National Competency Research Articles

Trainers’ Training Assistance And Trainees’ Performance In National Competency (NC) Assessment

This study inspired to look into the extent of trainers’ training assistance and its significant effect towards the trainees’ performance for the National Competency (NC) assessment of the selected training institutions under the supervision of Technical Education Skills Development Authority – Zamboanga City Division (TESDA-ZCD) through descriptive-quantitative research design. Furthermore, this study considered the trainees which were selected randomly as a respondents to share their substantial responses pertaining on the quality of training assistance rendered by the trainers. Also, the trainers of the selected training institution were considered to share their responses regarding on the challenges met along with the training assistance that they rendered towards the trainees’ performance for the National Competency (NC) assessment. Findings revealed that there was a highly observable of the trainers’ training assistance and it was significantly influenced the highly performed trainees for their National Competency (NC) assessment. However, there was a highly challenged on the part of trainers along with the training assistance that they rendered. In relation to the findings revealed, this study further suggests to the administrator to endorse, maintain and provide desirable rewards and recognition for the highly observable training assistance of trainers that manifests on their commitment and dedication to the service. Keywords: Trainees, Trainees’ Performance for National Competency (NC)Assessment, Trainers, Trainers’ Training Assistance

Enhancing Care of Older Adults Through Standardizing Palliative Care Education.

Nursing skill in caring for persons with serious chronic illness is increasingly in demand as the proportion of older adults in the United States increases. There is robust evidence that palliative care education among health care providers influences the reduction of death anxiety and avoidance behavior, while positively impacting self-efficacy and comfort, when caring for persons with serious illness or those nearing death. The international recognition of access to palliative care as a universal human right drives the need for education to adequately prepare nurses who have not been properly prepared for this work. The development of national competencies in palliative care education for nurses is an important step in synthesizing and disseminating available evidence in support of palliative care nursing education. These recently published competencies can lead to policy innovations at local, state, and national levels. Identifying competencies that lead to more clearly defined curricula will ultimately improve standardizing education and improve nursing practice in caring for older adults with serious chronic illness and their families. [Journal of Gerontological Nursing, 49(6), 6-12.].

Validating midwifery professionals' scope of practice and competency: A multi-country study comparing national data to international standards.

There is a global shortage of midwives, whose services are essential to meet the healthcare needs of pregnant women and newborns. Evidence suggests that if enough midwives, trained and regulated to global standards, were deployed worldwide, maternal, and perinatal mortality would decline significantly. Health workforce planning estimates the number of midwives needed to achieve population coverage of midwifery interventions. However, to provide a valid measure of midwifery care coverage, an indicator must consider not only the raw number of midwives, but also their scope and competency. The tasks midwives are authorized to deliver and their competency to perform essential skills and behaviors provide crucial information for understanding the availability of safe, high-quality midwifery services. Without reliable estimates for an adequate midwifery workforce, progress toward ending preventable maternal and perinatal mortality will continue to be uneven. The International Labor Organization (ILO) and the International Confederation of Midwives (ICM) suggest standards for midwifery scope of practice and competencies. This paper compares national midwifery regulations, scope, and competencies in three countries to the ILO and ICM standards to validate measures of midwife density. We also assess midwives' self-reported skills/behaviors from the ICM competencies and their acquisition. We compared midwives' scope of practice in Argentina, Ghana, and India to the ILO Tasks and ICM Essential Competencies for Midwifery Practice. We compared midwives self-reported skills/behaviors with the ICM Competencies. Univariate and bivariate analysis was conducted to describe the association between midwives' skills and selected characteristics. National scopes of practice matched two ILO tasks in Argentina, four in India, and all in Ghana. National standards partially reflected ICM skills in Categories 2, 3, and 4 (pre-pregnancy and antenatal care; care during labor and birth; and ongoing care of women and newborns, respectively) in Argentina (range 11% to 67%), mostly in India (range 74% to 100%) and completely in Ghana (100% match). 1,266 midwives surveyed reported considerable variation in competency for skills and behaviors across ICM Category 2, 3, and 4. Most midwives reported matching skills and behaviors around labor and childbirth (Category 2). Higher proportions of midwives reported gaining basic skills through in-service training and on-job-experience than in pre-service training. Estimating the density of midwives needed for an adequate midwifery workforce capable of providing effective population coverage is predicated on a valid numerator. A reliable and valid count of midwives to meet population needs assumes that each midwife counted has the authority to exercise the same behaviors and reflects the ability to perform them with comparable competency. Our results demonstrate variation in midwifery scopes of practice and self-reported competencies in comparison to global standards that pose a threat to the reliability and validity of the numerator in measures of midwife density, and suggest the potential for expanded authorization and improved education and training to meet global reference standards for midwifery practice has not been fully realized. Although the universally recognized standard, this study demonstrates that the complex, composite descriptions of skills and behaviors in the ICM competencies make them difficult to use as benchmark measures with any precision, as they are not defined or structured to serve as valid measures for assessing workforce competency. A simplified, content-validated measurement system is needed to facilitate evaluation of the competency of the midwifery workforce.

