Development Of Core Competencies Research Articles

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.

Identification of statewide core competencies for new graduate nurses at the beginning of practice and after a 12-month nurse residency program

AimTo inform the development of statewide core competencies for new graduate nurses at the beginning of their professional career and after completing a 12-month nurse residency program. BackgroundAlthough studies have attempted to clarify the expected core competencies of new graduate nurses at the beginning of their professional career, results are mixed. Additionally, nurse residency program competency expectations vary. DesignA retrospective cross-sectional study using a purposive sample of a national nurse residency program database. MethodsWilcoxon Signed Rank tests compared retrospective self-report data between January 1st 2017 and December 31st 2019, from 2916 acute care hospital new graduate nurses working in the state of Maryland, USA, to examine their perceptions of competency at hire and after completing a nationally standardized 12-month nurse residency program. The study used six domains from the Casey Fink Graduate Nurse Experience Survey© 2006 and the Vizient/AACN Nurse Residency Program™ Progression survey. ResultsNew graduate nurses' self-report of competency increased from a mean score of 4.81 at the beginning of a nurse residency program to 6.67 after completion of 12-month nurse residency program (scale of 0–10). At the beginning of a nurse residendy program, new graduate nursesreported a low level of comfort in three of the six survey domains: communication and leadership, high-intensity skills and patient safety. At 12 months, new graduate nurses reported higher levels of comfort in all six survey domains, with statistically significant increases (Wilcoxon Signed Rank test, α =0.05). ConclusionsFour domains for ongoing competency development were identified for the nurse residency program curriculum—communication and leadership, patient safety, complex patient assignments and end-of-life care—with the expectation that new graduate nurses achieve competency at program completion. New graduate nurses’ perceptions corroborated findings from a statewide study of academicians and practice leaders, thus helping to develop realistic core competencies for new graduate nurses entering the workforce and after completing a 12-month nurse residency program.

Development and psychometric testing of the nurses' core competencies for public health emergencies scale: A multicenter cross-sectional study

BackgroundThe significance of addressing public health emergencies (PHEs) emphasizes the pivotal role of a skilled nursing workforce in effective preparedness and response. However, there's a lack of comprehensive assessments tailored to nurses' core competencies, serving as a standard for ongoing education in preparedness. ObjectiveThis study aimed to develop a psychometrically sound scale for identifying and measuring essential core competencies crucial for nurses during public health emergencies. DesignA multicenter cross-sectional study was conducted. SettingsTwelve tertiary hospitals in Shanghai. ParticipantsAffiliated nurses with prior experience and significant exposure to public health emergencies were recruited. MethodsThe study underwent development and validation in two stages, utilizing qualitative data analysis, a Delphi expert panel, and an empirical quantitative cross-sectional survey. The Nurses' Core Competencies for Public Health Emergencies (NCC-PHEs) scale and a demographic questionnaire were distributed between January 2023 and March 2023. Exploratory factor analysis, confirmatory factor analysis, Pearson correlations, and Cronbach's alpha analyses were employed to identify theoretical constructs, assess scale reliability, and establish validity. ResultsAnalysis was conducted on valid data collected from 1481 nurses. Factor analysis identified 47 professional nursing competencies arranged within a four-factor high-order model: prevention competencies (9 items), preparation competencies (7 items), response competencies (comprising basic and advanced levels) (26 items), and recovery competencies (5 items). Structural equation modelling confirmed satisfactory factor loadings and a good model fit, validating construct integrity. The reliability of the total scale was confirmed. ConclusionThis study presents a valid scale that empirically measures nurses' core competencies crucial for preparedness and response during public health emergencies. The findings offer instrumental support for guiding the development of future courses and training programs in nursing research and practice.

