Level Of Competence Research Articles

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

The impact of the virtual classroom on the development of oral communicative competence in qualifying secondary school learners: A case study of the provincial direction of national education in Agadir

The period, mandated by health decision-makers in Morocco, was characterised by a certain improvisation in terms of the approaches used to enssure some form of pedagogical continuity. WhatsApp groups emerged as one of the methods adopted in an imposed manner by most teachers who were content with the digital tools available. In this context, our article aims to analyze the technical, didactic and pedagogical functioning of distance sessions programmed in synchronous mode, in order to determine whether virtual classes simulated real ones. It also seeks to study their effect on the development of oral communicative competence in Moroccan high school students. For this, we employed a mixed methodology: online questionnaire and semi-directive online interview process. The results indicated that no oral production was carried out, and hence there is a barrier to achieve an effective level of communicative competence during virtual sessions.

Language practices of Emilian and Esperanto communities: spaces of use, explicit language attitudes and self-reported competence

ABSTRACT This paper provides a comparative analysis of the language practices maintained by speakers of two minoritised languages: Emilian and Esperanto. Esperanto is seemingly maintaining itself more successfully than Emilian and can therefore serve as an insightful point of comparison. The aim of this study is to quantify spaces of language use and attitudes towards each language to investigate the following: (i) spaces of language use and (ii) explicit language attitudes in the two communities, and (iii) the relationship between spaces, language attitudes and self-reported competence. We administered an online sociolinguistic questionnaire over the summer of 2020, collecting 468 responses for Emilian and 154 for Esperanto. Results from Bayesian linear models suggest that the relationship between language attitudes and competence is modulated by spaces of use: at lower proportions of spaces of use, language attitudes are more positively correlated with language competence, while at higher proportions of spaces of use, the relationship between attitude and competence is reduced. Although Emilian is maintained in fewer spaces than Esperanto, we observe that it is still used in local spaces. We propose that creating spaces for users of minoritised languages like Emilian could engender higher levels of language competence and hence language maintenance.

Health locus of control, perceived health competence, and satisfaction of patients with rheumatological conditions versus periodic health examination patients

ABSTRACT Important health management goals include building patient loyalty, predicting patient behavior and adherence, and understanding treatment outcomes. This study focused on health locus of control (HLC), perceived health competence, and satisfaction with care in an outpatient sample by comparing chronic care patients and periodic health examination (PHE) patients in the same clinic. The study sample consisted of 146 adult patients from a rheumatology outpatient clinic. Participants responded to validated measures of psychosocial variables and answered a sociodemographic and health status information form. The findings showed that while both patient groups were similarly satisfied with care, chronic care patients perceived lower levels of health competence and internal HLC and higher levels of chance HLC than PHE patients. Satisfaction with care was negatively associated with chance HLC in the chronic care group, while health competence was negatively associated with chance HLC in the PHE group. The findings of the current study suggest that although chronic care patients were satisfied with care, they had stronger chance beliefs and weaker beliefs about internal factors. Hence, for better management of rheumatological conditions, it is important to focus on improving patients’ coping skills through effective health education strategies.

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.

Development and validation of teacher artificial intelligence (AI) competence self-efficacy (TAICS) scale

AbstractEvaluating teacher AI competence levels and building effective, safe, and healthy learning environment are crucial steps in transitioning to AI-based education. Current established digital competence frameworks may indirectly address AI competence but often overlook the impact of AI on society, ethics, and assessment. Research on teacher AI competence is at its first stage, primarily focusing on theoretical and professional discussions, along with qualitative investigations. This study aims to propose and confirm the reliability and validity of a scale measuring teacher AI competence self-efficacy (TAICS) in K-12 education. The scale was developed using a Delphi method, and includes six dimensions: AI knowledge, AI pedagogy, AI assessments, AI ethics, human-centered education, and professional engagement. Each dimension contains four items. The scale was evaluated on a sample of 434 K-12 teachers through confirmatory factor analysis and model comparisons. The analyses showed that the scale is consistent across male and female teachers, as well as scientific and non-science teachers. The completed TAICS scale consists of 24 items and encompasses six dimensions of AI competence. It can be used to examine interventions and correlational research, as well as to inform the creation of new strategies and policies for AI in relation to teacher AI competence development.