Innovating For The Future: A Critical Analysis of Curriculum Development Models KBK, KBM, KTSP, K13, and Merdeka Curriculum

<p>This article aims to concept of the curriculum is its form, independence in thinking has been determined by educators with the meaning that the main spearhead is educators in helping success in education. This study aims to describe the concept of the KBK, KBM, KTSP, K13, and Merdeka curriculum innovation models. This type of research is a literature review, using journal articles that have been collected from the period 2018-2022. Based on the journal articles that have been used, the following results are obtained: (a) Focusing on the community, with learning resources using textbooks or the community itself. Being disciplined in class is a shared obligation not based on coercion. The main point of the teaching method is to solve problems in order to meet the various needs of all parties. Major schemes for learning include field trips, as well as resource persons from the community survey. (b) the innovative parts of KTSP include the application of life skills learning, as well as self-development in terms of characteristics and other needs. (c) Study preparation is an important part of learning administration including syllabus and lesson plans. After completing the preparation of lesson plans, move on to the implementation of learning that focuses on 3 points, namely: a scientific approach where the learning process is carried out in the classroom, assessment based on plans and case-based studies. The assessment used in the 2013 curriculum is authentic assessment, various types of test models such as observation, portfolio; (d) The main policy is the implementation of national assessments, competencies and character surveys, in which the assessment emphasizes student literacy and numeracy. Second, assessment facilities based on the internet of things, augmented reality and the use of artificial intelligence in assessment.</p>

Investigating How Preregistrant Pharmacists Respond in Job Interviews

ObjectiveTo investigate what competencies and attributes preregistrant pharmacists draw upon in job interviews. MethodsWe used a virtual mock job interview assessment asking preregistrant pharmacists to apply for an entry-level pharmacist position. Data were analyzed using a team-based framework analysis using an inductive and deductive approach and mapping responses to the National Competency Standards. ResultsA total of 143 interview transcripts were included in the analysis. The top skills mentioned were leadership of self (98.6%) and communication and collaboration (96.5%). Despite graduating from a course with an integrated research curriculum, participants rarely reflected on research skills (31.5%) and no participant discussed any expertise in clinical topics or knowledge of specific professional services. Responses generally lacked specific skills and skills were spoken about broadly without relating to evidence/experience and were often not targeted to the job description. A proposal for educators aligned with competency standards was also developed based on the findings. ConclusionPreregistrant pharmacists perceive experience within the workforce and communication and collaboration as the most desired by employers for entry-level pharmacy positions. Education and research competencies were seen as least useful to the job. There was a disconnect between skills gained in university and translation to practice. Academics could enhance the better preregistrant pharmacists’ reflection of the skills and competencies they have developed employability by (1) providing portfolio management from the beginning of the course that collects evidence and maps to competencies; (2) integrating learning opportunities across all competencies; and (3) regular skills coaching/mentoring from practicing pharmacists to ensure students are aware of current needs in the job market.

NCS 커피 교육프로그램이 교육만족과 실무전이에 미치는 영향

In the domestic coffee market, the amount of import and consumption has increased even during the COVID-19 pandemic. In order to cope with the size of the coffee market and the diversity in terms of consumption, the country has developed a coffee National Competency Standards(NCS) that standardizes job competency required in industrial sites. The purpose of this study is to empirically investigate how the NCS coffee education program affects education satisfaction and transfer of training, and whether the effect of education satisfaction on transfer of training is significant. The results of the empirical analysis are as follows. First, among the components of the NCS coffee education program, education method, education contents, education instructors had a positive effect on education satisfaction, but the education environment had no significant effect on education satisfaction. Second, among the components of the NCS coffee education program, only the education contents and the education instructor had a positive effect on the transfer of training. Third, education satisfaction was found to have a positive effect on the transfer of training. Finally, this study intends to present a plan to improve NCS coffee education satisfaction and transfer of training in terms of education programs.