Development of Obstetric Anesthesia Core Competencies for US Residency Programs Through a Delphi Process

Development of Obstetric Anesthesia Core Competencies for US Residency Programs Through a Delphi Process

Enhancing High School English Listening and Speaking Skills: A Deep Learning Approach Aligned with Core Competences

Deep learning is an educational approach that develops English Subject Core Competences. Listening and speaking teaching guided by deep learning can effectively implement the goals of cultivating core competences. By integrating deep learning principles and leveraging artificial intelligence (AI), this research aims to cultivate language proficiency, cultural awareness, critical thinking and learning ability within the English classroom. The paper examines methods for embedding core competences into listening and speaking activities through contextual and associative learning, constructing a thematic language knowledge framework, deep processing of content, innovative transfer and problem-solving tasks. AI is utilized to personalize learning experiences and provide timely feedback, thereby transforming traditional English teaching approaches and fostering comprehensive development of students' core competences.

“Global challenge program” projects themed on preventing zoonosis: developing One Health core competences in medical students at SJTU

Abstract Objectives To develop One Health (OH) core competencies in medical students, Shanghai Jiao Tong University has conducted an OH practice project named the “Global Challenge Program” (GCP) for three years. This study aims to understand the outcomes and challenges of the pilot projects, thereby providing evidences to support the expansion of One Health education program on a larger scale. Methods We conducted a questionnaire survey to a purposive sample of 48 participants who were involved in GCP projects. A questionnaire was designed to assess the effect of GCP projects on improving the core competencies of OH professionals. It consists of 32 questions divided into four categories: basic information, overall assessment, communication skills, and interdisciplinary collaboration. Statistical analysis was conducted and reported based on the data collected from the survey. Results A total of 42 students (87.5 % of 48 participants) completed the follow-up survey. Among them, 64.3 % perceived a significant improvement in their understanding of the OH concept and approach after participating in the GCP projects. Benefiting from the communication opportunities offered by the GCP projects, 24.0 % and 49.0 % of the students reported significant and moderate improvement in their international communication abilities, respectively. In addition, 74 .0% of the students noted that the GCP projects greatly enhanced their capabilities in interdisciplinary cooperation and systematic thinking in addressing complex health issues. Conclusions The GCP project has served as a pilot initiative for participatory OH education, contributing to the development of OH core competencies in medical students, particularly in systems thinking, international communication, and interdisciplinary collaboration. However, generalizing the experience of the pilot project to a large-scale education program for medical students requires careful revisit of the gaps of resources and talents in curriculum building and project operation.

Development of advanced practice nursing core competencies in Saudi Arabia: A modified Delphi study

BackgroundAdvanced practice nursing requires a diverse set of competencies that define what advanced practice nurses need to know and be able to do to deliver safe, effective, and high-quality healthcare. Given the lack of evidence regarding core competencies and the evolution of advanced practice nursing roles in Saudi Arabia, it is becoming increasingly important to develop core competencies to standardize educational and clinical training programs. ObjectiveTo define the core competencies of advanced practice nursing in Saudi Arabia. DesignUtilizing a modified Delphi design and snowball sampling technique, data were collected between April and July 2023 using an online questionnaire consisting of 28 core competencies that was developed based on an in-depth literature review and a critical analysis of advanced practice nursing core competencies published by leading professional organizations. Two rounds of Delphi surveys were conducted. SettingsThe study was set in clinical and academic settings in Saudi Arabia. ParticipantsNursing experts with graduate degrees as advanced practice nurses. ResultsIn Round 1, 34 advanced practice nursing experts reached full consensus on 24 of the 28 core competencies, and four core competencies reached partial consensus. Based on suggestions and feedback from the experts, the investigators revised ten core competencies to reflect the improvement suggestions and created three new core competencies. A total of 26 core competencies were used in Round 2, which achieved a full consensus among the 34 advanced practice nursing experts, under the following six core competency domains: knowledge of advanced practice nursing, person-centered care, professional improvement, professionalism, communication and interprofessional partnership, and leadership and system-based practice. ConclusionsGiven the need for a standardized competency framework, the 26 core competencies proposed in our study have the potential to guide education and training in academic programs and facilitate the implementation of advanced practice nursing in clinical settings.

