Developmental Competence Research Articles

Implementing a Care-Based Nursing Workforce Model: Implications for Missed Care, Teamwork, and Satisfaction.

Nursing care delivery models may serve as a significant factor contributing to nurse satisfaction, frequency of missed care, and patient outcomes. The nursing leadership team at our institution sought to determine if an adaptation of our primary registered nurse (RN) nursing model would enhance satisfaction of bedside nurses and care of patients. An improvement study introducing a care-based delivery model was implemented between January 2023 and January 2024 on a medical-surgical neurology/spinal unit at our organization. Adoption of a care-based nursing model was supported with the delivery of brief education sessions utilizing in situ simulations for development of competencies in teamwork and delegation. During the pilot period, overall satisfaction with job role improved 23%. Six missed nursing care elements and 7 teamwork elements significantly improved. A care-based nursing model may improve staff satisfaction and quality of nursing care.

Building Student Competencies through Socialization of Digital Transformation and HR Development in the Age of Technology

This community service aims to build student competencies in facing the challenges of digital transformation and human resource development (HR) in the technological era. This activity is carried out through socialization and training that aims to increase students' understanding of the importance of digital literacy, technology skills, and the development of soft skills needed in the modern world of work. The methods used include counseling, interactive discussions, and hands-on practice on various aspects of digital transformation, such as the use of digital platforms, data management, and character and competency development relevant to current industry needs. The results of this activity show that the socialization and training provided can increase students' knowledge and awareness of digital transformation and the importance of developing adaptive and innovative human resources. Thus, this activity is expected to help students prepare to compete in the technological era and become a competent workforce ready to face change.

The effect of simulated problem learning in nursing ethics on moral sensitivity, empathy and critical thinking of nursing students: A quasi-experimental study

AimCompare the effects of Simulation with problem-based learning (SPBL) and Problem-based learning (PBL) in nursing ethics education on nursing students’ moral sensitivity, empathy, critical thinking, test scores and teaching satisfaction. BackgroundPromoting nursing students’ individual and ethical and abilities through education is an essential way to improve their ethical performance and build trustful relationship with patients. Despite significant efforts in this area, few have evaluated the effectiveness of Simulation with problem-based learning and Problem-based learning as applied to nursing ethics education. DesignA quasi-experimental design based on a non-equivalent control group pre-test/post-test. MethodsA quasi-experimental design was used. Participants were 161 undergraduate nursing students from two levels of a university, 88 subjects in the experimental group were taught using Simulation with problem-based learning and 73 subjects in the control group were taught using Problem-based learning. A pre-test, post-test and questionnaire were used to assess the effectiveness of student nursing ethics education. χ2 test was used to examine group differences in students’ characteristics and satisfaction with teaching post-intervention. Student’s t-test was used to assess group differences in scale scores and test scores. ResultsCompared to the pre-test, empathy as well as critical thinking were significantly higher in the PBL group (P<0.05), but there was no significant change in moral sensitivity (P>0.05); moral sensitivity, empathy and critical thinking were significantly higher in the SPBL group (P<0.05). Moreover, this study also showed that improvement in moral sensitivity, empathy, critical thinking and grades was more significant in the SPBL group of nursing students compared to the PBL group (P<0.05) and no statistically significant difference was found between the two groups in terms of teaching satisfaction (P>0.05). ConclusionThe use of Simulation with problem-based learning in nursing ethics education has a positive impact on nursing students' competency development and knowledge acquisition. Nurse educators should consider this teaching method and promote change to increase the effectiveness of nursing ethics education.

Unele aspecte referitor la conceptul, componentele și condițiile pedagogice de formare a competenței de gândire critică la elevii de vârstă școlară mică

The paper addresses some aspects of the concept, structural components, and general conditions for the formation of critical thinking competence in students. The basic topics reflected in the work are the following: relationships of skills critical and creative thinking; the means of training critical and creative thinking skills; critical thinking competency components and conditions; general training and development of critical thinking competence in students of small school age. The critical thinking competence is made up of the following components: attitudes, knowledge/information about means of knowledge, behavior (argument, analysis, logical and creative thinking, independent thinking) and the reflective component. Based on the theoretical, praxiological benchmarks and the provisions of the national curriculum, the psycho-pedagogical conditions for the formation and development of the critical thinking competence were elucidated. Each group of psychopedagogical conditions is mainly oriented towards the formation and development of certain components of critical thinking competence.

