Dimensions Of Competence Research Articles

Empowering Educators: Integrating Sustainable Health in Healthcare Professionals’ Training

Abstract Despite efforts to realize Agenda 2030, the sustainable development goals (SDGs) may not be achieved. This already now impacts public health and healthcare, including the training of providers. “Sustainable health” addresses this urgency by emphasizing health as key to achieving the SDGs. While the UN developed a competency framework for teachers in 2011, the specific competencies needed to train in sustainable health remain unclear. Transformative learning (TL) is crucial to integrating sustainable development in higher education (HE), yet its application in the education of health professionals is limited. TL entails a profound transformative journey that reshapes perceptions and experiences, necessitating a shift in the educator’s role from information provider to facilitator of transformative processes. According to a 2019 literature review on TL for healthcare students, teachers need detailed and practical guidelines on how to implement TL. We aimed to develop an evidence-based matrix outlining a) the educational strategies needed to ensure that students develop sustainable health competencies, and b) the competencies teachers need to use these strategies in a quality-assured way. We conducted a literature review to identify key dimensions of teacher competencies and educational strategies for sustainable health. We surveyed teachers at Karolinska Institutet to assess the relevance of these competencies and teachers’ confidence in using them. Focus group discussions were conducted, to explore barriers and enablers to develop competencies and use educational strategies. We present a competency framework for HE teachers, accompanied by recommended educational strategies and self-assessment tools to gauge further training needs. To be used by teachers and educational developers, it will be openly accessible in Swedish and English. This study contributes to enhancing competencies in training health professionals to contribute to achieving sustainable health for all. Key messages • Educators need to be equipped with competencies to lead transformative learning processes to enable future generations of health professionals to achieve sustainable health for all. • Educators need to be supported to transform their role and practice to provide relevant training for future health care providers.

Diversity in old age: Stereotyping of subgroups of older people across cultures

AbstractAn ageing population is increasingly recognised as a critical concern in the social sciences, especially in regard to the issue of ageism. The literature suggests that older people are subject to ambivalent and paternalistic judgements. However, this does not consider diversity within the older population and that cultures may differ in how they perceive and evaluate diverse groups of older people. To address these gaps, a pre‐study was conducted employing a freelisting task to identify old age subgroups. In the main study, participants from the United States and Germany (individualistic‐loose cultures) and Japan, Lebanon and Portugal (collectivistic‐tight cultures) were asked to evaluate 19 distinct subgroups of older people by using stereotype content measures. The results suggest that subgroups' clusters were generally perceived as low, medium, or high on both the competence and warmth dimensions providing no support for clearly ambivalent old age subgroup stereotypes. As expected, competence and warmth were consistently associated with the socio‐structural variables perceived status and threat. Overall, the results point to similar patterns across cultures with different subgroups being evaluated in a similar fashion on stereotype content measures. This highlights the importance of promoting a more nuanced understanding of older people when addressing ageism in different cultures.

Comparing the impact of different transfusion medicine teaching methods—A mobile application versus task-based learning—On two dimensions of clinical competence among nursing students: A quasi-experimental study

AimTo evaluate and compare the impact of a transfusion medicine training course delivered via two different teaching methods—a mobile application and task-based learning—on nursing students' knowledge and clinical decision-making skill. BackgroundTo advance nursing education and clinical competence, it is crucial to integrate innovative methods, such as mobile applications and task-based learning, that promote active and competency-based learning. Evaluating these methods provides educators with insights to enhance nursing students' knowledge and clinical decision-making skill, ultimately improving patient care and supporting professional development. DesignA quasi-experimental study using a pretest-intervention-posttest design with a control group. MethodsThis study included 82 nursing students from the 6th to 8th semesters, selected through convenience sampling and randomly assigned to three groups—mobile application (n=30), task-based learning (n=30) and control (n=30). The first group received educational content through a mobile application, the second group through task-based learning and the control group received no intervention. Data were collected using a valid and reliable three-part researcher-made tool, including a demographic/educational checklist and questionnaires on knowledge and clinical decision-making skill, administered before and two weeks after the intervention. Analysis was done using paired t-test, analysis of covariance and Bonferroni post hoc test, with a significance level set at p<0.05. ResultsFollowing the intervention, both intervention groups showed a significant increase in knowledge and clinical decision-making skill scores (p<0.05). Although both groups had higher knowledge scores than the control group, the differences were not significant (p>0.05). In contrast, clinical decision-making scores were significantly higher in both intervention groups compared with the control (p<0.05). No significant differences were observed between the intervention groups regarding the mean post-test knowledge and clinical decision-making skill scores (p>0.05). ConclusionBoth teaching methods effectively improved nursing students' knowledge and clinical decision-making skills in transfusion medicine. To leverage these findings effectively, educational authorities should integrate mobile applications and task-based learning into nursing curricula, test these methods in various settings to assess their impact and use the findings to update curricula in line with current educational needs.

