Formal Competence Research Articles

La filosofia alla prova dei linguaggi artificiali

Introdution: In recent years, the philosophy of language has undergone significant transformations thanks to developments in artificial intelligence and brain-machine interfaces (BMI). The introduction of the fourth version of Chat GPT and advancements in BMIs, such as Elon Musk's Neuralink, mark the beginning of a new era in human-machine communication. This study compares natural and artificial languages in light of recent debates on the use of artificial intelligence for the simulation of natural languages (Large Language Models, LLM). Metodologhia: The analysis reveals that Chat GPT technology is complementary to, rather than competitive with, human linguistic capabilities. LLMs excel in formal linguistic competence but are limited in the functional understanding of language, highlighting the distinction between language processing in the human brain and the functioning of LLMs. Furthermore, BMIs are opening new possibilities for direct communication between human brains and machines, as demonstrated by BrainNet projects. Results: These developments raise ethical and philosophical questions regarding the ownership of thoughts and individual integrity. Methodologically, the study examines neuroscientific research through philosophical analysis to highlight theoretical-conceptual implications. Conclusion: The conclusions suggest that while advanced technologies offer new communication perspectives, a thorough reflection on ethical and legal issues is necessary for responsible use.

Validation of the interdisciplinary Norwegian vision assessment tool KROSS in stroke patients admitted to hospital or rehabilitation services

IntroductionIdentifying vision problems after stroke is important for providing appropriate referral and vision rehabilitation in healthcare services. In Norway, vision assessment is not a standard routine or integrated in stroke care, due to lack of knowledge, guidelines and validated Norwegian assessment tools for healthcare professionals (HCPs) without formal vision competence. This study aimed to validate and assess the reliability of the KROSS (Competence, Rehabilitation of Sight after Stroke) tool for identifying vision problems in stroke patients.MethodsThe KROSS tool has 21 items, including symptoms, observations, and assessment of visual acuity, visual field, eye movements and visual inattention. The primary outcome is to identify if a vision problem is present. Sixty-seven stroke survivors (69.8 years, 28 females) were assessed twice. The first KROSS assessment was by an HCP without formal vision competence and compared to a reference assessment by an optometrist/KROSS specialist within 2 days. Sensitivity, specificity, positive and negative predictive values (PPV/NPV) and inter-rater reliability (Gwet’s AC1/Cohen’s Kappa) were calculated with 95% confidence intervals.ResultsThe KROSS tool demonstrated high sensitivity (98%) and specificity (83%), with excellent reliability (AC1 > 0.86/Kappa > 0.83) and observer agreement (93%) for the primary outcome. A vision problem was identified in 64% of patients, where 44% reported a vision symptom. The PPV and NPV for identifying a vision problem were 0.91 and 0.95 respectively. Sensitivity scores for visual acuity, reading, and visual inattention assessments were all excellent (> 80%) and specificity scores were high for all items (> 70%). Most items showed excellent or substantial agreement (AC1 > 0.7/kappa > 0.6). The lowest agreements were for motility (AC1 > 0.8/kappa > 0.4) and peripheral visual fields (AC1 > 0.8/kappa > 0.5).ConclusionsThis study shows that the KROSS tool shows promise as a valuable tool for integrating vision assessment into stroke health services. It has high sensitivity and specificity, and excellent reliability, indicating high accuracy for identifying a vision problem. This indicates that the KROSS tool can reliably be used by HCPs without formal vision competence to identify a vision problem. The fact that many stroke survivors were identified with vision problems using the KROSS tool, even if they did not complain of visual symptoms, supports the significance of including structured vision assessment in stroke care.

Does formal teacher competence matter for students’ mathematics achievement? Results from Swedish TIMSS 2019

ABSTRACT Research has accumulated on the effects of teachers on student achievement, especially in mathematics. However, empirical evidence regarding the impact of formal teacher competence indicators presents a mixed picture. This study explores the influence of educational level, subject – and grade-specific specialization, teaching experience, and professional development as indicators of formal teacher competence on student mathematics achievement in grade 4 in Sweden. Utilizing data from TIMSS 2019, the study employs confirmatory factor analysis and multilevel structural equation modeling to also test a latent model of formal teacher competence. Results reveal a positive relationship between formal teacher competence and students’ mathematics achievement, even after controlling for students’ socio-economic status and immigration background. Additionally, selection effects were found, suggesting that students in classrooms with a more advantaged composition had more competent teachers. The study underscores the need for an equitable distribution of qualified teachers across schools, highlighting implications for teacher specialization and allocation.

