Knowledge, Skills And Attitudes Research Articles

Awareness of Beneficiaries on the School–On-Air (SOA) Program of the Department of Agriculture on Halal Goat Production in Maguindanao

The study was conducted to evaluate and assessed the evident of awareness of beneficiaries on the School on Air (SOA) program on Halal Goat Production of the Department of Agriculture – Maguindanao, BARMM. It was conducted in the province of Maguindanao, Bangsamoro Autonomous Region in Muslim Mindanao. Specifically, it covered six (5) municipalities with one hundred eighty (100) goat raisers who also participated in the Halal Small Ruminant School on the Air Program.
 Results showed that majority of the respondents/goat raisers have high level of awareness on the Halal Goat program based on their responses to the different survey parameters. Many of them also disclosed that thru Halal goat school on the air program their knowledge, skills and attitudes (KSA) were enhanced and improved.On the other hand, some of the respondents also observed some gaps and issues in the program implementation, however, they also indicated recommendations for the improvement of future programming. Among them were, use of bilingual in the delivery of relevant information, especially to the rural farmers, regular monitoring of DA technical experts/personnel to their farms and careful use of the word “halal” which, according to them, must be supported by corresponding verses from the holy Quran whenever possible.

A new approach for Training Needs Analysis: A case study using an Automated Vehicle

Considerable resources are invested each year into training to ensure trainees have the required competencies to safely and effectively perform their tasks/jobs. As such, it is important to develop effective training programmes which target those required competencies. One method that can be used at the start of the training lifecycle to establish the tasks and competencies that are required for a task/job and is considered an important activity to perform when developing a training programme is a Training Needs Analysis (TNA). This article presents a new TNA approach and uses an Automated Vehicle (AV) case study to demonstrate this new approach for a specific AV scenario within the current UK road system. A Hierarchical Task Analysis (HTA) was performed in order to identify the overall goal and tasks that drivers need to perform to operate the AV system safely on the road. This HTA identified 7 main tasks which were decomposed into 26 sub-tasks and 2428 operations. Then, six AV driver training themes from the literature were combined with the Knowledge, Skills and Attitudes (KSA) taxonomy to identify the KSAs that drivers need to perform the tasks, sub-tasks and operations that were identified in the HTA (training needs). This resulted in the identification of over 100 different training needs. This new approach helped to identify more tasks, operations and training needs than previous TNAs which applied the KSA taxonomy alone. As such, a more comprehensive TNA for drivers of the AV system was produced. This can be more easily translated into the development and evaluation of future training programmes for drivers of AV systems.

Temporal development of high-performance translational teams.

Successful translation involves the coupled application of knowledge-generating research with product development to advance a device, drug, diagnostic, or evidence-based intervention for clinical adoption to improve human health. Critical to the success of the CTSA consortium, translation can be more effectively accomplished by training approaches that focus on improving team-emergent knowledge skills and attitudes (KSAs) linked to performance. We earlier identified 15 specific evidence-informed, team-emergent competencies that facilitate translational team (TT) performance. Here, we examine the SciTS literature describing developmental, temporal dynamics, and adaptive learning stages of interdisciplinary teams and integrate these with real-world observations on TT maturation pathways. We propose that TTs undergo ordered developmental phases, each representing a learning cycle that we call Formation, Knowledge Generation, and Translation. We identify major activities of each phase linked to development goals. Transition to subsequent phases is associated with a team learning cycle, resulting in adaptations that enabling progression towards clinical translation. We present known antecedents of stage-dependent competencies and rubrics for their assessment. Application of this model will ease assessment, facilitate goal identification and align relevant training interventions to improve performance of TTs in the CTSA context.

Competencies supporting high-performance translational teams: A review of the SciTS evidence base.

A translational team (TT) is a specific type of interdisciplinary team that seeks to improve human health. Because high-performing TTs are critical to accomplishing CTSA goals, a greater understanding of how to promote TT performance is needed. Previous work by a CTSA Workgroup formulated a taxonomy of 5 interrelated team-emergent competency "domains" for successful translation: 1). affect, 2). communication, 3). management, 4). collaborative problem-solving, and 5). leadership. These Knowledge Skills and Attitudes (KSAs) develop within teams from the team's interactions. However, understanding how practice in these domains enhance team performance was unaddressed. To fill this gap, we conducted a scoping literature review of empirical team studies from the broader Science of Team Science literature domains. We identified specific team-emergent KSAs that enhance TT performance, mapped these to the earlier "domain" taxonomy, and developed a rubric for their assessment. This work identifies important areas of intersection of practices in specific competencies across other competency domains. We find that inclusive environment, openness to transdisciplinary knowledge sharing, and situational leadership are a core triad of team-emergent competencies that reinforce each other and are highly linked to team performance. Finally, we identify strategies for enhancing these competencies. This work provides a grounded approach for training interventions in the CTSA context.