Are Short-Term Study Abroad Experiences Effective in Developing Global Citizenship in University Students Studying Health Degrees?

Short-term study abroad (STSA) experiences are an increasingly popular strategy used by universities to develop global citizenship in students. Global citizenship is particularly important for emerging health professionals with many health challenges of the 21st century being of global importance. Yet, evidence on the effectiveness of STSA is inconclusive, predominantly due to methodological issues limiting research to date. This quasi-experimental study draws on a recognized global citizenship framework encompassing dimensions of social responsibility, global competence, and global civic engagement to examine the changes in global citizenship pre- and post-STSA experience in health students. The sample consisted of health students (n = 75) who participated in an STSA experience (study tour or practicum) from 16 to 22 days in a less industrialized country and a control group (n = 66) who did not partake in any intervention. The data analysis found that students in the intervention group had significant improvements in their overall global citizenship score and its dimensions separately, except for social responsibility, while no significant changes were seen in the control group. The findings provide evidence to support STSA experiences as an accessible option for universities to promote global citizenship development among health students.

Development and validation of teacher artificial intelligence (AI) competence self-efficacy (TAICS) scale

AbstractEvaluating teacher AI competence levels and building effective, safe, and healthy learning environment are crucial steps in transitioning to AI-based education. Current established digital competence frameworks may indirectly address AI competence but often overlook the impact of AI on society, ethics, and assessment. Research on teacher AI competence is at its first stage, primarily focusing on theoretical and professional discussions, along with qualitative investigations. This study aims to propose and confirm the reliability and validity of a scale measuring teacher AI competence self-efficacy (TAICS) in K-12 education. The scale was developed using a Delphi method, and includes six dimensions: AI knowledge, AI pedagogy, AI assessments, AI ethics, human-centered education, and professional engagement. Each dimension contains four items. The scale was evaluated on a sample of 434 K-12 teachers through confirmatory factor analysis and model comparisons. The analyses showed that the scale is consistent across male and female teachers, as well as scientific and non-science teachers. The completed TAICS scale consists of 24 items and encompasses six dimensions of AI competence. It can be used to examine interventions and correlational research, as well as to inform the creation of new strategies and policies for AI in relation to teacher AI competence development.

Trauma nursing practitioners’ preferences for training for trauma specialist nurses based on job competencies

IntroductionOptimizing trauma nurse training is of great significance in enhancing nurses’ professional skills, strengthening their emergency response capabilities, facilitating career development, and improving patient rescue success rates. This study aims to investigate the preferences of trauma nursing practitioners for trauma specialist nurse training based on job competency. Methods631 Trauma nursing practitioners from 20 hospitals in Guizhou Province, China, participated in this cross-sectional study. The instruments used were the General Information Questionnaire and the Self-designed training preference questionnaire for trauma specialist nurses based on job competency theory. Questionnaires are distributed and collected through online questionnaires. Results93.03% of trauma nursing practitioners expressed their willingness to participate in trauma nurse specialist training, of which 80.35% had high-level training needs. 78.92% of trauma nursing practitioners expressed their hope to receive trauma nurse specialist training through operational demonstration training, online live broadcasts, and scenario simulation drills. Among the various dimensions of job competency, the highest demand was for professional knowledge, skills, and ability. ConclusionTrauma nursing practitioners highly value and recognize the professional training of trauma nurse specialists and prefer training methods that are highly practical and can directly improve clinical skills. The research results provide an important basis for further optimizing the training program for trauma nurse specialists.