Building the right employee value proposition to retain millennial talents: A case study at a national bank in Indonesia

Bank ABC are dominated by the millennial generation, which makes up 65% of all employees. During the 2020-2022 period, there was an increase in the number of employees who resigned, most of whom were the millennial generation and had good performance. Meanwhile, in the next 3-5 years the millennial generation is projected to occupy strategic positions. Therefore, this study aims to develop employee value proposition (EVP) development strategy in the context of millennial talent employees’ retention. The research was conducted through a survey using Pawar and Charak's EVP Priority Model dimension guide, equipped with additional dimensions obtained from interviews with millennial employees with high potential and performance. The survey was filled by 366 millennial talent employees. The survey results were processed and analysed using the Importance Performance Analysis (IPA) method. Results related to priority EVP attributes for development (quadrant 1 IPA results) were obtained, namely: Career development, performance appraisal, workload, work-life balance, technological innovation, annual leave and performance-based remuneration. Based on the findings obtained, a model has been built which consists of three priority areas for EVP development, namely Leader's Future Development, Design of Organization, and Remuneration for Human Capital Sustainability (abbreviated to LDR – Leadership Development Remuneration Model), with four strategic program designs consisting of: (1) performance assessments that prioritize the principle of fairness,(2) acceleration of levels digital-based career and competency development, (3) workload analysis and job design that supports the future of work, and (4) development of competitive compensation with equitable principles.

SYNECTICS AS ONE WAY OF DEVELOPING SOFT SKILLS OF HIGH SCHOOL STUDENTS

This article examines the potential for fostering soft skills in high school students, aimed at preparing them for independent living, enabling quick adaptation to changing circumstances, making decisions in complex situations, working in teams, and communicating effectively with others. Many psychological challenges exist regarding the effective development of these skills in this age group.The analysis of various sources has identified synectics as an effective method for developing soft skills in high school students, as it addresses the aforementioned challenges. During a psychological experiment that included surveys and observational studies, the level of development of soft competencies within the "4K" framework—creativity, communication, critical thinking, and cooperation—was assessed using synectics techniques such as "Feedback," "Situational Modeling," "Teamwork," "Creative Thinking,""Brainstorming," "Communication," and quiz games. The implementation of synectics positively influenced the development of all soft skills among high school students in the experimental group, particularly enhancing creativity and communication abilities.Consequently, recommendations were made for the general use of synectics to develop soft skills in high school students.The study holds practical significance, as the findings can be utilized by educators to develop new psychologist methods aimed at enhancing soft skills in high school students.

Dezvoltarea competențeide investigarela elevi prin activități de cercetare

The article presents some practical aspects regarding the development of students' skills and competencies in research and investigation activities. The aim of the paper was to develop investigation competencies in adolescents by involving them in practical activities during biology lessons, which will contribute to the formation of health-promoting behaviors concerning human nutrition and maintaining health.

Психологическая компетентность юриста как средство совершенствования взаимодействия участников правоотношений

The article is devoted to the topic of developing the psychological competence of a lawyer as a professionally important personal characteristic in the context of considering his professional success from the point of view of economic theory. The analysis of economic risks in the field of legal practice in the specific area of bankruptcy of individuals is carried out, the factors of professional success of a lawyer in the process of interaction with debtor citizens are revealed. A practical study conducted among practicing lawyers is presented, which identifies the main indicators of their psychological competence, and proves its role as a means of improving the interaction of participants in legal relationships in the process of bankruptcy of individuals. Based on the results of the diagnostic study, the conditions and opportunities for the development of psychological competence of lawyers were determined through a special psychological training program developed taking into account the current requests of lawyers practicing in the field of bankruptcy of citizens. The importance of the psychological competence of a lawyer practicing in the field of bankruptcy of citizens as a professionally important personal education is substantiated. The need for a lawyer to have highly developed competencies in the psychological field in order to build effective interaction at different levels and the presence of diverse social contacts in the performance of professional tasks is proved.

Two Preservice Teachers’ Adaptive Competence in Lesson Planning Across Two High School Placements

Purpose: To investigate the adaptive competence of two physical education preservice teachers (PSTs) across two high school placements. Methods: Two PSTs each taught four 6-lesson frisbee units across two different high schools. Feedback on lesson plans prior to teaching, guided reflection-on-action, and repeated teaching was used to support adaptations to six core teaching practices. PSTs made three iterations of each lesson plan. Results: PSTs made 589 adaptations across the core teaching practices of management (28%), task presentation (16%), content development (16%), active supervision (16%), goals and assessment (7%), and rules and routines (3%). Between 16% and 30% of adaptations were made in the last iteration. The number of adaptations decreased from the first to the second school placement and from Lessons 1 to 6. Conclusion: Feedback on lesson plans, guided reflection-on-action, and repeated teaching aided PSTs’ development of adaptive competence during school placements.

