High Level Of Competence Research Articles

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In light of previous research, it is important to examine class teachers’ perceptions of language so that we can develop pedagogical practices to evoke pupils’ interest and enthusiasm towards the language. In this article, we study what student teachers perceive about language and how they conceptualise their perceptions. We examined 264 student teachers’ interpretations of two sentences with different ambiguities and a nonsense sentence. The data were analysed using both theory- and data-driven qualitative content analysis. The results showed that many students already had a high level of metalinguistic competence: they perceived the ambiguity of the sentences, approached the nonsense sentence with relevant concepts and were able to explicate their linguistic deduction. However, some of the students had challenges, for example in using metalanguage, or they perceived the sentences mainly from a normative perspective. The results can be utilized in developing teaching practices in teacher education and in enhancing the language awareness of student teachers.

The Perspectives of Community Pharmacists Toward the Name-Based Rationing System During the COVID-19 Pandemic in Taiwan: Cross-Sectional Survey Study.

In Taiwan's public health system, community-based pharmacists are key first-line health care providers due to their high accessibility. During the COVID-19 pandemic, the pharmacists played a central role in the distribution of these supplies through the Name-Based Rationing System (NBRS), during an acute shortage of masks and testing kits, that helped reduce the spread of the disease. The NBRS, an innovative government-guided strategy developed after the COVID-19 outbreak, provided equitable and convenient access to masks and COVID-19 test kits. This study aimed to investigate (1) Taiwanese pharmacists' knowledge, attitude, and practices (KAPs) of COVID-19, with the intention to assess their preparedness for public health emergencies and their capabilities to implement COVID-19-related policies effectively; (2) their perspectives toward the NBRS; and (3) the association between individual's KAP and corresponding perspectives toward the NBRS. A cross-sectional, web-based survey was conducted in 2 major cities in Taiwan, from June 18 to September 11, 2022, during the peak of the COVID-19 pandemic. To gauge community pharmacists' KAP, a 66-question instrument was developed using guidelines from the Taiwanese Centers for Disease Control, the International Pharmaceutical Federation, and the Taiwanese Pharmacist Association. The instrument's internal consistency reliability was ascertained using Cronbach α (0.819), and its content validity was verified by field experts. Overall, 343 Taiwanese community pharmacists were recruited in the study. Among them, 88% (303/343) scored high on knowledge domain questions related to SARS-CoV-2; 58% (201/343) and 39% (136/343) held positive and neutral attitudes toward COVID-19-related policies, respectively; and 77% (266/343) practiced infectious disease prevention measures in compliance with official guidelines. The results demonstrated a high level of competency in pharmacists in a public health crisis. It revealed that factors including age, pharmacy characteristics, and the number of customers were associated with their perceptions and willingness to continuously participate in the NBRS. Overall, the community pharmacists showed greater support for the COVID-19-testing NBRS compared with the mask NBRS, because of the more favorable influence on the revenue and workforce of the pharmacies and the well-being of the pharmacists. Responses also highlighted concerns about rapid government policy changes and supply dynamics, underscoring the importance of effective communication and considering supply availability in facilitating a successful NBRS. The strong KAP of the community pharmacists justified the government leveraging their expertise in Taiwan's COVID-19 response. While community pharmacies have proven to be essential distribution centers through the NBRS, improving community connections, communication with the government, and supply management are recommended to strengthen the system. These potential approaches aim to ensure successful NBRS implementation and better preparedness for future public health emergencies. Overall, pharmacists have demonstrated their integral role in achieving equitable outcomes and their dedication to public health efforts during crises.

Standing between the elite and street fields: Young people from affluent communities dealing with drugs

Sociology has a rich tradition studying ‘elite’ and ‘street’ social spaces, but rarely considers spaces between these fields and the social actors within them. This article fills that gap by examining the life stories of affluent Oslo youth engaged in illegal drug dealing. Participants had access to economic, social, and cultural capital in both elite and street social space. Making money in legitimate and illegitimate ways kept participants relatively marginal in both spaces. Having social networks among street-oriented peers and among elites facilitated drug dealing but also allowed them an exit from drug crimes when needed. They were educated and often employed, but also had high levels of drug and street cultural competence. This left them relatively estranged from their affluent background milieu leading to persistence in drug dealing. I argue that illegal drug markets among the affluent can be viewed as an in-between social space, that ‘elite’ or ‘street’ youth are likely best conceptualized as existing on a sociocultural spectrum between fields and provide a Bourdieusian framework to study social actors who stand between fields and the impact this may have on their lives.

