Level Of Core Competencies Research Articles

Artificial intelligence ethical awareness according to the core competency level among dental hygiene students

Objectives: This study investigated the ethical awareness regarding artificial intelligence (AI) among dental hygiene students based on core competency levels and proposed a competency-based educational approach to improve AI ethical awareness. Methods: Eighty-six dental hygiene students participated in the study and provided informed consent. The core competency survey tool included innovation, communication, relations, and services. The AI ​​ethical awareness survey tool was divided into eight categories, each with 24 questions: responsibility, stability and reliability, non-discrimination, transparency and explainability, people-centered service, employment, tolerance and limits, and robot rights. Results: The group with high core competency had higher levels of AI ethical awareness (p<0.05), particularly in terms of responsibility, transparency, and peoplecentered service. The level of AI ethical awareness was significantly correlated with the relationship competency and service competency (p<0.05). Conclusions: These results highlight the association between AI ethical awareness and core competencies. These results suggest that competency-based education in universities is critical for improving AI ethical awareness. Furthermore, we intend to use the findings as preliminary data to suggest a direction for competency-centered education to improve AI ethical awareness.

중･고등학교 시기 사교육 및 자기주도학습 시간의 종단적인 변화에 따른 집단 분류 및 대학교 시기의 핵심역량에 대한 영향 분석

This study explored the impact of private learning and self-regulated learning time during middle and high school years on core competencies during the first university year, utilizing data from the 5th to 9th waves of the Korean Educational Longitudinal Study. A sample of 2,946 students entered universities in the 9th wave was analyzed. Employing a multivariate growth mixture model, students were classified into four types based on their longitudinal patterns of private learning and self-regulated learning time. Analysis of factors influencing the classification of each type revealed that students’ individual factors and family factors collectively influenced private learning and self-regulated learning time. Additionally, differences in core competencies during the first university year across each type indicated that students with higher self-regulated learning time during middle and high school exhibited higher levels of core competencies during university. This study is significant in that it analyzes students’ longitudinal patterns of learning time by considering both private and self-regulated learning time, and it highlights the importance of structuring learning time during middle and high school to cultivate high levels of core competencies.

The core competencies in disaster nursing of new graduate nurses in Guangdong, China: A cross-sectional study

AimThis study aimed to assess the level of core competencies in disaster nursing of New Graduate Nurses (NGNs) and explore its influencing factors. BackgroundIn recent years, the overall frequency of disasters around the world has been on the rise. As the emerging workforce in clinical settings, NGNs play an integral role in future disaster relief efforts. NGNs’ level and influencing impact of core competencies in disaster nursing need to be understood. DesignA cross-sectional design. MethodsFrom June to September 2023, the Core Competencies in Disaster Nursing Scale - General Professional Nurse (CCDNS-GPN), designed according to the CCDN V2.0, was used to collect data from NGNs of six nursing schools and 15 hospitals in Guangdong, China. Descriptive analysis was conducted to examine the scores of core competencies in disaster nursing. Furthermore, one-way analysis of variance and multivariate linear regression analysis were used to explore the influencing factors. ResultsA total of 607 NGNs participated in this study. The scores of CCDNS-GPN of NGNs were 90.23 (SD 15.09) (score ratio: 51.56%), indicating a low level of core competencies in disaster nursing. The highest competency was the recovery (score ratio: 55.00%), while the lowest competency was the communication (score ratio: 45.44%). The predictor for core competencies in disaster nursing of NGNs were male (β = 0.091, p < 0.05), below bachelor’s degree (β = −0.109, p < 0.05), had received disaster nursing education at school (β = 0.087, p < 0.05), had participated in a disaster rescue drill at school (β = 0.140, p < 0.05), had been to the ICU during internship (β = 0.135, p < 0.05) and had the intention to be a disaster specialized nurse (β = 0.114, p < 0.05). ConclusionsThe NGNs exhibited insufficient core competencies in disaster nursing in Guangdong, China. Nursing schools and clinical institutions should collaborate and play their respective roles to enhance nurses' core competencies in disaster nursing, ensuring they can timely, safely and efficiently participate in disaster medical relief efforts.