(Re)Development of pain target competencies in a contemporary, multi-centre undergraduate medical curriculum: The importance of local cultural requirements

Pain is the most common reason to seek healthcare, however pain teaching is often not prominent in medical school curricula. This project reviewed an existing medical curriculum to develop a comprehensive pain curriculum that consolidated pain learning across a medical degree delivered on geographically-distinct campuses, looking to provide contemporary pain learning that was culturally appropriate in a local context. A cross-campus, interdisciplinary pain working group (PWG) was established to work across the two program stages (pre-clinical, clinical) and three clinical campuses. The PWG undertook a three-phase project to i) develop a range of potential target competencies based on expert input and international pain curricula, ii) identify and review existing pain competencies, and iii) undertake iterative review of information, consult with stakeholders, and propose revised competencies. Eight pain competencies were identified within the extant curriculum. Recommendations included two existing competencies remained unchanged, four be modified, two merged, and 26 new competencies adopted including some specific to local Indigenous Māori and Pacific Island communities. The 33 pain target competencies were structured across different teaching domains: science, research, and scholarship (n = 5); population health and epidemiology (n = 3); clinical skills (n = 5); and diagnostics and therapeutics (n = 20). Contemporary pain learning, including around Indigenous health, was not adequately represented. New target competencies were adopted to ensure pain learning is appropriate for medical practice in Aotearoa New Zealand, containing competencies specific to Māori and Pacific Island communities. Curricula review needs to consider local cultural requirements while integrating international best practice to ensure pain learning is appropriate. PerspectiveA comprehensive pain curriculum was developed across a multi-campus medical school setting. Through a three-phase project, existing pain competencies were reviewed and new target competencies developed, including those specific to local Indigenous communities. Findings highlight the importance of ensuring contemporary curricula include pain learning that is culturally focused and relevant.

Challenges in Implementing Competency-based Medical Education in India – Stakeholders’ Perspective: A Mixed-method Analysis

Introduction: Competency-based Medical Education (CBME) was introduced in the year 2019 in India. It has brought about major changes in medical education. The curriculum is learner centric, outcome based, focuses on the development of core competencies and professionalism. However, many institutions have faced challenges during the implementation of the CBME curriculum. This study was aimed at assessing the challenges faced by all the stakeholders (students, faculty, and administrators) of various medical institutions and gather their insights on proposed solutions. Methodology: This cross-sectional study was conducted over a period of 3 months, from October 1, 2023, to December 31, 2023. The study was conducted in 32 medical colleges across India. A total of 60 faculty of various disciplines, 32 administrators of the institutes, and 580 undergraduate medical students were included in the study. Perception of students and faculty was collected using a validated survey form. One-on-one interview was done for all the 32 administrators using a facilitator guide. A mixed-methods approach was used for quantitative and qualitative data collection and analysis. Results: Around 40 (66.6%) faculty opined that that deficiency of trained faculty was a significant challenge in implanting CBME curriculum. Twenty (33.3%) of the faculty felt that there is a lack of adequate infrastructure required for the implementation of CBME curriculum. Among the administrators surveyed, 12 (37.5%) felt that dwindling student attendance was a major challenge, whereas 10 (31.5%) felt that there was the lack of collaboration between universities, colleges, and regulatory authorities. Four hundred and twenty-five (73.2%) of students opined that simulation-based training and 435 (75%) students opined that electives were very good initiatives by CBME curriculum. The students found the inclusion of integrated teaching, Attitude, Ethics, and Communication Module, early clinical exposure, and Family Adoption Programme in the CBME curriculum helpful. Conclusion: CBME curriculum was largely accepted across all the medical colleges. The training of faculty and administrators was considered an important challenge which needs to be considered. Students opined that the newer curricular reforms enhanced their learning.

IMPROVING STUDENTS’RESEARCH COMPETENCE IN TEACHING THE KAZAKH LANGUAGE

The article discusses the enhancement of students’ research competence within the context of teaching the Kazakh language. Developing learners’ research skills is becoming a significant factor in higher education system. This research seeks to undertake a detailed examination of students’ attitudes toward the Kazakh language, identify existing obstacles, and design effective strategies to assist the development of research competency within the context of Kazakh language and culture studies. This study examines both foreign and local studies to provide a methodology for teaching languages and culture. It also attempts to promote a successful integration of research approaches into the learning process for Kazakh language acquisition. This study paper applies a qualitative method, using semi-structured interviews, to collect thorough data on students’ opinions and experiences with developing research abilities while learning the Kazakh language. The methodology intends to explore the many features of competence, language acquisition issues, and the significance of research activities in improving students’ language proficiency.