Development of training program for the Eye, Ear, Nose, and Throat emergency nurses in China based on core competency: a Delphi study

BackgroundNursing work in the Eye, Ear, Nose, and Throat (EENT) emergency department is highly specialised and faces significant challenges. Therefore, a high level of nursing competence is necessary for nurses. To develop core competencies, a systematic and standardised training program is required. This study aims to construct a standardised, systematic, and professional training program for nurses working in the EENT emergency department in China.MethodsBased on a literature review and semi-structured interviews, the training scheme draft was developed according to the theoretical framework of core competency for emergency nurses. From July 2023 to October 2023, a total of 21 experts including clinical experts, and nursing experts were selected to conduct 2 rounds of Delphi consultation to construct the training program for EENT emergency nurses.ResultsThe effective response rate for 2 rounds of expert consultation was 100%. The expert authority coefficient was 0.905, and Kendall’s W coefficients were found to be 0.359 and 0.340, respectively. The coefficients of variation for each item of the second round of expert consultation ranged from 0 to 0.19. The finalised training program for EENT emergency nurses consisted of 4 first-level indexes (training objectives, training management, training contents, and training assessment). The training objectives included 3 secondary indicators and 16 tertiary indicators. Training management included 5 secondary indicators and 8 tertiary indicators. Training contents included 4 secondary indicators and 16 tertiary indicators. Training assessment included 3 secondary indicators and 6 tertiary indicators.ConclusionThis study systematically and comprehensively explores the cultivation of nurses working in the EENT emergency department from the aspects of training objectives, training management, training contents, and training assessment. This training program is based on the theoretical framework of core competency standards for emergency nurses. It is in line with the actual needs of the clinic, and the training program is scientific and reliable, which can be promoted nationwide to provide a reference basis for the improvement of the training of emergency specialist nurses.Trial registrationNot applicable.

Technical Assistance for Systemic Change: Lessons Learned From a National Technical Assistance Center.

Despite the millions of dollars awarded annually by the United States Department of Education to build implementation capacity through technical assistance (TA), data on TA effectiveness are severely lacking. Foundational to the operationalization and consistent research on TA effectiveness is the development and use of standardized TA core competencies, practices, and structures. Despite advances toward a consistent definition of TA, a gap still exists in understanding how these competencies are used within an operationalized set of TA practices to produce targeted outcomes at both individual and organizational levels to facilitate implementation of evidence-based practices. The current article describes key insights derived from the evaluation of an operationalized set of TA practices used by a nationally funded TA center, the State Implementation & Scaling Up of Evidence Based Practices (SISEP) Center. The TA provided by the Center supports the uptake of evidence-based practices in K-12 education for students with disabilities. Lessons learned include: (1) the need to understand the complexities and dependencies of operationalizing TA both longitudinally and at multiple levels of the system (state, regional, local); (2) the relative importance of building general and innovation-specific capacity for implementation success; (3) the value of using a co-design and participatory approach for effective TA delivery; (4) the need to develop TA providers' educational and implementation fluency across areas and levels of the system receiving TA; and (5) the need to ensure coordination and alignment of TA providers from different centers. Gaining an understanding into optimal TA practices will not only provide clarity of definition fundamental to TA research, but it will also inform the conceptual framing and practice of TA.

Unravelling the relationship between English reading habits and individual, family and school factors: A Chinese perspective

AbstractIn English teaching, developing students' reading habits has been emphasized for its critical role in promoting overall core competencies. However, in practice, many teachers and parents are not informed of the effective approaches to developing good English reading habits, hindering the overall development of students' core competencies. In light of this, an empirical study was carried out to explore the developmental features of students' English reading habits and individual, family and school factors that affect its development. A questionnaire was adopted to collect quantitative data. A total of 2,130 primary and secondary school students from China participated in the study. The results indicated that their English reading habits varied with age and gender. In terms of age, secondary school students, especially middle school students, performed better than primary school students. In terms of gender, females performed better in reading frequency, reading time and ways of reading, while males had a larger reading volume. Reading habits were found to be impacted by individual, school and family factors. Among them, age had the strongest influence on the development of English reading habits. These findings shed light on effective ways to develop English reading habits, especially in foreign‐language‐learning contexts.

