Perceptions Of Competence Research Articles

The impact of comprehensive licensure review on nursing students’ clinical competence, self-efficacy, and work readiness

This study aims to assess the effectiveness of comprehensive licensure reviews and adaptive quizzing assignments on nursing students' clinical competence, self-efficacy, and work readiness—an under-researched topic. Additionally, it seeks to explore the mediating effect of self-efficacy in the relationship between students’ clinical competence and work readiness. A quasi-experimental (pre- and post-test), single-group design was employed. The study was conducted in a public university in Saudi Arabia and included a total of 293 senior nursing students in their last year of the bachelor program. An intervention was developed based on the blueprints of the Saudi Nursing Licensing Exam and NCLEX-RN and consisted of a weekly 3-h synchronous comprehensive licensure review bundled with 23 adaptive quizzing assignments over 15 weeks. Data were collected prior to and after the intervention using three scales: clinical competence, self-efficacy, and work readiness. The mean scores of clinical competence, self-efficacy, and two subscales of work readiness (work competence and social intelligence) increased significantly post-intervention.Self-efficacy (β = 0.353, p < 0.001) and clinical competence (β = 0.251, p < 0.001) influenced work readiness (F [5, 226] = 21.03, p < 0.001) and accounted for 31.8% of the explained variability in work readiness. In the mediation analysis, clinical competence had a significant and indirect effect on work readiness through self-efficacy (B = 0.464, p < 0.001, 95% CI 0.250 to 0.699). The proportion of mediation indicated that 37.2% of the total effect of clinical competence on work readiness was due to the indirect effect of self-efficacy. Comprehensive licensure review and adaptive quizzing assignments improve students’ perceptions of clinical competence and self-efficacy. Such interventions could ease the transition of senior nursing students to clinical practice.

How do patients' perceptions and doctors' images impact patient decisions? Deconstructing online physician selection using multimodal data

In the post-pandemic era, medical resources are uneven, and access to healthcare is complicated. Online medical platforms have become a solution to bridge the information gap and reduce hospital pressure. This study uses the stereotype content model and signaling theory to explore the impact of patient perception of patient decision making (PDM) on online medical service platforms. Also, it tests the moderating effect of physician image. We collected information on 12,890 physicians and 746,981 patient reviews from online medical platforms in China. Unsupervised machine learning was used to construct a topic model to extract patients' perceptions of physicians' competence and warmth. Meanwhile, the facial features of physicians, such as age, smile, and glasses, are recognized by convolutional neural networks. Finally, the influence of PDM concern on decision-making and the moderating effect of physician image were analyzed by multiple linear regression. The results of the study showed that (1) patients' perceptions of physicians' competence and warmth had a positive effect on decision-making; (2) physicians' age and wearing glasses enhanced the positive effect of perception on decision-making; and (3) however, physicians' smiles weakened the positive effect of perception on decision-making. This study provides new insights into patients' online physician selection, guides the construction and promotion of medical service platforms, and provides an effective avenue of exploration to alleviate the problem of uneven distribution of offline medical resources.

Anesthesia nurses' self-perceived roles, competencies, and attitudes toward patient safety culture.

This study aimed to explore anesthesia nurses' (ANs) perceptions of roles, competencies, and attitudes towards patient safety culture, along with predictive factors for patient safety culture. The 2021 guidelines from the International Council of Nurses aim to ensure global access to safe surgical and anesthesia care by 2030. However, in Taiwan, the roles and competencies of ANs are still evolving. Many have a limited understanding, posing potential risks to patient safety. A cross-sectional study was conducted, involving ANs from five hospitals within a healthcare foundation. ANs' self-perceived roles and competencies were assessed using a structured questionnaire based on the CanMEDS framework from the International Federation of Nurse Anesthetists. Additionally, data were collected using the Chinese version of the Safety Attitudes Questionnaire. Reporting followed the STROBE guideline. Among 200 ANs, a consensus emerged favored all roles and competencies, with positive attitudes toward patient safety culture. Remarkably, self-perceived competencies, working in regional hospitals, and working in medical centers significantly predicted ANs' attitude toward patient safety culture. The study results can assist ANs in gaining a deeper understanding of their roles and competencies. Considering predictive factors, strengthening ANs' competencies may contribute to enhancing patient safety culture. Our results informed nursing leaders and policymakers in Taiwan and other countries regarding ANs' perceptions of roles and competencies. Nurse managers could consider the specific factors influencing ANs' attitudes toward patient safety culture and make great efforts to develop strategies aimed at enhancing their competencies.