Education projects as an effective tool for developing meta-skills among moscow primary care providers: a case of "Scientific laboratory: Moscow polyclinic" project

Against the background of a large-scale modernization of primary health care, introduction of new treatment and diagnostic methods and clinical guidelines, primary care physicians have an increasing need to improve professional skills, expand horizons and adapt to a rapidly changing reality, requiring the development of meta-skills, for example, critical thinking and research competencies. The purpose of the study was to assess the possibility of developing meta-skills among primary care providers through an educational project exemplified by the "Scientific Laboratory: Moscow Polyclinic" urban project.

METHODOLOGY OF FORMATION OF COMMUNICATIVE COMPETENCE IN STUDENTS OF PROFESSIONAL EDUCATIONAL INSTITUTIONS: COLLECTION OF METHODS FOR IDENTIFICATION OF COMMUNICATIVE PROBLEMS

In the rapidly evolving world, communicative competence has become a crucial skill for students in professional educational institutions. This paper explores a methodology for the development of communicative competence through the use of a structured collection of methods for identifying communicative problems. Theproposed methods—“Communicative Problem Map,” “Communicative Problem Tree Analysis,” and “Communicative Problem Review”—are designed to provide students with a systematic approach to recognizing, analyzing, and resolving communication issues. By implementing these methods, educators can effectively prepare students for professional communication challenges.

The role of universities in enabling open innovation through the development of digital competence of faculty

The concept of open innovation, which involves the intentional exchange of internal and external knowledge to accelerate innovation, has been widely discussed in business management but, in recent years, has also entered the academic community. This concept aligns closely with the university's mission to advance knowledge, foster creativity, and address real-world problems. The present study aims to examine the role of universities in promoting educational innovation as a form of open innovation through developing the digital competence of faculty and using external sources of knowledge. Accordingly, this study explores the following research questions: 1) What educational innovations are facilitated by developing faculty's digital competence? 2) To what extent are these educational innovations linked to external knowledge sources? The study is based on the following research methods: scientific literature review, focus group discussion with faculty members, and conceptual model development through data triangulation. The findings position digital competence as an enabler of educational innovations and highlight the university's role in creating a conducive environment for open innovation by enabling collaboration with various actors, accessing and sharing knowledge and empowering the participation of diverse stakeholders. Moreover, the study concludes that enhancing faculty digital competence, integrating external knowledge through collaborative spaces, fostering industry partnerships, and investing in digital infrastructure can create a dynamic ecosystem that supports open innovation as an educational innovation.

RNA surveillance by the RNA helicase MTR4 determines volume of mouse oocytes.

Oocytes are the largest cell type in multicellular animals. Here, we show that mRNA transporter 4 (MTR4) is indispensable for oocyte growth and functions as part of the RNA surveillance mechanism, which is responsible for nuclear waste RNA clearance. MTR4 ensures the normal post-transcriptional processing of maternal RNAs, their nuclear export to the cytoplasm, and the accumulation of properly processed transcripts. Oocytes with Mtr4 knockout fail to accumulate sufficient and normal transcripts in the cytoplasm and cannot grow to normal sizes. MTR4-dependent RNA surveillance has a previously unrecognized function in maintaining a stable nuclear environment for the establishment of non-canonical histone H3 lysine-4 trimethylation and chromatin reorganization, which is necessary to form a nucleolus-like structure in oocytes. In conclusion, MTR4-dependent RNA surveillance activity is a checkpoint that allows oocytes to grow to a normal size, undergo nuclear and cytoplasmic maturation, and acquire developmental competence.