Research on Integrated Teaching of Mathematical Units from the Perspective of HPM

In recent years, unit holistic teaching has been continuously focused on as an effective way to implement core competencies. This teaching method takes a global perspective, organizes teaching content from a unit perspective with systematic thinking, and emphasizes the improvement of students' basic abilities and the development of core competencies. At the same time, teaching based on the history of mathematics is highly valued, HPM (History and Pedagogy of Mathematics) entered the mathematics classroom teaching. HPM teaching can transform science oriented mathematics into education oriented mathematics, thereby maximizing the educational value of the history of mathematics. HPM teaching coincides with unit teaching. This article conducts in-depth research on the overall teaching of mathematical units, sorts out the development of mathematical history, explores the historical background of mathematical knowledge, calculates the evolution process, and effectively integrates mathematical history resources into unit teaching design. The introduction of M-perspective can effectively enrich the content of mathematics teaching, enhance students' interest in learning, deepen their cognitive depth, and help cultivate students' innovative thinking ability in mathematics. Explore the overall teaching implementation strategy of mathematical units, propose corresponding teaching suggestions, and provide reference for mathematics educators.

Core Leadership Competencies in Navigating the Healthcare Landscape: Engaging Our Workforce.

It comes as no surprise that healthcare leaders today face unprecedented challenges. Some are immediate. Others are long-term. Many are interrelated. All are complex. None of them are small, as they include financial sustainability, mission, quality and patient safety, rapidly advancing technology, changing consumer expectations, new market entrants, healthcare inequities, and more regulation. One challenge, though, tops that list: workforce shortages. Although many individuals continue to be drawn to healthcare, the numbers are insufficient to meet increasing demand. Transforming care models will be crucial in meeting the needs of communities. The development of core competencies in driving transformation-embracing innovation and technology, creating a shared vision, and engaging teams in this process-is essential in leading this transformation.

A preliminary analysis of passport to practice: investigating development of core competencies in undergraduate health promotion students.

Equipping tertiary health promotion students with skills and knowledge to contribute meaningfully to the health promotion workforce begins with enhancing their health promotion competence via well-designed curriculum. This includes a focus on work-integrated learning, global citizenship, professional identity and competency mapping in line with the International Union for Health Promotion and Education Core Competencies and Professional Standards for Health Promotion. In this paper we report baseline results for the Passport to Practice project, a mixed-methods prospective cohort study to track undergraduate health promotion student progress across their degree, to evaluate a new approach for assessing student achievement of the Competencies and Standards developed by the International Union for Health Promotion and Education. Baseline data were collected from first-year students via document analysis of student reflection papers (n = 40); and an online survey (n = 29) to measure self-reported health promotion competence, development of global citizenship and professional identity, and PebblePad usability. Findings suggest the Passport to Practice initiative positively contributed to professional identity and health promotion competence. Students appreciated work-integrated learning opportunities that enabled them to plan for future activities to address gaps in their competence; and students excelled in the social responsibility dimension of global citizenship but lagged in the political voice category of the global civic engagement dimension. Findings provide insights about strategies and concepts required to equip students with the skills and knowledge required for their role as health promotion practitioners to address complex public health challenges.

Project-based Approach to Implement a STEM-Focused Engineering Curriculum

In recent decades, integrated science, technology, engineering and mathematics (STEM) projects are occupying a central place in science and engineering curricula. The interest of this problem-based teaching approach in a scientific-technical context lies in finding ways to develop students’ content knowledge and to plan appropriate learning activities and instructional strategies. This paper focuses on designing, implementing and evaluating the introduction of STEM projects in the first year of the engineering degree of a Dual Engineering School. The focus of this study is the use of learning activities such as “predict and argument” and “design and do” to integrate STEM content into lessons and help students develop core competencies through engineering design processes. The evaluation results indicate that students moderately improve their scientific skills and conceptual understanding in the disciplines included in the project.