Unlocking potential: exploring the interplay between entrepreneurship and research competence across diverse academic disciplines

This study aims to identify and analyze the self-assessment of entrepreneurship sub-competences among students at Latvian higher education institutions. The research questions addressed include: What is the self-assessment of students’ entrepreneurship competence at different levels of education? How and to what extent does the self-assessment of students’ entrepreneurship competence vary across different thematic groups? How and to what extent does the self-assessment of students’ entrepreneurship competence differ between academic and professional programs? Do bachelor’s and Master’s students’ entrepreneurship competences improve during the study process? Additionally, the study explores the correlation between students’ self-assessment of their entrepreneurship competence and their research competence. Data were collected using an assessment tool for students’ transversal competences developed in the ESF project “Development and implementation of the education quality monitoring system”, which consists of an online survey data and were analyzed with SPSS Statistics v.21. The results show that students evaluated their entrepreneurship competence just above average. Bachelor-level students improved their entrepreneurship competences during their studies, but there were no statistically significant differences between Master’s students’ evaluations in their first and last study years. Network analysis indicates that the entrepreneurship sub-competence “Identification, mobilization, and efficient use of internal and external resources” is connected with most research competence dimensions, and improving this sub-competence will therefore have the most effect on influencing research competence.

THE RELATIONSHIP BETWEEN EMOTIONAL COMPETENCE, SOCIAL ENTREPRENEURIAL OUTCOME EXPECTATIONS AND SOCIAL ENTREPRENEURIAL INTENTION

This study investigates the influence of four dimensions of emotional competence, including self-awareness, empathy, motivation, self-regulation and social skills on the social entrepreneurial intention of students through social entrepreneurial outcome expectations. Based on a data set of 482 final year students, the results of the study show that self-awareness, self-regulation and self-motivation affect social entrepreneurial intention and outcome expectations. In contrast, empathy and social skills only directly affect social entrepreneurial intention. This study suggests that higher educators and policymakers incorporate emotional competency development into the higher education process. Higher education should be the place to nurture a generation of emotionally competent and socially conscious entrepreneurs by establishing an educational environment that values and develops emotional intelligence and by providing practical, encouraging experiences that align with the tenets of social enterprise.

Evaluating Negotiators Who Deceptively Communicate Anger or Happiness: On the Importance of Morality, Sociability, and Competence

AbstractResearch has shown that negotiators sometimes misrepresent their emotions, and communicate a different emotion to opponents than they actually experience. Less is known about how people evaluate such negotiation tactics. Building on person perception literature, we investigated in three preregistered studies (N = 853) how participants evaluate negotiators who deceptively (vs. genuinely) communicate anger or happiness, on the dimensions of morality, sociability, and competence. Study 1 employed a buyer/seller setting, Studies 2 and 3 employed an Ultimatum Bargaining Game (UBG). In all studies, participants learned a negotiator’s (the target’s) experienced and communicated emotions (anger or happiness), before evaluating the target. Across studies, targets were evaluated lower on morality if they deceptively (vs. genuinely) communicated anger or happiness. Notably, negotiators deceptively communicating anger were evaluated lower on morality and sociability but higher on competence than those deceptively communicating happiness. Studies 2 and 3 investigated behavioral consequences by examining whether in a future negotiation participants chose the target to be their opponent or representative. Results showed that for opponents, participants preferred targets who genuinely communicated happiness (vs. anger), which was associated with their perceived morality or sociability. For representatives, participants not only preferred targets who had genuinely communicated happiness (vs. anger), but also targets who had deceptively communicated anger (vs. happiness), which was associated with their perceived competence. These findings show that when evaluating deceptive (vs. genuine) communication strategies, people distinguish between morality, sociability, and competence. The importance they attach to these dimensions is also contingent on the behavioral decisions they face.