Status and influencing factors of undergraduate midwifery students' core competencies: A cross sectional study

IntroductionMidwifery undergraduate students' core competencies directly affect the quality of midwifery services and overall quality of midwifery teams. However, limited research has explored the core competencies of undergraduate midwifery students in China. ObjectivesThis study aimed to describe the level of core competencies among undergraduate midwifery students in China and investigated possible associated factors. DesignThis was a cross-sectional descriptive study. Settings and participantsThe study population comprised third- and fourth-year undergraduate midwifery students at Zunyi Medical University in Guizhou Province in southwest China (n = 207, response rate 94.1 %). MethodsData were collected using an online survey that included a general information questionnaire, a general self-efficacy scale, and a core competencies self-assessment questionnaire for midwifery undergraduates. Data were statistically analyzed using SPSS 18.0. Pearson's correlation analysis was used to explore the relationship between self-efficacy and the core competencies. Stepwise multiple linear regression was used to explore influencing factors. ResultsThe total score for the core competencies among midwifery undergraduates was 118.46 (8.97). The highest mean score was for professional attitude, 4.21 (0.43), and the lowest was for professional skills, 3.70 (0.30). We found a positive association between self-efficacy and core competencies (r = 0.251, P < 0.01). Grade (β = 0.261, P < 0.01), scholarship (β = −0.231, P < 0.01), work intention (β = −0.135, P < 0.05), and self-efficacy (β = 0.207, P < 0.01) significantly influenced undergraduate midwifery students' core competencies (R2 = 0.189, adjusted R2 = 0.173, F = 11.775, P < 0.001). ConclusionsUndergraduate midwifery students showed moderate core competencies, indicating room for improvement. Fourth-grade midwifery students had higher core competencies than third-grade students. Additionally, scholarship, work intention, and self-efficacy were significant influencing factors. Midwifery educators should examine students' core competencies and explore targeted interventions, particularly for those with low self-efficacy and core competencies.

Status and associated factors of gerontological nurse specialists’ core competency: a national cross-sectional study

BackgroundNurses’ core competency directly affects patients’ safety and health outcomes. Gerontological nurse specialists play an essential role in improving older adults’ health status. However, little is known about their core competency level and the factors influencing core competency. Therefore, this study aimed to investigate the status of core competency and factors influencing the core competency of gerontological nurse specialists in China.MethodsA multicenter cross-sectional study was conducted on gerontological nurse specialists certified by province-level or above organizations across China between March 2019 and January 2020. The Revised Core Competency Evaluation Instrument for Gerontological Nurse Specialists was used to measure participants’ core competency. The median, frequencies, and percentages were used to describe participants’ characteristics and level of core competency. Multivariate stepwise regression analysis was applied to analyze the factors influencing core competency.ResultsThe median score of gerontological nurse specialists’ core competency was 3.84, and professional development skills and research and analysis decision-making skills had the lowest scores among the dimensions. The multivariate stepwise regression analysis showed that individual-level factors (i.e., working experience length of geriatric nursing and attitudes toward caring for older adults), employer-level factors (i.e., departments, job responsibilities, the degree of satisfaction toward the attention and support and the promotion rules provided by the hospital or department), and training-associated factors (i.e., economic zone where training organizations are located and the degree to which the training content met clinical needs) are independently associated with gerontological nurse specialists’ core competency level (P < 0.05).ConclusionsThis study showed that gerontological nurse specialists’ core competency needs further improvements, especially regarding professional development skills and research and analysis decision-making skills. Additionally, individual-, training-, and employer-level factors could influence their core competency level, indicating that interventions targeting these factors could be applied to improve the core competency of gerontological nurse specialists.