Correlation between teacher competence and the self-efficacy of secondary school teachers

The purpose of this study was to compare the different levels of teacher competence and self-efficacy among secondary school teachers. A comparative survey method for descriptive research was used. A total of 147 secondary school teachers were selected through a random sampling method. Analysis of variance was used for data analysis. The key finding of this study is that among male and female teachers with high, moderate, and low competency levels, there are no significant differences in self-efficacy. Government teachers show no significant differences in self-efficacy with respect to their competence levels, but private teachers show an apparent pattern. Private teachers differ only in terms of high and low levels of self-efficacy; neither high nor medium self-efficacy levels differ from one another.

Understanding Nursing Students' Competency in Working with Culturally Diverse Populations: A Palestinian Perspective.

Understanding cultural competency is essential for providing competent, culturally sensitive care for improving health outcomes. Therefore, the aim of this study is to examine nursing students' competency in working with culturally diverse populations. A cross-sectional design was conducted among 243 nursing students during their internship. The Cultural Competence Assessment Scale and a perception of student competency scale were used. The study revealed that nursing students hold a high level of behavioral competence and awareness, with mean scores of 4.99 ± 0.84 and 4.77 ± 0.52, respectively. Nursing students' cultural competency behavior was significantly predicted by resident location and cultural awareness, as revealed by multivariable regression analysis. Nurses must deliver culturally competent health care to individuals from a variety of backgrounds. It is critical to implement efficient interventions, including focused educational programs, aimed at improving students' readiness to offer equitable and culturally sensitive care to various patient populations.

Bridging diversity management and intellectual capital: insights and impacts in healthcare organizations

PurposeThe study examines the relationship between diversity management (DM) and intellectual capital (IC) in healthcare organizations. It aims to understand how embracing diversity across various domains – including cultural, gender and physical ability – enhances strategic value and competitive edge among healthcare institutions. This study is among the first papers to link DM and IC in the healthcare setting.Design/methodology/approachThe two-phased methodological framework began with a bibliometric analysis of previous literature to distil significant variables commonly associated with DM in healthcare. Subsequently, based on the identified variables, the policy and planning documents of 17 Italian healthcare organizations were mapped to assess how well European Commission policies promoting the integration of DM into IC have been adopted, identifying any key oversights.FindingsA significant link exists between effective DM and enhanced IC, particularly in fostering an inclusive organizational culture that values diverse employee backgrounds. This enhancement is evident in the increased recognition of varied cultural perspectives, improved gender diversity in leadership positions and the implementation of comprehensive anti-discrimination policies. Despite these benefits being recognized theoretically, the extent of practical application in healthcare settings varies. Some organizations show robust integration of these principles, while others exhibit significant gaps, especially in the Italian sample analysed.Originality/valueThis research underscores DM’s critical role in strengthening IC, particularly within the healthcare sector, which demands a high level of interpersonal interaction and cultural competence. The study’s insights encourage healthcare organizations to adopt more strategic approaches to DM, ultimately contributing to a more equitable healthcare system.

Global initiatives and challenges in integrating artificial intelligence literacy in elementary education: Mapping policies and empirical literature

AbstractArtificial intelligence (AI) has permeated most facets of life in the 21st century and has rapidly transformed various aspects of modern society. From entertainment to education, these advanced technologies have achieved a high level of competency in skills that once necessitated human involvement. Given AI's potential impact, ensuring students are literate in AI will support the careful integration of these advanced technologies to achieve sustainable development goals. This review hence examines the avenues for integrating AI literacy into elementary education by analyzing current global initiatives focused on implementing AI literacy education. The purpose is to support innovations within the educational framework to develop a universally accessible AI literacy education program. In line with this purpose, this study explores worldwide AI literacy initiatives that use hands‐on activities, collaborative learning, and project‐based learning to introduce AI fundamentals to diverse learners. Limitations on the provision of AI literacy education are also discussed, including professional development, openness to AI tools, and other challenges. This review aims to inform global efforts to support universal access to AI literacy education, which can ensure equitable outcomes for all learners, emphasizing the need for collaborative efforts to support the development and delivery of quality AI literacy education.

Australian Dentists' Knowledge of the Consequences of Interpretive Errors in Dental Radiographs and Potential Mitigation Measures.

