CanMEDS role of Medical Expert. The Scholar and Collaborator roles have the least differences when comparing competencies of existing AFCs to those competencies established in Pediatric residency training. Developing additional AFCs that offer advanced skills in these roles may help close this gap within the discipline of Pediatrics.

Explicating the Relationship Between ASL and English in Text Comprehension.

The discussion on the role of American Sign Language (ASL) in deaf students' reading development has been long and contentious. The students' limited knowledge of English has been commonly perceived as a culprit in making reading difficult. However, a more nuanced explanation of reading performance and its relationship with competence in ASL's potential role is needed. In the present study, multivariate analyses of the variance in the ASL and English comprehension performance of 91 middle school students at an ASL-English bilingual school revealed some important insights. Inference-making skills in ASL are an important predictor. For the students with hearing parents, the quality of communicative access at home contributed significantly to the overall explanation of the variance in English passage comprehension; along with the age at exposure to ASL, it accounted for a large part of the variance in the ASL passage comprehension.

Effect of the Parenting Preparation Program on Maternal Role Competence: A Systematic Review and Meta-Analysis.

The maternal sense of competence refers to the mother's sense of ability to care for the baby. Maternal competence can affect the mother's parenting capacities. Maternal preparation programs are aimed to increase mothers' knowledge and improve their maternal competence. This systematic review and meta-analysis investigated the effect of a maternal preparation program on maternal role competence. A systematic search was conducted using the following MeSH terms: "education", "program", and "parenting sense of competence" in databases including PubMed, Web of Science, Cochrane Central, and Scopus, from inception till July 2022. All Randomized Controlled Trials (RCTs) published in any language were extracted. Articles were screened based on predefined inclusion and exclusion criteria. The quality of the included articles was assessed by two qualified reviewers based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Of the 170 published works that were retrieved in the initial stage, five articles including 647 first-time mothers were analyzed. A meta-analysis showed that parenting preparation program interventions increased maternal role competence in first-time mothers as opposed to those who received routine care Mean Difference (MD) = 3.31, 95% Confidence Interval (CI) [2.07, 4.55]. The results of this study encourage health policymakers to develop maternal preparation programs for first-time mothers and their children.

Addressing recruitment challenges in food and drink

Addressing recruitment challenges in food and drink

Parental Self-Efficacy and Child Diet Quality between Ages 2 and 5: The STEPS Study.

Parental self-efficacy (PSE), a measure of the subjective competence in the parental role, has been linked with child well-being and health. Research on the influence of PSE on child eating habits is scarce, and the few studies have concentrated on certain food groups, such as vegetables or fruits, and have mostly included only maternal PSE. Thus, the aim of this study was to explore the associations between PSE (separately for mothers and fathers and as a total family-level score) and child diet quality in a cross-sectional and longitudinal study setting. PSE was measured at child ages of 1.5 and 5 years, and diet quality was measured at ages 2 and 5. Participants are from the Steps to Healthy Development (STEPS) Study (n = 270-883). We found that maternal PSE and family level PSE score were associated with child diet quality. Paternal PSE was not, but the dimension Routines was associated with child diet quality. PSE was similarly associated with child diet quality at both age points. Our results suggest that PSE is an important construct in the development of healthy dietary habits in children, and supporting parenting programs aimed at higher PSE could promote healthy diet quality in children.

Nurses' Perceptions of the Clinical Nurse Specialist Role Implemented in a Highly Specialized University Hospital in Spain: A Qualitative Study.

To explore nurses' perceptions of clinical nurse specialist practice as implemented in a highly specialized university hospital in Spain. A descriptive qualitative study was carried out in 3 inpatient wards, with a clinical nurse specialist within the team, at a high specialized university hospital in Spain. Semistructured interviews were conducted by purposive sampling with 17 selected nurses with at least 2 years of professional experience who voluntarily agreed to participate and signed the informed consent form. Analysis of the qualitative data was conducted according to Burnard's method of content analysis. The Consolidated Criteria for Reporting Qualitative Research checklist was used. Four main categories emerged from the analysis of the data: "qualities of the role-holder," "role competencies in practice," "integration with the team," and "impact of the role" on nursing, the patient, and the organization. The findings of this study have interesting implications for the development and implementation of clinical nurse specialist practice in healthcare organizations. They also provide evidence of the benefit of implementing clinical nurse specialist practice for improving the quality of care, patient outcomes, and healthcare efficiency.

Relationship between social support and parenting sense of competence in puerperal women: Multiple mediators of resilience and postpartum depression.