Examining dietitians' knowledge, skills and attitudes regarding working with older adults in residential aged care facilities and home care services: An integrative review.

The Australian 2021 Royal Commission identified that the dietetic workforce needs to grow in size and capacity to support nutrition care in older adults. However, little is known about dietitians' knowledge, skills and attitudes (KSA) regarding working with older adults in residential aged care facilities (RACFs) or their homes. This review describes dietitians' KSA regarding older adults in RACFs and home care services. A systematic literature search was conducted in August 2021 to identify studies examining any aspect of dietitians or student dietitians' KSA working in RACFs and home care services. No restrictions were applied to methodological design, language, location or publication year. Studies were assessed for quality using the Johanna Briggs Institute Quality Appraisal Tools. Study findings were analysed thematically using meta-synthesis. All 17 studies that met the inclusion criteria explored dietitians' attitudes towards their role, three studies examined perceived knowledge, although no studies objectively explored dietitians' skill levels. Five themes were developed inductively: (1) recognising their contribution as dietitians; (2) lacking clarity about the boundaries of their role; (3) all team members have a role to play in nutrition care; (4) assumptions and biases about working with older people; and (5) needing to build capacity in the workforce. Dietitians have mixed attitudes about working in RACFs and home care services. Future directions include evaluating dietitians' role in RACFs, reviewing education and training and practical opportunities for student dietitians, and assessing the impact of more dietitian support on an older person's dietary intake and nutrition.

Employer expectations on the performance of graduates through KSA (knowledge, skills and attitudes) with reference to banking sector in Muscat, Sultanate of Oman

The purpose of this study is to find out the gap between employer expectations and performance of graduates through KSA (Knowledge, skills and attitude) approach in banking sector in Muscat, Sultanate of Oman. The main area which has been covered in this research is related to expectations and performance of graduates through knowledge, skills and attitude. Questionnaire for the survey was designed to find out the gap between expected and actual performance of graduates through KSA. To analyze the findings, descriptive and correlation analysis has been used. The results of the analysis are very important and significant for employers, graduates who have recently joined the banking sector and educational institutions. Firstly, Educational institutions should work on scaling up the skills of the graduates. Secondly, organizations should scale down the expectations from the new employees and also should work on enhancing their capabilities. Thirdly, graduates who have recently joined banking sector should work on enhancing their knowledge, skills and attitude required for the organization.
 The conclusion leads to recommendations to the educational institutions as well as employer to modify their curriculum and training programs to enhance the capabilities of the new employees.
 Keywords: KSA, Knowledge, Skills, Attitudes, Employer expectations.

A Characterization and Pedagogical Analysis of Youth Entrepreneurship

This paper proposes a characterization of the youth entrepreneur and, subsequently, explores pedagogies that can assist in the development of entrepreneurial knowledge, skills and attitudes (KSAs) among youth in a secondary school context. Data was collected via a mixed methods approach. A small cross-section of high school students from the Canadian province Nova Scotia participated in a semi structured interview on entrepreneurship and pedagogy, while a larger cross-section completed a survey that assessed perceived degree of entrepreneurialism. The study concluded that young people possess, to varying degrees, a variety of entrepreneurial knowledge, skills and attitudes. Furthermore, it was found that those KSAs are largely gathered, refined and mobilized in extra-curricular contexts, leaving secondary schools to consider how to better support the entrepreneurialism of their students. The various implications of these findings, as they relate to pedagogy, practice, and educational policy are explored in detail.

A Novel Blended Learning Module in Family Medicine: An Interventional Study at the Faculty of Medicine, Suez Canal University, Ismailia, Egypt

Blended learning (BL) has been reported as an effective method for teaching family medicine to undergraduates in high-income countries; however, studies of its effectiveness are limited in low- and middle-income countries. This study aimed to assess the effectiveness of an innovative BL module in family medicine including knowledge, skills and attitudes (KSA), and e-learning experiences. The grades of the fourth-year medical students at the Faculty of Medicine, Suez Canal University were correlated with the above items. A pre–post interventional study was conducted on a convenience sample of 117 fourth-year students in the educational year 2017–2018. Their KSA were assessed using valid and reliable questionnaires before and after the intervention was implemented. The intervention combined the traditional training in primary healthcare settings with the newly designed asynchronous e-learning module on the Moodle platform. The prepared website consisted of e-sections and an e-forum which was validated by expert staff. A questionnaire about students’ e-learning experiences was used to assess students’ satisfaction. The students’ final fourth-year marks for the family medicine module were correlated with their KSA and e-learning satisfaction. The overall means of students’ KSA were statistically significantly improved post-implementation. The posttest students’ skills were positively correlated with their marks in family medicine (rs = 0.308, p = 0.001). Students valued the e-resources and their relevance to the face-to-face activities. They were satisfied with their e-learning experiences (54.7%). Their e-learning satisfaction was positively correlated with the improvement in their knowledge (rs = 0.20, p = 0.031). BL had positive effects on students’ KSA and their satisfaction with the family medicine module. Combined asynchronous and synchronous e-learning in the COVID-19 era was applied in this study.