Mitoquinone improves porcine embryo development through modulating oxidative stress and mitochondrial function

Oxidative stress caused by excess reactive oxygen species (ROS) is one of the main causes of low efficiency in in vitro production of embryos. These ROS can cause mitochondrial dysfunction and apoptosis, resulting in poor embryo development. Therefore, to prevent mitochondrial damage and apoptosis caused by ROS, we investigated the effects of mitoquinone (MitoQ), a mitochondrial-targeted antioxidant, on the in vitro culture (IVC) of porcine embryos. Various concentrations of MitoQ (0, 0.01, 0.1, or 1 nM) were supplemented during the entire period of IVC. The results showed that supplementation with 0.1 nM MitoQ significantly increased the blastocyst formation rate, with a higher total cell number including trophectoderm cell number and higher transcript expression of lineage-specific transcription factors in blastocysts. In addition, the 0.1 nM MitoQ-treated group showed a significantly lower percentage and number of apoptotic cells in blastocysts with positively regulated transcript expression of apoptosis-related genes. Therefore, 0.1 nM MitoQ was suggested as optimal concentration for porcine IVC and used for further investigations. MitoQ treatment significantly reduced intracellular ROS levels and increased glutathione levels in Day 2 embryos, with upregulated the transcript expression of antioxidant enzymes-related genes. Furthermore, the MitoQ group exhibited a significantly higher mitochondrial quantity, mitochondrial membrane potential, and ATP content in Day 2 embryos, with increased transcript expression of mitochondrial biogenesis-related genes. Taken together, these findings reveal that MitoQ supplementation can enhance the developmental competence of porcine embryos by decreasing oxidative stress and improving mitochondrial function.

New Insights on In Vitro Maturation of Oocytes for Fertility Preservation

In the last decade, the evolution of oncofertility has sparked a resurgence of interest in in vitro maturation (IVM) due to its suitability in certain oncological scenarios where controlled ovarian hyperstimulation may not be feasible. The retrieval of immature cumulus–oocyte complexes from small antral follicles, regardless of the menstrual cycle phase, presents a swift opportunity to vitrify mature oocytes or embryos post-IVM in urgent situations or when stimulation is not advisable. Harvesting immature cumulus–oocyte complexes and immature oocytes can be achieved transvaginally or directly in the laboratory from extracorporeal ovarian tissue. Although IVM has transitioned from an experimental status due to safety validations, it relies on the intricate process of oocyte maturation. Despite successful live births resulting from IVM in fertility preservation contexts, the comparatively lower developmental competence of in vitro matured oocytes highlights the necessity to enhance IVM culture systems. Recent advancements in IVM systems hold promise in bolstering oocyte competence post-IVM, thereby narrowing the gap between IVM and outcomes from ovarian stimulation. Additionally, for optimizing the chances of conception in cancer survivors, the combination of IVM and ovarian tissue cryopreservation stands as the favored choice when ovarian stimulation is unfeasible.

Lack of effect of cAMP modulation during pre-maturation in vitro on development to the blastocyst stage and expression of specific genes associated with lineage commitment

Pharmacological elevation of cAMP of cultured cumulus-oocyte complexes (COC) before or coincident with initiation of maturation has been reported to improve outcomes for various systems for in vitro production of embryos. Here it was hypothesized that artificial elevation of cAMP in the oocyte for a 2-h period of pre-maturation would improve developmental competence of matured oocytes and result in increased blastocyst yield and alter expression of genes important for embryonic differentiation. Treated COC were cultured for 2 h with dibutyryl cAMP (dbcAMP), a membrane-permeable form of cAMP, and 3-isobutyl-1-methylxanthine (IBMX), which inhibits phosphodiesterases that convert cAMP to ATP. Subsequently, oocytes were matured and fertilized and the resultant embryos cultured for 7.5 d. There was no effect of treatment on the percent of oocytes or cleaved embryos becoming blastocysts or on transcript abundance of EOMES, GATA4, NANOG, SOX2, or SOX17 in the blastocyst. Results do not support the use of pharmacological enhancers of cAMP concentrations in the oocyte for improving the blastocyst yield following in vitro oocyte maturation, fertilization, and embryo culture.

Assessment of Nigerian Teacher Educators' Strategies for Professional Digital Competent Development

This study investigated the digital competence of Nigerian teacher educators at Michael Okpara University of Agriculture Umudike, (n=136) and Alvan Ikoku Federal University of Education, Owerri (n=191, 20% sample via purposive sampling) in Nigeria. Data were collected using an 18-item “Teacher-Educators Questionnaire on Teacher Educators’ Strategies for Professional Digital Competence” (TOEPG), validated by three experts and achieving a Cronbach’s alpha of 0.85. Findings revealed relatively high levels of digital competence but highlighted significant shortcomings in current professional development programs. Teacher educators expressed a strong need for more comprehensive, context-specific, and sustained professional development that incorporates collaborative learning and equitable access to resources. A key recommendation is the development and implementation of robust, ongoing professional development programmes tailored to the specific needs and challenges faced by Nigerian teacher educators.