BackgroundMaternal role competence is an important marker of achievement in the role of the mother, but parenting sense of competence (PSOC) among puerperal women is not high. Psychosocial factors, particularly social support, postnatal depression and resilience, have been identified as significant predictors of maternal role competence. However, information is limited regarding the mechanisms through which these psychosocial factors affect maternal role competence.ObjectiveTo evaluate the multiple mediators of resilience and postpartum depression (PPD) in the relationship between social support and PSOC in puerperal women.MethodsA cross-sectional study was performed in a tertiary general hospital in Yangzhou, China. A total of 234 puerperal women at 6–8 weeks after birth completed the socio-demographic questionnaires, Social Support Rating Scale, Connor–Davidson Resilience Scale, Edinburgh Postnatal Depression Scale, and PSOC Scale.ResultsResilience and PPD mediated the relationship between social support and PSOC. The mediation effect of resilience and PPD and the total mediation effect were significant, individually accounting for 22.96, 21.70, and 44.65%, respectively, of the total effect. Moreover, pairwise contrast between the two indirect effects was not significant. The difference between the two pathways suggests that resilience and PPD play different roles in the relationship between social support and PSOC.ConclusionsThis study showed that social support may exert its effects on PSOC in puerperal women with multiple mediators of resilience and PPD. This therefore highlights potential intervention targets to improve PSOC.

Implications of movement rehabilitation on the quality of life after brainsuses

Introduction: Quality of life is a broad term that covers all functional areas of a stroke patient. Quality of life is primarily determined by the consequences of brain damage, but also by other factors such as age, gender, body weight and time since the stroke. Stroke is the leading cause of disability in adults and the third leading cause of death. Because of its effects, it is one of the most serious diseases of the nervous system. Most frequently affected are people who work in different social roles in their working environment. Worldwide, there are more than 55 million survivors of a stroke, half of whom have a significant impact on the continued functioning of daily life. Material and methods : The data show that 100% of respondents have had a stroke, which means they are able to make more accurate statements about rehabilitation problems. Stroke occurred in up to one in 10% of respondents. between one and three years in 15%, between three and five years in 55% of the population studied. Over five years at 20%. The participants are people who have undergone rehabilitation shortly after a stroke and some have it to this day. Results: According to the respondents in this study, the improvement in social role competence was very strong – 7%, large – 18%, medium – 44%, small – 18%, none – 13%. At the same time, it was found that rehabilitation restored the lost functions of everyday life to the interviewees with a high degree – 60%, average – 27%, low – 13%. Rehabilitation should be an integral part of the treatment in order to adapt to the needs of the patient. In order to achieve a significant improvement, it is important to carry out the therapy systematically and for longer. These measures are taken to restore maximum or full performance, but this is not always possible. Much depends on the age of the patient, the previous and current diseases, the changes after the stroke, and the frequency and duration of rehabilitation. In summary, stroke rehabilitation is very important – it not only protects life and reduces the risk of death, but also guarantees an improvement in the quality of life. Conclusions: Research results clearly show that rehabilitation after a stroke is very important to restore health and well-being while increasing mobility at the same time. However, respondents differed from each other, which means that it is difficult to fully compare the results. Age, the consequences of a stroke and the time after rehabilitation after a stroke have certainly influenced this.

Faculty Perspective on Interprofessional Education Competencies: Respiratory Therapy Compared to Other Allied Health Professions.

Interprofessional Education (IPE) provides a framework for collaborative education between health care specialties to improve patient care. In 2010, the Interprofessional Education Collaborative Expert Panel established the competencies of communication, ethics, roles and responsibilities, and teams and teamwork. Studies have assessed knowledge and attitudes about IPE in several allied health educational programs including respiratory therapy (RT). We compared RT faculty to athletic training (AT), nutrition (NT), occupational therapy (OT), physical therapy (PT), and dental hygiene (DH) faculty. Faculty were asked to rank the IPE competencies according to importance. RT faculty ranked communication first, then teams and teamwork, roles and responsibilities, and last ethics. A Kruskal-Wallis Dwass-Steel-Chritchlow-Fligner pairwise analysis showed statically significant differences among allied health faculty rankings of IPE competencies. In communication, RT faculty responded statistically higher than AT (P < .001), DH P < .001), NT P < .001), and OT (P = .003). In ethics, RT faculty responded statistically lower than DH (P < .001), NT (P = .01), and PT (P < .001). In roles and responsibilities, RT faculty responded statistically higher than AT (P = .007) and OT (P < .001). In teamwork, RT faculty responded statistically higher than AT (P = .02), DH (P < .001), OT (P = .002), and PT (P < .001). RT faculty who teach at different degree levels (associate's degree programs vs bachelor's and master's degree programs) had the same ranking of competencies, but they had a statistically significant difference for teamwork, with associate's degree faculty ranking teamwork lower than bachelor's and master's degree faculty.

Nurses suffering in silence: Addressing the stigma of mental health in nursing and healthcare.

Nurses suffering in silence: Addressing the stigma of mental health in nursing and healthcare.