It Is Leadership, but (Maybe) Not as You Know It: Advocating for a Diversity Paradigm in Sports Leadership and Beyond.

The need to 'rethink leadership' is on the radar of many, from global finance and auditing organisations (e.g., Deloitte) and global sports organisations (e.g., the International Olympic Committee) to national and local sports organisations concerned about the decreasing numbers of participants or the lack of women coaches. Yet, is the dominant Western leadership orthodoxy fit for purpose in the 21st century? The purpose of this article is two-fold. First, to advocate for ways of 'rethinking leadership' that challenge the current dominant ethnocentric, gender-biased, leader-centric orthodoxy. Second, to introduce an expanded global and diverse leadership paradigm that is underpinned by clearly delineated dimensions of diversity and cultural competence, which recognises the importance of the organisational and cultural contexts. The literature discussed in this article draws from leadership studies generally and sports leadership and sports coaching more specifically. Key to this article is the discussion of the implications of adopting a diverse leadership paradigm for policy, practice, development, and research of leadership. This advocacy article does not end with a definitive conclusion but rather with an invitation to participate in a journey to realise the potential of diverse leadership.

Competences for socio-ecological stewardship: a qualitative assessment of the transformative potential of farmers’ learning processes in Eastern Uganda

ABSTRACT Purpose: This paper identifies socio-ecological stewardship competences that smallholder farmers in the Manafwa watershed in Eastern Uganda, developed by participating in a project founded on the Participatory Integrated Planning approach. Methodology: A case study approach was applied. Data were collected by interviewing smallholder farmers and PIP trainers; observing farm practices and PIP training sessions; and conducting focus group discussions. Data were analysed thematically, inspired by the environmental competence model of Roczen, to identify socio-ecological stewardship competences. Findings: The study identified socio-ecological stewardship competences comprising different sustainability-related dimensions including: ‘environmental knowledge’ as environmental systems, action-related, effectiveness, social, and ethical knowledge; ‘connection with nature’ as establishing an identity with nature, appreciating the value of nature, social, and ethical attitudes; and ‘ecological behaviour’ as conservation and restoration, social, and ethical actions. Practical implications: Competence dimensions are interconnected thus requiring learning environments that develop them simultaneously. Additionally, social and ethical competences are relevant for supporting stewardship action. Theoretical implications: This study expands Roczen’s environmental competence model by including social, ethical, and conservation and restoration action competences. Originality/value: This study is the first to identify socio-ecological stewardship competences and the learning processes that can foster these competences.

Entrepreneurial Competency of Single-Mother Entrepreneurs

Today, the business world has embraced increasing uncertainty and abrupt changes. The concern for business owners is business sustainability, which is crucial for their business to remain relevant and flexible in unpredictable business environments. The process of change forces business owners to be ready for any consequences that affect their business. Due to overwhelming tasks and responsibilities, single mothers may need help to succeed in business. The present research offers a comprehensive review of business continuity from the perspective of single mothers. Within the scope of this research is an exhaustive and methodical investigation of the business acumen of single mothers as entrepreneurs. A literature review was conducted, and the findings may offer a comprehensive discussion of several dimensions of entrepreneurial competency. The findings contribute new information to the existing body of knowledge regarding entrepreneurial competency, which has been a recurrent topic of discussion among earlier academics who have explored the subject matter to investigate. At the end of this paper, practising entrepreneurial competency with single-mother entrepreneurs has several implications. These findings can be applied and utilized by single-mother entrepreneurs, as well as by the government, industry, and the community.