Improvements in Interdisciplinary Communication Following the Implementation of a Standardized Handoff Curriculum: SAFETIPS (Statistics, Assessment, Focused Plan, Pertinent Exam findings, to Dos, If/Thens, Pointers/Pitfalls, and Severity of Illness).

Background Handoffs between medical providers serve a crucial patient safety function. While most published literature on the topic studies the handover process amongphysicians, robust literature is available on interdisciplinary medical communication. Little is known about the downstream effects of effective physician handover on subsequent physicianand nursing interactions. Objective Our objective was to implement a handoff curriculum, SAFETIPS (Statistics, Assessment, Focused plan, pertinent Exam findings, To dos, If/thens, Pointers/pitfalls, and Severity of illness), for pediatric residentsand to investigate its impact on nurses' perceptions of resident preparedness, efficiency, and competency. Methods Nurses were asked to score residents in five domains and describe the frequency of nurse-to-resident and resident-to-nurse interruptions. The survey was distributed before and after the SAFETIPS introduction. Results Statistical analysis revealed significant post-intervention mean score increases of one full point in four categories, namely organization and efficiency, communication, content, and clinical judgment. The percentage of nurses using the term "reasonable/relevant" to describe interactions with residents significantly increased from 45% to 76% (p = 0.004). The percentage of nurses reporting that residents gave "unsure response[s]," made decisions that differed from nurses' decisions, and made decisions without family/parental interests significantly decreased by 31 (p = 0.004), 22 (p = 0.034), and 30(p = 0.002) percentage points, respectively. Conclusion The introduction of a structured handoff curriculum significantly improves communication among residents.This is then associated with improved interactions between residents and nurses.

Media Coverage, Advertising, and Electoral Volatility: The Crucial Role of Party Competence

ABSTRACT This paper aims to clarify the mechanism linking media coverage and advertising to electoral volatility. It is argued that the link is indirect rather than direct: Parties’ communication affects electoral volatility because it alters citizens’ perceptions of party competence. In addition, it examines differences between communication channels – media coverage and advertising – and between individuals. Three data sources on Switzerland are used to test these relationships: an individual rolling cross-section panel data, a media content analysis, and an advertisement content analysis. Mediation models show that the visibility of parties on issues influences perceptions of competence and thereby helps parties to attract new voters and reinforce their core voters. Furthermore, ads seem to have a stronger effect than media coverage in reinforcing people’s opinions. Finally, and in line with motivated reasoning, citizens without partisan ties are more sensitive to campaign information than party identifiers.

Racial and Ethnic Bias in Letters of Recommendation in Academic Medicine: A Systematic Review.

Letters of recommendations (LORs) are key components of academic medicine applications. Given that bias against students and trainees underrepresented in medicine (UIM) has been demonstrated across assessment, achievement, and advancement domains, the authors reviewed studies on LORs to assess racial, ethnic, and UIM differences in LORs. Standardized LORs (SLORs), an increasingly common form of LORs, were also assessed for racial and ethnic differences. A systematic review was conducted for English-language studies that assessed racial or ethnic differences in LORs in academic medicine published from database inception to July 16, 2023. Studies evaluating SLORs underwent data abstraction to evaluate their impact on the given race or ethnicity comparison and outcome variables. Twenty-three studies describing 19,012 applicants and 41,925 LORs were included. Nineteen studies (82.6%) assessed LORs for residency, 4 (17.4%) assessed LORs for fellowship, and none evaluated employment or promotion. Fifteen of 17 studies (88.2%) assessing linguistic differences reported a significant difference in a particular race or ethnicity comparison. Of the 7 studies assessing agentic language (e.g., "strong," "confident"), 1 study found fewer agentic terms used for Black and Latinx applicants, and 1 study reported higher agency scores for Asian applicants and applicants of races other than White. There were mixed results for the use of communal and grindstone language in UIM and non-UIM comparisons. Among 6 studies, 4 (66.7%) reported that standout language (e.g., "exceptional," "outstanding") was less likely to be ascribed to UIM applicants. Doubt-raising language was more frequently used for UIM trainees. When SLORs and unstructured LORs were compared, fewer linguistic differences were found in SLORs. There is a moderate bias against UIM candidates in the domains of linguistic differences, doubt-raising language, and topics discussed in LORs, which has implications for perceptions of competence and ability in the high-stakes residency and fellowship application process.