Healthcare professionals’ perspectives on infant feeding support in paediatric inpatients: single-centre qualitative study

ObjectiveTo provide information on baseline knowledge, skills and attitudes (KSA) of paediatric staff to formulate a plan for improving infant feeding support in hospitals.DesignSemistructured interviews assessed baseline infant feeding KSA...

EXPLORING THE ROLE OF TRAINING AND DEVELOPMENT IN CREATING INNOVATIVE WORK BEHAVIORS AND ACCOMPLISHING NON-ROUTINE COGNITIVE JOBS FOR ORGANIZATIONAL EFFECTIVENESS

Innovation is the buzz word in today’s organizational context. If the employees’ thoughts and actions are creative and innovative then there comes innovation. The need for innovation arises when one tries to carry out the non-routine cognitive jobs. Learning & development is vital among the various HRM practices which helps employees to keep them update with the requisite knowledge, skills and attitudes (KSAs) necessary for innovation. It is necessary for the organizations to focus on eliciting innovative behaviors among its employees to make innovation possible. Non-routine cognitive jobs help employees to be innovative and to understand the importance of being innovative and to learn the skills that are prerequisite for innovative behavior. This conceptual paper tries to explore how non-routine cognitive jobs are done effectively through innovative work behavior.

“KSA – Research” of Gap Analysis Towards Management Graduate’s Deliverables and Industry Expectations – A Contemporary Perspective of Human Resource Professionals

The object of this study is to understand the gap between the performance of management graduates and employer’s expectations from them. It is measured through KSA (Knowledge, Skills and Attitudes) approach for the services industry. The questionnaire was distributed to 210 Human Resource Professionals from different spectrum identified through convenience sampling method. Data analysed using Chi-square test, U-test and Weighted average rank. The findings indicated that to reduce a gap institute should increase an institute Industry interactions through Industrial visits, Lectures, etc., The Industry expectations are quite high so, the universities and institutes design curriculum based on the Industry expectations and review the knowledge imparting strategies.

Perceptions of Fashion Interns: Roles, Responsibilities, Expectations and Experiences

Fashion design education has grown by leaps and bounds across world in recent years. It aims to prepare students with knowledge, skills and attitudes (KSA) to work in fashion industry and be employable. To empower students with much needed KSA, fashion design programs have industrial internship as a mandatory requirement that enables students to receive experiential training within the industry for a specific period. Industry internship is an opportunity to gain first- hand experience about various activities and operations conducted in an organization to manufacture products. This research investigates the perceptions of fashion design students regarding their expectations and experiences from an industrial internship using a mixed method approach. Structured questionnaires and semi structured interview schedule is used to gather data. Sample size for questionnaire was 66 and later in-depth interviews were conducted with 16 students. The findings of this research provide rich insight on internship expectations and experiences that can help educational institutions and fashion industry to work collaboratively in order to strengthen the internship program and maximize the benefits.

Operational Readiness: Redesigning Advanced Practice Registered Nurse (APRN) Curriculum for an Evolving Battlefield.

