This study aimed to develop a structured retraining program for peritoneal dialysis nurses using the ADDIE model, emphasizing clinical nursing expert orientation and job competency to facilitate their transition toward expert-level practice. From May 1, 2023, to September 30, 2025, the research team followed the five stages of the ADDIE model to assess training needs, learner characteristics, and available resources for retraining peritoneal dialysis specialist nurses. Based on these findings, training modules, content, formats, and assessment strategies were systematically designed, and a preliminary training framework was developed. Twenty-two experts in peritoneal dialysis participated in two rounds of Delphi consultations to refine and finalize the program. The finalized retraining program was subsequently implemented and evaluated among 36 nurses who had obtained the Zhejiang Province Peritoneal Dialysis Nursing Specialist Certificate. The final retraining program comprised 11 modules and 38 topics, including 28 theoretical and 10 practical sessions. Nurses reported high satisfaction scores: 4.74 (4.61, 5.00) during the formative evaluation and 5.00 (4.00, 5.00) during the summative evaluation. By September 2025, 88.89% of participants had progressed to the level of clinical experts. Following the retraining program, nurses demonstrated significant improvements in theoretical examination scores (mean 89.31 ± 6.21, P < 0.001), and the number of independent clinics increased from 13 to 33. Academic productivity and professional engagement, including scientific publications, consultations, lectures, and leadership activities, also increased significantly (P < 0.001). At the peritoneal dialysis center, rates of peritonitis and catheter-related infections declined significantly (all P < 0.001). Further, achievement rates for serum albumin, hemoglobin, serum phosphorus, Kt/V, Ccr, and TOT targets improved significantly (all P < 0.001). The retraining and utilization program for peritoneal dialysis specialist nurses developed in this study is systematic, reliable, and innovative. By emphasizing both practical competencies and professional development, the program aligns closely with clinical demands while enhancing nurses' intrinsic motivation. Participants' feedback indicated strong acceptance and positive evaluation of the retraining program.

ABSTRACT While severe labor shortages impact the hospitality and tourism (H&T) industries, they also create opportunities for people with disabilities (PWDs) aspiring to enter these sectors. Findings from 264 tourism practitioners suggest that, while the industry is generally open to people with physical disabilities (PWPDs), actual employment depends on their professional knowledge and job competencies. The results of the present study suggest several teaching strategies that can assist college students with physical disabilities in acquiring the skills and competence needed to meet industry expectations. These strategies include reviewing the curriculum to ensure adequate disability-related content is available; arranging paid internships and job shadowing opportunities; integrating blended learning methods, such as virtual subject-specific training and in-class management simulations; and inviting successful professionals with disabilities to share their career development stories. Such preparation not only enhances the employability of students with physical disabilities but also fosters further inclusive workforce development.

ABSTRACT Labor shortages in hospitality present opportunities to employ capable individuals with physical disabilities. An empirical study of 144 practitioners perceived that individuals with physical disabilities can work in the hospitality sector, although employment opportunities depend on their job competencies. To meet the expectations of employers, students with disabilities should pursue a college education or vocational training to enhance their skills and qualifications. This preparation enhances employability and supports inclusive workforce development in the industry, promoting diversity and addressing labor gaps while empowering students with disabilities to make meaningful contributions to the hospitality sector. The results of this study also enable education and service professionals who work closely with students with physical disabilities to be aware of the industry’s expectations.

This study explored the lived experiences of Community Health Practitioners(CHPs) regarding their perceptions of job competency within a changing community healthcare environment and examined how they construct and expand their professional roles. A qualitative study employing a phenomenological approach was conducted using a Focus Group Interview(FGI). Six CHPs with more than three years of work experience participated in one focus group session. Data were collected through open-ended questions to facilitate in-depth discussion and interactive reflection among participants. The data generated from group interaction were analyzed using Colaizzi’s phenomenological method to identify essential meanings and thematic structures. A total of 198 significant statements were extracted, from which 32 formulated meanings were derived. These were organized into 16 themes and ultimately integrated into five theme clusters: (1) re-recognized value of job roles through practice, (2) practical efforts to compensate for limited clinical experience, (3) gratitude awareness formed through everyday practice, (4) perceived limitations of professional medical knowledge in field settings, and (5) newly recognized competencies in response to environmental changes. The findings indicate that CHPs are not merely healthcare providers but active professionals who continuously reconstruct their roles in response to community needs. Job competency emerged as a dynamic and evolving process shaped through field experience and reflective practice. These results highlight the need for practice-based competency education programs and provide foundational evidence for competency-based curriculum development and policy support to strengthen professional capacity.

