Competency Model Research Articles

Mastering the Game: How Level Structure and Game Elements Shape Competency Acquisition

Understanding the dynamics of level structure and game elements in digital educational games is paramount to fostering competency acquisition. How levels are organized within a game, along with the use of various game elements, has a significant impact on the learning outcomes and skill development of individuals. Through the strategic design and implementation of these components, educational games can effectively engage learners and facilitate the acquisition of competencies in multiple domains. In addition to structure, the integration of gamification elements can have a profound impact on learner engagement and sustainable skill acquisition. Therefore, a key element for the success of a serious game is to create appropriate personalization and a balanced relationship between learning and gaming experience. As a result, a mini-game called "Basketball Physics Challenge" has been designed to be integrated into an intelligent, adaptive physical learning game centered around force and motion as part of an ongoing research project. By playing the game "Basketball Physics Challenge", players will apply their understanding of basic physics principles in a realistic, interactive, and virtual setting. An experimental design was used to test the mini-game, in which a gamified and a non-gamified version were used and compared. 20 participants completed the experiment, and their learning progress was meticulously tracked. Using competency-based knowledge space theory, the mini-game facilitated in-game competency assessment, enabled monitoring of learning progress, tailored learning experiences, and provided individualized formative feedback. The pilot was used to develop and implement a competency model that will be the subject of future in-depth studies. The results indicated that the gamified version of the game led to slightly higher engagement and performance levels compared to the non-gamified version, although the difference in learning outcomes between the two versions was not statistically significant. The analysis also showed that an optimal number of levels and a balanced integration of game elements are crucial for maintaining engagement without causing cognitive overload. Furthermore, the order in which the game versions were presented affected player performance, with initial exposure to gamification leading to better outcomes. These findings provide valuable information for the design of educational games and their effectiveness in skill acquisition. This research supports the development of powerful educational technologies that enhance learning through a coherent level structure and meaningful use of game elements that effectively promote learner engagement.

Evaluation of an innovative dementia care competency model among physical and occupational therapy students

ABSTRACT The rising prevalence of dementia calls for a competent workforce capable of delivering quality dementia care. A standard for assessing dementia-care-specific competencies is necessary to guide curriculum development and implementation in a competency-based educational framework during academic training. This study evaluated the psychometric properties of the Dementia Care Competency Model (DCCM) among students enrolled in physical (PT) and occupational therapist (OT) programs. Eighty PT and OT students completed the DCCM by rating the 11 sub-competencies using the National Institute of Health Proficiency Likert Scale. The Exploratory Factor Analysis yielded a Kaiser-Meyer-Olkin of 0.878 and Bartlett’s test significance value of < 0.001, which indicates that the data were very good for factor analysis. The Eigenvalues and scree plot derived two factors with an excellent internal consistency (Cronbach’s alpha = 0.936). When examining the grouping of sub-competencies, the two factors that emerged were patient-centered and interprofessional collaborative care. The DCCM version 2.0 can guide educators in designing learning experiences that target the essential competencies in dementia care, ensuring that PT and OT graduates are well-prepared to work with individuals living with dementia. Future research should refine the model by exploring additional sub-competencies within each domain and expanding the model’s applicability across multiple healthcare disciplines.

Barriers and Facilitators to the Applicability of Adult Daycare Centers in Saudi Arabia: A Qualitative Study.

Adult daycare centers (ADCs) enable older adults to socialize and enjoy planned group activities while receiving healthcare services. These centers also assist caregivers by empowering them to remain in the workforce. This study aims to explore the challenges in establishing ADCs in Saudi Arabia (SA) from the perspectives of healthcare professionals, healthcare policymakers, older adults, and caregivers. Additionally, this study's objective is to identify the barriers, facilitators, and applicability of ADCs in SA. A qualitative study was conducted using semi-structured individual interviews. Inductive and deductive thematic analyses were employed to identify common themes regarding the barriers and facilitators to the applicability of ADCs in SA. Five researchers independently examined the transcripts using inductive analysis. Deductive analysis mapped the themes to Campinha-Bacote's cultural competence model. Data were collected from 46 participants, including caregivers, older adults, healthcare professionals, and healthcare policymakers. The findings highlight that the main facilitators to establishing ADCs in SA are the expected positive impact on the psychological and physical well-being of older adults and their caregivers. Conversely, cost and transportation, in addition to cultural considerations are possible barriers. This study identified the perceived benefits of ADCs for older adults and caregivers from a Saudi societal perspective. Thematic analysis showed that ADC's applicability in SA is possible, with some modifications to fit within the Saudi context. Additional efforts are necessary to promote the concepts and services that ADCs provide for older adults and to encourage support for these centers by non-profit organizations and the government.