The Global War on Terror and the ensuing Overseas Contingency Operations has rapidly transformed the U.S. military's strategic philosophy for warfare. The paradigm shift to unconventional warfare has forced military medicine to adapt with the rapidly evolving battle space. To this end, large fixed facility hospitals are being replaced with highly mobile and austere medical platforms that serve farther forward. The transition in operational health care has challenged the role of all health care team members.Through the evolution of the modern battlefield, nursing roles have grown and expanded beyond the traditional roles and peacetime practice. Nurses are seeing greater autonomy and scope of practice in operational settings while caring for patient pathologies that are often different than at home. The expansion of practice extends beyond the registered nurse at the bedside to the Advanced Practice Registered Nurse (APRN) that serves in the provider role. Through anecdotal reports, and a growing body of literature, that APRN operational practice is different than in the traditional health care setting. Although a variety of organizations have codified knowledge, skills and attitudes (KSAs) relevant to operational practice, no formal APRN operational curriculum currently exists. Using an adaptation of Kern's Six-Step Model of curriculum design, we describe a curriculum development process used to improve and focus educational experiences to better prepare APRNs for evolving operational roles. Through deliberate approaches the GSN has reimagined its operational readiness curriculum for the preparation of the military APRN on the evolving battlefield. The GSN has operationalized APRN operational readiness through the integration of operationally relevant curriculum designed around interprofessional education experiences. Through this curricular design, GSN APRN students are provided with operationally relevant experiences in the context of authentic military scenarios. Through these encounters, we believe, allows our students to successfully develop the clinical, operational and teamwork skills to successfully perform care in austere and operational settings. This manuscript describes a novel approach to provide operational readiness education to military APRN students. Through an evaluation of the current literature, expert reports and information of the current operational requirements, the USU GSN has developed a model and curricula for APRN operational readiness that lie beyond the traditional skills in the peacetime setting. Through this plan of instruction, USU GSN APRN students will have the requisite skills to meet the evolving operational needs of the Department of Defense.

EFFECT OF ACTIVE LEARNING ON PERCEPTION OF AND PERFORMANCE IN SCIENCE SUBJECTS

Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods. This term has got many synonyms like learning through play, technology based learning, activity based learning, group work, project method, etc. the underlying factor behind these are some significant qualities and characteristics of active learning. The term “active learning” was introduced by the English scholar R. W. Revans. The definition was developing through time. In more detail, in active learning, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. It relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Active learning engages students in two aspects – doing things and thinking about the things they are doing (Renkl et al., 2002). Active learning should transform students from passive listeners to active participants, helps the student understand the subject through inquiry, gathering and analyzing data to solving higher order cognitive problems. There is intensive use of scientific and quantitative literacy across the curriculum, and technology based learning is also in high demand in concern with active learning.

Education and training for radiation protection experts working in the medical field

Introduction A course has been developed to provide the Knowledge, Skills and Attitudes (KSAs) for Radiation Protection Experts (RPEs) working in the medical field as part of the ENETRAP III ( http://enetrap3.sckcen.be/ ) EC funded project. Purpose The training is designed to ensure that successful course participants are able to provide competent radiation protection advice to employers, staff and members of the public in the medical field. Materials and methods The course contains a one week face-to-face module with lectures and workshops designed to ensure the KSA requirements are satisfied. Nine months prior to the face-to-face module, registered course participants are tasked to understand the Knowledge required of RPEs and provide portfolios evidencing the required Skills and Attitudes. Detailed guidance and formative assessments are provided using an IAEA e-learning platform ( http://clp4net-nkm.iaea.org/ ). Draft portfolios are sent to the faculty for comment and are then discussed in an open forum during the face-to-face module to provide opportunities for further improvements and reflection. Results Candidates that have successfully completed the course will have fulfilled the required content for the portfolios and passed both an oral assessment on their portfolio and a multiple choice examination at the end of the face-to-face module. Conclusion Successful course participants will be able to provide evidence to an authorised body to seek accreditation as an RPE in the medical field under Council Directive 2013/59/Euratom (BSS). Disclosure The authors declare that they have no conflict of interest.

Jeux sérieux et avatars

Medical education and evaluation, for both initial and continuing medical training of healthcare professionals, is experiencing profound conceptual and technical changes in the era of the digital society and economy. Using the concepts of active and blended learning, acquisition and maintenance of knowledge, skills and attitudes (KSA) now passes through upstream work before entering the Faculty of Medicine on Internet (MOOC, SPOC, OER), restitution in flipped and contextualized classrooms to solve problems and learn to learn, and ultimately on virtual platforms using mannequins (avatars) in virtual environ- ments, without risk to patients and actors. Here we provide some examples of this revolu- tion, and their development prospects.

Competency Training in Collaborative Supply Chain Using KSA Model

The new alternatives of collaboration implies a deep analysis of competencies of supply chain actors and involves a good partnership amongst supply chain partners through exchange of information, resources and allocation of specific roles. It is considered to be important finding mutually profitable cooperation models that support staff essential educational training for a good supply chain collaboration. One of the concepts that helps educational courses to improve training in collaboration between partners it is use to identify new challenges that requires competencies in supply chain. The methodology is based on the knowledge, skills, and attitudes model (KSAs) and it is use to support competency training in collaborative supply chain. Knowledge Skills and Attitudes (KSA) are considered part of the three domains identified in the educational styles of learning activities. The KSAs were selected to enable supply chain professionals, regardless of work setting, to identify areas of training needed in order to become proficient in the competencies required to address their areas of responsibilities in supply chain. More specifically this paper presents the learning process in a collaborative buyer-supplier relationship and the development of shared knowledge, skills and attitudes in supply chain relations. The model applied present that supply chain actors need to have the ability to understand the information to perform the right task and demonstrate that stimulating internal drivers provide answers for a good collaboration between partners.