Decoding love signs: The role of perceived relational red flags in mate selection criteria among Filipino young adults

Abuse and infidelity are common relational conflicts in the Philippines. The prevalence of this growing social problem among Filipinos has also been observed in their calls regarding these warning signs in a romantic partner. Hence, this study explores how these issues influence young adults’ mate preferences by examining their lived romantic experiences. Utilizing criterion purposive sampling, ten diverse stories of heterosexuals were evaluated through semi-structured in-depth interviews and interpretative phenomenological analysis to understand the complexity of experiential meanings of participants who have had long-term relationships with their previous ex-lovers and are currently engaged in committed relationships. Participants denoted relational red flags encompassing emotional distance, deception, emotional labor, destruction, and emotional manipulation. These turbulent behavioral patterns deliberately cause the deterioration of their previous relationship while they consider the dimensions of warmth, competence, and attractiveness when choosing an ideal mate. These preferences mentioned are similar to the desirable qualities of their current partners. Findings also assert that relational red flags were perceived as the diametric bases for mate selection, non-negotiable deal breakers, and a lesson to captivate dealmakers. Considering the rising numbers of reported domestic violence victims, including psychological abuse in relationships, this research has compelling implications for Gender and Development and Anti-Violence Against Women. Further, it is also pertinent to counseling psychology practices, especially in the current status and emerging development of Couples Therapy, which primarily handles relationship issues during the pre-marital stage.

Evidence-based development of an instrument for the assessment of teachers’ self-perceptions of their artificial intelligence competence

AbstractArtificial intelligence (AI) competence in education is a set of skills that enable teachers to ethically and responsibly develop, apply, and evaluate AI for learning and teaching processes. While AI competence becomes a key competence for teachers, current research on the acceptance and use of AI in classroom practice with a specific focus on the required competencies of teachers related to AI is scarce. This study builds on an AI competence model and investigates predispositions of AI competence among N = 480 teachers in vocational schools. Results indicate that AI competence can be modeled as combining six competence dimensions. Findings suggest that the different competence dimensions are currently unequally developed. Pre- and in-service teachers need professional learning opportunities to develop AI competence.

Development of a basic evaluation model for manual therapy learning in rehabilitation students based on the Delphi method

ObjectiveManual therapy is a crucial component in rehabilitation education, yet there is a lack of models for evaluating learning in this area. This study aims to develop a foundational evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method, and to analyze the theoretical basis and practical significance of this model.MethodsAn initial framework for evaluating the fundamentals of manual therapy learning was constructed through a literature review and theoretical analysis. Using the Delphi method, consultations were conducted with young experts in the field of rehabilitation from January 2024 to March 2024. Fifteen experts completed three rounds of consultation. Each round involved analysis using Dview software, refining and adjusting indicators based on expert opinions, and finally summarizing all retained indicators using Mindmaster.ResultsThe effective response rates for the three rounds of questionnaires were 88%, 100%, and 100%, respectively. Expert familiarity scores were 0.91, 0.95, and 0.95; coefficient of judgment were 0.92, 0.93, and 0.93; authority coefficients were 0.92, 0.94, and 0.94, respectively. Based on three rounds of consultation, the model established includes 3 primary indicators, 10 secondary indicators, 17 tertiary indicators, and 9 quaternary indicators. A total of 24 statistical indicators were finalized, with 8 under the Cognitive Abilities category, 10 under the Practical Skills category, and 6 under the Emotional Competence category.ConclusionThis study has developed an evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method. The model includes multi-level evaluation indicators covering the key dimensions of Cognitive Abilities, Practical Skills, and Emotional Competence. These indicators provide a preliminary evaluation framework for manual therapy education and a theoretical basis for future research.

What competencies should early childhood educators possess for the future? An expert judgement approach

IntroductionThe objective of this research was to identify and discuss the professional competencies essential for early childhood educators to effectively navigate current challenges and anticipate future ones. The study aims to contribute to the development of a competency framework tailored specifically for early childhood education.MethodsA proposed set of general teaching competencies was subjected to validation by a panel of experts, including early childhood teachers and academic professionals specializing in this field. The process involved adapting and refining these competencies to suit the early childhood education stage.ResultsExpert consultation confirmed the relevance and appropriateness of the proposed competency dimensions for early childhood educators. The experts emphasized several critical aspects, including the importance of building relationships, providing emotional support, employing nonverbal communication, and fostering family involvement. They also highlighted the significance of observation and educational documentation in the early years.DiscussionThe findings underscore the need for reflection on the specific professional competencies required for early childhood educators, which is crucial for enhancing both initial and ongoing teacher training programs. This research contributes to the ongoing dialogue about the competencies necessary for educators, emphasizing the development of teaching practices that address the unique demands of early childhood education.