Model of digital competencies of technical graduates

Model of digital competencies of technical graduates

Infection control nursing competency model for nurses in intensive care units: A Delphi study

Intensive care unit (ICU) nurses require advanced expertise and skills in critical care and need infection control nursing competency (ICNC). Given the lack of research on it, this study aimed to develop a model of ICU nurses' ICNC. A Delphi panel consisting of experts in intensive care nursing and infection control was organized to provide discerning and professional perspective on ICNC. Approved by the Institutional Review Board, a 3-round Delphi survey was conducted via email from July to December 2023. The content validity ratio and the coefficient of variation were calculated for panel responses. Among 17, 15 nurses (88.2%) participated and completed the surveys. About80% were female, and the panel had an average working experience of 14.2years specifically in theICUs or infection control departments at hospitals. After the initial round, a preliminary model was developed, consisting of 10 main components and 59 subelements. After eliminating 5 elements with content validity ratio values below 0.49 in the second survey, the final model, consisting of 10 main components and 54 subelements, was confirmed in the third survey. ICU nurses' ICNC can be understood based on this study's results, and further research can be designed to improve this competency.

Pedagogical Principles in Implementing a Data Visualization Project in an Undergraduate Public Health Informatics Course.

The Applied Public Health Informatics Competency Model lists "data analysis, visualization, and reporting" as one of the eight competencies when teaching public health informatics. Thus, public health informatics students need to develop knowledge and skills in visualizing public health data. Unfortunately, there is limited work that discusses pedagogical principles that could guide the implementation of pedagogical activities related to data visualization in public health informatics. This study aimed to introduce, discuss, and reflect on pedagogical principles that were implemented for a data visualization project in an undergraduate public health informatics course. A reflective teaching approach was used to guide the discussion and reflection on how pedagogical principles were implemented for a data visualization project in an undergraduate public health informatics course. The generic implementation framework (i.e., preimplementation, implementation, and postimplementation) was used to organize the discussion of the course's implementation. Four pedagogical principles were implemented as part of a data visualization project in an undergraduate public health informatics course: scaffolding (i.e., outputs built on top of each other), constructivism (i.e., students apply knowledge and work in teams to create a dashboard), critical consciousness (i.e., embedding social determinants of health (SDOH) in their dashboard), and equity and inclusion (i.e., using a free data visualization software that is easy to use for beginners and is used by public health institutions). Postimplementation reflection revealed areas of improvement, such as enhancing group advising, adding more SDOH variables in the dashboard, and plans for scalability. A data visualization project in an undergraduate public health informatics course could benefit from implementing multiple pedagogical principles. Overall, creating dashboards can be a learning tool to enhance data visualization skills among undergraduate public health informatics students. Dashboards can also emphasize the impact of health disparities and inequities in public health by incorporating the principles of SDOH.

A Model for Project Manager Competence Measurement in Iran Gas Engineering and Development Company

The purpose of this study is to build a Project Manager Competence Development (PMCD) model for Iran Gas Engineering and Development Company (IGEDC). The existent competence models in the related state-of-the-art are reviewed to generate and compile an initial list of project managers' competencies. Then, a Delphi analysis is used to complete the list and validate it. Further, the Best Worst Method (BWM) is employed to assign numerical weights to the competencies. As a result of the study, 16 competencies were identified in two categories: technical and behavioral. To show the applicability of the proposed PMCD, it is applied in a real-life study case. The results showed: (1) leadership competence has the highest weight, and (2) this fact that more than 99% of the total weight concerns only three competencies: leadership, project management knowledge, and judgment &amp; decision making.