Organizational Overlap and Bureaucratic Actors: How EU–NATO Relations Empower the European Commission

AbstractOrganizational overlap is a ubiquitous feature in regional governance. Most studies have focused on member states, demonstrating that overlap enables states differently. We still know little about whether and how overlapping organizations impact international bureaucracies and how this shapes the relationship between bureaucratic actors within organizations. We argue that overlap can empower international bureaucrats, but not equally. Those with autonomous resources from member states are the most attractive interlocuters for bureaucrats from other organizations and, hence, likely to become most empowered. Substantive expertise and formal competence are less consequential in this context. We unpack this argument by looking at a policy domain understood to be heavily guarded by member states, security and defence policy. Based on primary documents and interviews, we show that the European Union (EU)–North Atlantic Treaty Organization (NATO) overlap has enabled the European Commission to leverage its position within the EU to its advantage and further encroach on the EU's security and defence activities.

Differences in cholecystectomy outcomes and operating time: a comparison of surgeons experience and formal competence

Differences in cholecystectomy outcomes and operating time: a comparison of surgeons experience and formal competence

The role of formal training in building healthcare management competencies

Background/Aims There has been a growing interest and need for formal competency-based professional education for enhancing both individual and organisational performance in hospital management in Nigeria. This study investigated the relationship between formal managerial education and measurable competencies among hospital managers. Methods A cross-sectional survey was carried out with 104 managers from 25 purposively selected hospitals. The survey assessed managerial competencies, with a score of ≥123 indicating overall managerial competence. The collected data were analysed using both descriptive (percentages, means and standard deviations) and inferential (Mann-Whitney U test) statistics, comparing participants who had received formal healthcare management training and those who had not. P<0.05 indicated a statistically significant difference between scores. Results There were no significant differences between the groups in terms of developed abilities (P=0.072), planning skills (P=0.406), leadership skills (P=0.213), evaluation skills (P=0.543), organisational skills (P=0.805) or self-management skills (P=0.077). There was also no significant difference between the groups in terms of overall managerial skills (P=0.240). Conclusions Receiving formal professional training in healthcare management had no effect on hospital managers' managerial competencies. Improving the effectiveness of training programmes may require targeted healthcare management education training for the development of specific managerial competencies.

Nurse leaders' experiences of how culturally and linguistically diverse registered nurses integrate into healthcare settings: An interview study

AimTo describe nurse leaders' experiences of how culturally and linguistically diverse registered nurses integrate into healthcare settings. DesignA qualitative descriptive study design. ParticipantsA total of 13 nurse leaders were recruited from four primary and specialized healthcare organizations in Finland. MethodsData were collected through individual semi-structured interviews and analyzed using inductive content analysis. ResultsNurse leaders' experiences were categorized into seven main categories as follows: leadership, which concerns a leader's roles, style, and experience; organizational strategy and culture, which includes structure, policies, and intra-organizational culture; support strategies, including workplace and outside-of-work integration strategies; relationships and interactions, which considers interpersonal relationships and interactions; nurse competence requirements and development, which concerns both organizational and ward level competence demands, and support for competence development; language competence, which concerns challenges relating to language proficiency and development of language competence; and cultural diversity, which considers the importance of competence development brought about through experiences of being in a multicultural workplace. ConclusionsCulturally and linguistically diverse nurses are important within healthcare systems. These nurses constitute additional human resources, bring diverse experiences and expertise, and add to organizational cultural capital. Nurse leaders require competencies that are suitable for leading a diverse workforce, utilizing its competencies, establishing staff members' needs, and ensuring their continuous development. Resourcing, planning, and structuring the integration process affects nurses' experiences of the organizational socialization process. ImpactThe findings of our study can offer guidance to healthcare organizations with regard to structural integration strategies at an institutional level. Leadership and management educators can benefit from the findings towards developing a curriculum that supports leaders' diversity, equity and inclusion, knowledge management and formal leadership competencies. Finally, nurse leaders may benefit from this study through being more aware towards supporting a multicultural, cohesive, and competent workforce through strong social capital.

