Core Competencies For Professionals Research Articles

Evaluation of the feasibility of a midwifery educator continuous professional development (CPD) programme in Kenya and Nigeria: a mixed methods study

BackgroundMidwifery education is under-invested in developing countries with limited opportunities for midwifery educators to improve/maintain their core professional competencies. To improve the quality of midwifery education and capacity for educators to update their competencies, a blended midwifery educator-specific continuous professional development (CPD) programme was designed with key stakeholders. This study evaluated the feasibility of this programme in Kenya and Nigeria.MethodsThis was a mixed methods intervention study using a concurrent nested design. 120 randomly selected midwifery educators from 81 pre-service training institutions were recruited. Educators completed four self-directed online learning (SDL) modules and three-day practical training of the blended CPD programme on teaching methods (theory and clinical skills), assessments, effective feedback and digital innovations in teaching and learning. Pre- and post-training knowledge using multiple choice questions in SDL; confidence (on a 0–4 Likert scale) and practical skills in preparing a teaching a plan and microteaching (against a checklist) were measured. Differences in knowledge, confidence and skills were analysed. Participants’ reaction to the programme (relevance and satisfaction assessed on a 0–4 Likert scale, what they liked and challenges) were collected. Key informant interviews with nursing and midwifery councils and institutions’ managers were conducted. Thematic framework analysis was conducted for qualitative data.Results116 (96.7%) and 108 (90%) educators completed the SDL and practical components respectively. Mean knowledge scores in SDL modules improved from 52.4% (± 10.4) to 80.4% (± 8.1), preparing teaching plan median scores improved from 63.6% (IQR 45.5) to 81.8% (IQR 27.3), and confidence in applying selected pedagogy skills improved from 2.7 to 3.7, p < 0.001. Participants rated the SDL and practical components of the programme high for relevance and satisfaction (median, 4 out of 4 for both). After training, 51.4% and 57.9% of the participants scored 75% or higher in preparing teaching plans and microteaching assessments. Country, training institution type or educator characteristics had no significant associations with overall competence in preparing teaching plans and microteaching (p > 0.05). Qualitatively, educators found the programme educative, flexible, convenient, motivating, and interactive for learning. Internet connectivity, computer technology, costs and time constraints were potential challenges to completing the programme.ConclusionThe programme was feasible and effective in improving the knowledge and skills of educators for effective teaching/learning. For successful roll-out, policy framework for mandatory midwifery educator specific CPD programme is needed.

Development of Research Core Competencies for Academic Practice Among Health Professionals: A Mixed-Methods Approach.

Of the 4 pillars of academic practice for nursing and allied health, research has been the least developed and no standard competency framework exists that is embedded in health professional scopes of practice. The objective of this article is to report on the preliminary development and pilot-testing of research and academic scholarship core competencies for nonphysician health professionals working within a large urban academic health sciences center. We conducted an internal and external environmental scan and multiphase consultation process to develop research and academic core competencies for health professionals working within an interprofessional setting. The final framework outlines 3 levels of research proficiency (novice, proficient, and advanced) and the relevant roles, specific competencies, and observable actions and/or activities for each proficiency level. Organizations should consider the integration of the framework within performance management processes and the development of a road map and self-assessment survey to track progress over time and support health professionals with their academic practice goals.

Application of Specialized Group Management in the Quality Control of Perioperative Nursing

Objective: To explore the role of specialized group management in the quality control of perioperative nursing. Methods: 45 surgical nurses from our hospital were selected as the research subjects. Traditional operating room management was adopted from July 2019 to June 2020, and specialized group management was adopted from July 2020 to June 2021. The surgeon’s satisfaction, surgical nurses’ core professional competence, and surgical patients’ satisfaction were obtained through surveys and the results were analyzed. Results: Surgeon satisfaction before the implementation of specialized group management was significantly lower than after its implementation (P &lt; 0.05). Besides, surgical nurses’ core professional competency scores before the implementation of specialized group management were significantly lower than after its implementation (P &lt; 0.05). Lastly, surgical patients’ satisfaction before the implementation of specialized group management was significantly lower than after its implementation (P &lt; 0.05). Conclusion: Specialized group management helps to improve the quality of perioperative care and should be applied in clinical practice.

