Essential Competencies Research Articles

Essential competencies for healthcare chaplains: insights from hiring managers and implications for chaplaincy education

This first-of-its-kind study explored the essential competencies healthcare chaplaincy hiring managers (HCHMs) sought for entry-level healthcare chaplains (HCCs). We conducted qualitative interviews with 16 HCHMs and using reflexive thematic analysis (RTA), developed nine key themes: interpersonal skills, teamwork, knowledge of family and group dynamics, understanding of the healthcare system, professionalism, proficiency in spiritual assessment, effective communication, commitment to lifelong learning, and knowledge of various religious and spiritual beliefs, extending beyond one’s own faith tradition. These themes reflected HCCs roles as healthcare professionals who contribute to patient care, interdisciplinary collaboration, and spiritual leadership responsibilities. The study underscored the need for chaplaincy education to integrate healthcare-specific coursework, interprofessional training, cultural and religious humility, and deeper knowledge of diverse belief systems. Developing and incorporating curriculum standards based on these themes could enhance the readiness of HCCs to deliver comprehensive care and meet the dynamic demands of diverse patient populations within today’s healthcare landscape.

Job description parsing with explainable transformer based ensemble models to extract the technical and non-technical skills

The rapid digitization of the economy is transforming the job market, creating new roles and reshaping existing ones. As skill requirements evolve, identifying essential competencies becomes increasingly critical. This paper introduces a novel ensemble model that combines traditional and transformer-based neural networks to extract both technical and non-technical skills from job descriptions. A substantial dataset of job descriptions from reputable platforms was meticulously annotated for 22 IT roles. The model demonstrated superior performance in extracting both non-technical (67% F-score) and technical skills (72% F-score) compared to conventional CRF and hybrid deep learning models. Specifically, the proposed model outperformed these baselines by an average margin of 10% and 6%, respectively, for non-technical skills, and 29% and 6.8% for technical skills. A 5 × 2cv paired t-test confirmed the statistical significance of these improvements. In addition, to enhance model interpretability, Local Interpretable Model-Agnostic Explanations (LIME) were employed in the experiments.

Competencies, skills, and personal characteristics needed for pharmacy leaders: An in-depth interview

ObjectivesThis study aims to explore the essential competencies, leadership development strategies, skills, values, and personal characteristics required for pharmacists aspiring to leadership positions in Saudi Arabia. MethodsSemi-structured, in-depth interviews, conducted either in person or via video, were selected to confidentially explore the leadership traits and strategies of pharmacists. The study included twelve pharmacists, consisting of 7 males and 5 females, with varying levels of experience: 3 aspiring leaders, 5 current leaders, and 4 retired leaders. A fourteen-question interview guide was developed to investigate the key elements necessary for effective pharmacy leadership development. The guide was pilot tested with two pharmacists, whose responses were excluded from the final sample and subsequent analysis. ResultsThe study revealed significant disparities in the perceptions of leadership skills and personal characteristics among the different groups. The junior cohort, consisting of aspiring pharmacists, emphasized idealistic personal characteristics over practical skills. In contrast, current and retired leaders demonstrated a clear ability to differentiate between personal characteristics and essential skills. Furthermore, the study identified leadership development strategies grounded in the Saudi context, which were particularly resonant with both current and former leaders. ConclusionsThe study examined the essential competencies and leadership development strategies for pharmacists aspiring to leadership roles, revealing notable disparities between early-career individuals and current or former leaders. Future research should focus on bridging these differences in perception and skills through targeted knowledge interventions.

Essential Risk Management Competencies for the Qualified Exercise Professional — Part 1

Essential Risk Management Competencies for the Qualified Exercise Professional — Part 1

Integrating physiotherapy in rural primary health care: Early lessons on the value, feasibility, and emerging role of the physiotherapist from a community-oriented primary care (COPC) program in Rajasthan, India.

