Assessment Of Core Competencies Research Articles

Core competencies among nurses engaged in pallative care: A scoping review.

To synthesize available evidence about core competencies for nurses engaged in palliative care. A scoping review conducted according to the framework from Joanna Briggs Institute. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist was adopted to report this scoping review. The PubMed, Web of Science, Embase, ScienceDriect, CNKI, WangFang, VIP and Sinomed databases were used to systematically search for published studies from their inception to December 2023. Two researchers independently screened and selected relevant studies and performed the data charting. Twenty-six studies were included in this scoping review. Among these, 14 studies identified core competency assessment instruments among nurses engaged in palliative care, with the Palliative Care Core Competence Questionnaire was used most frequently; 13 studies investigated the status of core competencies of nurses engaged in palliative care, the majority of included studies indicated that nurse's core competencies were at moderate levels; 11 studies explored the factors influencing the core competencies of the nurses engaged in palliative care, which were classified as sociodemographic-related factors, palliative care education-related factors, death attitude, palliative care practice-related experience and others. This scoping review offers a comprehensive overview of the current landscape of core competencies among nurses in palliative care. Findings suggested that the clinical nursing leaders need to develop tailored strategies and interventions to address specific factors and promote the continuous development of nurses' competencies in palliative care. Core competency assessment instruments equip nurses and healthcare organizations with a range of validated tools for evaluating their proficiency in palliative care. Targeted core competency enhancement programmes need to be developed to foster a nursing workforce better equipped to improve the quality of life of end-of-life patients and their families. No patient or public contribution.

Comparative Study of the National Test Based on Core Competencies (Sichuan Version) and the New National College Entrance Examination (National Version)

This study aims to comparatively analyze the differences in the Chinese language component between the National Curriculum (Sichuan) based on core competencies and the New National Curriculum for the College Entrance Examination. With the upcoming reform of the “New National Curriculum for Chinese Language in the College Entrance Examination” in Sichuan region in 2025, understanding the similarities and differences between the two is crucial for educational practitioners and students in the region. The research finds that the New National Curriculum places a stronger emphasis on the assessment of core competencies, including language comprehension and application, thinking development and quality, cultural inheritance and innovation. In contrast, the National Curriculum (Sichuan) focuses more on the assessment of basic knowledge and skills. This study aims to provide references for educational practices in Sichuan, assisting teachers and students in better adapting to the requirements of the new college entrance examination.

An Exploratory Study on the Validation of 5-Factor Personality (K-OCEAN) Scale of Korean College Students

Purpose: This study aimed to validate the K-OCEAN personality assessment scale. It focused on evaluating the reliability and validity of the scale in measuring the Big Five personality traits.
 Method: The researchers conducted reliability and validity analyses, including confirmatory factor analysis and correlation analysis with a college student core competency assessment. The data for the K-OCEAN study was collected from university students across 12 schools in five regions of Korea.
 Results: The results showed that the K-OCEAN had stable internal reliability, suitable construct validity, and criterion validity. The correlation analysis confirmed the validity of the K-OCEAN, supporting the concept of OCEAN personality factors and previous studies.
 Conclusion: The findings have implications for effective college life adaptation and career counseling. In summary, this study provides evidence for K-OCEAN in assessing personality traits in college students.

대학생 공통핵심역량(전공역량) 진단도구 개발

Objectives This study was conducted for the purpose of developing a common core competency (major competency) assessment in the major area of k university.
 Methods The study was conducted from December 2022 to February 2023, and the responses of 822 students at K University were used for the final analysis. For data processing, descriptive statistics, exploratory factor analysis, reliability analysis, and normality analysis were performed using the SPSS program, and confirmatory factor analysis, conceptual reliability analysis, correlation analysis, and mean variance extraction were performed using AMOS.
 Results First, 198 preliminary questions were derived through literature research, and expert verification and face validity verification were conducted. Second, in the preliminary survey, items with a factor load of .5 or less were removed through exploratory factor analysis with data from 822 people, and 8 factors were derived. Third, as a result of internal consistency reliability analysis for each factor, it was found to be .7 or higher. Fourth, as a result of the confirmatory factor analysis, there was no problem with the model fit index, and as a result of calculating the conceptual reliability and average variance extraction index values for validity analysis, the conceptual reliability was .7 or higher, and the AVE was .5 or higher, indicating that each variable has intensive validity. appeared to be Fifth, this study developed a common core competency (major competency) assessment consisting of a total of 8 factors and 69 questions through exploratory factor analysis, confirmatory factor analysis, and reliability analysis.
 Conclusions This study developed a common core competency (major competency) assessment in the major area of k university with high validity and reliability, and discussed the significance and limitations of the common core competency (major competency) assessment based on the research results.