Transitioning to the clinical research nurse role - A qualitative descriptive study.

Studies have reported on the important role of the clinical research nurse in clinical studies. Yet, there is no international consensus about the role's competencies and tasks. Furthermore, the literature offers a little description of the career pathway from a ward-based registered nurse to a clinical research nurse. More knowledge about this specific role could benefit the nursing profession as well as increase the quality of clinical research. The aim of the study was to explore Swedish registered nurses' experiences transitioning into the clinical research nurse role. The study had a qualitative design. Data were collected via semi-structured interviews. Inductive qualitative content analysis was employed. Ten participants (i.e., clinical research nurses) were interviewed in the spring of 2017. A semi-structured interview guide was used to address the transition into the clinical research nurse role, experience working in a new role, experience of ethical dilemmas and experience of organizational and professional issues related to the role. The interviews were analysed inductively using qualitative content analysis. The registered nurses described experiencing reality shock when they became clinical research nurses; that is, it was a challenging and transforming experience. The main theme, a challenging transition, was developed from the four subthemes highlighting that it defied their previous nursing role. They experienced an unclear professional identity, extended professional mandate, increased professional status and growing ethical consciousness in their new role. The results highlight that registered nurses who became clinical research nurses had needs that were both distinct from and overlapped with those of their former professional role as registered nurses. To avoid reality shocks, the development of clear competence pathways for nurses to become clinical research nurses, including introduction, mentorship and continued support, is necessary. Making their professional title more homogeneous, nationally and internationally, would facilitate role identification and comparisons in research.

Building Self-Efficacy in Parenting Adult Children With Autistic Spectrum Disorder: An Initial Investigation of a Two-Pronged Approach in Role Competence.

Previous studies on parenting adult children with ASD were scarce, and their intervention protocols mainly were derived from established work with children. Development of an applicable adult-oriented protocol and demonstration of its effectiveness is warranted. The present study outlined the development and evaluation of Core Autism Parenting Skills (CAPS), which targets to enhance parenting self-efficacy (PSE) intervention for adult children with ASD by addressing two intervention goals in parallel: acquisition of parenting skills and cultivating positive attributes. In CAPS, PSE is operationalised into four parent roles: to observe, reinforce, empathise, and accompany, each with requisite attributes, skills, and prescribed training. Twenty-seven parents with adult children with ASD (aged 16–37) were recruited. They completed measures assessing their PSE, competence in the four parent roles, and emotional well-being at pre-training, post-training and 2-month follow-up. The intervention was well-received by the participants and reported significant improvements in PSE, parent role competence at post-training and 2-month follow-up. The applicability of PSE and parent role competence in constructing effective parenting intervention for adult children with ASD was supported.

APPROACHING TRANSITION AND CHANGED BEHAVIOUR -MAPPING THE CHANGE PROCESS OF TRADITIONAL CLASS TOWARDS ONLINE TEACHING DURING COVID 19-AN EXPLORATORY STUDY

The COVID19 pandemic has caused educational institutions, teachers, and academics around the world to use online education across the country. Teachers have been taking lots of efforts in understanding the adoption of technology in teaching. The facility of face-to-face interaction provided by regular classroom teaching may not be possible in online teaching, but still, the education bandwagon needs to go. This article tries to explore the factors that are responsible for transition and helps to suggest certain managerial implications for the future scope of the study. The variables chosen for the study were professional development, Teachers’ technological role competencies, faculty satisfaction, and teachers’ transition. SPSS and mediation analysis, and descriptive analysis were equipped in the study. Results show that teacher satisfaction allows for a transition and behavioural change.

Role transition among baccalaureate nursing students at Umm Al Qura University

Background: Role transition involves concerted efforts to optimize the transformation of the nursing students into practice nurses with an outstanding experience. Nursing students have different expectations and perceptions towards the role transition process. Graduate nurses lack the competence and sufficient preparation for the ever-changing professional nursing practice. The study purposed to assess the role transition of baccalaureate nursing students from the Umm Al Qura University.Methods: A cross-sectional study design was used to gather insights from a simple random sample (n = 102) of baccalaureate nursing students from Umm Al Qura University. Data were collected using an electronic self-administered questionnaire from year four and interns nursing students at Umm Al Qura University.Results: Results indicate that baccalaureate nursing students define role transition as role preparation, role competence, support, and organization. The three elements reveal different personal and organizational factors contributing to the assumption of new roles as registered nurses. Role preparation entails the provision of course content, management skills, teamwork, and multidisciplinary care. Role competence comprised the attainment of fundamental skills while nursing students expected to receive support from the healthcare organizations and the university.Conclusions: Role transition encompasses role preparation, role competence, support, and organization for the nursing students. Future studies should investigate the contributing factors to the feedback process between the nursing interns or final year students and the RNs or CNMs in the clinical practice during role transition.