The Effect of Educational Satisfaction on Self-Efficacy and Job Satisfaction by Recognition According to National Competency Standard (NCS) Level Perceived by Skin Cosmetologists

This study provides basic data to analyze national competency standard (NCS) education factors of sk in cosmetologists operating sk in care shops to find out how they affect education satisfaction and business performance. A total of 320 survey data were collected for the composition of the questionnaire, and the measurement tools were modified and supplemented to suit the setting of this study and reconstructed. General characteristics (9 questions), state of operation according to NCS (11 questions), recognition according to the NCS level perceived by skin cosmetologists (14 questions), education satisfaction of NCS learning module (program) (17 questions), and business performance (9 questions), consisting of a total of 60 questions in 6 areas. Frequency analysis, reliability analysis, factor analysis, correlation analysis, cross-tabulation and multiple regression analysis were performed using the SPSS 22.0 program. The results of the study showed that the three factors of ‘knowledge technology’, ‘attitude and confidence’, and ‘business management’ had a significant effect. The application of NCS had a significant positive correlation between educational satisfaction and business performance (p<0.001), and it was confirmed that skin cosmetologists preferred a special skin care program that was easily acquired and differentiated from the skin care shop. In addition, it was found that NCS education wanted realistic development that could help business management. As a result, it is difficult to differentiate the program module from basic education to special management education at present, and it is confirmed that additional development that can have characteristics for each skin care shop is necessary in order to compete competitively with the gradually increasing skin care shop. If NCS education develops further in line with the needs of skin cosmetologists who manage these skin care shop, it is judged that NCS education will help develop the skin beauty industry in terms of skin care.

Identifying relevant topics and their competency levels for dental materials science: a fuzzy Delphi study

BackgroundDental materials science is an important core course in undergraduate dental programs which integrates foundational concepts of chemical engineering and materials science into clinical dentistry. The present study aimed to identify relevant dental materials science topics for Malaysian undergraduate dental curricula and to determine their appropriate competency levels in terms of cognitive and psychomotor taxonomies.MethodsPotential dental materials science topics were drafted in alignment with the revised national competency statement. The list of topics was further amended after comparing it with those recommended topics in the literature. Fuzzy Delphi method was applied. Experts were selected based on the different inclusion criteria. They ranked the topics using a five-point Likert scale and recommended the appropriate cognitive and psychomotor levels. Next, fuzzy evaluation was performed. Consensus was deemed for a topic to be included if (a) the average expert agreement was ≥ 75%, (b) the d-construct threshold value for each topic was ≤ 0.2 and (c) the average fuzzy number was ≥ 0.5.ResultsSixty-two experts participated in the study. They accepted 33 out of 36 potential dental materials science topics. The average Likert score and fuzzy number ranged from 3.63 to 4.92 and 0.526 to 0.784, respectively. Furthermore, “Endodontic materials” was ranked as the most significant topic. Meanwhile, many topics required dental students to demonstrate a cognitive level of “Apply” and a psychomotor level of “Guided response”. Based on mean scores, “Impression materials” was rated as the most cognitively demanding topic, whilst “Temporary restorative materials” was the most demanding topic for psychomotor taxonomy.ConclusionThe present study has identified relevant dental materials science topics and their appropriate cognitive and psychomotor levels using the Fuzzy Delphi approach. The findings of the present study form the basis for future studies to develop measurable learning outcomes, design corresponding innovative pedagogy and propose assessment criteria for each topic.

FORMULATION A MODEL OF COMPETENCY DEVELOPMENT FOR NURSES IN THE CONTEXT OF VIETNAM: FROM EXITING TO NEEDED COMPETENCY

The purpose of this article is to share the experiences of the development and describe the contents of the model framework for competency development of nurses within the context of Vietnam. A qualitative study, ethnographic approach was conducted on 41 participants who are nurses, other healthcare professionals and relevant stakeholders. Data collection methods were participant-observation, in-depth interviews and focus group discussion. Qualitative content analysis model was used for analyzing the data. The Model of Competency Development of Nurses was developed from the results generated from research that identified the gaps among the three competencies, including needed competencies of clinical practice nurses, core competencies of Vietnamese nurses which is considered as national competency standards, and existing competencies of clinical practice nurses; factors influencing competency development; and journey of competency development of nurses. The Model is expected to provide process of changing competencies of nurses practicing in clinical context from existing competencies to needed competencies, which considered the ultimate goal of competency of nurses.

Application of the Ohio Nurse Competency Model in a BSN Leadership/Management Course.

Strategically preparing students to meet practice expectations is a priority for nursing educators. The Ohio Nurse Competency Model (ONCM) was applied as the organizing framework for a senior baccalaureate leadership/management course. The purpose of this pretest/posttest descriptive study was to evaluate changes in students' confidence in understanding, applying, and valuing the ONCM. Paired t -tests found statistically significant increases in confidence levels for all ONCM competencies among 56 students with greatest increases in systems-based practice and informatics and technology. Nurse educators are encouraged to intentionally structure and organize course content and curricula according to state and national competency models/guidelines.