Construction of an index system of core competence assessment for otolaryngology nurse specialists in China: A Delphi study

BackgroundClinical nurse specialists play a vital role in the work quality, patient safety and team development of nurses. However, there is currently no prior study constructing the index of core competence assessment for otolaryngology Nurse Specialists. ObjectivesTo establish an index system for the evaluation of Chinese otolaryngology Nurse Specialists' core competence. DesignA Delphi study. SettingsThe study was mainly conducted in a university-affiliated hospital in China. ParticipantsTwenty-two experts with otolaryngology knowledge and practical experience from different regions and organizations in China. MethodsWe used literature reviews and expert meetings to establish a draft index system . Subsequently, a two-round Delphi survey was utilized to consult opinions from 22 experts about the index for the evaluation of otolaryngology nurse specialists' core competence and provide qualitative comments on their ratings. Consensus was predefined as a mean important score of 4.0 or above and a coefficient of variation is not above 0.25 among the participants. ResultsThe final evaluation indexes of the core competencies for otolaryngology Nurse Specialists included 5 first-level indexes (clinical competence, critical thinking competence, leadership, professional development competence, professionalism), 19 second-level indexes, and 85 third-level indexes. The effective response rates of the two expert consultation rounds were 100 %. The expert authority coefficients were 0.864 and 0.859 in the first and second rounds of consultation, respectively. In the second round of consultation, the first, second and third indexes of Kendall's coefficient of concordance were 0.357, 0.330, and 0.232, respectively (P < 0.001). ConclusionsThe constructed evaluation indexes of the core competencies of otolaryngology Nurse Specialists are scientific, reasonable, comprehensive, and specific and may provide references for the training and evaluation of otolaryngology Nurse Specialists.

Vocational Students’ Core Competence in a Higher Vocational College in China

This paper first analyzes the background of the research on the cultivation of the core ability of higher vocational students. Outline the main questions that need to be explored in depth in this study. Discuss the statement, scope and definition of the problem and its implications. The study aims to make an assessment of the vocational core competencies of students as regards to their basic professional competence, professional interpersonal relationship and team cooperation ability, rational thinking and decision-making ability, and their personality ability. Based on the findings, the study will propose an output to enhance the instruction program for vocational training of students.

Update on Educational Resources and Evaluation Tools for Orthopaedic Surgery Residents.

Innovations in orthopaedic resident educational resources and evaluation tools are essential to ensuring appropriate training and ultimately the graduation of competent orthopaedic surgeons. In recent years, there have been several advancements in comprehensive educational platforms within orthopaedic surgery. Orthobullets PASS, Journal of Bone and Joint Surgery Clinical Classroom, and American Academy of Orthopaedic Surgery Resident Orthopaedic Core Knowledge each have their own unique advantages in preparation for the Orthopaedic In-Training Examination and American Board of Orthopaedic Surgery board certification examinations. In addition, the Accreditation Council for Graduate Medical Education Milestones 2.0 and the American Board of Orthopaedic Surgery Knowledge Skills Behavior program each provide objective assessment of resident core competencies. Understanding and using these new platforms will help orthopaedic residents, faculty, residency programs, and program leadership to best train and evaluate their residents.