Physiotherapists are health professionals who enhance mobility and quality of life (QoL) through clinical reasoning and the application of evaluation and treatment strategies. Their role is crucial in promoting health, preventing injury, and maintaining function. This paper aims to (1) share early experiences and learnings from integrating physiotherapy in rural primary health care, (2) discuss the scope and role of physiotherapists in the primary care team, (3) list the competencies of physiotherapists in rural primary care settings, and (4) advocate for a re-imagined role of physiotherapists as multi-skilled "primary care physiotherapists." Using a selection of case stories from rural primary health care settings, the paper provides insights into the integration and impact of physiotherapy within these communities. The integration of physiotherapy in rural primary health care has demonstrated significant benefits in promoting comprehensive primary health care. The case stories highlight the expanded scope and essential competencies of physiotherapists as vital members of the primary care team. This paper emphasizes the critical role physiotherapy plays in primary health care and calls for broader recognition and support for physiotherapists. It underscores the need for a re-imagined perspective of physiotherapists in rural settings, advocating for their role as multi-skilled primary care professionals.

Approaches to Integrating Entrepreneurial Education in School Curriculum

In recent years, a noticeable and worrisome pattern has emerged in numerous developing nations which is a steady and persistent rise in unemployment rates. To effectively tackle this pressing unemployment issue, it is imperative to adopt a holistic approach like incorporating entrepreneurial education across curriculum at all levels of the educational system. Therefore, the authors explored approaches to integrating entrepreneurial education into school curricula focusing on the following research questions. How can an entrepreneurial mindset among learners be promoted in school? And how far have pedagogical approaches improved entrepreneurship in schools? To address these questions, a systematic literature review underpinned by Human Capital Theory. The data were specifically sought from publishers with wide coverage of scholarly literature like Sage, Taylor and Francis, Emirate, and Springer, covering publications from 1965 to 2023. The search was supported by two broad terms such as promoting entrepreneurial mindset in learners and pedagogical strategies for enhancing entrepreneurship. It was found that an entrepreneurial mindset could be acquired through an innovative classroom environment, resilience, and guest speakers. Also, teachers could promote entrepreneurial education through the adoption of pedagogical approaches such as hands-on learning and experiential activities, role-playing, and business simulation games. It was recommended that the Ministry of Education should develop tailored training programs and workshops aimed at empowering educators with the essential competencies and insights to deliver impactful entrepreneurial education.

Rethinking Assessment: Community-Engaged Experiential Learning and Complex Environments in Business from a Student Perspective

The COVID-19 pandemic has disrupted the academic landscape profoundly, prompting a shift toward new learning environments and evolving pedagogy, including a notable increase in experiential community-engaged learning (CEL) projects within business curricula. Despite these innovations, traditional assessment practices often neglect the development of critical skills, focusing instead on outdated knowledge certification. This study examines the integration of student voice in assessment practices, particularly within CEL projects. It aims to explore student perceptions of the opportunities provided by CEL, offering insights into specific elements that should be assessed to measure student success, accomplishment, and growth. Using a qualitative approach, data were collected through end-of-term reflections, focus groups, and interviews with 52 undergraduate business students engaged in CEL projects. Thematic analysis revealed three key themes that can impact the design, selection, implementation, and interpretation of assessment methods: Adaptation, Balancing Teamwork with Individual Accountability, and Creativity and Innovative Problem-Solving. Students emphasized the importance of flexibility and proactive problem-solving in dynamic project environments. They also valued effective collaboration and personal accountability, preferring individual assessments within team projects. Creativity and innovative solutions were highlighted as essential competencies, suggesting the need for assessment tools that recognize these skills. The research indicates that incorporating student voice in the assessment process enhances engagement and relevance, aligning evaluations with students' actual experiences while fostering essential life skills. The study recommends the development of assessment rubrics that measure these competencies along with longitudinal studies to examine the impact of revised assessment processes on student experience and satisfaction over time.

Hybrid Information Technology Learning Based on Project Work to Enhance Students' Design Thinking in Creating Digital Innovations

This study explores the effectiveness of a hybrid information technology learning model based on project work in enhancing students' design-thinking skills necessary for creating digital innovations. Traditional teaching methods have shown limitations in fostering essential design-thinking competencies among information technology students, necessitating innovative pedagogical strategies. Utilizing a quasi-experimental design, this research implemented a hybrid learning framework that integrates project-based learning (PjBL) with digital tools to offer a dynamic, student-centered educational environment. Over a two-month period, 80 information technology (IT) students from Mandalika University of Education were selected using purposive sampling and divided into an experimental group, who engaged in the hybrid model, and a control group, which continued with traditional methods. Data were collected using structured questionnaires pre- and post-intervention to assess various design-thinking skills, including creativity, collaboration, and adaptability. The data analysis involved descriptive statistics and analysis of variance (ANOVA) to compare the performance of the two groups. Results indicate significant improvements in the experimental group's design-thinking abilities compared to the control group, emphasizing the hybrid model's potential to effectively bridge the gap between conventional education and the requirements of the digital era. This study contributes to educational research by demonstrating that a well-structured hybrid learning environment can substantially enhance students' abilities to innovate and apply design thinking in real-world digital scenarios, suggesting a need for curricular adjustments that emphasize such integrative approaches in IT education.