Cross-sectional study of perceptions of competence and confidence in feline handling

Background: Cats may be difficult to manage in the clinical environment as a result of behavioural responses to fear and stress, which can be misinterpreted as aggression. Registered veterinary nurses require both attributes of competence and confidence when working with feline patients. Methods: 152 registered veterinary nurses working in small animal practice were recruited to this cross-sectional mixed-methods online survey study. Results: The results show that perceptions of competence and confidence are high, and both attributes are linked. Perceived competence and confidence across different scenarios were scored, with both attributes positively correlating – this was significantly higher with participant enjoyment and when handling amenable cats. Scores for handling difficult cats were significantly impacted by participant age, qualification, time qualified, ownership and previous experience. However, sample bias cannot be discounted, and the sample size was small. Conclusions: Registered veterinary nurses should be supported to develop both competence and confidence over time, especially when working with challenging patients. Overcoming negative experiences may be important for improving feline care, and further training may be one way to support this.

Crisis management competencies needed in a hospital setting during the COVID-19 pandemic: A qualitative study of nurse leaders.

To describe the crisis management competencies needed in a hospital setting during the COVID-19 pandemic from the perspective of nurse leaders. The COVID-19 pandemic generated many challenges for nurse leaders in hospitals, and management competencies are highlighted. However, there is little evidence available about nurse leaders' perceptions of the crisis management competencies needed in such situations. A qualitative, descriptive, semi-structured interview study of nurse leaders (n = 20) was conducted between June and October 2021 in one Finnish central hospital. The data were analysed using inductive content analysis. The analysis yielded five main categories of crisis management competencies needed in a hospital setting during the pandemic: interactive communication competence, psychological resource management competence, systematic and proactive organising competence, active networking abilities and practices and change management approach in crisis management. Nurse leaders need new and different crisis management competencies in hospital organisations. The COVID-19 pandemic changed the working culture of nurse leaders, as they faced challenges that needed knowledge and skills beyond their previous management competence. Additional training for nurse leaders in crisis management is needed. This training should reflect the competencies identified as necessary in crisis situations so that nurse leaders will be able to manage crisis situations effectively in future. The Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist was used in reporting the findings. No patient or public contribution.

Relationships among teachers’ emotional competences, emotional labour strategies and self-efficacy in moral and character education: A Hong Kong case

Teachers’ emotions and well-being are critical not only for their personal and professional development but also for facilitating holistic development of students. With increasing risks and uncertainties from sociopolitical changes and the global pandemic, teachers are facing tremendous stress which has affected their self-efficacy. This cross-sectional study of 1614 teachers from 50 primary schools in Hong Kong investigates how teachers’ perception of emotional competences and their emotional labour strategies relate to their self-efficacy in moral and character education via confirmatory factor analysis and structural equation modelling. The results reveal that both teachers’ emotional competences and teachers’ emotional labour strategies are positively associated with teachers’ self-efficacy in moral and character education. Understanding the relationships among emotional competences, emotional labour strategies and teachers' self-efficacy may be the first step in intervention implementation and effective policy development that could improve teachers’ self-efficacy in their provision of moral and character education.

Pengaruh persepsi mahasiswa tentang mata kuliah kewirausahaan dan kompetensi dosen terhadap minat berwirausaha mahasiswa