Development of Core Competency Assessment Tools in Basic SW⋅AI Education

As a result of current trends, a level of SW⋅AI competency for digital innovation has become a necessity, not a choice, SW-AI competency has also developed as a purpose not only for training specialist personnel, but also for providing universal SW⋅AI basic education. However, to increase the effectiveness of universal SW⋅AI basic education, it is advisable that we systematically educate SW⋅AI basic education in stages. A university offers various elective courses related to SW⋅AI for all students. Schools have expanded the opportunities for students to participate in SW⋅AI basic education after they have completed the required elective courses. However, expanding the opportunities for SW⋅AI basic education does not automatically strengthen their skills. Therefore, educators are aiming to strengthen the learners’ problem-solving skills by developing evaluation tools for core competencies in SW⋅AI elective courses and by applying these skills in algorithm courses. A performance assessment tool was developed in SW⋅AI basic education to enhance the core competencies of higher-order thinking and for the utilization of information and technology. The tool was developed through the following stages: clarifying class goals, developing core challenges, developing evaluation criteria, developing and applying assessment tools, and analyzing the evaluation results. The tool was applied in an algorithm course for problem solving and helped learners understand what to focus on when performing challenges. It also provided them with guidance for learning to enhance their various competencies through feedback. Indeed, a survey of self-assessment by learners at the beginning and end of the semester showed that the necessary competencies for solving core challenges had improved. On the other hand, students who were not majoring in SW⋅AI basic education stated that having to program in order to solve problems and being responsible for programming in team projects was a burden for them. In this study, we found that if the learner’s ultimate competencies are concretely embodied as behavioral indicators and challenges are set based on this criterion, the learner can concentrate more on practical competency enhancement. However, in regards to the SW⋅AI basic education subject, we confirmed that there is a need for us to clarify the core challenges and evaluation criteria for evaluating core competencies. In the future, we will apply various core competency performance evaluation tools to various SW⋅AI basic education subjects to identify areas for improvement. Through this process, we will continuously improve the effectiveness of SW⋅AI basic education and systematically enhance competencies thereby.

Research Trend Analysis on Core-competency in Higher Education

본 연구는 2010년 이후의 핵심역량 기반 교육 관련 연구, 특히 대학에서 이루어지고 있는 역량 기반 교육의 연구동향에 관하여 분석함으로써 한국에서의 역량 기반 교육이 주로 어떠한 방향으로 이루어지고 있는지 알아보고자 하였다. 역량 및 핵심역량에 대한 개념이 충분히 정립되었고 K-CESA로 대표되는 핵심역량 진단도구가 보편화된 2010년 이후의 연구를 분석함으로써 핵심역량에 대한 개념정립과 이론화 이후 대학에서 학생들의 핵심역량을 진단하고 해당 결과를 어떤 방식으로 활용하여 학생들의 역량을 강화하고 있는지에 대하여 알아보기 위하여 313건의 국내 등재(후보)지 게재 논문을 토대로 연구 제목 및 핵심어, 연구 자료 및 연구 방법, 연구 결과를 분석하였다. 연구의 주요 결론은 다음과 같다. 먼저, 토픽모델링을 바탕으로 대상 논문을 분석한 결과 대학에서의 핵심역량 관련 연구는 대부분 3가지의 주제로 요약될 수 있다. 첫 번째 주제는 대학의 특징을 살린 자체적 핵심역량진단도구 개발이다. 두 번째 주제는 K-CESA 등 대규모 데이터를 활용한 특정 학교 학생, 혹은 대학생 전반의 역량분석과 이를 통한 사례연구가 이루어지고 있었다. 대학에서의 핵심역량 관련 세 번째 연구 주제는 핵심역량 진단을 통한 교육과정 개발과 해당 교육과정의 성과 분석으로, 한국 대학에서의 핵심역량 관련 연구가 점차 역량기반 교육을 지향하고 있음을 알 수 있다.This study aims to explore the research trend on core-competency in higher education, specifically in Korea. Most of the studies had focused on the meaning of competency and core competencies, literature review on the competencies from business field, and the framework for competencies before early 2010s. Korean Collegiate Essential Skills Assessment(K-CESA) has been established from 2010, and now most of the colleges and universities have participated in the assessment. A large scale of dataset has been accumulated for analysis and discussion on the next stage of competency in higher education. Therefore, this study set 2010 as the starting point of analysis. 313 articles were analyzed to see the research trend on core-competency in higher education, and the articles can be categorized in three topics: 1) development of the competency assessment tool, 2) case study based on the core-competency assessment result(e.g. K-CESA), and 3) development and implementation of educational programs based on the assessment result. This result shows that the research on core-competency in higher education has been rapidly increased in terms of quantity, but restricted in a few topics.