대학생의 진로개발역량 향상을 위한 상호작용 기반 교수설계 모형 연구

대학생의 진로개발역량 향상을 위한 상호작용 기반 교수설계 모형 연구

Diagnostic Competence of Educational Psychologists: Current Status and Problems

Today the educational system is changing globally. This requires new criteria for success in professional activities. Refine skills continuously to overcome unexpected challenges. In the context of pedagogical activity, in particular, among educational psychologists, the implementation of this need turns out to be impossible without the presence of diagnostic competence. The article presents a study aimed at identifying the current level of diagnostic competence of educational psychologists and analyzing the difficulties they encounter in their professional activities. The main objectives include determining the level of cognitive knowledge, motivational factors for application in professional activities, and identifying personal problems in the field of diagnostics. The scientific significance of the study lies in the fact that the data obtained represent significant indicators for developing a program to improve the level of diagnostic competence. The practical significance lies in the use of the results to form a model of diagnostic competence of students of educational psychologists in higher educational institutions. To achieve the set objectives, we used sociological methods, which included utilizing the “Questionnaire for express diagnosis of professional difficulties of teachers” (a modification of the methodology by S.V. Danilov, L.P. Shustova, N.I. Kuznetsova), the “Analysis of motivational dominants of diagnostic activities of teachers” (authored by O.I. Dorofeeva), and a test for knowledge of the basics of psychological and pedagogical diagnostics. 35 educational psychologists from the Zhetysu region with various qualification categories took part. We will use the obtained results to further improve the system of teaching diagnostic competence in higher education institutions.

Developing and Refining The Core Competency Model for Research-focused University students: Validation and Importance Study Based on Faculty’s perspective

Developing and Refining The Core Competency Model for Research-focused University students: Validation and Importance Study Based on Faculty’s perspective

Analysis of Trends in Teacher Competency Models Changes

Analysis of Trends in Teacher Competency Models Changes

Development of Leadership Competency Model : Focusing on the Battlefield Leadership of Army Senior Officers

Development of Leadership Competency Model : Focusing on the Battlefield Leadership of Army Senior Officers

컨설턴트 역량에 관한 체계적 문헌고찰

The purpose of this study is to analyze previous research on consultant competencies, which has developed from various perspectives, and to suggest directions and implications for future research. Using a systematic literature review method, 42 domestic academic journal articles were selected for analysis, focusing on the publication period, journal type, keywords, and competencies required in different consulting fields. The findings are as follows: First, research on consultant competencies was minimal before 2010 but has increased significantly since. Second, journals show that consultant competencies are needed in diverse fields, with digital technology, talent development, and convergent thinking being key. University-affiliated institutions have contributed to strengthening the theoretical foundation through various methodologies. Third, keyword analysis highlighted relationship-building skills, service quality, and knowledge as essential competencies. Fourth, the analysis identified the need for a systematic competency model, emphasizing problem-solving, communication, customer orientation, change management, and adaptability. Based on these findings, this study highlights the need for systematic research on competencies within the consulting process from a macro perspective, while also emphasizing the importance of expanding research on consultants' intrinsic competencies from a micro perspective. Furthermore, it suggests that the application of methodologies combining various academic perspectives in a convergent approach should be expanded. This study is expected to serve as a foundational resource for future research on consultant competencies.

Unlocking Success: Malaysian PolyCC Lecturers’ Altruism, Enthusiasm and Harmonism in Sparking and Sustaining Student Startups Business

This study investigates the personalities of lecturers as mentors to startup entrepreneurs at higher education institutions (HEIs). The problem stems from the need to understand how specific personality traits contribute to effective mentorship. The objective is to explore how altruism, enthusiasm, and harmonism in lecturers influence their mentoring roles. A qualitative approach was employed, utilizing semi-structured interviews with Malaysian Polytechnic and Community College (PolyCC) lecturers who were finalists in the Best Entrepreneurship Mentor Award Category of the Ministry of Higher Education Entrepreneurship Award (MEA) 2021. These lecturers mentor student entrepreneurs who have successfully sustained their businesses. Thematic analysis was conducted using ATLAS.ti 9 to identify patterns and interactions. The resulting Entrepreneurial Mentor Personality Competency Model Framework, with a high inter-rater reliability (Cohen's Kappa value of 0.99), highlights key personality traits essential for effective mentorship. Additionally, the transferability of this model was validated by an entrepreneurship mentoring expert from Coventry University, United Kingdom (UK). This framework aims to guide HEI lecturers in fostering student entrepreneurship, providing a comprehensive guideline to help students achieve their entrepreneurial aspirations.