Background The global landscape of dental education is evolving rapidly, driven by the increasing mobility of dental professionals and the growing demand for standardized qualifications across borders. This paper offers a comparative analysis of the dental qualification examination systems in Japan and China, focusing on their legal frameworks, examination structures, and evolving trends in dental education. Methods This study uses examination guidelines and score analyses from China's National Oral Practitioner Qualification Examination Committee and Japan's Ministry of Health, Labor and Welfare. Through literature and comparative research, it analyzes recent reforms in oral practitioner exams in both countries and explores future trends in oral physician talent training, focusing on examination content, cognition, and priorities. Results Through the study of the current status and future development trends of the examination system in China and Japan, it is found that although the qualification standards and examination forms are different, they are all guided by job competency and examine the clinical diagnosis and treatment ability and the basic requirements for physician access. In the context of globalization and aging society, increasing comprehensive health management and preventive health care to cope with the aging society, the application of traditional Chinese medicine in oral treatment, and international health issues accompanying medical globalization will become future development trends. Conclusion The findings suggest that while both countries share similar competency standards, there is potential for harmonizing licensure procedures and examination formats to support a more globally interconnected dental workforce.

ObjectiveTo evaluate whether “Script Killing” immersive teaching improves job competency among resident physicians rotating through the emergency department across departments.MethodsWe conducted a cohort-allocated controlled educational study at Zhengzhou People’s Hospital (November 2024 to March 2025). Thirty-six rotating residents were allocated by cohort to an intervention group (n = 18; “Script Killing” immersive role-play, also referred to as a murder-mystery game–based scenario teaching) or a control group (n = 18; traditional teaching). Outcomes included written theoretical assessment, objective structured clinical examination (OSCE), teaching satisfaction, recognition of the teaching process, clinical decision-making indicators (e.g., triage accuracy and reasonableness of emergency management plans), and 3-month knowledge retention.ResultsAfter 3 months, the intervention group scored higher than controls in theoretical knowledge (86.82 ± 2.85 vs. 72.45 ± 3.25) and OSCE performance (92.47 ± 3.22 vs. 75.18 ± 4.08) (both p < 0.001). Triage accuracy was higher in the intervention group (94.44% vs. 66.67%, p = 0.034). The reasonableness of management plans was numerically higher but did not reach statistical significance (88.89% vs. 61.11%, p = 0.054). At 3-month follow-up, the intervention group showed better knowledge retention, with smaller declines in theoretical and OSCE scores from baseline (p < 0.001).Conclusion“Script Killing” immersive teaching was associated with improved examination performance, OSCE skills, and key decision-making behaviors, with higher learner satisfaction and improved knowledge retention among cross-department rotating residents in the emergency department.

Against the backdrop of the deep integration of popular music into youth cultural life, music education in universities urgently needs to solve the practical problem of the disconnect between traditional curriculum systems and the demand for talents in the new era. This article focuses on the integration path of music education and popular music in universities, exploring a professional curriculum system that balances theoretical depth and practical value from dimensions such as curriculum design principles, multi-level learning path construction, and implementation guarantee mechanisms. By integrating theoretical teaching, practical training, and interdisciplinary resources, and linking media and digital technology fields to optimize course structure and teaching methods, combined with research data from universities, the implementation of integrated courses has increased student classroom participation rate to 91%, and the music job competency attainment rate to 85%, effectively filling the gaps in traditional music education and injecting vitality into aesthetic education work. Research provides practical solutions for the reform of music education in universities, helping to cultivate versatile music talents that meet industry needs.

Method for evaluating the competency of geriatric nursing professionals.

ABSTRACT The competencies required for medical library and information science graduates are constantly changing under the influence of information and communication technologies. This study was conducted to assess the professional competencies of medical library and information science (MLIS) graduates in 2020. A cross-sectional survey was conducted using a researcher-made questionnaire, validated by 62 MLIS graduates and 23 colleagues, based on the 2017 Professional Competencies of the MLA. The collected data were analyzed using pearson correlation, paired t-test, independent t-test, and ANOVA with SPSS 22.0. Job competencies of graduates in point of view of themselves and their colleagues is relatively desirable and the difference between them is significant. The highest level of competency from the perspective of graduates is in the Information Services (M = 3.62 ± 0.65) and from the perspective of colleagues is in the evidence-based practice & research (M = 4.26 ± 0.81). Importance of job competence of graduates in point of view of themselves and their colleagues is relatively desirable and desirable. This study found that while MLIS graduates possess adequate job competencies, their colleagues rate them even higher. A gap exists between this perceived importance and graduates’ actual performance. It is suggested revising and modifying the educational curriculum in this field, incorporating new teaching methods, and conducting supplementary training courses can contribute to enhancing the skills of graduates.