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.

Advancing Self-Directed Learning in the Saudi EFL Higher Education: A Call to Further Action

This paper advocates the integration of self-directed learning (SDL) principles in Saudi EFL higher education. It emphasizes the vital role of SDL in promoting autonomy, intrinsic motivation, and crucial lifelong learning skills. It explores the potential impact of SDL within the unique framework of EFL education in Saudi Arabia, covering diverse aspects such as its integration with technology, relevance in higher education, and considerations of learner preparedness and pragmatic attitude. The aim is to empower Saudi EFL students to independently navigate their language acquisition journey. Through an extensive review of SDL literature, the paper highlights the significant advantages of integrating SDL into Saudi EFL curricula, positioning it as a transformative force that can equip students with the essential competencies required for academic success in a globally connected world. The paper concludes by thoroughly discussing the potential implications for educators and policymakers in Saudi EFL higher education, emphasizing the importance of fostering self-directed learning (SDL) as a fundamental strategy to promote academic independence and adequately prepare students for the evolving demands of a globalized society.

Study on the Concept Map of Parental Media Literacy for Early Childhood Media Literacy

Objectives: Media literacy is recognized as an essential competency for adapting to a changing world, and early childhood media literacy is crucial for promoting a safe growth environment. Parental media literacy significantly influences children's media literacy and plays a significant role in providing ways to interact with digital media. This study aimed to understand the concept of media literacy as perceived by parents of young children.Methods: Twenty parents of young children brainstormed and wrote sentences according to the procedure described by Kane and Trochim (2007). Subsequently, 200 parents were asked to evaluate the importance of the selected sentences. The selected sentences were analyzed through multidimensional scaling and hierarchical cluster analysis using SPSS 27.0.Results: Parents of young children perceived media literacy through concept mapping with two dimensions and six clusters. These six clusters were “online problem solving,” “media usage rules management,” “media content utilization education,” “media information filtering,” “media selection evaluation,” and “media device utilization support.” Among these, the media usage rule management cluster was recognized as the most important, whereas the media device utilization support cluster was recognized as the least important. Among the statements, the statement “For young children, needs to manage media content and time” was considered relatively important, and the statement, “Can look at it and follow it” was considered relatively insignificant.Conclusion: Based on these results, we discuss the importance of media literacy for parents of young children, the development of a media literacy scale for parents, and the preparation of a media literacy education plan for parents.

Essential Occupational Therapy Competencies for Low Vision and Blindness.

Background. The prevalence of low vision and blindness in persons across the lifespan means that occupational therapists will encounter these conditions across all areas of practice. Practitioners must be equipped with competencies necessary to recognize and respond to vision loss-related concerns. Purpose. This study sought to identify essential occupational therapy competencies when providing services to people with low vision and blindness. Method. The study employed a three-phase modified Delphi methodology administered through online surveys and focus group. Respondents included people with low vision or blindness, professionals with special expertise in low vision/blindness, and occupational therapists in other practice areas. Data were analyzed using an iterative, consensus-generating strategy involving quantitative analysis of competencies, qualitative input, and expert panel review. Findings. The process yielded a 51-item competency framework organized into six domains. Implications. The framework provides the foundation for a common curriculum for Canadian occupational therapy programs and for the creation of educational resources.

ADDRESSING THE COMPETENCY OF PRACTITIONERS WITHIN BIM E-SUBMISSION IN MALAYSIAN LOCAL AUTHORITIES

This paper delves into the impact of the transition to Building Information Modelling electronic submission (BIM e-Submission) within local authorities (PBT) in Malaysia. The study comprehensively analyzes the essential competencies necessary to implement BIM e-Submission successfully. It emphasizes the potential dire consequences of inadequate skill allocation in Malaysia's BIM e-Submission initiatives, underlining the urgency of addressing this issue. Using a multi-method qualitative approach to gather primary data and thoroughly examine existing literature, the research constructs a robust conceptual framework elucidating the critical competencies required of BIM e-Submission practitioners within the PBT domain. The findings underscore the necessity of developing a BIM e-Submission occupational competency framework as a development strategy to enhance the training and proficiency of BIM e-Submission practitioners. This paper aims to advance understanding of BIM e-Submission in Malaysia, increase stakeholder awareness of relevant roles, responsibilities, and competencies, and promote the advancement of digital construction through optimized utilization of BIM e-Submission practices.