Exploring the motivation of self-directed learning of hospital pharmacists: a multicentre qualitative study

ObjectiveSelf-directed learning (SDL) has been embraced by the medical community as a core professional competency, with motivation considered a crucial component of SDL. However, little is known about how hospital...

Perceptions and experiences of employers and mentors of graduate optometrists’ practice readiness in South Africa

Background. Optometry graduates are a key source of new recruits for private practice employers, the largest employer of South African (SA) optometry graduates. Universities should ensure that graduates are employable to compete in the labour market and to practise.Objective. To gain an understanding of the practice readiness of optometry graduates who qualified from SA institutions between 2016 and 2020, from the perspective of private practice employers and mentors (EMs).Methods. Using non-probability convenience sampling, private optometry EMs of recent graduates were invited to complete an online questionnaire designed around the core competencies for health professionals in SA. Quantitative data retrieved from a five-point Likert scale were analysed employing SPSS software, using the one-sample t-test, factor analysis and Cronbach’s alpha.Results. EMs (N=28) felt that graduates showed satisfactory competence in theoretical knowledge, communication, collaboration and professional skills, but weaknesses in aspects of clinical skills, leadership and management skills, and health-advocacy skills. The specific areas of weaknesses identified were dispensing skills, leadership, handling of criticism, handling of stress, implementing processes to improve services, industry awareness and practice management. All questions, except two questions for scholarly and professional skills, had an acceptable level of reliability.Conclusion. Practice readiness was viewed favourably by EMs for optometry graduates, but the specific weaknesses identified in the curriculum include stakeholder involvement from private employers. Increasing the diversity of clinical hours, including rotations in private practices, as well as facilitating and promoting work-based learning may strengthen practice readiness.

Changing the perception of core competency using student journey – tracking research on the core competencies of EECS students in technological universities

PurposeIn this study a survey with a questionnaire was used to track the learning situation and core competencies of students in electrical engineering and computer science at the University of Science and Technology. A determination of areas that need to be strengthened is used as a reference in the cultivation of core competency in higher education.Design/methodology/approachA total of 320 junior students in electrical engineering and computer science were surveyed and given questionnaires. A total of 219 valid questionnaires were collected for a paired sample t-test, to find and compare changes in core competencies of the group over a period of three years.FindingsHigher education institutions are presently more inclined to competency-oriented education, training and learning. This establishes good relevant practices, enhances core competencies in students and improves their chances of satisfactory future employment. In this study it was found that the general core competencies of students were better than their professional core competencies, and the self-reported core competencies of freshman students were better than those of the junior students. The results showed that core competencies did not grow with the years. This result is most likely due to a gain of knowledge which makes them more able to understand their own shortcomings.Originality/valueMost studies investigating the core competencies of higher education students are cross-sectional studies. This study follows students over a period of three years and provides the results of a longitudinal survey of a group of students' core competencies.

Status and Development of Teaching Reform in Management Operations Research: A Case Study of Engineering Management

Management Operations Research is a professional core course integrating professionalism, practicability and comprehensiveness for engineering management majors, and it is also an important professional course for students of applied majors to acquire professional core competence. Taking the engineering management major as an example, this paper describes the current status of teaching reform construction, which is carried out from the aspects of teaching orientation and objectives, characteristics of teaching methods and teaching design, integration of course Civics and assessment mechanism. Finally, by comparing the final grades of the two classes of students before and after the reform, we analyze the effect of the reform, and analyze the current problems, and look forward to the continuous teaching reform of the course.

Updated suicide prevention core competencies for mental health professionals: Implications for training, research, and practice.

Updated suicide prevention core competencies for mental health professionals: Implications for training, research, and practice.