핵심역량 기반 교양교육의 만족도 및 학습성과와 대학생의핵심역량 간의 연계성 분석

This study attempted to examine the degree to which college students’ satisfaction with liberalarts education based on core competencies set for each university and perceived learningperformance level are related to the core competency level(correlation, regression, and IPA). Tothis end, students at D university were asked to respond using DEU liberal arts educationsatisfaction and learning outcomes questions and the DEU-CCDS(core competency scale). As aresult, there was a significant correlation between all variables except for 'democraticcommunication' of core competencies. In addition, it was found that the satisfaction andlearning outcomes of liberal arts education significantly explained all core competencies exceptfor ‘democratic communication’. On the other hand, as a result of IPA analysis, the corecompetency components related to the satisfaction of liberal arts education were distributed inthe areas of maintenance reinforcement(5), continuity maintenance(1), and progressimprovement(1). In addition, the core competency components related to the learning outcomesof education were distributed in the areas of maintenance reinforcement(5), continuitymaintenance(1), progressive improvement(3), and focus improvement(1). This is significant inthat the quality level of liberal arts education was confirmed through the satisfaction andlearning outcomes of liberal arts education, and at the same time the core competencycomponents for enhancing the quality of liberal arts education were examined.

대학생의 핵심역량과 대학생활적응의 연계성 분석

This study attempted to examine the association between the core competencies cultivated bycollege students through curriculum and non-curriculum and college life adaptation across academic-, social-, emotional-, and career-adaptation. To this end, D university students were asked to respond using the DEU-CCDS scale for core competency and the DEU-GRIT scale forcollege life adaptation. As a result, there was a significant correlation between all variablesexcept for the relationship between 'democratic communication' of core competencies and'interpersonal competence in school' and 'career activities' of college life adaptation. In addition,it was found that the components of 2 to 8 core competencies significantly explained across allsub-variables of college life adaptation. On the other hand, as a result of deriving the core competency components of continuity-improvement through IPA analysis, the core competencycomponents that significantly explain college life adaptation were mainly distributed in the areas of maintenance and progressive improvement, and some were also distributed in the areas offocus improvement. This suggests that in order to induce college students to adapt well tocollege life, it is necessary to improve and maintain customized curriculur and non-curricularactivities so that they can strengthen their core competency level.

The Structural Relationship between Core Competencies, Career Adaptability, and Career Barriers of College Students

The purpose of this study is to analyze the relationship between college students' SUPER core competencies, career adaptability, and career barriers, so that college students can recognize the linkage between core competencies for career development and education in the future. For this purpose, SUPER core competencies, career adaptability, and career barriers were measured for 309 university students at J University. The measured results were analyzed with a structural equation model using the SPSS ver 25.0 and AMOS ver 25.0 programs. The analysis results are as follows: First, some core competencies were higher among female students than male students, high in medical science colleges, and low in business colleges. The age problem of career barriers was higher in male students and third year students, and the lack of job information, lack of interest and future anxiety were higher in medical science colleges and lower in culture and tourism colleges. Second, the ‘skewness’ and ‘kurtosis’ criteria were satisfied by verifying whether each variable satisfied the normal distribution. Also, the correlation of each variable showed that core competency and career adaptability had a positive relationship, core competency had a negative relationship with career barriers, and career adaptability and career barriers had a negative relationship. Third, as a result of analyzing the estimability and fit of the structural regression model for the verification of the research model, a good fit was shown, and the suitability of each variable was confirmed through confirmatory factor analysis. Fourth, the core competency for career adaptability was statistically significant and had an explanatory power of 49.8%. Core competencies for career barriers were not statistically significant. Career adaptability to career barriers was statistically significant and had an explanatory power of 37.8%. This means that the higher the level of core competencies, the higher the career adaptability, and the higher the career adaptability, the lower the career barriers. Based on the results of this study, the conclusions are summarized as follows. First, there are differences in some factors of SUPER core competency, career adaptability, and career barriers according to gender and major. Thus, an approach to core competency and career barriers by gender and college is required. Second, universities should provide opportunities to college students through subjects and non-course curriculum so that they can achieve the core competencies required in the society of the 4&lt;sup&gt;th&lt;/sup&gt; Industrial Revolution. Third, in order to strengthen and improve the core competencies of college students, it is also necessary for instructors to inform college students of a system that can recognize what core competencies are lacking, as well as to enlighten them on specific methods and guidelines for their cultivation.