IT-Enabled Interactions and Interfirm Trust: The Moderating Role of Relationship Duration

The importance of information-technology (IT)-enabled interactions in promoting interfirm trust has been documented in literature. However, the currently available findings are limited because the role of IT-enabled informal interactions has been overlooked and the categorization of trust is unclear. To obtain detailed knowledge about the relation between IT-enabled interactions and trust, this study categorizes not only the IT-enabled interactions into formal and informal types but also trust into goodwill and competence trust. Moreover, this study explores the moderating role of relationship duration on the aforementioned relationships. Through a survey of 240 firms in China, this study made the following observations: (1) IT-enabled formal and informal interactions can promote both competence and goodwill trust; (2) compared with IT-enabled informal interactions, IT-enabled formal interactions promote competence trust, and a comparable extent of goodwill trust; (3) relationship duration strengthens the positive link between IT-enabled formal interactions and competence trust; however, it has no moderating impact on the link between IT-enabled formal interactions and goodwill trust; (4) relationship duration weakens the impact of IT-enabled informal interactions on goodwill trust; however, it has no significant moderating role on the relation between IT-enabled informal interactions and competence trust. Overall, this study enriches the knowledge regarding the relationship between IT-enabled interactions and interfirm trust.

The power of symbolic sanctuary: insights from Wales on the limitations and potential of a regional approach to sanctuary

ABSTRACT This article explores sanctuary policies and practices from a regional perspective. Following a declaration by the Welsh government in 2019, Wales became the first and only European region to explicitly connect to the wider sanctuary movement, with the stated intention of becoming a true ‘Nation of Sanctuary' (NoS) (Welsh Government. 2019. “Nation of Sanctuary: Refugee and Asylum Seeker Plan.” Cardiff: Welsh Government). We argue that the Welsh government’s approach to sanctuary is richly symbolic and is used strategically to compensate for the lack of formal legislative competencies in the field of immigration, and to position itself in opposition to the UK government. The article highlights the potential of symbolic policies to underpin a regional form of sanctuary, along with their limitations. We show that regions can use symbolic policies to overcome their lack of legislative competency in asylum policies and argue that symbolic policies allow regional governments to position themselves as allies to those supporting refugees and asylum seekers, and as an opponent of the state. In addition, we illustrate how a regional government's symbolic commitment facilitates concerted action on the part of relevant actors within the region. However, we also highlight the fragility and inconsistency of symbolic sanctuary.

What happens in school music in Norway? Findings from a national survey of music teachers

ABSTRACT This article reports on a survey of Norwegian compulsory school music teachers, in which 293 teachers from 239 schools participated. In addition to providing demographic information, the teachers were asked what kinds of music their students listened to, sang, played, and created during lessons, and what activities this music was part of. We explore this material with respect to which forms of activities were included and how they were distributed, how the activities were related to teacher characteristics, what forms of participation the activities allowed for, and how this participation relates to broader societal patterns. The findings show that a broad palette of activities was implemented, but also that teachers with less formal competence in music chose activities that allowed for broader participation than their more musically specialised colleagues. Drawing on Bourdieu's concept of refraction, we interpret this as the latter being loyal to the logic of the art field.

Analysis of Obligatory Involvement of Medical Students in Pandemic Response in the Czech Republic: Competencies, Experiences, and Legal Implications.

Objectives: Medical students in the Czech Republic were mandated by the law to take part in the COVID-19 pandemic response in order to expand healthcare capacity. Our study aimed to analyze student's competencies defined in the legislation and compare them with competencies assigned to them in clinical settings during their deployment. Methods: Online survey with statistical analysis of collected data. Results: The survey was completed by 997 respondents. A major convergence between the system of credentials defined in the legal framework and the competencies that students performed were identified. Conclusion: Medical students represented a valuable resource for addressing shortages of qualified healthcare staff in critical situation. However, the system of competencies and credentials must be aligned with the educational framework to clearly define acquisition of competencies during the course of medical studies and the legal framework regulating students' deployment must ensure consistency of actual and formal competencies in order to guarantee high standards of care and safety of the patients.

Manajemen Kompetensi Lulusan (Studi Kasus di Madrasah Bertaraf Internasional Amanatul Ummah Mojokerto)

This article aims to describe the competency management of graduates at MBI Amanatul Ummah Mojokerto. The research method that has been used is qualitative with a case study approach. Retrieval techniques and observation, interviews and documentation. Competency Management Graduates at MBI Amanatul Ummah Pacet Mojokerto, the researchers concluded, a) Conducted selection based on general ability, b.) tested with their religious knowledge, c.) tested for formal competence in mathematics, physics, biology, English and psychological tests, d.) matriculation for equalizing Arabic, English, writing pegon letters and making Olympic classes for class 10 f.) special class 11-12, in class 12 it is focused on foreign classes, official class, and UTBK class for domestic.