Rehabilitation professions’ core competencies for entry-level professionals: a thematic analysis

ABSTRACT Rehabilitation services are essential interventions designed to optimize functioning and reduce disability in individuals with health conditions. Eight core professions offer rehabilitation services: audiology, occupational therapy, physical and rehabilitation medicine, physiotherapy, psychology, prosthetics and orthotics, rehabilitation nursing, and speech-language pathology. These professions often work together to provide patient-centered care. Each rehabilitation profession has developed its own international or national document to describe entry-level competencies. However, it is not evident in the literature whether rehabilitation professions share the same core competencies. Therefore, we explored the international standards for rehabilitation professions to identify commonalities and differences in entry-level professionals’ required core competencies. A thematic analysis of current, published, international, or national entry-level competencies documents was conducted to determine commonalities and differences in the core competence requirements for the eight rehabilitation professions. The following four themes were evident across all professions: (a) evidence-based clinical practice knowledge and skills; (b) culturally competent communication and collaboration; (c) professional reasoning and behaviors; and (d) interprofessional collaboration. This thematic analysis highlighted the commonalities among rehabilitation professionals and may be used to provide a greater understanding of how rehabilitation professionals can support and work together on interprofessional teams.

Essential competencies for organizational learning professionals according to job ads in the Israeli employment market

PurposeThis study aims to examine core professional competencies required by organizational learning (OL) field, using the main knowledge, skills and abilities (KSA) theoretical framework for job candidates in Israel.Design/methodology/approachAn analysis was conducted on 100 job postings from two online platforms using content analysis techniques. The job offers were evaluated according to criteria established by prior research conducted in the USA.FindingsThe findings indicate that job announcements appear for three main professions in the field of learning in organizations in Israel: learning designer, learning developer and instructional designer. Most of the offers are for full-time jobs, without requiring a relevant academic degree or previous experience. In comparison to the US employment market, in Israel the demand for OL professionals necessitates communication abilities in English, macro development skills, knowing how to manage professional training and mastery of learning through innovative technology such as augmented reality/virtual reality. The findings also indicated which competencies are most recently required in the OL branch in Israel and the significant differences in KSA necessary for OL professionals in each of the three identified professions.Practical implicationsThe study highlighted critical elements of the OL professional field and has implications for OL professionals seeking employment and human resources (HR) recruiters seeking them. Job seekers need to know the current job market requirements in the OL field, and HR recruiters need to know what is happening in the current job market. This can be done by following updated job offers in the OL field and responding quickly to changes. The findings also have implications for the educational/academic aspect of the OL teachers in various settings and inform them to refine the content of their syllabus and course content in accordance with the current requirements of the job market in the field of OL.Originality/valueThe study is based on the KSA theoretical framework and analysis of the OL US job market according to Wang et al.’s (2021) work. This study presents the Israel OL job market and discuss the authors’ critical view on Wang et al.’s work.

Using cognitive load theory to develop an emergency airway management curriculum: the Queen's University Mastery Airway Course (QUMAC).

Emergency airway management requires the simultaneous coordination of clinical reasoning and therapeutic interventions in the complex and time-sensitive setting of emergency resuscitation. The cognitive demand associated with these situations is invariably high and must be taken into consideration when designing training programs for this core professional competency. The four-component instructional design model (4C/ID), based on cognitive load theory, was used to develop a 1-year longitudinal airway management curriculum for Emergency Medicine residents. The simulation-based curriculum was designed with the goal of facilitating the construction and automation of schemas by individual residents in preparation for the high cognitive demand associated with emergency airway management in the clinical environment.