A Study on Core Competency Level and Difference by Teaching Experience of Middle School Beauty Teacher

The purpose of this study is to analyze how the level of teacher core competency differs according to the teaching experience of a beauty school teacher. A survey was conducted to analyze the core competencies of beauty teachers. The analysis method is a one-way ANOVA. As a result of analyzing the core competency level of beauty teachers, ‘executive competency’ was the highest, followed by ‘attitude competency’, ‘knowledge competency’. In the case of knowledge, compared to ‘theoretical knowledge of the major and the major subject in charge’, ‘practical ability for the major and the major subject in charge’, ‘the ability to apply teaching and learning evaluation related to the major’, ‘the professor related to the major’, ‘Learning evaluation development ability’ was evaluated low, In the case of performance, the average was slightly higher than that of knowledge and attitude in all competencies, and the level of ‘the ability to instruct students to acquire a certificate related to a major’ was evaluated high. In terms of attitude, ‘the ability to communicate smoothly with peers’ was high. As a conclusion of this study, it was found that in order to respond to the internal and external beauty subject education environment and increase the quality change of beauty subject education, It is necessary to strengthen the competence of professional beauty teachers.

Assessment of competencies of postgraduate students for veterinary extension at Indian Agricultural Universities

In Indian content of National Agricultural Research and Education System (NARES), agricultural extension connects agricultural research and farmers. Post-graduate teaching in Extension discipline across all agricultural universities prepares students to transfer relevant technologies to farming community and to conduct need-based research by inculcating desired competencies among students. The present study primarily focuses on assessing the overall competency fulfilment level of postgraduate extension students with respect to veterinary extension. The acquisition level of core competencies among students was compared with importance level of respective competencies associated by Livestock Extension professionals. The investigation was based on primary data compiled from 30 livestock extension professionals working in Uttarakhand and 210 postgraduates (M.Sc. and Ph.D.) students across ten agricultural universities of northern India. It was found that ten core competencies related to veterinary extension which were perceived as highly important by Livestock Extension professionals had low acquisition level among students. Out of the ten universities examined for competency fulfilment, only two universities had high level of competency fulfilment while four universities had low level of competency fulfilment. The overall competency fulfilment index of all ten universities was 0.522 indicating a competency fulfilment of just above average with respect to identified 24 competencies. The competency fulfilment index developed can be utilized by agricultural universities for competency mapping of livestock extension professionals and students for further investigations.

Core competencies for injury prevention among public health students and an advocacy for curriculum development in the medical universities in China: a cross-sectional study

ObjectivesTo assess the current status of injury prevention (IP) core competency among medical students majoring in public health in China and to advocate for incorporating IP in the medical curriculum.MethodsThe...

Factors associated with core competencies of emergency-room nurses in tertiary hospitals in China.

Quantitative studies using validated questionnaires on core competencies of emergency nurses in China are rare and the baseline core competencies must first be evaluated before improvizations to the competencies can be implemented. This study aimed to investigate the factors potentially involved in the level of core competencies of emergency nurses from tertiary hospitals in northwest China. In this cross-sectional study, male and female emergency nurses (n = 277) from tertiary hospitals of northwest China were enrolled to complete the Competency Inventory for Registered Nurses (CIRN) questionnaire comprising of a total of seven dimensions with 58 items. General self-efficacy and perceived stress were also evaluated. Pearson correlation test and multivariate stepwise linear regression analysis were performed to assess the association between various factors associated with core competencies. Senior nurses had higher CIRN scores than junior nurses (p < .001). Married and widowed nurses had higher CIRN scores than unmarried and divorced nurses (p = .008). Nurses satisfied with their career had better CIRN scores than those who were dissatisfied (p < .001). CIRN scores were correlated with age (r = .356, p < .001), working years (r = .374, p < .001), and the general self-efficacy scale (r = .547, p < .001). Multivariable stepwise linear regression analysis showed that higher professional titles and job satisfaction were independently associated with higher CIRN scores (both p < .001). Emergency nurses from tertiary hospitals of northwest China with senior titles and job satisfaction had high CIRN scores which necessitates empowering the junior nurses by way of education and training programs to gain higher core competencies in order to deliver better nursing care to patients.