A qualitative evaluation study of introducing game-based learning methods during pre-service teachers’ Internship

This study presents the results of a qualitative evaluation of how pre-service teachers incorporate games into their classroom practices during internships. Two Game-Based Learning (GBL) methods, namely the PCaRD model and the GameChangers approach, were introduced to assist pre-service teachers in delivering game-based learning activities effectively within disciplines such as English and Sports, as part of their university course requirements. Data was collected from 48 pre-service teachers, highlighting the perceived benefits of both methods in teaching with games and emphasizing their complementarity. Essential competencies identified included prior gaming experience, training in game creation, digital skills, and understanding of student behavior and reactions. Main challenges encountered included time constraints, classroom equipment deficiencies, class management issues, pupil behavior, and aligning games with the curriculum.

Impact of Leadership Development Programs on Managerial Effectiveness in Indonesia

Purpose: The aim of the study was to analyze the impact of leadership development programs on managerial effectiveness in Indonesia. Methodology: This study adopted a desk methodology A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Leadership development programs in Indonesia have significantly enhanced managerial effectiveness by equipping managers with essential skills and competencies. These programs have led to improved decision-making, better team management, and increased employee engagement, contributing to overall organizational performance. Managers who have undergone leadership development are more adept at strategic planning and navigating complex business challenges. Furthermore, these programs have fostered a culture of continuous learning and innovation within organizations. Unique Contribution to Theory, Practice and Policy: Transformational leadership theory, human capital theory & social learning theory may be used to anchor future studies on impact of leadership development programs on managerial effectiveness in Indonesia. Organizations should design and implement leadership development programs that are tailored to the specific needs and challenges faced by their managers. Organizations should establish policies that support the implementation and sustainability of effective leadership development programs.

Missing topics for a newly established general practice curriculum for medical students in Hesse – a qualitative study

BackgroundTo address the declining numbers of general practitioners (GPs) in rural areas and a lack of medical students pursuing a career in primary care, a general practice-based curriculum coupled with additional university admissions for students has been established at three universities in Hesse, Germany. This study aims to analyze potential topics which students striving to become a GP will benefit from. Teaching such topics will prepare them for their chosen career and working in rural areas. We aimed to explore the views of both specialists and GPs on chief topics and necessary skills in primary care.MethodsIn our study we used semi-structured interviews with outpatient specialists and specialists in clinical practice and semi-structured group interviews with GPs in training. The topic guide addressed contents of the curriculum for medical students with an extracurricular focus (addressing additional topics) on primary care. Data analysis was carried out using qualitative content analysis according to Mayring.ResultsGPs in training and specialists agreed on the importance of knowledge in the fields of medical history, physical examination, communication as well as common diseases in primary care. Essential competences mentioned were: inducing medical treatment, decision-making and triage, conducting structured conversations, having patient knowledge (hard skills) as well as an interest in continuous learning, empathy, personal commitment, listening and down-to-earthness (soft skills). Case reports, symptom-based learning, practical training, lessons with simulated patients and the integration of role models were regarded as useful teaching methods.ConclusionsGeneral practice-based curriculums should not only focus on the transfer of knowledge. Equally important is the training of soft and hard skills to prepare future GPs for their work in primary care. Special teaching methods as well as practical training should be the heart of a newly established curriculum.