Development of competency model for e-learning instructional designer

이 연구는 이러닝 교수설계자의 역량모델을 개발하고자 수행된 연구이다. 이를 위해 역량모델링을 활용하여 연구를 진행하였다. 관련 문헌조사 및 우수 수행자 5인을 대상으로 행동사건면접(BEI)을 실시하여 잠정적 역량 모델 초안을 도출하였고, 전문가 그룹 5인의 타당성 검토를 거쳐 최종 역량모델을 개발하였다. 그리고 이러닝 교수설계자의 경력에 따른 교육 우선순위를 파악하기 위해 현장 이러닝 교수설계자 80명을 대상으로 보리치 요구도를 활용하여 경력에 따른 교육요구도를 분석하였다. 연구 결과 이러닝 교수설계자가 갖추어야 할 역량모델로 크게 기초 소양 역량군, 전문 핵심 역량군 등 2개의 역량군과 하위 8개 역량, 26개의 행동지표가 개발되었다. 기초 소양 역량군에는 이러닝 프로젝트 관리, 디지털 활용 능력, 프레젠테이션, 이러닝 콘텐츠 기획력 등의 역량이 도출되었으며 전문 핵심 역량군에는 문제해결역량, 자기 계발, 혁신 지향, 커뮤니케이션 등의 역량이 도출되었다. 또한 경력별 요구도 분석을 통해 경력에 따라 요구되는 우선순위 역량을 파악하였다. 2년 미만의 저경력자들은 이러닝 프로젝트 관리 역량을 가장 필요로 하였고, 10년 이상 고경력자들은 커뮤니케이션 역량을 가장 필요로 하였다. 이러한 연구 결과는 이러닝 교수설계자들의 직무수행에 있어 지침을 제공하고 경력에 따른 이러닝교수설계자들의 직업훈련이나 연수프로그램 구성에 이론적 근거가 될 것이다.This study aims to develop a competency model for e-learning instructional designer. To this end, a study was conducted using competency modeling. For data collection, a related literature study was conducted, and five excellent instructional designers were interviewed using behavior event methods. Through the process, the basic competency model could be selected. In addition, using the Delphi method, the tentative competency model was reviewed twice by five experts in academic and corporate fields. And in order to understand the education priority according to the career of the e-learning instructional designer, the needs were analyzed using the Borich requirement. As a result of the study, as a competency model that an e-learning instructional designer should have, two competency groups including basic literacy competency group and professional core competency group, eight lower-level competencies, and 26 behavioral indicators were developed. Competencies such as e-learning project management, digital application ability, presentation and e-learning content planning were derived from the basic literacy competency group, and competency such as problem-solving capability, self-development, innovation orientation, and communication were derived from the professional core competency group. In addition, the priority competency required for each career was identified by analyzing the needs of each career. The results of this study will provide guidelines for e-learning instructional designers in their job performance and serve as a theoretical basis for training programs for e-learning instructional designers according to their careers.

Establishment of Core Capacity and Capacity Index Based on an Outcome-Based Ideological and Political Education Major in Chinese Universities

With the development of the society, most countries have begun to improve the level of education and are advocating the implementation of the theory of Outcome Based Education, which is used in this research to explore the development of a curriculum of Ideological and Political Education Major.The purpose is to determine the professional core competence, expand the core competence indicators, and determine the relative weight of the core competence indicators. 4 core capacities and 20 core capacity indices of the Ideological and Political Education Major in Chinese universities were established using the Modified Delphi Method with two types of expert questionnaires. The Analytic Hierarchy Process was used to establish a hierarchical structure, and the relative weight and ranking of each capacity index was calculated to ensure consistency and stability using the YAAHP software. The aim of the research is to further clarify the core capacity and capacity indices of education.

Recovery of Skill Decay After COVID-19 Redeployments and Implications for Competency Attainment

IntroductionThe COVID-19 pandemic immediately interrupted procedural training. The lasting impact of reduced caseloads and service redeployments on procedural-resident training has been underexplored. This longitudinal study investigated the long-term perspectives of skill decay after short breaks in training and implications for ensuring resident competency attainment. MethodsWeb-based cross-sectional surveys distributed immediately after (June 2020) compared to 1 y after (July 2021) COVID-19 redeployments at two tertiary academic medical centers of an integrated health system in New York. Participants included general surgery, surgical subspecialty, and anesthesiology residents and faculty. ResultsFifty-five residents and 33 faculty completed the survey. Ninety-point nine percent of residents and 36.4% of faculty were redeployed to COVID-ICUs. Sixty-three-point seven percent of residents and 75.0% of faculty reported a reduction in resident technical skills in the short-term, with significantly less (45.5% of residents and 21.2% of faculty) reporting persistent reduction in technical skill after 1 y (P = 0.001, P < 0.001). Seventy-five percent of residents and 100% of faculty were confident residents would be able to practice independently at the conclusion of their training. Sixty-five-point five percent of residents and 63.6% of faculty felt that residents experienced a durable improvement in critical care skills. Residents also reported a positive long-term impact on professional core competencies at 1 y. ConclusionsLongitudinal surveillance of residents after COVID-19 redeployments suggests washout of temporary skill decay and return of resident confidence upon resumption of traditional training. This may provide insight into the impact of other short-term training interruptions on resident skill and promote greater resident support upon training resumption to ensure competency attainment.