청년 창업자의 업무수행능력이 직무만족에 미치는 영향: 직업기초능력의 조절효과

청년 창업자의 업무수행능력이 직무만족에 미치는 영향: 직업기초능력의 조절효과

DETERMINATION OF LEVELS OF CORE COMPETENCIES OF MIDWIFERY STUDENTS

A descriptive analysis was conducted to determine self-perceived levels of core competencies of midwifery students. The study was conducted with 247 students who attended a faculty of health sciences and agreed to participate in the study between May 1 and June 30, 2018. Data were collected using the Identification Form and the Core Competencies for Public Health Professionals Form. Of the participants, 45.0% lived in houses/apartments, 30.0% graduated general high schools,85.0% had income that could cover their expenses, and 90.0% came from nuclear families. Midwifery students had a total mean score of 2.84±1.08 (Min.1, Max.6) from the Core Competencies Form. The difference among the mean core competencies scores of the students from all skill areas were statistically significant (p<0.05).

Core competencies for nurses in Chinese intensive care units: a cross-sectional study.

Core competencies of intensive care unit (ICU) nurses were defined as the essential capability to influence patient safety and interdisciplinary collaboration; however, there has been no research conducted that relates to core competencies of ICU nurses at Chinese tertiary-A hospitals in Shanghai. To investigate the current state of core competencies and the factors that influence this key capability in ICU nurses in Chinese tertiary-A hospitals. This was a multicentre, cross-sectional study. A convenient sampling method was used to investigate 451 ICU nurses at five tertiary-A hospitals in Shanghai. Data were collected using self-administered questionnaires. The core competencies of ICU nurses were above average, and the scores of seven dimensions, ranked from first to last, were medical ethics, clinical practice, nurse-nurse co-operation, assessment and decision-making, personal and professional development, teaching and research and nurse-physician co-operation. Multivariate linear regression analysis showed that the factors exerting an influence on the core competencies of ICU nurses were title, role incumbent and ICU department. This study showed an above-average level of core competencies among ICU nurses in tertiary-A hospitals in Shanghai; however, competencies related to nurse-physician co-operation and the translation of research into practice were underdeveloped. Nursing managers should implement targeted interventions to improve nurse-physician co-operation and translate research into practice competencies, such as high-fidelity simulation, inter-professional education, scientific research training and innovative skills tutorials. Moreover, this study demonstrated the influencing factors that can be used to improve core competences of ICU nurses.

Status and Educational Attainment as Predictors of School Principals' Competencies in the Philippine Public Schools

Principals play the role as leaders of school management and are responsible for the outcome of the school. The essential focus of this study is to assess the level of the core competencies of principals in public elementary and secondary schools in Kidapawan City Division, Philippines, for the academic year 2015-2016. A descriptive correlation design was used and treated the level of significance using regression analysis. Findings showed that the level of principal 's competencies as perceived by themselves and teachers was PROFICIENT. The assessment on the level of principals ' core competencies does not differ significantly between self and that of the teachers according to the context of the principal/school, technical and managerial capability, strategic management, inter and intrapersonal relationship and as the link to the community. The combined contribution of the principal 's socio-demographics does not significantly influence their level of core competencies. Status stood out as a significant predictor of technical and managerial ability. Results revealed that the best predictor of the competency on academic leadership and coaching is educational attainment. The study concludes that the level of core competence of principals could contribute to underperforming schools. It is alarming to note that the principals lack a continuing professional development.