Exploring ChatGPT literacy in language education: A global perspective and comprehensive approach

With the widespread use of Generative AI in education, effectively utilizing and integrating it into teaching have become key focal points and challenges in education. Different subjects and target audiences require varied norms and strategies for implementing Generative AI, such as ChatGPT. These differences directly impact the educational integration of Generative AI in various educational contexts. To address these disparities and establish common ground, we propose the concept of ChatGPT literacy to bridge research gaps. In this study, we tailor the concept of ChatGPT literacy specifically for language teachers, aiming to delineate the essential competencies needed to proficiently and ethically use ChatGPT as a language learning and teaching tool. We propose a theoretical framework encompassing six fundamental constructs: benefits, limitations, prompts, evaluation (of ChatGPT responses), assessment (assisted by ChatGPT), and ethics, to comprehensively conceptualise and evaluate ChatGPT literacy. Drawing on both quantitative and qualitative survey data from 492 language teachers across 41 countries, we validate the proposed ChatGPT literacy framework by examining teachers' practices and challenges associated with ChatGPT usage. Our analysis of Likert-scale data, utilizing item and confirmatory techniques, confirms the effectiveness of the six-construct framework in defining ChatGPT literacy. In addition, we collected qualitative data through open questions and conducted thematic analysis, demonstrating that ChatGPT has been integrated throughout the instructional cycle, from material preparation to formative and summative assessment phases. These quantitative and qualitative findings have significant implications for a range of stakeholders, including language educators, learners, AI technology developers, and policymakers, providing valuable insights to inform decisions regarding ChatGPT integration in language education. Ultimately, our study equips relevant stakeholders with the necessary competencies to responsibly exploiting ChatGPT's potential in language and other subject areas.

Biblical Foundations for Interprofessional Collaboration in Nursing.

Interprofessional collaboration is an essential competency for nurses in today's complex healthcare environment. The Interprofessional Education Collaborative (IPEC) four competencies of values, teamwork, roles, and communication provide the organizing framework for effective interprofessional collaboration. In this article, the four competencies are used to explore biblical underpinnings and principles of collaboration for Christian nurses, showing how interprofessional collaboration helps achieve one's faith-based and professional commitments.

Essential competencies of nurses for climate change response in Saudi Arabia: A rapid literature review.

Amidst the mounting challenges posed by climate change, the healthcare sector emerges as a vital frontliner, with nurses standing as its linchpins. This review delves into the pivotal role of nurses in combatting the health consequences of climatic alterations, particularly within the nuanced environment of Saudi Arabia. A rapid literature review. Drawing from a rigorous analysis of 53 studies, our exploration revolves around the preparedness strategies formulated in response to Saudi Arabia's changing climate. The variables analysed included study design, sample size, focus area, geographical coverage and key findings related to nurse competencies. Data were collected using a structured data extraction form and analysed using thematic content analysis. Employing content analysis, we discerned essential domains: from grasping the health impacts of climate change to customizing care for the most susceptible populations and championing advocacy initiatives. Salient findings highlight nurses' profound understanding of both direct and secondary health implications of climate shifts. Additionally, the results emphasize the tailored interventions needed for vulnerable groups, capacity building and disaster readiness. Crucially, our findings spotlight the significance of weaving cultural, ethical and regional threads into nursing strategies. By painting a comprehensive picture, we showcase the delicate balance of environmental evolution, healthcare dynamics and the unique socio-cultural tapestry of Saudi Arabia. The results of our analysis revealed key competencies required for nurses, including the ability to address immediate health impacts, provide tailored care for vulnerable populations and engage in advocacy and policy formulation. In summation, nurses' multifaceted roles-from immediate medical care to research, advocacy and strategizing-underscore their invaluable contribution to confronting the health adversities sparked by climate change. Our review accentuates the essential contributions of nurses in tackling climate-related health hurdles and calls for more nuanced research, policy adjustments and proactive measures attuned to Saudi Arabia's distinct backdrop.

Analysis of the General Skills of Graduates in Environmental Sciences: The View of Students, Teachers and Employers

General competencies are crucial for the personal and professional growth of university graduates. This paper provides a critical analysis of the significance and level of competence development within the environmental sciences degree (ESD) context. The research involved surveys conducted among final-year students, faculty members, and industry employers. The survey results reveal that employers perceive the level of competence achieved to be higher than what teachers and students reported. However, all three groups acknowledge a high level of competence development for most skills. Nonetheless, certain competences such as critical thinking (CT), problem-solving, organisation, and planning need to be strengthened to better align with their perceived importance. Students tend to undervalue essential competences such as digital literacy and environmental awareness, contrary to international organisations’ recommendations. The study findings also underscore the necessity of enhancing “entrepreneurial skills” and emphasising the significance of the digital realm for students pursuing an environmental sciences degree.