Improvements of Decision Support Systems for Public Administrations via a mechanism of co-creation of value.

This paper focuses on a possible improvement of knowledge-based decision support systems for human resource management within Public Administrations, using a co-creation of value’s mechanism, according to the Service-Dominant Logic (SDL) paradigm. In particular, it applies ontology-driven data entry procedures to trigger the cooperation between the Public Administration itself and its employees. Advantages in such sense are evident: constraining the data entry process by means of the term definition ontology improves the quality of gathered data, thus reducing potential mismatching problems and allowing a suitable skill gap analysis among real and ideal workers competence profiles. The procedure foresees the following steps: analyzing organograms and job descriptions; modelling Knowledge, Skills and Attitudes (KSA) for job descriptions; transforming KSAs of job descriptions into a standard-based model with integrations of other characteristics; extracting information from Curricula Vitae according to the selected model; comparing profiles and roles played by the employees. The 'a priori' ontology-driven approach adequately supports the operations that involve both the Public Administration and employees, as for the data storage of job descriptions and curricula vitae. The comparison step is useful to understand if employees perform roles that are coherent with their own professional profiles. The proposed approach has been experimented on a small test case and the results show that its objective evaluation represents an improvement for a decision support system for the re-organization of Italian Public Administrations where, unfortunately often, people are engaged in activities that are not so close to their competences.

Individual and contextual variables in municipal officers' workplace learning

Purpose – The purpose of this paper is to investigate workplace learning among municipal officers in the high-learning-demanding organizational context of their work practice in the first year of mandate. Design/methodology/approach – A before-and-after quasi-experimental design was used to assess the effect of time of work practice on learning work requirements. Level of mastery of role-relevant knowledge, skills and attitudes (KSAs) was measured on three occasions (once before and twice after occurrence of work practice), with 126 participants. Associations have been tested between this learning and level of education, previous experience, use of learning strategies at work, population size of municipalities and participatory public planning. Findings – Findings suggest that the municipal officers showed learning of KSAs but no change in their attitude toward public administration. This learning has been positively associated to size of the municipalities, previous professional experience and learning strategies, especially regarding the cognitive strategy “intrinsic and extrinsic reflection”. A possible positive effect of the use of participatory planning on this learning could have been detected if measures were taken after 11 months. Research limitations/implications – The generalization of findings is limited, as data are restricted to the southern and southeastern regions of Brazil, in municipalities in which mayors belong to a given political party. Practical implications – The study brought useful information that may contribute to provide some clues, to municipal officers and their parties, on how to accelerate the required learning that should take place right after election. Social implications – The practical implications may be cautiously used in organizations in general. Originality/value – The feasibility of a longitudinal design to measure work-related learning was shown. Options for more comprehensive studies that may better define the phenomenon of workplace learning and identify its relationships with other variables have been demonstrated.

Community-based learning in a challenging context: the development and evaluation of an outreach dental public health programme in Damascus University, Syria.

This study aimed to describe the development and evaluation of an outreach dental public health (DPH) programme in Damascus University, in terms of developing undergraduates' required knowledge, skills and attitudes (KSA), improving the quality aspects of training and assessment (T&A), and achieving the satisfaction of served children and their social network. The outreach DPH programme offered opportunities to undergraduates to carry out outreach health-promotion activities, conduct and communicate the results of applied DPH research, and build partnership with students in other higher education sectors. A cross-sectional evaluation collected mixed qualitative and quantitative data, by a means of a short-essay and a self-completed questionnaire, from 400 third-year dental undergraduates, on KSA gained from outreach activities and quality aspects of T&A. The latter were compared with corresponding figures of other traditional dental programmes (TDP). Satisfaction with the outreach activities were collected from 215 children with special needs and 130 parents and school staff, by questionnaires. The response rates were 74.8%, 100% and 100% for undergraduates, children and parents/school staff, respectively. The derived categories of students' gained KSA included the following: unique clinical skills, social responsibility, voluntarism, communication, team working, personal growth, reflection on career aspirations and self-satisfaction with the contribution to needy groups. Their satisfaction with quality aspects of T&A was significantly higher than TDP (P<0.001). Children's and parents/school staff's satisfaction was high. The outreach DPH programme in Damascus University is a successful example of developing undergraduates' required KSA, improving the quality aspects of T&A, and achieving the satisfaction of served community.