Not taught in medical school but needed for the clinical job – leadership, communication and career management skills for final year medical students

BackgroundStarting the first job as a young physician is a demanding challenge. Certain skills are important to master this transformation that go beyond the theoretical knowledge and practical skills taught in medical school. Competencies such as communication, leadership and career management skills are important to develop as a young physician but are usually not sufficiently taught in medical school in a structured and comprehensive way.MethodsWe performed an online survey among final year medical students regarding how they perceive their current competency level in communication, leadership and career management skills. We also assessed how they rate the importance to acquire these competencies and the current emphasis during their medical school education regarding these topics.ResultsOf 450 final year medical students 80 took part in the voluntary survey and 75 complete datasets were returned (16.7%). The majority of respondents rated different communication skills, leadership skills and career management skills as important or very important for their later clinical work. However, most students felt to be poorly or very poorly prepared by the current medical school curriculum, especially for certain leadership and career management skills. Overall, 90.7% of participants expressed interest in an additional educational course that covers subjects of communication, leadership and career management skills during the later stage of medical school, preferably as a hybrid in-person session that also offers synchronous online participation.ConclusionsThe results of the survey express the need to address communication, leadership and career management skills in the medical curriculum to be better prepare students for the demands of residency and their further course as physicians. An educational format during the final year of medical school may be suitable to address mentioned topics in the framework of clinical practical exposure.

Level of clinical competency and associated factors of nursing students in Ethiopia: systematic review and meta-analysis

BackgroundAssessing the clinical level of competency in nursing students is crucial as it represents the ultimate goal of nursing education. Poor competency result in low performance and can be affected by various factors. Thus, the aim of this study was to identify level of clinical competency and associated factors of nursing students in Ethiopia.Methodssystematic review and meta-analysis was employed. Searching strategy was conducted from January up to march 2024 from Web of Science, PubMed and Google Scholar. The quality of studies was assessed using PRISMA checklist. A meta-analysis was performed using R Studio with the meta package Version 1.4.1106.Resultsin total, 145 studies were identified through database search, and only 7 studies were included in the meta-analysis representing 1937 nursing students. The pooled effect size of clinical competency of nursing students was 28%. Three factors were found to be associated with clinical competency: a positive clinical learning environment, student confidence in performing procedures, and effective staff-student interaction. The effect sizes of these factors were 6.30, 2.23, and 7.76, respectively.Conclusion and recommendationThe clinical competency of nursing students was 28%, and it was associated with clinical learning environment, student confidence in performing procedures, and staff-student interaction. Nursing education programs should focus on enhancing students’ competency levels by addressing specific factors.(PROSPERO) International prospective register of systematic reviewsCRD42022367057.

Talent Management with Blockchain Approach

Talent development is essential task to ensure all staffs reach minimum competency levels as expected by the organization. The complexity of talent development increases along with the wider range of organization level. The article takes a case study of PN, an Indonesian state- owned energy company that operates in nationwide. Indonesia has thousand islands, and many remote areas surrounds with mountains; have created difficult efforts to develop talent in those remote areas. Currently, PN has more than 40 thousand staffs nationwide, and director of company has emphasized the use of latest IT technology to support talent development process. The article proposes the use of blockchain technology to support MOOC delivery to support talent development process and talent placement in new position. Blockchain technology has two advantages such as: secure access (unalterable data) and distributable to registered member. The use of blockchain to support corporate program to prepare readiness of all talents ready to cope with global and national uncertainty in energy industry. The outcome of article is expected to be used in other state- owned companies to prepare talent readiness.

The Influence of Information Technology Competence and Educational Level on Work Productivity at the University

The competence of educational staff in information technology is essential to finishing a job at a university. Good information technology competence can help them complete the work faster and more effectively. This study investigates the influence of communication competence and education level on work productivity at Sebelas Maret University. Two hundred ten respondents were involved, consisting of 125 male and 85 female staff. Pearson correlation is used for validation, and Cronbach's alpha is used for reliability tests. All items are valid and reliable (α =.05.) The data were analyzed using multiple linear regressions. The result shows that simultaneously, the two independent variables have a significant effect on the dependent variable (F = 9.63, p <.05). Information technology competence has a significant effect on work productivity (t = 4.64, p <.05). Education level has a significant effect on work productivity (t = 2.48, p <.05). Generally, it can be concluded that the information technology competence and educational level of staff affect work productivity.

Impact of goal orientation on moral competence development in youth

The study had two aims. The first was to investigate correlation between specific types of goal orientation as a predictor of prosocial and antisocial functioning and level of moral competences. The second, was to verify whether goal orientation has an impact on the development of moral competences of students participating in a pedagogical intervention based on non-linear pedagogy. Task and Ego Orientation in Sport Questionnaire and Moral Competence Test were used to assess 468 secondary school students aged 15 in goal orientation and moral competences level. There was no correlation between the level of task and ego orientation and the level of moral competence. Under the influence of pedagogical experiment students with high level of task orientation achieved a statistically significantly higher change in the level of moral competences (η2 = 0.04). Study suggests that high level of task orientation is more susceptible to the development of moral competencies. Also, employing a non-linear pedagogy model in physical education, provides a conducive environment for the development of moral competences and should be implemented in the training of future physical education teachers.