Core competencies of the midwifery workforce in China: A scoping review.

This review aims to demonstrate the current core competencies of the Chinese midwifery workforce and to summarize the influencing factors of core competencies. Midwifery core competencies are crucial to providing high-quality maternal and newborn health care, but little is known about the overall status of the core competencies of the Chinese midwifery workforce. A scoping review was conducted following the latest Joanna Briggs Institute (JBI) scoping review methodology and Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist. Forty-one studies were included in this review. Regarding core competency assessment tools, the Midwife Core Competency Scale was used most frequently among 16 identified tools. Generally, the core competencies of the Chinese midwifery workforce were at a moderate or high level, but the competencies in pre-pregnancy, public health care and integrative competence were relatively inadequate. The main factors influencing the core competencies of the midwifery workforce were their working years, educational level and training experience. This review provides a comprehensive overview of the core competencies of the Chinese midwifery workforce at the national level. Future studies are encouraged to use objective instruments to reflect core competencies and explore the intervenable influencing factors of core competencies. Core competency assessment tools can be used to select the qualified midwifery workforce. Targeted core competency enhancement programmes should be formulated based on the current core competencies level and the factors influencing core competencies.

Validation of Collegiate Core Competency Assessment: Focused on the Case of S University

목적 본 연구는 S대학의 5대 핵심역량별 하위구인을 설정하고 진단 문항을 개발함으로써 보다 타당하고 신뢰도 있는 진단 도구를 개발하는 데 있다. 방법 연구 방법으로는 2020년 10월부터 12월에 걸쳐 핵심역량 프로그램을 운영하는 S대학의 대학생 대상으로 연구를 진행하여, 최종 1,165명의 설문 응답을 최종분석에 사용하였다. 자료처리방법은 통계 프로그램인 SPSS 23.0을 사용하여 빈도 분석(frequency analysis), 탐색적 요인분석(EFA: exploratory factor analysis), 신뢰도(reliability), 정규성 분석(normality test)분석을 하였으며 AMOS 프로그램을 통하여 확인적 요인 분석(CFA: confirmatory factor analysis), 개념 신뢰도 분석(Construct reliability) 평균 분산 추출(A.V.E : Average Variance Extracted) 및 상관분석(correlation analysis)을 실시하였다. 결과 조사된 핵심역량 진단 도구는 탐색적 요인분석검증을 통하여 요인 부하량 .5 이하의 문항을 제거하였으며, 29개의 문항 6개 요인인 공동체 의식, 아이디어 도출, 지식이해와 습득, 배려, 지식연계로 도출되었다. 각 요인별 내적 일관성 신뢰도 분석(Cronbach’s α) 결과 .7 이상으로 나타났다. 다음으로 확인적 요인분석(을 실시한 결과 모형 적합지수에 판단에는 문제가 없으며, 변인별 집중 타당성을 분석하기 위하여 개념 신뢰도와 평균분산추출지수 값의 산출 결과 개념 신뢰도 .7 이상이였으나 AVE .5 이상의 값을 충족시켜 각 변인의 집중 타당성을 갖는 것으로 나타났다. 결론 본 연구를 통하여 개발된 S대학의 핵심역량 진단 도구는 타당도와 신뢰도를 갖춘 측정 도구로 볼 수 있으며, 연구결과를 토대로 핵심역량 진단 도구가 갖는 의의와 활용방안을 논의하였다.

Экспертные методы оценки психологической компетентности руководителей: возможности и ограничения

The assessment of psychological competence of executive heads has been practiced for a long time, but remains a concern since it relates to complexity of comprehensive development of competence components, criteria and tools of their assessment. The study is based on the complex approach to developing assessment procedures. The article gives rationale for this approach to increase the validity and reliability of the data obtained. The competence diagnosis is based on the assessment of core competencies forming the structure of competence, and on competence components viewing it from different perspectives. The study has found that psychological competence of executive heads has a complex integral structure irrespective of gender, education, company type, and management experience. In conclusion, the author gives the assessment of expert methods of competence diagnosis.