Problems of shaping the media competence of future journalists on the basis of case studies

At a time when the digitalization of the world and the consequent transformation of the whole world is actively developing, the professional requirements of every field are beginning to be replenished. This is especially true of journalism, since through this profession we exchange information in the global sense of the word. Therefore, special attention is being paid to media literacy, as it is the core professional competence of the media today. Also, factchecking is another important point. Living in the internet age offers great opportunities for personal development and trying out different roles. It has become very popular nowadays to develop one's social networking accounts. The public publish their thoughts, news, and part of it is not appealing reliable information. Consequently, the media competencies described in this article should be studied, and more importantly applied in their activities not only by the next generation of journalists, but also by people who view this profession as a hobby. After all, if we look at the meaning of "media competence", it is worth pointing out that it is primarily an understanding of the socio-cultural, economic and political context in the media. Consequently, the ability to be a bearer and transmitter of information requires the individual to meet media cultural standards and to interact effectively with media space, thereby creating new elements of the media culture of modern society

HOSPITALITY GREEN BUSINESS PRACTICES

Hilton hotel chain operated in 103 countries, has a long experience in hospitality business globally. It creates international initiatives in its responsible business practices, based on the characteristics of the regions where it is located. Hilton hotel chain located in Bali has an obligation to contribute to the sustainability of the Balinese culture, nature, lifestyle and local economy development. It has practiced green tourism business models, recognized and certified by independent certification bodies. Green tourism business practices driven by the needs of clients, global and local stakeholders, global conventions, national laws and local regulations. The study examined how Hilton Hotel Chain in Bali integrates local genius and values into green tourism business practices that is by nature a global quest. This research aims at adopting green tourism business practices into curriculum, learning and teaching process. At the end, graduates of tourism colleges will possess two types of competencies, core professional and green competencies. This research deploys four methods; direct observation, focus group discussion, general stadium on green tourism business practices and questionnaire. The expected result of the research is a curriculum design integrating green tourism business practices, the application of the curriculum will result in Green Integrated Learning model.

A Measurement of the Quality of Health Care Based on Its Performance

Background: In recent years, the healthcare system has undergone rapid transformation. Nonetheless, a recent Quality and Patient Safety Report highlighted declining levels of patient safety and quality culture among healthcare professionals. This highlights the importance of assessing care quality and patient safety from the perspectives of both patients and healthcare professionals. Objectives: The purpose of this study was to investigate (1) patients' and healthcare professionals' perspectives on overall quality of care and patient safety standards at two tertiary hospitals, as well as (2) which demographic characteristics are related to overall quality of care and patient safety. Methods: A cross-sectional research design was used. The Revised Humane Caring Scale and the Healthcare Professional Core Competency Instrument were used to collect data on two items: overall quality of care and patient safety. Questionnaires were distributed to (1) patients (n = 600) and (2) healthcare professionals (nurses and physicians) (n = 246) in three departments (medical, surgical, and obstetrics and gynecology) at two tertiary hospitals between the end of 2018 and the beginning of 2019. The data was analyzed using descriptive statistics and binary logistic regression. Results: The questionnaires were completed by 367 patients and 140 healthcare professionals, representing response rates of 61.2% and 56.9%, respectively. Overall, healthcare professionals rated quality of care (M = 4.36; SD = 0.720) and patient safety (M = 4.39; SD = 0.675) slightly higher than patients (M = 4.23; SD = 0.706), (M = 4.22; SD = 0.709). The study found a link between hospital variables and overall quality of care (OR = 0.095; 95% CI = 0.016-0.551; p = 0.009) and patient safety (OR = 0.153; 95% CI = 0.027-0.854; p = 0.032) among healthcare professionals. Furthermore, an association was discovered between the admission/work area and the participants' perspectives on the quality of care (patients, OR = 0.257; 95% CI = 0.072-0.916; p = 0.036; professionals, OR = 0.093; 95% CI = 0.009-0.959; p = 0.046). Conclusions: Patients and healthcare professionals both rated the quality of care and patient safety as excellent, with only minor differences indicating a high level of patient satisfaction and competent healthcare delivery professionals. Such perspectives can offer valuable and complementary insights into how to improve the overall standards of healthcare delivery systems.