Ethical sensitivity and compassion competence in nursing students: Two-center study/comparison of two different cultures

BackgroundAlthough the literature includes studies on nursing students' ethical sensitivity and compassion competence, no study has examined and compared these skills among nursing students from different cultures. AimThis research determined and compared the ethical sensitivity and compassion competency levels of nursing students in two different geographies, one in Turkey (Group I) and one in the Turkish Republic of Northern Cyprus (Group II), which hosts students with different cultural characteristics. DesignQuantitative and cross-sectional research. MethodThe research was conducted with 201 nursing students in Group I and Group II, who were studying in the English Nursing program at the Nursing Faculties, received clinical practice training, took ethics in nursing courses, and agreed to participate. “Sociodemographic Form,” “Moral Sensitivity Questionnaire,” and “Compassion Competence Scale” were used to collect data. Frequency, percentage, mean, standard deviation, and Pearson correlation analysis were used to evaluate the data. ResultsThe mean “Moral Sensitivity Questionnaire” scores of nursing students in Group I and Group II are 149.52 (SD 21.13) and 155.63 (SD 25.21), respectively. The mean scores of the nursing students in Group I and Group II on the “Compassion Competence Scale” are 3.88 (SD 0.47) and 4.29 (SD 0.50), respectively. It was determined that the “Moral Sensitivity Questionnaire” and “Compassion Competency Scale” mean scores of the nursing students in Group II were higher than those of the nursing students in Group I, and this difference was statistically significant (p < 0.05). ConclusionThe moral sensitivity and compassion competence of nursing students at the two universities were high. When the scores of the groups were compared, it was observed that the moral sensitivity and compassion competence levels of the nursing students in Group II were statistically significantly higher than those of the nursing students in Group I. The predictors of this were evaluated as to why students chose the nursing department, the country, and the department they liked.

Association Between Pandemic-Related Instructional Delivery Modifications and Emergency Medical Technician (EMT) First Attempt Pass Rates

Background: The COVID-19 pandemic represents a sentinel event for healthcare and healthcare education alike. Mandatory shutdowns of educational institutions, combined with increased demand for skilled healthcare personnel, highlighted pre-existing challenges surrounding how to maintain a stable workforce. To ensure continuity of educational opportunities, many emergency medical services (EMS) educational institutions were forced to modify existing learning method to digital learning formats. This emergent transition unearthed concerns regarding the impacts alternative learning methods would have on entry-level EMS providers' learning outcomes and overall competency levels. The objective of this study was to investigate the impact of alternative instructional methods used for EMT education during the COVID-19 pandemic. Methods: The study is a retrospective review of prospectively collected data for EMT candidates from a single community college-based EMT program who completed a first attempt of the National Registry EMS Certification examination for EMT candidates from course sections ending between January 1, 2019, and December 31, 2020. Historical pre-COVID first attempt exam outcomes were compared to the first attempt outcomes of two alternative instructional methods –Emergency Remote (ER) and COVID Distance Learning Hybrid (DL). Results: The outcomes of 237 EMT students were evaluated. Remote and COVID Hybrid DL models compared to the traditional pre-COVID learning format. There was no significant difference in first attempt pass rates between students who participated in traditional learning, the Emergency Remote model (1.53 odds ratio), or the Distance Learning model (2.98 odds ratio). Conclusions: This study suggests that virtual learning is at least as effective as traditional formats in preparing students for the NREMT examination. Additional research is warranted regarding best practices for applying virtual learning modalities in EMS education.

Gender and Lower Economic Status Moderate the Relation between Positive Youth Development and Mental Health.

Adolescent mental health problems account for almost half of overall health problems globally with a risk to mental health in adulthood. Since most mental health problems begin in adolescence, this developmental period should be a focus of strengths-based approach and prevention. The most researched positive youth development framework shown to be associated with youth mental health is The Five C model which distinguishes five indicators: competence, character, confidence, caring, and connection. The aim of the present study is to examine whether sociodemographic differences moderate the association of Five Cs positive youth development indicators and depression and anxiety symptoms in adolescence. The participants of the study were 3,438 students enrolled in the first year of secondary schools in Croatia who completed the Short Measure of the Five Cs, Depression Anxiety and Stress Scales and reported the perception of the socioeconomic status of their family. Gender and socioeconomic status main effects were shown for seven out of ten models with depression and anxiety as criterion variables. Results show that girls with lower levels of competence, confidence, and connection and lower socioeconomic status reported the highest depression and anxiety scores. These results imply that confidence, competence, and connection could be sensitive to equality and distribution of resources for youth. Reducing youth mental health problems should include social justice perspective and more available public services for families. Supportive environments are key for positive development; therefore, promotive and preventive efforts should target factors operating on societal level as well.