Scale Adjustment with Anchoring Vignette Items for Self-reported College Core-Competency Assessment

자기보고식 문항에서 응답경향성과 집단간 비교가능성의 문제는(평균과 상관계수의 왜곡) 문항편파성(item bias), 차별적 기능문항(differential item functioning) 등의 주제로 교육/심리 측정이론에서 지속적으로 논의되어왔다. 이 연구의 목적은 자기보고식 대학생 핵심역량 진단에서 응답양식을 통제하기 위한 공통상황문항 척도조정의 타당성과 통계적 가정을 검증하는 데 있다. 구체적으로, 국내 A대학 핵심역량 진단자료에 대한 분석을 통하여, 집단별(성별) 응답양식과 공통상황문항의 동등성을 검증하고, 척도조정의 적절성을 평가하기 위하여 조정척도의 측정 양호도와 변별도를 비교하며, 두 가지 공통상황문항군에 의한 조정척도의 비교를 통하여 응답양식의 영향력과 조정척도의 일관성을 검증하였다. 주요 연구결과로서, A대학 핵심역량의 응답반응에서 공통상황문항에 대한 위계성이 유지되어 동등성 가정이 만족되었으며, 조정척도의 신뢰도(내적일관성지수)와 변산성이 원척도 보다 높아지는 경향을 보였다. 또한 원척도와 비교하여 응답양식을 통제한 조정척도에서 집단평균의 순위, 통계적 유의성이 바뀌는 결과가 나타난다. 그러나 이러한 결과는 어느 공통상황문항을 선택하느냐에 따라 다소 차별적으로 나타났다. 이상의 연구결과에 기반하여, 자기보고식 조사에 대한 공통상황문항의 활용과 후속 연구에 대한 필요성을 제안하였다.

Construction of an index system of core competence assessment for infectious disease specialist nurse in China: a Delphi study

Aim and objectiveThis study was to establish an index system for the evaluation of Chinese infectious disease specialist nurses’ core competence.BackgroundThe index system for the evaluation of infectious disease specialist nurses’ core competence has not been established.DesignA two-round Delphi survey was conducted to seek opinions from experts about the index system for the evaluation of infectious disease specialist nurses’ core competence.MethodsThe study adopted several research methods, including literature retrieval, theoretical analysis and qualitative research. Based on the above method, the draft of core competence evaluation index system of infectious disease specialist nurses was constructed. A Delphi survey was used for the study of 30 infectious disease experts from 8 provinces and cities around China. A modified recommendation for the Conducting and Reporting of Delphi studies (CREDES) was also used to guide this study. A STROBE checklist was used.ResultsThe Core Competence Evaluation Index System of Infectious Disease Nurses is composed of 6 primary indicators, namely, Nursing Abilities for Infectious Diseases, Infection Prevention and Control Abilities, Responsiveness to Infectious Diseases, Professional Development Abilities, Communication and Management Abilities, and Professionalism and Humanistic Accomplishment, 16 secondary indicators and 47 tertiary indicators. The authority coefficient, judgment coefficient and familiarity degree of Delphi experts were 0.923, 0.933 and 0.913 respectively.ConclusionsThe evaluation index system of core competence of diseases specialist nurses is scientific and reliable. It can be reference for future training and assessment of Chinese infectious disease specialist nurses.Relevance to clinical practiceInfectious disease specialist nurses are the main force for infectious disease nursing. Their core competence is related to the quality of infectious disease nursing and treatment. The core competence of the nurses is important for identification of training strategies and can be regarded as reference for nurse assessment and promotion. The construction of the index system is based on the consensus of infectious disease experts, which is not only helpful to standardize the training strategies and selection standards of infectious disease specialist nurses in the future, but also meet the society’s needs in clinical infectious disease nursing.