&lt;p dir="ltr"&gt;&lt;span&gt;The purpose of this study was to determine: (1) the impact of student perceptions of entrepreneurship courses on the entrepreneurial intention of FKIP UNS students; (2) the impact of student perceptions of entrepreneurship lecturers' competence on the entrepreneurial intention of FKIP UNS students and (3) the impact of student perceptions of entrepreneurship courses and entrepreneurship lecturers' competence on entrepreneurial intention of FKIP students. This study uses quantitative methods. The study population was 2080 students of the FKIP Class of 2019. The sampling technique used proportional random sampling with 240 students as samples. The data collection method used a questionnaire. Data analysis uses multiple linear regression analysis with prerequisite analysis tests, namely normality, linearity, and multicollinearity tests. The results of the study are as follows: (1) there is a positive and significant influence between students' perceptions of entrepreneurship courses on entrepreneurial interest, as evidenced by tcount 9.50 &amp;gt; ttable 1.96; (2) there is a positive and significant influence between students' perceptions of lecturers' competence on entrepreneurial interest, as evidenced by tcount 2.35 &amp;gt; ttable 1.96; and (3) there is a significant influence between students' perceptions of entrepreneurship courses and lecturers' competence on entrepreneurial interest, as evidenced by Fcount 58.83 &amp;gt; Ftable 3.03.&lt;/span&gt;&lt;/p&gt;&lt;div&gt;&lt;span&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;

상사는 부하의 피드백 추구행동을 어떻게 볼까?: 피드백 추구행동이 유능함 인식과 성과평가에 미치는 영향에서 주체 지향성의 조절역할

The answer to how a subordinate's feedback seeking behavior will be deemed by supervisor&#x0D; is a significant motivational factor that influence employees' feedback seeking. It is also&#x0D; essential for organizations to organize policies that encourage feedback seeking behavior.&#x0D; Based on the theories of similarity-attraction, social categorization, and social identity, this&#x0D; study argues whether supervisor's agentic orientation is high or low, feed seeking behavior&#x0D; will positively or negatively influence perception of subordinate's competence. Furthermore,&#x0D; this study suggests the interaction effect of feedback seeking behavior and agentic orientation&#x0D; will influence performance evaluation via perceived competence. To test the hypotheses,&#x0D; path analysis using Mplus 8 was conducted based on data from 210 pairs of supervisorsemployees&#x0D; in military settings. The result revealed that the relationship between feedback seeking&#x0D; behavior and perceived competence was moderated by agentic orientation. Specifically, when&#x0D; supervisors had high agentic orientation, there was a significant positive relationship between&#x0D; two variables. However, when supervisors had low agentic orientation, there was no significant&#x0D; relationship. Perceived competence mediated the interaction effect of feedback seeking behavior&#x0D; and agentic orientation. This study contributes to the literature by examining how feedback&#x0D; seeking behavior is interpreted from a supervisor's perspective, going beyond the traditional&#x0D; employee-focused perspective. Additionally, it offers practical implications for organizational&#x0D; managers in terms of human resource management.

Relationships between Pedagogical Practices and Affective States for Effective Teaching during the COVID-19 Pandemic: Insights from University Professors

Objectives: This study aimed to analyze how pedagogical practices and affective states during emergency remote teaching influence professors’ perspectives on their capabilities and the professor-student relationship. Method: We used a nonexperimental quantitative design, collecting data through an online survey during the first year of the pandemic. Participants were recruited using a non-probability sampling method. A total of 636 university professors from Chilean universities participated. We performed descriptive and correlation analyses between variables. Also, to gain a deeper understanding of the factors influencing perceptions of the professors’ competence and the professor–student relationship, we conducted linear regression models. Results: A higher perception of pedagogical competence was related to male professors reporting a high evaluation of teaching quality and a high diversification of assessment strategies. A better professor–student relationship was related to female professors reporting a high level of tutoring activities and activities in which students work collaboratively. Additionally, unpleasant affective states were experienced at a higher rate by younger and female professors. Conclusions: Variables that make up the perception of professor competence and the professor–student relationship were identified, relating to gender and pedagogical practices, such as diversification of assessment strategies, tutoring, and collaborative activities. Implications: The results can guide future institutional actions to improve conditions and establish guidelines for quality virtual education in the post-pandemic scenario.