Organizational employee listening competency for participatory employee communication: Employee perspectives

ABSTRACT This study proposes participatory employee communication as a conceptual framework for exploring and developing excellent organizational employee listening characteristics. Further, this study aims to address key characteristics of internal organizational listening competency, with 20 in-depth interviews with full-time US employees. From the interview data, 12 characteristics emerged in three critical dimensions of cognitive, affective, and behavioral competencies in listening. The findings indicate that employee listening should be considered part of the participatory organizational communication system and culture, supported by organizational structure, policies, procedures, and culture, and grounded in mutual orientation, which values employee voices as legitimate and valuable partners for organizational success. Based on the findings, the study proposes an organizational framework for employee listening competency with four dimensions and 13 attributes.

Kompetensi Komunikasi Interpersonal Karyawan Coffee Shop Delapan Meter dan Toko Kopi Bersaudara dalam Interaksi dengan Pelanggan

Interpersonal communication competence is an important aspect in the coffee shop business which can have an impact on productivity, service quality, customer satisfaction, and even customer loyalty. Toko Kopi Bersaudara features a unique concept by combining coffeeshop and space. Meanwhile, Eight Meter Coffeeshop has a minimalist and elegant concept with complete facilities such as meeting rooms, VIP rooms and smoking rooms. This research aims to analyze the interpersonal communication competence of employees in two coffeeshops with different characteristics. Exploration of the differences in characteristics between the two coffeeshops in relation to the interpersonal communication competence of employees in each place. Research method with a positivism paradigm, quantitative approach. Through data analysis with descriptive statistics, data was collected using a survey method using a questionnaire. The results of the research illustrate that the Kopi Bersaudara shop has a higher value on the dimensions of interpersonal competence than the Eight Meter Coffee Shop. Suggestions that can be given are that the Eight Meter Coffee Shop must review the performance of its employees and provide training on how to behave appropriately towards customers.

Construction of a competency evaluation model for Clinical Research Coordinators in China: a study based on the Delphi method and questionnaire survey

PurposeAs the number of clinical trials in China continues to grow, the assessment of competency of Clinical Research Coordinators (CRCs), who play a crucial role in clinical trials, has become...

Empathy and Socio-Emotional Competencies: The Perception of Portuguese Adolescents in Today’s Changing Environment

According to the literature, recent world events seem to play a significant influence in the acquisition and upgrowth of empathy and socio-emotional competencies (SEC), especially in adolescents. In this study we sought to assess the level of socio-emotional competencies and interpersonal reactivity of Portuguese adolescents in today’s context and analyze differences due to sex, relationship status, residence, and educational level on the dimensions of inter-personal reactivity and socio-emotional competencies. Participants were 230 adolescents of both sexes, living in Portugal, with ages between 16 and 18 years old, mostly female, with a secondary educational level, living in an urban area, and not in a relationship. An online questionnaire was applied using the Social and Emotional Competencies (SEC-Q) scale and the Interpersonal Reactivity Index (IRI). The results were that adolescents had an above-average global interpersonal reactivity, with empathic concern and perspective-taking presenting the higher values. Adolescents showed a medium-high average level of SEC, with the highest domains being self-awareness, social awareness, and pro-social behavior. Girls showed significantly more interpersonal reactivity in empathic concern, personal distress, and fantasy, and boys presented more self-awareness. As for the relationship status, adolescents not in a relationship manifested more personal distress, while those in a relationship presented higher values in all dimensions of SEC. Neither residence, nor educational level, presented significant main effects. These results can contribute to thinking about youth protection policies and designing more appropriate interventions to promote well-being in this crucial period of life, especially in times of change.