대학생 진로멘토 역량모형 개발

대학생 진로멘토 역량모형 개발

A Moderated Mediation Model of Entrepreneurship Education, Competence, and Environmental Dynamics on Entrepreneurial Performance

This study explores the relationship between entrepreneurship education, entrepreneurial competence, and entrepreneurial performance, focusing on the moderating role of environmental dynamics under conditions of high and low environmental dynamics. Using SPSS 21.0 and Smart PLS 4.0 software, this quantitative research analyzed survey data from 424 college students in China who have started their own businesses. The results indicate that entrepreneurship education has a significant positive impact on entrepreneurial performance. Furthermore, environmental dynamics moderate the indirect effect of entrepreneurship education on entrepreneurial performance through entrepreneurial competence, with the indirect effect being stronger when environmental dynamics are high. The study also underscores the need for the sustainable development of entrepreneurship education, ensuring that educational programs evolve continuously to meet the changing demands of entrepreneurial environments. The findings highlight the importance of entrepreneurship education in fostering entrepreneurial competence and enhancing entrepreneurial performance. However, due to the cross-sectional design and self-reported nature of the data, the ability to draw causal inferences is limited. Future research should adopt longitudinal designs and objective performance measures to further investigate these relationships.

A pilot study testing a new transition of care model from hospital to the community for Hispanic/Latino adults with diabetes to reduce emergency department visits and hospital re-admissions

BackgroundHispanic/Latino populations have the second highest prevalence of diabetes (12.5%) among ethnic minority groups in the USA. They also have higher rates of uncontrolled diabetes and diabetes-related complications. Approximately 29% of diabetes care costs are attributed to inpatient hospital care. To reduce hospital length of stay and re-admission rates for diabetes, the American Diabetes Association (ADA) recommends a “structured discharge plan tailored to the individual patient with diabetes.” However, limited research exists on the feasibility and applicability of a transition of care model specifically tailored for the Hispanic/Latino population.MethodsWe conducted a 2-year pilot study to develop a practical, patient-centered, and culturally competent transition of care (TOC) model for Hispanic/Latino adults with diabetes discharged from the hospital to the community. Feasibility outcomes included recruitment rates, questionnaire completion rates, adherence to a 30-day post-discharge phone call, and resource needs and utilization for study implementation. Participant-centered outcomes included 30-day post-discharge emergency department (ED) visits, 30-day post-discharge unplanned re-admissions, follow-up visits within 2 weeks of discharge, and patient satisfaction with the TOC model.ResultsTwelve participants were enrolled over the study period, with weekly enrollment ranging from 0 to 4 participants. Participants’ average age in years was 47 (± 11.6); the majority were male (85%), and 75% had type 2 diabetes. Recruitment involved the support of 4 bilingual staff. The estimated time to review the chart, approach participants, obtain informed consent, complete questionnaires, and provide discharge instructions was approximately 2.5 h. Of the 10 participants who completed the 30-day post-discharge phone call, none had ED visits or unplanned hospital re-admissions within 30 days post-discharge, and all had a follow-up with a medical provider within 2 weeks.ConclusionsImplementing a patient-centered and culturally competent TOC model for Hispanic/Latino adults with diabetes discharged from the hospital to the community is feasible when considering key resources for success. These include a bilingual team with dedicated and funded time, alignment with existing discharge process and integration into the Electronic Medical Record (EMR) systems.

A 5G competency model based on the fuzzy Delphi method

A 5G competency model based on the fuzzy Delphi method

The correlative factors of enterprise culture and enterprise human resource based on data analysis and federated learning

Under the current big topic of enterprise management, how to cultivate, use, and maintain talents is the critical problem of modern human resource management. Based on big data mining, cloud computing, and other related model optimization technologies, this study explores the crucial significance of enterprise culture construction and enterprise human resource management in achieving the business objectives of the entire enterprise. The establishment of this model also means that the enterprise’s profit margin and business indicators have been improved and developed under a certain model. The case results demonstrate that the optimized competency model is significant to studying corporate culture management system behavior, policy analysis, and improving corporate human resource management policies.

A Study on the Competency Model Building (CMB) for the Curriculum-based Moral Education (ME) of Foreign Language Teachers: An Empirical Study Based on Multi-factor Analysis

50 EFL teachers, 100 students, and 12 administrative leaders from 10 universities in Southern China are selected as subjects to explore the structural features of EFL teachers’ competence in curriculum-based moral education. Questionnaires, interviews, and classroom observations are conducted to gather their insights and feedback on how to integrate moral education into English language teaching (ELT). The data is analyzed using both qualitative and quantitative multi-factor analysis. A novel competency model is proposed with four layers: teaching design, situational construction, classroom interaction, and multiple assessment. Recommendations are provided to enhance foreign language teachers’ awareness of moral education and the quality of curriculum-based moral education.