NIE 지도사의 신문활용교육 지도 경험에 대한 현상학적 연구

The purpose of this study was to comprehend the significance of newspaper utilization in education, as experienced by NIE instructors. To achieve this goal, the purpose of this study was to understand the meaning of the NIE instructors’ experience in teaching “Newspaper In Education”. To achieve this goal, the meaning of experience was derived using Colaizzi's analysis method among the phenomenological research methods for four NIE instructors who founded the Jeju NIE Society, a social education organization. As a result, it was classified into three categories, eight major topics, and 24 sub-topics, and the three categories were 'Meet NIE', 'In Conflict and Confusion', and 'Growing with NIE', respectively. The main conclusions based on these results are as follows. First, NIE helps form a life attitude to contribute to society by leading to more important recognition of community values. Second, if an NIE course is prepared for public education and applied to students, it will not only help develop core competencies in the 2022 revised curriculum, but also play a good role in solving video-oriented problems. Third, if you want to get out of the NIE recession, the first priority should be to develop the capabilities of instructors. This study is meaningful in that it grasped the nature and meaning of the NIE instructors experience based on the vivid experiences of field instructors.

Graduate Perspectives on a Multi-Session, Experiential Interprofessional Education Activity Designed to Develop Core Competencies in Interprofessional Collaboration

Purpose: Interprofessional Collaboration (IPC) in healthcare facilitates efficiency and optimal outcomes for healthcare consumers. To prepare future healthcare workers to engage in collaborative practice, higher education institutions are investing time and resources to engage students in interprofessional education (IPE) experiences. These experiences vary in scope and nature and can include experiential learning (EL) components. Designing these experiences involves much time, planning, and resources from faculty. This study’s purpose was to better understand recent graduates’ perspectives on their experiences as students during an EL/IPE activity, as the results could be used to garner support for these experiences. Method: This qualitative study used a phenomenological approach via semi-structured interviews to understand healthcare students’ perspectives on the usefulness of an EL/IPE activity in facilitating core competencies developed by the Interprofessional Education Collaborative (IPEC). Results: Comfortability, whether positive or negative, emerged as the main category while three subcategories emerged: Communication was Influenced by Comfortability, Understanding of Roles and Responsibilities Developed Through Action, and Teamwork Was Mostly Viewed as Logistics. The value the participants placed on working with a “real client” during the EL/IPE was also evident and is demonstrated in many participant statements but did not seem to emerge as its own category. Conclusion: The use of a multi-session EL/IPE designed to be intellectually safe while promoting and facilitating open discussion, problem solving and reflection within and among participants can promote development of comfortability. This comfortability extends to interprofessional communication and understanding of roles and responsibilities for students in terminal clinical experiences.

Interventions, methods and outcome measures used in teaching evidence-based practice to healthcare students: an overview of systematic reviews

BackgroundTo fully implement the internationally acknowledged requirements for teaching in evidence-based practice, and support the student’s development of core competencies in evidence-based practice, educators at professional bachelor degree programs in healthcare need a systematic overview of evidence-based teaching and learning interventions. The purpose of this overview of systematic reviews was to summarize and synthesize the current evidence from systematic reviews on educational interventions being used by educators to teach evidence-based practice to professional bachelor-degree healthcare students and to identify the evidence-based practice-related learning outcomes used.MethodsAn overview of systematic reviews. Four databases (PubMed/Medline, CINAHL, ERIC and the Cochrane library) were searched from May 2013 to January 25th, 2024. Additional sources were checked for unpublished or ongoing systematic reviews. Eligibility criteria included systematic reviews of studies among undergraduate nursing, physiotherapist, occupational therapist, midwife, nutrition and health, and biomedical laboratory science students, evaluating educational interventions aimed at teaching evidence-based practice in classroom or clinical practice setting, or a combination. Two authors independently performed initial eligibility screening of title/abstracts. Four authors independently performed full-text screening and assessed the quality of selected systematic reviews using standardized instruments. Data was extracted and synthesized using a narrative approach.ResultsA total of 524 references were retrieved, and 6 systematic reviews (with a total of 39 primary studies) were included. Overlap between the systematic reviews was minimal. All the systematic reviews were of low methodological quality. Synthesis and analysis revealed a variety of teaching modalities and approaches. The outcomes were to some extent assessed in accordance with the Sicily group`s categories; “skills”, “attitude” and “knowledge”. Whereas “behaviors”, “reaction to educational experience”, “self-efficacy” and “benefits for the patient” were rarely used.ConclusionsTeaching evidence-based practice is widely used in undergraduate healthcare students and a variety of interventions are used and recognized. Not all categories of outcomes suggested by the Sicily group are used to evaluate outcomes of evidence-based practice teaching. There is a need for studies measuring the effect on outcomes in all the Sicily group categories, to enhance sustainability and transition of evidence-based practice competencies to the context of healthcare practice.