Preceptors' experiences of one to one preceptorship model for students undertaking an accelerated undergraduate nursing program: An interpretive descriptive qualitative study

AimThe aim of this research is to describe and interpret the experiences of preceptors’ in supporting nursing students in a one-to-one model across all semesters of the nursing program. BackgroundThe one-to-one preceptorship model is widely used in Canada during the consolidation phase of a Bachelor of Science in Nursing program. The launch of an innovative two-year second-degree entry accelerated nursing program in partnership with several leading academically based health care delivery institutions in Ontario created a one-to-one preceptorship model that is offered within each semester of a two year nursing program. The literature on preceptorship models within baccalaureate programs suggest that the one-to-one preceptorship model can pose major challenges to nursing preceptors. Balancing the competing demands of providing excellent nursing care for complex patients in today’s health care environment with the responsibilities of teaching nursing students were highlighted as major factors of the preceptor experience. Balancing the demands of care provision with the responsibilities of teaching nursing students is shown to be a shared experience among preceptors working with consolidating nursing students. However, a gap exists in understanding how these preceptor experiences unfold with nursing students who attend clinical practicum for nine weeks each semester of the program. DesignThis study employs an interpretive descriptive design. MethodsUsing a purposeful sampling technique, nine Registered Nurses from one affiliate organization, were invited to 30 – 60 min semi-structured, face to face interviews. Thematic and pattern analysis supported the data analysis. ResultsFour major themes emerged: acknowledging expectations to teach, recognizing preceptor needs, balancing the act of nursing and teaching and discovering self through the preceptorship experience. To make the new meaning more accessible, a conceptual interpretation of the themes were transformed into a metaphor that depicts the relationship across the meaning units. The image of a bamboo tree represents both the descriptive and interpretive insights. ConclusionThis study illuminates the role competency of preceptors involved in a one-to-one preceptored model in a second-degree accelerated nursing program. A continued use of a one to one preceptor model within each semester of a two-year program serves as a platform to foster cognitive companionship, clinical teaching and experiential learning opportunities.

A qualitative systematic review of family caregivers' experiences of artificial nutrition and hydration at home: A meta-ethnography.

BackgroundArtificial nutrition and hydration (AN&H) may be provided to individuals in the home environment, and family caregivers are often involved in the management of this intervention. This experience can have multiple consequences for families.AimsThe aim of this meta‐ethnography is to explore and synthesize the personal experiences of family caregivers providing care to a person receiving home AN&H.Methods & ProceduresA comprehensive search of the literature was conducted without any time limitations applied. Seven stages of meta‐ethnography were followed. Public and patient involvement was incorporated into the development of the line of argument synthesis in this review. This review is reported following the eMERGe guidelines and it was registered in PROSPERO.Main ContributionA total of 22 studies were included representing the experiences of 336 family caregivers. Two main themes emerged: (1) sink or swim, being thrown in at the deep end; and (2) professional support as a bedrock. The first theme represents the experiences from the very start of home AN&H when the family caregivers may be overwhelmed with the level of skills they have to acquire. With time, family caregivers perceived the benefits, but also the challenges, associated with managing home AN&H. If a person receiving home AN&H was able to continue with some oral intake, it had a positive impact on family caregivers’ experiences. The second theme represents the influence of professional support on the lived experience of family caregivers managing home AN&H. This support should be individualized, comprehensive, and co‐created with the family caregiver and the person receiving home AN&H.Conclusions & ImplicationsThis review concluded that caring for a person receiving home AN&H can be very challenging for family caregivers. Family caregivers require personalized support from a multidisciplinary team of healthcare professionals to acquire skills, competence and confidence in this new role. Speech and language therapists are important members of this multidisciplinary team because they can facilitate a continuation of oral intake as appropriate.WHAT THIS PAPER ADDSWhat is already known on the subject AN&H has an impact not only on the person receiving it but also on the wider family and family caregivers. Healthcare professionals have a role in supporting people living with AN&H. What this paper adds to existing knowledge This review presents a rigorous qualitative evidence synthesis that adheres fully to the eMERGe guidance for reporting of meta‐ethnography. Within this meta‐ethnography a current caregiver was consulted during the creation of the line of argument synthesis to provide a unique perspective to the review process. This review synthesized the current body of evidence that explores the lived experience of home AN&H (any type) for family caregivers, identifies where professional support is required and highlights current gaps. What are the potential or actual clinical implications of this work? Family caregivers require personalized support from a multidisciplinary team of healthcare professionals to adjust to living with home AN&H. This support assists people living with home AN&H in perceiving benefits and developing more positive experiences. Speech and language therapists are important members of the multidisciplinary team supporting individuals with home AN&H and their family caregivers as they can facilitate a continuation of oral intake as appropriate.