Dental radiographs, typically taken and interpreted by dentists, are essential for diagnosis and effective treatment planning. Interpretive errors in dental radiographs, stemming from failures of visual and cognitive processes, can affect both patients and clinicians. This survey aimed to assess the dental practitioners' perceptions of the consequences of these errors and potential measures to minimize them. This online anonymized survey assessed Australian dental practitioners' perceptions of the consequences of these errors and potential mitigation measures using ranking, Likert scale, and open-ended questions. The data were analyzed using descriptive statistics and bivariate analysis. Participants identified undertreatment (72%) and legal implications (82%) as the most significant consequences of interpretive errors, whereas severe harm to patients was deemed the least likely. Dental practitioners placed a greater emphasis on maintaining a high level of competence and the well-being of their patients. Utilizing high-quality images (63.9%) and appropriate radiographs (59.7%) were identified as the most effective measures to minimize interpretive errors. Participants showed hesitancy regarding the reliance on machine learning as a clinical decision-making tool. The survey provides valuable practical insights into the consequences and targeted measures to minimize the occurrence of interpretive errors. Efforts to minimize interpretive errors should address patient safety and practitioners' concerns about professional reputation and business viability. The study also suggests further research into the role of machine learning algorithms in reducing interpretive errors in dentistry.

Teachers’ Competence in Information and Communications Technology

Given the pervasiveness of technology in today’s schools, the proficiency of educators with information and communications technology (ICT) is critically important. This study aims to determine teachers’ competence in information and communications technology in technology operations, pedagogical skills, and professional competency. Data for this descriptive study was collected from 90 respondents using a 30-item self-made data-gathering instrument that has passed the rigorous validity and reliability test. The assembled information was dealt with using the mean and Mann-Whitney U-tests. Results revealed that teachers had a high level of competence in ICT in technology operations and pedagogical skills and a moderate level in the professional area. A difference was found in the teachers’ ICT competence in three areas when compared according to sex, and a difference was also found in the professional area when compared according to age. The result provides evidence that teachers are proficient in ICT; however, their ICT competence varies based on gender and age. This study calls for a continuous, high-quality training program in all regional secondary schools to maintain teachers’ ICT competence. Keywords: Information and Communications Technology, ICT Competence, Secondary School Teachers, Negros Oriental

Teachers’ Competence in Information and Communication Technology

By enhancing teachers’ competence in Information and Communication Technology (ICT). schools can better prepare students for success in a digitally driven world and empower them to become lifelong learners equipped with essential digital skills. In this context, this study aimed to determine the level of competence of teachers in the utilization of ICT in one of the public secondary schools in a large division of Central Philippines for the School Year 2020-2021 as basis for a capacity building plan. Overall, a very high level of competence in Microsoft Word application indicates that teachers have the skills, knowledge, and proficiency to achieve more in this software effectivity in their teaching practices, enhancing instructional delivery, resource creation, collaboration, and daily productivity in teaching learners every day. Overall, the Competence of Teachers in the Utilization of Information and Communication Technology signifies proficient in leveraging the software to enhance instructional delivery, facilitate resource creation, have collaboration and uphold daily productivity in teaching. Teachers demonstrate strong communication skills integrating technology to enrich the teaching and learning experience, inspiring student engagement in their daily educational endeavors. It hopes that the fruit of this research provides proper data to those people responsible for incorporating new technologies into the school teaching and learning advancement. Keywords: Education, Information and Communication Technology, teachers, students, competence, Negros Oriental, Philippines

The Mediating Role of Self-Efficacy Between Solution-Focused Thinking Skills and Psychological Resilience Among Pharmacy Students in Turkey

ObjectiveThe objective of this study was to examine the relationships between solution-focused thinking, self-efficacy, and psychological resilience in pharmacy students and to investigate the mediating role of self-efficacy in the relationship between solution-focused thinking and psychological resilience. MethodsTo achieve the objective of this study, a cross-sectional, descriptive, correlational study was conducted. ResultsA total of 884 pharmacy students participated in the study. A total of 877 student’s questionnaires were found to be valid for analysis. This study, which, to the best of our knowledge, is the first to examine the relationship between psychological resilience, solution-focused thinking, and self-efficacy levels in pharmacy students, found that students demonstrated above-average levels of psychological resilience, solution-focused thinking, and self-efficacy. Based on the research, it was determined that self-efficacy played a mediating role in the connection between solution-focused thinking and psychological resilience among pharmacy students. ConclusionStrategies that promote psychological resilience and self-efficacy, such as solution-focused approaches to learning, self-reflection, positive refraction, and skills practice, need to be integrated at all stages of the school curriculum and their efficacy assessed. Furthermore, teachers can use solution-focused approaches to develop the students’ skills and competencies in coping with challenges. To meet the increasingly complex demands of health care systems, pharmacy students need to acquire high levels of competence and self-efficacy, and the pharmacy curriculum should be designed to aid them in achieving this.