Developing a professional competence framework for the master of nursing specialist degree program in China: A modified Delphi study

BackgroundThe urgency of ensuring adequate professional competence in clinical nursing practice is evident. However, there is little formal professional competence framework for the education of master's degree students in nursing specialist programs in China. ObjectiveTo develop a professional competence framework for the Master of Nursing Specialist (MNS) degree program in China. DesignA modified Delphi study. ParticipantsAn expert panel discussion was held with 12 experts, and Delphi rounds were conducted with 24 experts. MethodsA literature review and an expert panel discussion were conducted to develop an initial competence framework. A two-round Delphi survey was employed to obtain a consensus on the framework through either an online or paper questionnaire. Descriptive statistics were used to analyze the data. The consensus threshold was set according to the mean (≥ 4.0), coefficient of variation (< 0.25), and consensus level of agreement (≥70 %). ResultsA consensus on seven domains and 54 items of the professional framework for the MNS degree program was achieved. The framework domains included clinical practice (12 items), professional attitude (8 items), collaboration and communication (5 items), professional development (8 items), research (7 items), education (7 items), and administration (7 items). ConclusionThe professional competence framework offers guidelines for MNS degree programs in China. Future research should focus on imbedding these competences in MNS degree programs to prepare qualified advanced practice nurses.

Transcultural adaptation and validity of the nurse professional competence scale Korean version for graduating nursing students: An explanatory factor analysis.

The study aimed to assess the validity and reliability of the short-form Nurse Professional Competence Scale-Korean version (NPC-K) among Korean nursing students at the point of graduation. This was a cross-sectional survey. The Nurse Professional Competence scale was translated into Korean using the World Health Organization (WHO) translation method. A total of 195 graduating nursing students participated. Exploratory factor analysis for validity and Cronbach's alpha coefficients for reliability were examined. Factor analysis showed that five NPC-K factors accounted for 68.38% of the total variance. Cronbach's alpha for the total scale was 0.97. The NPC-K has high internal reliability and acceptable construct validity. The content of the scale reflected nursing students' confidence in formal competence requirements based on Korean cultural and educational backgrounds. An accurate assessment of nurse professional competence using the NPC-K may help nursing academics enhance the quality of education and training.

Regional differences in educational achievement: A replication study of municipality data

The current study analyzed the relationships between explanatory variables such as socioeconomic status (SES), migration background (MB), and formal teacher competence, and aggregated grades in the Swedish lower-secondary school context by using aggregated municipality data from 2013, 2018, and 2019. SES indicators had larger effect sizes when data from different years were merged and when the outcome variable was changed to an alternative measure of educational achievement. In one model, the MB variable even became statistically insignificant. These results indicate that SES is an important variable which explains a substantial amount of variance in regard to school achievement indicators such as grade point average. Nonetheless, aggregated data may still suffer from omitted variable bias and biased effect size estimates.

Formal caregivers' competence of Alzheimer patients in long-term care institutions

Background: Alzheimer’s disease is a major public health problem and the most common cause of dementia that cripples the cognitive and physical aspects of a person’s life. Formal caregivers' competence highly affects providing proper care for patients with Alzheimer’s disease. Aim: The study aimed to assess the formal caregivers' competence of Alzheimer Patients in long-term care institutions. Design: Descriptive research design was applied in this study. Sample: A Convenient sample of 70 formal caregivers dealing with Alzheimer patients. Setting: The study conducted at six geriatric homes (Minia –Egypt). Tools: Two tools were used, first tool: structured interviewing questionnaire covered demographic characteristics of formal caregivers and formal caregiver’s knowledge regarding Alzheimer, second tool: Formal caregiver’s attitude regarding Alzheimer, third tool: Formal caregiver’s competence regarding Alzheimer. Result: The study showed that, 50% of studied caregivers had poor Knowledge, 60% studied caregivers had negative attitude and 55% of studied caregivers had higher competence regarding Alzheimer's disease. Conclusion: there were high statistically significant relation between total knowledge and total attitude, total knowledge and total competence, total competence and total attitude. Recommendation: Disseminating health education booklets,poster to increase caregivers awarness about Alzheimer's disease.