Sibling comparisons, sibling relationship quality, and perceived sport competence in young athletes

Siblings are overlooked, yet potentially meaningful social agents in youth sport. To better understand the role of siblings in youth sport, we examined the association between sibling sport-referenced comparisons, relationship qualities, and perceived sport competence. The tendency to make sibling comparisons was expected to be positively related to sport competence perceptions and this association was further expected to be moderated by markers of sibling relationship quality. Participants were 47 sport-involved sibling dyads that included older siblings (25 female, 22 male, Mage = 10.94 ± 1.49 yrs) who were predominately first-born children (83%) and their younger siblings (23 female, 24 male participants, Mage = 8.45 ± 1.01 yrs) who were mostly second-born children (79%). Participants completed established assessments of comparison tendency, sibling relationship qualities, and sport competence perceptions. Analyses revealed a three-way interaction between birth position (younger or older sibling), tendency to compare, and sibling warmth predicting sport competence (p < .05). Younger siblings with a greater tendency to make sibling comparisons and higher warmth perceptions reported higher sport competence perceptions. The findings suggest that sibling-based comparisons and relational warmth may be salient for younger siblings in gauging their competence, whereas older siblings utilize alternative sources of competence information.

Assessment of Professionalism, Attitudes, and Behaviors in Practicing Physical Therapy

Background: The field of physiotherapy plays a crucial role within the healthcare landscape, particularly in the context of modern medical and surgical practices. Professional behavior, attitudes, and values are fundamental to the practice, influencing patient care and interprofessional collaboration. Recent studies have highlighted a need for continuous evaluation and improvement in these areas to enhance the overall quality of physiotherapy services. Objective: This study aimed to assess the current state of professionalism, attitudes, and behaviors among practicing physical therapists, identifying strengths and areas for development to inform future educational and professional development initiatives. Methods: A cross-sectional descriptive study was conducted among 120 physical therapists in Lahore, utilizing convenient sampling. The Professional Behavior Continuum, a self-reflective tool, was employed to evaluate professional behaviors in various clinical settings. Data were collected through questionnaires, including a consent form to ensure confidentiality. The analysis was performed using SPSS version 25, focusing on descriptive statistics such as frequency and percentage to quantify the extent of core professional values among participants. Results: The majority of participants were aged between 26-30 years (45%), predominantly male (70%), and had 1-5 years of work experience (65%). The study revealed positive perceptions of integrity (60% honesty, 65% personal responsibility), respect (65% confidentiality, 70% diversity), responsibility (75% punctual for learning, 60% cope with challenges), competence (80% responsibility for learning, 70% self-reflection), maturity (80% professional dress/language, 70% emotional stability), and communication (80% respectful, 70% empathy/compassion) among physical therapists. Conclusion: The findings indicate a generally positive outlook on professional behaviors, attitudes, and values among physical therapists, with notable strengths in areas such as responsibility, competence, and communication. However, the study also suggests the need for ongoing professional development and education to address areas of improvement and ensure the highest standards of patient care and professional practice.

‘I know that I know nothing’ – the perceptions of remote work competencies of the persons with disabilities

ABSTRACT Remote work arrangements, facilitated through digital entrepreneurship and remote work platforms, represent employment inclusion strategy for persons with disabilities (PWD) who need to possess a certain level of digital entrepreneurial competencies (DEC) and knowledge of remote work platforms to participate in such arrangements. Contemporary academic literature on remote work opportunities for PWD lacks research specifically targeting the competencies required for remote work within this particular group. One approach to measuring the DEC and remote work competencies of PWD is through self-assessment of relevant competencies. Another approach involves assessing their actual competencies through knowledge and ability assessment. This study focuses on the self-assessment of DEC and remote work competencies among a sample of PWD in Serbia (n = 125), and explores their association with various socio-demographic and contextual factors. Statistical analysis included exploratory factor analysis, reliability analysis, and non-parametric tests to compare differences between groups. The results suggest a clear need for capacity building in remote work for PWD. Furthermore, certain socio-demographic and contextual factors were found to have a significant impact on perceptions of PWD remote work competencies.

E-coaching systems and social justice: ethical concerns about inequality, coercion, and stigmatization

AbstractPoor self-regulation has been linked to various behaviors that contribute to pressing societal issues, including rising household debt, inefficient use of sustainable resources, and increasing healthcare demands. In light of this observation, the prospect of individuals receiving automated, tailored support by “e-coaching systems” to scaffold and improve their self-regulation is thought to hold promise for making society-wide progress in addressing such issues. Though there may be legitimate reasons for promoting the use of such systems, and individuals might welcome the support, our aim in the present article is to contribute to the ethics of e-coaching by showing how societal pressures towards the widespread adoption of automated e-coaching systems raise concerns in relation to three distinct aspects of social justice. We argue that societal inequalities may be introduced or exacerbated by (1) unequal access to the technologies, (2) unequally distributed restrictions to liberty and subjection to coercion, and (3) the potentially disparate impact of the use of e-coaching technologies on (self-)stigmatizing perceptions of competence. The article offers a research agenda for studying and addressing these concerns.