Establishing Triage Competencies and Verification Processes: A Survey Study

IntroductionAlthough the ED triage function is a critical means of ensuring patient safety, core competencies for ED triage are not well defined in the literature. The purpose of the study was to identify and validate emergency triage nursing competencies and to develop a competency verification process. MethodsA sample of 1181 emergency nurses evenly divided between roles with oversight of triage training and competency assessment (manager-level and staff nurses performing triage) completed an online survey evaluating competency elements that comprised the following in terms of frequency and importance, training modalities, and evaluation methods: expert assessment, clinical judgment, management of medical resources, communication, and timely decisions. ResultsBoth manager-level and triage nurses agreed on the importance of the identified competencies. Gaps in training and evaluation were reported by both staff nurses and manager-level nurses. Triage nurses reported less training offered and less competency evaluation compared with manager-level nurses. Triage nurses reported performing all competencies more frequently and at higher level of competency than manager-level nurses reporting on triage nurse performance. DiscussionThis study provides both a standard set of triage competencies and a method by which to evaluate them. Managers and educators might consider this standard to establish initial triage role competency and periodic competency assessment per institutional guidelines. The gap in perceived education and evaluation suggests that standard education and evaluation processes be adopted across emergency departments.

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

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

CURRENT CHALLENGES AND REQUIREMENTS FOR THE PROFESSIONAL COMPETENCE OF EDUCATORS IN THE MODERN WORLD

The article examines the current challenges and requirements facing educators in the modern educational context. The research is based on an analysis of current trends in education, the changing needs of students, as well as scientific research related to the professional competence of educators. The article identifies key aspects, including the development of socio-emotional skills, inclusive education, digital technologies and intercultural interaction. The authors discuss strategies and methods necessary for effective adaptation of educators to modern challenges and ensuring a high level of professional competence. In conclusion, the article emphasizes the importance of continuous professional development and flexibility in adapting to changing educational environments.

Assessment of Knowledge and Practices of Medical Emergencies in Medical and Dental Students of the University of Ha'il, Saudi Arabia: A Cross-Sectional Study.

Aim and background Medical emergencies (MEs) pose urgent threats to life and occur frequently, with primary care providers seeing at least one emergency per year. Common MEs include asthma, anaphylaxis, seizures, and cardiac arrest. However, many medical offices are ill-equipped to handle these emergencies. Practices should obtain appropriate emergency equipment and medications based on their patient population, provider expertise, and proximity to the ER. A lack of emergency preparedness and training can have fatal consequences, so all healthcare providers must be well-prepared to respond. Providing basic life support (BLS) is the crucial first step until definitive treatment is available. The study aimed to assess emergency-related knowledge, its relationship to expertise, and the need for emergency management training among medical/dental students at University of Ha'il (UOH) in Saudi Arabia. Methods The study included 214 participants. It consisted of male and female dental and medical students in their clinical years at the UOH in Saudi Arabia. This targeted sampling approach ensured the study focused on the relevant demographic factors of dental and medical students to provide insights into their level of MR-related knowledge and its relationship to their expertise, as well as their awareness and need for training in ME management. The researchers aimed to assess these factors among the medical and dental students at the UOH. Result Dental and medical students show a strong grasp of emergency care fundamentals, with 78.6% familiar with BLS protocols. Most students correctly identify crucial actions, such as assessing airway, breathing, and circulation (ABCs), and immobilizing the head and neck for spinal injuries. Responses to emergencies include starting chest compressions, calling 911, and administering appropriate treatments for cardiovascular, respiratory, and neurological issues. Despite high competency levels, continuous education is vital to maintain and enhance their preparedness for emergencies. Conclusions Dental and medical students demonstrate a solid understanding of BLS, with 78.6% familiar with protocols and many identifying critical emergency actions. However, inconsistencies in responses highlight the need for ongoing education to improve decision-making and preparedness. Continuous training will ensure these future healthcare professionals are equipped to handle real-world emergencies effectively.

Intercultural communication skills and student mobility in Morocco

This study examines intercultural communication competence among international students in Morocco, taking as a sample the Ecole Nationale des Sciences Appliquées (ENSA) in Tétouan. The survey of 26 students assessed six key aspects: intercultural communication skills, culture shock, general satisfaction, cultural awareness, intercultural sensitivity and language proficiency. The results show that 58% of students have a high level of intercultural competence. Culture shock is evenly distributed between high, moderate and low levels. Overall satisfaction is high, with 80% of students satisfied with their experience. Cultural awareness and intercultural sensitivity are also high among the majority of participants. In linguistic terms, there was significant progress in Arabic, while the level of French was generally high. The study highlights the crucial importance of intercultural communication skills in the success of international student mobility in Morocco. It highlights areas requiring particular attention, such as support for students experiencing significant culture shock and the continuous improvement of language skills. Despite certain limitations, in particular the size of the sample and the focus on a single institution, this research provides insight into the role of intercultural communication in the success of international student mobility in Morocco.