Which predictive variables are emphasized when violence risk assessments are performed in Norway?

Introduction Violence is considered both a societal issue and a public health issue. Due to the high economic, societal, and individual cost associated with exposure to violence, clinical risk assessment-tools are now being implemented in the public health care system as well as outside of it. To ensure early identification and prevention, various professional groups perform structured risk assessments in Norway, including police, doctors, and psychologists.ObjectivesThere is a need to examine competence and organizational factors, which may affect the ability to make accurate assessments in different levels of the health service, as well as in the police who often are involved in early identification and action-taking concerning violent individuals. Based on variation in risk assessment competencies, and characteristics of different work environments, our project aims to investigate whether some factors seem to be more important than others in clinical assessments when comparing different professional groups with or without a professional background in health care.Methods In our study, we will be able to tell if there is a significant difference in how different professional groups emphasize different risk factors, and in which way individual factors such as formal competencies, years of experience, and personal and professional attitudes to violence affect the risk violence assessments performed.ResultsWe hypothesize that retrospective, clinical, and dynamic risk-factors are interpreted differently by different professional groups, and therefore entail significant variations in assessments, and the health care provided.ConclusionsIn this planned study, we will examine variations in the practice of violence risk assessment in Norway.DisclosureNo significant relationships.

Intensive care professionals’ perspectives on dysphagia management: A focus group study

BackgroundIntensive care unit (ICU)–acquired dysphagia has severe consequences for patients including increased morbidity and mortality. Standard operating procedures, however, including systematic evaluation of swallowing function and access to specialised assessment and training may be limited. Dysphagia management relies on multiprofessional collaboration, but practice is variable and nonstandardised. ObjectiveThe objective of this study was to explore and compare nurses', physicians’, and occupational therapists' perceptions of dysphagia management in the ICU. Materials and methodsSix focus group interviews with 33 participants (23 nurses, four physicians, and six occupational therapists) were conducted and analysed using the framework method with a matrix developed from the first interview. Content from the interviews was plotted into the matrix, condensed, and refined. FindingsClinical dysphagia management depended on recognising signs of dysphagia in patients at risk. Assessment, therapeutic methods, and care differed among professional groups according to knowledge and roles. Interprofessional collaboration and responsibility for dysphagia management across the care continuum was determined by availability of resources, practical skills, knowledge, and formal decision-making competence and judged effective when based on mutual respect and recognition of healthcare professionals' different perspectives. ConclusionSystematic interprofessional collaboration in ICU dysphagia management requires working towards a common goal of preventing aspiration and rehabilitating the patients' ability to swallow safely. This is based on dysphagia assessment, using appropriate therapeutic interventions, sharing knowledge, and improving skills among professional groups.

The policy unconscious: educational labor, the research-and-teaching relationship and the unquestioned meaning of higher education

ABSTRACT Recent developments in higher education have shown that policies that promote employability tend to be at odds with policies that aim to ensure a close relationship between teaching and research. In this article, we explore how university teachers enact a policy demanding a close relationship between research and teaching. Based on a conceptualization of educational labor practices as policy enactment, we show that teachers enact the policy by using scientific papers in class; by teaching students how to attain a ‘scientific attitude’; by drawing upon one’s own research experiences; and finally, by emphasizing formal competence. As the policy is enacted through educational labor practices, and those practices give higher education its meaning, the policy enactment is enabled by what we term the policy unconscious. This term denotes not only the educational labor practices by which the policy is enacted, but also the dialectics between the particular labor practices and the general meaning ascribed to higher education.

The Legitimacy of Performance-Related Pay in Swedish Public Sector Organisations

This study analyses the legitimacy of different pay determination principles in Swedish public sector organisations. The aim is to explore what dimensions of worth exist in pay determination and to analyse the extent to which differences in legitimacy can be explained by organisational position, professional identity and organisational context. Theoretically, the article is influenced by “valuation studies” and the “institutional logics” and “orders of worth” approaches in analysing the existence of multiple dimensions of pay determination. Empirically, the study is based on surveys to employees and managers. The main results are that individual performance is the most legitimate dimension of worth, although job requirements and employee behaviour also have a high level of legitimacy. Formal individual competence and market value have a somewhat lower level of legitimacy, while organisational results is the dimension that has least legitimacy. In addition, the perceptions of legitimacy are shown to vary somewhat with position, profession and organisational context.