Core competencies of healthcare professionals in Oman: Research and evidence-based practice needs attention.

The aim of the study was to examine (1) the perceptions on core competencies of healthcare professionals working at clinical settings in Oman and (2) which demographic characteristics explain the overall core competency. A cross-sectional design. Healthcare Professional Core Competency Instrument, consisting of 11 sub-scales with 81 items, was distributed to healthcare professionals (n= 1,543; 826 nurses and 717 physicians) who worked at primary, secondary and tertiary healthcare institutions. Descriptive statistics, t-test, ANOVA and linear regression were used for data analysis. Altogether 1,078 healthcare professionals (628 nurses and 450 physicians) responded representing 70% overall response rate. Healthcare professionals perceived their overall core competence as excellent, safety being the highest, and research and evidence-based practice was the lowest. The multiple linear regression analysis revealed that ethnicity, gender and years of working experience were the characters that explained the overall core competence, where expatriate senior professionals reported higher competency levels compared with counterparts.

Diplomatic Leadership Development after the “Weaponization of Everything”: Approaching Religion or Belief as a Professional Competence

This article describes new education and research work with government departments and major NGOs to develop fresh approaches and paradigms of leadership learning about religion and security for those engaged full time in global politics, diplomacy, and policy. Drawing from research in seven countries, it proposes a move away from an embrace of specialist “religious literacy” education advocated by high-profile religious actors. Instead, this article proposes the opportunity for leadership development which assesses religion or belief as a generic evidence-based core professional diplomatic competence worthy of serious attention no more nor less important than any other professional field. As a first step in that goal, it delineates a new open-source tool entitled the Religion for International Engagement Matrix and describes its positive reception when trialed, including with two foreign ministries.

Education Competencies for Integrative Oncology in Germany: Results of a Stakeholder Engagement Survey Study

Background: Integrative Medicine (IM) training programs in oncology lacked standardized education core competencies to ensure the practical relevance of its learning content and objectives. In a previous international and interprofessional consensus procedure, core competencies were developed for health professionals working in Integrative Oncology (IO). However, the transferability of the developed core competencies to IO physicians working in Germany has not yet been verified. The overall aim of this survey study as part of the KOKON Project (Kompetenznetzwerk Komplementärmedizin in der Onkologie; Competence Network Complementary Medicine in Oncology) was to investigate if the international core competencies developed for IO for a broader group of health professionals are suitable for physicians in Germany. Material and Methods: Paper-pencil and digital questionnaires were distributed amongst various stakeholder groups (cancer patients and representatives; IO physicians; members of IM organization and IM researchers; multipliers of cancer support groups). The stakeholders were asked to rate the 37 core competencies developed according to their importance for the respective stakeholder group (not important, moderately, very important). Analyses were conducted using a 60% agreement threshold for medium to highly important competencies and 50% agreement threshold for highly important competencies. Results: We contacted different persons from various stakeholder groups (n > 370) with a survey response rate of 55.5–68.4% (n = 271) depending on the respective stakeholder group. Using the 50% agreement threshold, all competencies were accepted by the stakeholder groups. 27 competencies were considered very important by 60% of the survey participants. In particular, cancer patients and cancer support groups showed similar results. Conclusion: The list of developed international core competencies for IM health professionals seems to be suitable for physicians providing IO in Germany according to different stakeholder groups. The implementation of competencies can support the development of evidence-based, patient-centered training programs for physicians.