Open Student Models of Core Competencies at the Curriculum Level: Using Learning Analytics for Student Reflection

This paper proposes an approach for developing curriculum-level open student models. This approach entails evaluating student core competencies using the correspondence between courses and core competencies in a competency-based curriculum and students’ taken courses and grades. On the basis of this approach, a curriculum-level, competency-based visualized analytic system, called visualized analytics of core competencies (VACCs), was implemented. Course-competency diagnostic tools, course work performance radar charts, and peer-based ranking tables were developed as part of the VACC analytic system for student reflection and to position their levels of core competencies. These curriculum-level open student models revealed multiple aspects of students’ core competencies by monitoring the quantity and quality of courses taken by students, and evaluating students’ ranks regarding core competencies compared with their classmates and graduates. VACC evaluation was conducted in this paper. The results showed that more than 70% of students reported that VACC helped in reflecting on their core competencies, assisting them in understanding the correspondence between their taken courses and core competencies, and helping them to set goals regarding taking additional courses. In addition, this paper discusses potential analytics and applications of open student models of core competencies.

A Study on the priority of core competencies for the "Korean Hidden Champion(K Champ)" : Focused on the manufacturing SME's in Gyeongsangnam-do

In a rapidly changing global environment and the massive development in IT technology, Manufacturing SMEs have difficulties in lack of resources and competencies continued to have strong growth potential "Korean Hidden Champion(K Champ)". In order to overcome the difficulties of Manufacturing SMEs, we examined the core competencies using the AHP and proposed the K Champ development strategy. The implications in the academic is as follows: First, the suggestions for development strategy plan was drawn for the K Champ's core competencies with the recognized importance by the CEO or business executives. Secondly, the manufacturing SMEs were broken down by industry structural characteristics variables(sales amounts, industry sectors, business types and delivery methods) and the importance was investigated, analyzed and clarified. This study is intended to develop strategies of Gyeongsangnam-do manufacturing SMEs for K Champ such as German 'Hidden Champion'. We identified the importance of the level of core competencies and the coherent alternative policy direction and practical alternative were proposed. These mean the concrete relationship of core competencies for the K Champ transition and suggest a realistic directional needed for the local manufacturing SMEs in the proposed 'Government's Development Policy for Korean Hidden Champion'.

간호대학생의 재난준비도, 재난간호 핵심수행능력 및 교육요구도에 대한 연구

This study was aimed to investigate disaster preparedness, core competencies and educational needs on disaster nursing of nursing students and to provide basic data needed for development of disaster nursing educational program. 254 nursing students enrolled in 3 college of nursing in D-city completed questionnaires. The data were collected from November 1, 2014 to November 30, 2014. The average level of core competencies on disaster nursing was 2.76 out of 5 points, which was moderate for the core competencies on disaster nursing. Disaster preparedness was 2.14 out of 5 points, suggesting that they are generally not well prepared for disaster. Factors affecting core competencies on disaster nursing were disaster preparedness, educational needs, grade, and experience of disaster education. It is necessary to develop disaster nursing educational program to reflect the needs of the field in Korea. And Nurse educator needs to develop strategies to prepare their students for disasters. Further research is needed to adequately address this issue.

Self-perceived competency of infection control nurses based on Benner's framework: a nationwide survey in Korea

The aim of this study was to evaluate the competency level of Korean infection control nurses (ICNs) by comparing the self-perceived competency level based on Benner's framework and the core competency proposed by the Certification Board of Infection Control. Study subjects included 90 ICNs working in Korean hospitals with more than 300 beds. A questionnaire was used to measure self-perceived competency level and core competency level. Using descriptive analysis, the core competency level of ICNs was found to differ significantly according to self-perceived competency level, and core competency level showed a significant increase with the increase of self-perceived competency level. Self-perceived competency level could be useful in classifying the competency level of nursing specialties. These results illustrate the competency levels of Korean ICNs and could serve as a reference to evaluate and expand the application of competency measurement not only for ICNs but also other groups of nurse specialists.