Purpose This study aimed to develop an implementation framework for remanufacturing indirect building components based on the key factors and job competencies of remanufacturing. The key factors constitute the challenges and opportunities that must be addressed, while the job competencies represent skills, characteristics, and behaviors required to execute tasks successfully. Design/methodology/approach This study proceeded in four stages. First, literature labeling identified the potential remanufacturing factors. Second, the Delphi method screened and validated these factors, producing a prioritized set of key factors, and those that required specific job competencies were determined. Third, these results were consolidated to develop a remanufacturing implementation framework for indirect building components. Fourth, case studies were done to evaluate the framework. The approach yielded a validated factor list, a competency model of hard and soft skills, and empirical evidence of the framework’s feasibility and practical utility. Findings The findings from the case studies showed that the implementation framework provides valuable guidance for companies. Its inclusive design accommodates organizations of varying sizes, enabling both large and small-to-medium companies to develop effective operating models. The concept of job competencies offers a valuable reference for corporate talent allocation while allowing for application-specific adjustments. The managers of the case companies praised the framework for its user-friendly interface, clear structural design, and insightful presentation. The framework’s combination of graphics, text, and directional arrows enhances concept comprehension, demonstrating accessibility and practicality for both specialists and general users. Originality/value This study has systematically identified 13 key factors for remanufacturing execution. In order to overcome complex technical aspects of remanufacturing, the concept of job competencies has been introduced. The combination of these two elements has created a novel and comprehensive remanufacturing implementation framework for indirect building components. The framework provides the foundation for achieving the sustainability goals of a built environment, transforming sustainability from a vision into actionable norms.

As intelligent construction technology advances, new projects have become more technology-intensive, collaborative, and multi-objective. Traditional team formation methods based on people’s experience can no longer meet their complex management needs. This study reframes team formation as a multi-objective optimization problem to maximize person–job fit and team collaboration. By introducing a hierarchical penalty mechanism for structured resumes and performing semantic feature extraction on unstructured text via the BERT-base-Chinese model, we develop a job competency model, quantify person–job fit with cosine similarity, and assess team collaboration through MBTI theory and a project-specific scoring framework. An improved algorithm, CSCD-NSGA-II, is proposed, which combines K-means clustering and a modified crowding distance, to maintain solution diversity under constraints. It improves HV by 1.55% and reduces SP by 10.81% compared to the standard NSGA-II. Validation using real projects, simulated data, and algorithm comparisons demonstrates that CSCD-NSGA-II generates teams more efficiently than manual methods. Survey results indicate improved role diversity and the feasibility of collaboration, along with similar task adaptability. The algorithm also outperforms NSGA-II, MOPSO, and SPEA2, supporting intelligent team formation in modern construction.

Job satisfaction is equally important for the performance of extension personnel. It reflects the extent to which officers feel motivated, fulfilled, and committed to their work. Factors such as workload, working conditions, remuneration, promotional opportunities, recognition, and organizational support influence their satisfaction. The study investigates the constraints and suggestions affecting the job competence and satisfaction of Agricultural Extension Officers (AEOs) in Nalgonda District, Telangana, employing an ex-post facto research design. Data were gathered from 120 AEOs across 31 mandals using a structured interview schedule. Using frequency and percentage major constraints identified include excessive workloads (90.83%), inadequate salaries (80.00%), farmers’ preference for subsidies over technology (77.50%), political interference (71.61%), insufficient training opportunities (67.50%), and inadequate infrastructure facilities (60.83%). Respondents suggested addressing these challenges by increasing salaries (80.00%), reducing workloads (70.00%), providing seasonal training programs (63.33%), enhancing infrastructure like transport and office facilities (46.66%), and minimizing political interference (51.66%). The study underscores the urgent need for policy interventions to improve job satisfaction, professional development, and operational efficiency of AEOs, ultimately strengthening agricultural extension services and their impact on farming communities.