2022 개정 교육과정을 반영한 중학교 미술교과 디자인 단원 수업지도안

Objectives This study proposes a design instructional plan for middle school art departments to develop core competencies pursued in the 2022 curriculum.
 Methods This article examines the core competencies outlined in the 2022 curriculum and proposes a framework for achieving them in design education in the art department, followed by the development of a design lesson plan.
 Results The framework of the new design education is to learn knowledge about solving problems in life through design and its convergence with other fields. To achieve this, students are encouraged to creatively solve problems in their immediate surroundings, read texts on the convergence of design and other disciplines, and imagine what the future will look like when technology and design converge.
 Conclusions Through this course, it is expected that learners will be able to integrate knowledge and experience from various fields to solve problems creatively and proactively deal with new situations.

Interventions to support fellowship application success among predoctoral physician-scientists.

A critical element of physician-scientist training is the development and practice of core competencies that promote success in research careers. The ability to develop compelling training and research proposals is one such foundational skill. The NIH Ruth L. Kirschstein National Research Service Award (NRSA) individual fellowship for dual-degree students (F30, F31, or F31-Diversity) creates an ideal opportunity to provide formal instruction in grant-writing skills to physician-scientists early in training. In the guided process of preparing a predoctoral fellowship application, students learn to formulate clear short- and long-term research and training goals; construct a comprehensive, well-reasoned, and rigorous proposal; become familiar with funding agency priorities; and gain strategic insights into the peer review system. Beyond building scientific writing skills, the application process for an NRSA F30 or F31 is an opportunity for trainees to strengthen mentor-mentee relationships, identify learning opportunities key to their scientific development, and build effective research and mentoring teams. These skills also apply to developing future postdoctoral mentored K applications or faculty research program grants. Here, we outline key features of the structured proposal development training developed for students in the Yale MD-PhD Program and review outcomes associated with its implementation.

Real-world experiments as a teaching and learning approach for sustainable consumption education

PurposeThis paper aims to propose and evaluate an innovative approach to education for sustainable consumption (ESC) which empowers teenagers and young adults to improve sustainable consumption competences. This approach combines pedagogical learning approaches such as real-world learning (e.g. experiential learning and research-based learning) with transformative and transdisciplinary research approaches (i.e. real-world laboratory research).Design/methodology/approachThrough a transdisciplinary research design, the authors explore if real-world experiments (RWEs) offer a suitable approach for sustainable consumption education at schools. RWEs are a research approach for knowledge production, aiming to go beyond temporary interventions, to establish semi-permanent spaces for sustainability transformation and reflexive learning. To evaluate this proposal, the authors study already existing active teaching and learning approaches developed within and for ESC and put these in perspective, to define and understand the RWEs.FindingsInsights from a transdisciplinary research project which applied RWEs as a teaching and learning approach in German schools complement conceptual considerations. As a result, advantages, such as the development of core competencies among learners, but also challenges experienced, are illustrated. Though, the challenges found are not unique to the RWE, rather they point out important potentials for ESC through suggesting systematic changes in educational institutions and teaching approaches.Originality/valueThis paper explores RWEs as an active and participatory teaching and learning approach for sustainable consumption education at schools and delivers practical insights and a definition of RWEs as an innovative teaching and learning approach.