Clinicians’ roles and necessary levels of understanding in the use of artificial intelligence: A qualitative interview study with German medical students

BackgroundArtificial intelligence-driven Clinical Decision Support Systems (AI-CDSS) are being increasingly introduced into various domains of health care for diagnostic, prognostic, therapeutic and other purposes. A significant part of the discourse on ethically appropriate conditions relate to the levels of understanding and explicability needed for ensuring responsible clinical decision-making when using AI-CDSS. Empirical evidence on stakeholders’ viewpoints on these issues is scarce so far. The present study complements the empirical-ethical body of research by, on the one hand, investigating the requirements for understanding and explicability in depth with regard to the rationale behind them. On the other hand, it surveys medical students at the end of their studies as stakeholders, of whom little data is available so far, but for whom AI-CDSS will be an important part of their medical practice.MethodsFifteen semi-structured qualitative interviews (each lasting an average of 56 min) were conducted with German medical students to investigate their perspectives and attitudes on the use of AI-CDSS. The problem-centred interviews draw on two hypothetical case vignettes of AI-CDSS employed in nephrology and surgery. Interviewees’ perceptions and convictions of their own clinical role and responsibilities in dealing with AI-CDSS were elicited as well as viewpoints on explicability as well as the necessary level of understanding and competencies needed on the clinicians’ side. The qualitative data were analysed according to key principles of qualitative content analysis (Kuckartz).ResultsIn response to the central question about the necessary understanding of AI-CDSS tools and the emergence of their outputs as well as the reasons for the requirements placed on them, two types of argumentation could be differentiated inductively from the interviewees’ statements: the first type, the clinician as a systemic trustee (or “the one relying”), highlights that there needs to be empirical evidence and adequate approval processes that guarantee minimised harm and a clinical benefit from the employment of an AI-CDSS. Based on proof of these requirements, the use of an AI-CDSS would be appropriate, as according to “the one relying”, clinicians should choose those measures that statistically cause the least harm. The second type, the clinician as an individual expert (or “the one controlling”), sets higher prerequisites that go beyond ensuring empirical evidence and adequate approval processes. These higher prerequisites relate to the clinician’s necessary level of competence and understanding of how a specific AI-CDSS works and how to use it properly in order to evaluate its outputs and to mitigate potential risks for the individual patient. Both types are unified in their high esteem of evidence-based clinical practice and the need to communicate with the patient on the use of medical AI. However, the interviewees’ different conceptions of the clinician’s role and responsibilities cause them to have different requirements regarding the clinician’s understanding and explicability of an AI-CDSS beyond the proof of benefit.ConclusionsThe study results highlight two different types among (future) clinicians regarding their view of the necessary levels of understanding and competence. These findings should inform the debate on appropriate training programmes and professional standards (e.g. clinical practice guidelines) that enable the safe and effective clinical employment of AI-CDSS in various clinical fields. While current approaches search for appropriate minimum requirements of the necessary understanding and competence, the differences between (future) clinicians in terms of their information and understanding needs described here can lead to more differentiated approaches to solutions.

Las competencias digitales y la autonomía del estudiantado de educación superior. Validación y diagnóstico

Aim. This study aims to analyze the levels of digital competencies (DC) and autonomy among higher education students and to characterize the possible correlation between these variables. Method. A non-probabilistic convenience sample of 294 Mexican undergraduate Social Sciences and Humanities students was used. The research was quantitative-correlational, descriptive-cross-sectional, and non-experimental. Self-administered online questionnaires were used to measure the DC and autonomy variables: an adaptation to Mexican Spanish of the instrument “Basic Digital Competencies 2.0 of University Students” (COBADI®) (Zapata-Ross, 2013) and the “Autonomy” by Bei et al. (2019), respectively. Results. Diverse levels of DC and autonomy were found among students from the different universities. Higher levels of DC and autonomy were associated with being female, using ICT for academic activities, having computer equipment and the Internet, and using the computer for more hours. Non-parametric tests confirmed direct and moderate associations between the variables, particularly when considering some of their dimensions. Conclusions. Adequate levels of DC are associated with higher student autonomy in ICT-mediated education.