The primary aim of this study is to measure the competency gaps between industry expectations and current competencies of recent Chinese quantity surveying graduates from higher vocational colleges, using self-reported data. An innovative measure with a high-dimensional measurement error model was utilized to evaluate competency gaps. We used a quantitative technique with purposive sampling to collect data via a questionnaire survey of quantity surveying graduates with a higher vocational diploma who had worked in China for no more than three years. The findings indicate a competency gap in job matching between quantity surveying higher vocational college graduates’ performance and industry expectations. The personality competency gap is medium, whereas the knowledge, skills, and ethical gaps are minimal. The top three gaps are in business administration, personal image, and innovative insight. The study’s findings highlight the need for training programs focused on management and personality development for quantity surveying higher vocational college graduates. They also emphasize the importance of quantity surveying professionals acquiring interdisciplinary skills through educational programs that combine management with personality attributes such as personal image and innovative insight.

The proposal and in-depth advancement of policies such as “affordable childcare” and “quality childcare” have quietly accelerated the development of the childcare service industry, putting forward higher requirements for professional and high-quality childcare talents. As an important base for cultivating professional childcare talents, preschool education majors in higher vocational colleges should, on the premise of deeply understanding the current market demand for childcare talents, systematically construct a pre-service training system integrating knowledge impartment, ability training and quality improvement based on the job competency model. It aims to open up paths for the growth and development of students majoring in preschool education and promote their magnificent transformation from the role of “students” to “professionals”. This paper first briefly expounds the importance and necessity of pre-service training for childcare teachers based on job competency. On this basis, relying on the job competency theory, it summarizes and proposes the construction path of the pre-service training system for childcare teachers, hoping to specifically break through the current predicament of pre-service training for childcare teachers and promote the high-quality and sustainable development of preschool education majors in higher vocational colleges.

Under the background of industry-education integration, the exploration and practice of the integration path of “Jobs, Courses, Competitions, and Certificates” have become key initiatives to promote the reform of higher vocational English and improve the quality of talent training. By analyzing job competence requirements, teachers clarify the specific application requirements of English in professional scenarios, then design targeted curriculum modules, and apply resources related to vocational qualifications and skill competitions to the teaching process design, which can closely link teaching content with vocational needs. Therefore, based on the background of industry-education integration, this paper proposes the practical path of integrating “Jobs, Courses, Competitions, and Certificates” in higher vocational English, aiming to promote the reform of higher vocational English teaching and give play to the social service function of vocational colleges.

While enhancing perioperative nursing competency is crucial for improving surgical quality and patient safety, conventional apprenticeship-based training models often fall short in addressing the systematic clinical training needs of junior circulating nurses. This study aims to bridge this gap by innovatively integrating scenario-based simulation with the structured BOPPPS teaching model to enhance training efficacy and clinical performance. The aim of this study was to evaluate the effectiveness of integrating the BOPPPS (bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary) teaching model with scenario-based simulation in the training of junior nurses in operating room circulation roles. This study employed a quasi-experimental design utilizing a pre-post self-controlled approach.From September to October 2023, 20 junior circulating nurses from a single hospital were randomly assigned to five groups. A structured teaching framework based on the BOPPPS model was implemented, with scenario-based simulation incorporated into the participatory learning component to support training in circulation responsibilities. Each group was randomly assigned one clinical case for simulation. Pre- and post-training assessments were conducted to evaluate the quality of circulation work, work execution rate, incidence of adverse events, and training satisfaction. Following the training, the quality of circulating work significantly increased from 71.6 ± 6.37 points to 85.05 ± 3.63 points (t = 30.19, p < .05), and the work completion rate improved from 69.95% to 82.55% (t = 30.20, p < .05). Additionally, the incidence of adverse events decreased markedly, and the overall satisfaction of nurses with the training program reached 96.11%. This study integrated the BOPPPS teaching model with scenario simulation training, resulting in a significant improvement of 13.45 points (p < .05) in the quality of circulating work among junior operating room nurses, along with a 12.6% increase in task completion rate. It is recommended to further optimize the training process by refining the interpretation of learning objectives, dynamically adjusting the difficulty of simulation cases, incorporating self-assessment of job competency, and tracking medium- to long-term outcomes. Additionally, the ADDIE model could be applied to support continuous improvement of the training system.

Improving the competency level of frontline positions is an important way for hotels to improve service quality and operational efficiency. This study systematically analyzes the ability differences implied in employee behavioral data, focusing on the structural characteristics of jobcompetencies. The study selected multi-source operational data from over 6,500 employees of a chain hotel, covering attendance, scheduling, performance appraisal, customer complaints, and work order processing, totaling over 19 million records. A behavioral indicator system was constructed, and cluster analysis was used to identify the characteristic differences among different performance groups. The results show that high-performing employees significantly outperformed other groups in peak-hour response speed, complaint handling efficiency, and crossjob collaboration. Based on the analysis results, job competency profiles were created and used in recruitment and probationary period evaluations, resulting in a significant increase in the probationary period pass rate for new employees. The research indicates that using behavioral data to characterize competency structure helps optimize hotel human resource decisions.