Optimization of transformation conditions of the yeast <i>Saccharomyces cerevisiae</i> to determine coregulators of the transcription factor NIN in a yeast two-hybrid system

BACKGROUND: The method of protein-protein interaction analysis using the yeast two-hybrid system in Saccharomyces cerevisiae cells is used to search for protein coregulators. This method is also used for mass screening of libraries of cloned fragments of complementary DNA (cDNA) that are translated in the cell. The key factor in the success of such screening is the level of efficiency of yeast cell transformation, since the resolution of the analysis is based on this. AIM: The aim of this study is to search for optimal parameters for chemical transformation of yeast cells to increase the resolution of cDNA library screening. MATERIALS AND METHODS: Plasmids pDEST22 and pDEST32 were used for chemical transformation of the yeast strain S. cerevisiae pJ69-4A. For screening, a cDNA library was used, obtained on the basis of mRNA isolated from the roots of pea Pisum sativum cultivar Finale, inoculated with rhizobia. RESULTS: Factors influencing the efficiency of transformation were identified. Among them are the molecular weight of polyethyleneglycol used for transformation, as well as the number of cell division cycles that the culture undergoes. The effect of the number and size of plasmids used in transformation was also shown. Using the optimized protocol, a cDNA library was successfully screened to find coregulators of the NIN transcription factor. CONCLUSIONS: Based on the data obtained, optimal parameters were determined that allow achieving a high level of competence in yeast cells. The use of the described protocol allowed for successful screening of the library to identify coregulators of the NIN transcription factor.

MEASURING PEDAGOGICAL-DIDACTICAL MEDIA LITERACY COMPETENCIES OF EFL TEACHERS

Media literacy competencies have become increasingly vital in the contemporary educational landscape due to the pervasive role of digital media in communication, information dissemination, and social interaction. This study measures the pedagogical and didactic competencies of 400 EFL (English as a Foreign Language) teachers in secondary schools regarding their ability to teach media literacy. Utilising a web-based questionnaire, the research assesses teachers’ proficiency in various instructional strategies, ranging from basic technical instruction to advanced critical and participatory teaching methods. The findings indicate a high level of competency among teachers in imparting technical skills related to media device usage, whereas competencies in fostering critical awareness and encouraging participation in public debate through media were less developed. The study underscores the necessity for a comprehensive media literacy curriculum that balances technical instruction with critical thinking and communication skills. Limitations of the study include potential biases inherent in self-reported data and the absence of contextual insights from naturalistic observations. Future research should incorporate longitudinal and observational methodologies to validate these findings and examine the integration of AI tools in media literacy education. This research provides a foundational understanding of current teaching practices and competencies, offering valuable insights for the enhancement of media literacy education strategies.

Influence of the Use of Video Games, Social Media, and Smartphones on the Development of Digital Competence with Regard to Safety

The issue of safety in respect of using technology in education is an issue that deserves particular attention. This research uses a quantitative methodology to explore whether the use made by children of video games, social media, and smartphones in their free time influences the development of digital competence as regards safety. This study was conducted based on a sample of 800 compulsory education phase Spanish students. The results show a relatively low competence level, suggesting the need for digital education as part of the school curriculum so that students can make safe use of digital technologies. According to the findings, while students enjoy playing video games and using certain social media, mainly through smartphones, they are not digitally competent. The results reported for the assessment of digital competence in the safety area are within the basic level and, in general, boys have a higher level of competence than girls, except in the protecting health and protecting the environment competences.

Unlocking Teacherpreneur Potential in Higher Education: Validating a Competency Measurement Scale

This study investigated the level of teacherpreneur competency among pre-service teachers (n = 400), with an additional 400 pilot participants from the same academic context invited for exploratory factor analysis and reliability analysis. A self-reported questionnaire, adapted from the Teacherpreneur Competency Model (TCM), was used to assess participants’ competency across four key domains: pedagogical, social, personality, and professional. The findings revealed that pre- service teachers possessed high levels of teacherpreneur competency, with Personality Competency scoring the highest and Social Competency scoring the lowest. These results suggest that while pre-service teachers have a solid foundation in delivering instruction, targeted interventions are needed within teacher education programs to nurture their entrepreneurial spirit and foster the social and personal attributes associated with teacherpreneurship. This study underscores the importance of integrating comprehensive competency development into teacher education curricula to better prepare future educators for the dynamic demands of the teaching profession.