Speaking Competence of Grade 11 Students in using English as Second Language

English language is accepted as the universal language. This makes speaking competence in the English language a requisite to almost all professions. Speaking competence in the second language is one of the areas needing improvement amongst senior high school students in the Philippines. This study aimed to investigate the influence of some personal factors, speaking anxiety and linguistic competence to student’s speaking competence in the second language. The Second Language Classroom Anxiety Scale was used to measure student’s anxiety towards the use of English as a second language. Job interview simulation is also used involving selected Grade 11 students. Results showed that majority of the students are specialized in non-STEM strand whose parents are not college degree holders. These students demonstrated an average level of speaking anxiety reflecting the tendency to show low self- confidence when asked to speak using the English language yet unprepared for the conversation. Same students also showed remarkably low levels of linguistic competence in terms of grammar, comprehension, and vocabulary. Further analysis showed that linguistic competence significantly influenced student’s speaking competence in the job interview. Findings were used as bases for the development of an intervention program.

Cascade effects of a parenting-focused program for divorced families on three health-related outcomes in emerging adulthood.

Using data from a 15-year longitudinal follow-up of a randomized controlled trial of a parenting-focused preventive intervention for divorced families (N = 240) with children aged 9-12, the current study examined alternative cascading pathways through which the intervention led to improvements in offspring's perceived health problems, BMI, and cigarette smoking in emerging adulthood. It was hypothesized that the program would lead to improvements in these health-related outcomes during emerging adulthood through progressive associations between program-induced changes in parenting and offspring outcomes, including mental health problems, substance use, and competencies. Intervention-induced improvements in positive parenting at posttest led to improvements in mental health problems in late childhood/early adolescence, which led to lower levels of mental health and substance use problems as well as higher levels of competencies in adolescence, which led to improvements in the health-related outcomes. Academic performance predicted all three health-related outcomes and other aspects of adolescent functioning showed different relations across outcomes. Results highlight the potential for intervention effects of preventive parenting interventions in childhood to cascade over time to affect health-related outcomes in emerging adulthood.

The influence of dark triad-specific personality traits (Machiavellianism, narcissism, psychopathy) on parenting styles, and parental competence in raising and educating children

This study aims to determine the existence of an association between the Dark Triad personality traits, parental competence, and parental styles. The parentsʼ personality traits, particularly those of the Dark Triad, may serve as predictors of the child's level of development, educational path choices, academic outcomes, well-being, and overall development. It is of utmost importance to identify these traits to better understand the parents’ behaviour and the potential harm the parent's strategies may inflict on the child. The Dark Triad-specific personality traits can lead to authoritarian, selfish, lacking empathy, and even manipulative behaviors that can significantly and negatively impact a child's life. The research sample includes 609 respondents who fulfil the role of parent. The results revealed that parents' Machiavellian personality traits may be associated with an authoritarian or permissive parenting style, but not with a democratic parenting style. Also, the level of parental competence varies depending on the background of the parents and may be influenced by their psychopathic personality traits.

Осознанная саморегуляция и школьная вовлеченность как ресурсы субъективного благополучия обучающихся

&lt;p&gt;The results of an empirical study are presented within the framework of a topical problem of searching for psychological resources for the schoolchildren&amp;rsquo; subjective well-being. The resource approach to the study of conscious self-regulation (SR) of achieving goals (V.I. Morosanova) served as the theoretical basis for research. The study had its purpose to assess the contribution of conscious SR and school engagement as resources for the subjective well-being of the 5-11 grade students (N=718). The study implemented the &amp;ldquo;Multidimensional scale of school engagement&amp;rdquo; (T.G. Fomina, V.I. Morosanova), Morosanova&amp;rsquo;s &amp;ldquo;Self-Regulation Profile of Learning Activity Questionnaire&amp;rdquo;, and &amp;ldquo;Multidimensional Students&amp;rsquo; Life Satisfaction Scale&amp;rdquo; (O.A. Sychev et al.). It has been established that the level of conscious SR development and the level of school engagement make a significant contribution to maintaining the students&amp;rsquo; subjective well-being in the educational environment. New data have been obtained to clarify that general level of conscious SR development and individual regulatory competencies (planning, modeling, programming, results evaluation) serve as the mediators of the school engagement influence on the students&amp;rsquo; subjective well-being. Expanding the understanding of the determinants of students&amp;rsquo; subjective well-being, the results obtained provide new arguments in favor of the previously developed idea that conscious SR as a meta-resource not only contributes to the success of solving various life problems, but also enhances the influence of other psychological resources on it. In practical terms, the study results substantiate the productivity of psychological and pedagogical interventions aimed at developing conscious SR and maintaining school engagement as significant resources for subjective satisfaction with the educational environment in adolescent students.&lt;/p&gt;