This study aimed to explore nurses' perceptions of, and utilization plans for, companion robots to support the physical and mental health of patients with acute stroke. In addition, the study sought to provide foundational data for the development of companion robots tailored to acute stroke patients. It also investigated obstructive factors and potential solutions to difficulties encountered when applying companion robots in the care of patients with acute stroke. Using the Delphi technique, this study surveyed 14 nurses working in the neurology ward and stroke intensive care unit of a tertiary hospital in Seoul across three survey rounds. After completion of the three Delphi survey rounds, Cronbach's α was 0.78, and stability values were all below 0.5; therefore, no additional rounds were conducted. A total of 54 items were finally selected, including 10 items related to educational aspects for nurses and patients, 12 items addressing impacts on nurses and patients, 19 items describing companion robot functions required for stroke patients, and 13 items identifying the most appropriate design elements. Companion robots are expected to contribute to the physical and emotional care of patients with acute stroke admitted to tertiary hospitals by functioning as a nursing intervention, while also reducing nurses' workload, improving the quality of nursing care, and supporting patient safety management. In addition, efforts should be made to ensure the harmonious control and utilization of newly developed robots and to strengthen robot-related job competencies among nurses.

Objective: Discuss the effect of the DEDICT teaching mode combined with scenario simulation among operating room nursing interns. Methods: We selected 110 nursing interns in our hospital's operating room between October 2024 and September 2025. We randomly assigned them to a control group or an experimental group using a random number table. The control group received conventional teaching, while the experimental group underwent DEDICT teaching combined with scenario simulation. We compared the Theoretical and Practical Performance Scores, the Nursing Staff's Self-Directed Learning Ability Scores, the Nursing Competency Scores, and the Teaching Effectiveness Satisfaction Evaluation between the groups. Results: The Theoretical and Practical Performance Scores in the experimental group were 92.16 ± 7.22 and 94.36 ± 3.15, significantly higher than those of the control group at 83.24 ± 6.35 and 82.17 ± 4.54. The experimental group demonstrated higher Nursing Staff's Self-Directed Learning Ability Scores (147.19 ± 12.34 vs. 137.65 ± 11.55) and Nursing Competency Scores (192.54 ± 32.37 vs. 170.83 ± 39.64) than the control group, with all differences being statistically significant (P &lt; 0.05). The Teaching Effectiveness Satisfaction Rate in the experimental group was 98.18%, exceeding that of the control group (89.09%). The rank-sum test yielded Z = -2.475, P =0.014. Conclusions: The application of the DEDICT teaching model combined with scenario simulation enhances nursing interns' theoretical and practical performance, improves their autonomous learning capabilities, elevates their job competency, and facilitates their adaptation to clinical nursing work more effectively and expeditiously. This approach is of significant importance to nursing education and warrants further implementation.

Purpose To explore the relationship between job competence, demographic characteristics, and professional misconduct among healthcare workers in the era of artificial intelligence (AI), and to provide scientific evidence for healthcare management departments to formulate relevant policies. Methods A cross-sectional survey was conducted from May to June 2024 in five hospitals in Xinxiang City, China. The job competency and professional misconduct questionnaires were administered via the Questionnaire Star app, yielding 308 valid responses from physicians, nurses, and medical technicians. Results Univariate analysis revealed significant differences in professional misconduct scores by gender (p = 0.001) and hospital level (p = 0.046). Pearson correlation analysis showed that males (r = −0.248, p < 0.01) and higher competency levels (r = −0.164, p < 0.01) were associated with reduced professional misconduct, while respondents working in higher-level hospitals (r = 0.121, p < 0.05) had a higher incidence of professional misconduct. Regression analysis confirmed that gender (β = −0.241, p < 0.001) and professional competence (β = −0.171, p = 0.002) were the primary influencing factors, while hospital level had a smaller impact (β = 0.101, p = 0.066). Conclusion In the era of AI, professional misconduct among healthcare workers is primarily influenced by gender, hospital level, and professional competence. It is recommended to control the occurrence of professional misconduct through measures such as implementing gender equality policies, providing tiered financial support, establishing a professional competence management system related to AI, and promoting self-assessment.