The role of technology in assessment, documentation, and tracking of clinical competencies in radiography education

The role of technology in assessment, documentation, and tracking of clinical competencies in radiography education

Validation of the Core Competency Assessment for College Student using the Rasch model

Validation of the Core Competency Assessment for College Student using the Rasch model

The LEGO™ Exercise: An Assessment of Core Competencies in Urology Residency Interviews

In competitive residency specialties such as Urology, it has become increasingly challenging to differentiate similarly qualified applicants. Residency interviews are utilized to rank applicants, yet they are often biased and do not explicitly address ACGME core competencies. We hypothesized a team-based exercise in the urology residency interview centered on building LEGOs assesses core competences. From 2014-2017, students interviewing for urology residency at two institutions participated in a LEGO™ building activity. Applicants were assigned to "architect"- describing how to construct a structure - or "builder" - constructing the same structure with pieces-using only verbal cues to assemble the structure. Participants were graded using a rubric assessing competencies of interpersonal communication, problem-based learning, professionalism, and manual dexterity (indicator of procedural skill). The total minimum score was 16 and maximum was 80. The study took place at two tertiary referral centers: University of Michigan Medical School in Ann Arbor, MI, and University of Utah School of Medicine in Salt Lake City, UT. A total of 176 applicants participated, comprised of applicants interviewing for urology residency at two institutions during the study timeframe. For architects and builders, there was a maximum score of 80, and minimum of 34 and 32, respectively. Both distributions show a right shift with mean scores of 64.3 and 65.9, and median scores of 69 and 65.5. Successful pairs excelled with consistent nomenclature and clear directionality. Ineffective pairs miscommunicated with false affirmations, inconsistent nomenclature, and lack of patience. The LEGO™ exercise allowed for standardized assessment of applicants based on ACGME core competencies. The rubric identified poor performers who do not rise to the challenge of a team-based task.

Combining culinary art with food science

Combining culinary art with food science

A systematic review of healthcare professionals' core competency instruments.

While technical and profession-specific competencies are paramount in the delivery of healthcare services, the cross-cutting core competencies of healthcare professionals play an important role in healthcare transformation, innovation, and the integration of roles. This systematic review describes the characteristics and psychometric properties of existing instruments for assessing healthcare professionals' core competencies in clinical settings. It was guided by the JBI methodology and used the COSMIN checklist (Mokkink et al., User manual, 2018, 78, 1) to evaluate the methodological quality of the included studies. A database search (CINAHL, Scopus, and PubMed) and additional manual search were undertaken for peer-reviewed papers with abstracts, published in English between 2008 and 2019. The search identified nine studies that were included in the synthesis demonstrating core competencies in professionalism, ethical and legal issues, research and evidence-based practice, personal and professional development, teamwork and collaboration, leadership and management, and patient-centered care. Few instruments addressed competencies in quality improvement, safety, communication, or health information technology. The findings demonstrate the reviewed tools' validity and reliability and pave the way for a comprehensive evaluation and assessment of core competencies into clinical practice.

Assessment of Core and Functional Competencies of Technical Personnel of the Center for Health Development Calabarzon, Philippines

Objective. To assess the competency levels of the technical staff of the Center for Health Development Calabarzon (CHD 4A) to inform the development of a human resource management plan.Methods. A cross-sectional assessment design to determine the CHD 4A technical staff's competency level was utilized. The team from the College of Public Health, University of the Philippines Manila invited all the CHD 4A technical staff to complete a self-assessment using the Learning and Development Needs Assessment Tool (LDNA) (version 3-45), rating their perceived competency and the level of importance to their functions on core and functional competencies stipulated in the Department of Health Compendium of Competency Standards. Gaps were identified by comparing perceived competency levels with a predetermined standard for each agency's salary grade or position.Results. All 67 technical staff took part in the assessment. Entry- and senior-level professionals had minimal deviations from predetermined standards, with gaps in quality service focus and teamwork for the former and planning and political savvy for the latter. In contrast, mid-career professionals had larger gaps in magnitude and number than entry and senior-level staff – the largest being on results orientation – reflective of newly-promoted staff's adjustment period. Of note, these gaps were based on the prevailing competency standards in force at the time of assessment in 2015. Findings may need to be revisited when the agency updates the core and functional competency standards.Conclusion. The participants perceived core and functional competencies as important, with the level of perceived importance increasing as the salary bracket increases. Core competency gaps were widest in integrity and quality service focus. Simultaneously, results orientation, and planning and organizing were the functional competencies that registered the widest gap and prioritized. Training needs assessments should be conducted in times of change to ensure an organization's training programs' relevance and to develop peak-level employee performance.