Data to Inform Academic Instruction for Students with Extensive Support Needs: Availability, Use, and Perceptions

ABSTRACT Students with extensive support needs (ESN), most of whom are taught in separate settings by special educators without extensive academic preparation, have difficulty making progress in the general education curriculum. Although there is evidence that data-based decision-making improves achievement for a wide range of students, there is little research on teachers’ data use for academic instruction of students with ESN. In this study based on 403 survey responses from teachers in nine states, we examined the types of data that were available, how teachers perceived and used data, and how their perceptions were related to data use. Respondents more often reported having access to teacher-developed data sources than to external data (e.g. published assessments, local assessments). Even when external data sources were available, respondents more often used teacher-developed data. Respondents most often reported using data to set goals and tailor instruction, and least often to group students. Attitudes toward data and perceptions of personal data competence were positively associated with data use. School leadership and organizational supports were associated only with decisions about grouping students. There were group differences in data use depending on the type of data they perceived as useful.

Assessment of Information Literacy Competences in Peruvian University Students: An Exploratory Study

The objective was to evaluate the perception of the informational literacy competences of the university students of the Peruvian Amazon. The investigation was developed under a quantitative approach, the design was non-experimental and cross-sectional descriptive type. The sample was made up of 707 students to whom the Informational Literacy Competences Questionnaire was given, an instrument with an adequate level of content validity and reliability. According to the results, the level of development of the informational literacy competencies of 37.5% of students was low, 35% was medium, and 27.5% was high. Likewise, the dimensions of information retrieval, information assessment and information processing were also valued at a low level. However, the information communication dimension of information was valued at a medium level. On the other hand, it was found that the level of informational literacy competences was significantly associated with the year of study in which the students were (p&lt;0.05). It was concluded that the level of development of the informational literacy competencies that characterized the students was low.

Collaborative Learning In The Perception Of Mathematical Competencies Of Students In An Educational Institution – Morropón, 2023

The collaborative learning approach sought to determine its influence on the perception of mathematical competencies of students in an educational institution – Morropón, 2023. The research was framed in a quantitative approach of experimental type and quasi-experimental design with a control and experimental group, being the population students of the secondary level of regular basic education. To collect the information, the questionnaire was applied to a non-probabilistic and intentional sample of 14 students for the control group and 14 students for the experimental group. The instrument developed to collect the data showed a reliability of 0.945 using the coefficient by Cronbach's alpha and a validity of 0.921 using Aiken's V of the expert opinion. The results obtained showed that 100% of the students showed a high perception of mathematical competencies with a Student's T significance of 0.000 (p &lt; 0.05) lower than the parameter, in favor of the experimental group. In this way, confirming that the collaborative learning program influences the perception of mathematical competencies, and in each dimension of the problem variable, on the contrary, the control group 0.00% of students has high achievement.

Investigating student’s motivation and online learning engagement through the lens of self-determination theory

PurposeThe lack of physical contact and the absence of nonverbal clues could make some learners uncomfortable interacting with others via online learning platforms. Hence, understanding the determinants of students' motivation and engagement in online learning platforms is crucial in harnessing digital technology as an enabler of unrestricted and quality learning experiences.Design/methodology/approachDrawing on the self-determination theory (SDT), this study investigates the factors associated with student’s motivation to learn (MOL) and their influence on online learning engagement (OLE). Data were collected from 228 university students from the Klang Valley region of Malaysia using the online survey method.FindingsThe results of data analysis using the partial least squares structural equation modeling indicate that self-directed learning, computer and Internet self-efficacy and online communication self-efficacy significantly influence MOL. Besides, these factors indirectly influence OLE through MOL.Originality/valueThis study adds to the SDT framework by demonstrating how students' perceptions of autonomy, competence and relatedness through online interaction relate to MOL and OLE.