Dietitians as change agents for promoting healthy and sustainable food systems

Dietitians as change agents for promoting healthy and sustainable food systems

Addressing Health Care Transition Competencies in Nurse Practitioner Education

Coordinating health care transition across care settings is a national core competency for nurse practitioner education. Caring for children and youth with special health care needs requires a collaborative approach to transition from a child-centered to an adult-focused care model. Adding this content is challenging, given the gaps in the health care transition literature and inconsistent faculty expertise. This report describes one university’s innovative quality improvement project aimed at developing competency in health care transition for children and youth with special health care needs among nurse practitioner students. The design, implementation, and evaluation of teaching strategies that resulted in significant knowledge gain for students are reported.

NCS기반 헤어미용 교육의 만족도와 활용성 연구

In national competency standard NCS hairdressing training, on-the-job knowledge and skills were categorized by job and further specified. This study aimed to investigate specific ncs items and their utilization and examine NCS satisfaction. For this, it attempted to analyze differences in NCS hairdressing training by demographic variables and examine satisfaction and utilization of NCS hairstyling courses by general characteristics. For this, studies on the satisfaction and utilization of NCS hairdressing training courses were empirically analyzed. For reliability of variables, Cronbach’s alpha was calculated. In addition, factor analysis on measurement variables was performed. The study results found the followings: hairdressing courses had a statistically significant influence on ncssatisfaction and utilization. There was no difference in satisfaction with NCS hairstyling courses regardless of where such training was given. However, period and operating pattern had an effect on such satisfaction and utilization. Therefore, it is required to develop a plan to enhance satisfaction with NCS hairstyling courses for the instructors from vocational training institutions as a way to promote such ncs-based hairstyling courses. This study investigated the current situations and influences of ncs hairstyling courses. It is anticipated that the study results would be helpful in deriving a direction for NCS hairstyling courses and their improvement plan.

The current status of “spirituality and health” teaching in Brazilian medical schools: a nationwide survey

BackgroundRecent data on the teaching of “spirituality and health” (S/H) in medical schools are needed. In this study, we aimed to investigate the current status of S/H teaching in Brazilian medical schools, the opinions of medical directors/deans on this topic and the factors associated with its incorporation into the curriculum.MethodsA nationwide cross-sectional survey was carried out in 2021. Information concerning the S/H content in the curricula of medical schools was obtained through medical school representatives and other sources. Medical school representatives were asked about their opinions of and barriers to S/H teaching. Regression models were used to evaluate the factors associated with the incorporation of such content into the curriculum.ResultsInformation on the incorporation of S/H content in medical curricula was retrieved from different sources for all 342 (100%) Brazilian medical schools. Among the representatives, 150 (43.9%) completed the online form. An increase in the S/H content in Brazilian medical schools was observed (from 40% to 2011 to 65.5% in 2021). Most medical school representatives agreed that this issue is important in medical training and that more space in the curriculum is needed. However, they also observed several barriers, such as a lack of knowledge of medical teachers/faculty, a lack of time, and the topic not being included in teaching plans. The most important factors that influenced the incorporation of S/H teaching in medical schools and representatives’ opinions were a lack of time and knowledge, professor preparedness and standardized national competency requirements.ConclusionThese results could help medical educators rethink the incorporation of S/H content into their curricula.

중요도-실행도 분석(IPA)을 통한 수산·해운계열 특성화고등학교 학생의 직업기초능력에 대한 인식조사

This study aims to find out the basic vocational skills developed as part of the NCS (National Competency Standards) construction project, which is the core of the current specialized high school curriculum. To this end, the Importance-Performance Analysis (IPA) method, which was first developed in the field of corporate marketing and is used in research across social sciences, was used. The results of the Importance-Performance Analysis (IPA) matrix for each area of basic vocational ability of students at specialized high schools in fisheries and maritime are as follows. Due to its high importance and low implementation,

Contemporary adult gerontology acute care nurse practitioner (AGACNP) practice: Findings from the 2020 American Association of Critical Care Nurses AGACNP practice analysis survey.

National standards for nurse practitioner licensure require certification programs to conduct practice analyses to ensure that certified nurse practitioners possess the necessary knowledge for entry-level practice. The practice analysis for the American Association of Critical Care Nurses Certification Corporation (AACN Cert Corp) adult-gerontology acute care nurse practitioner (AGACNP) credential is performed every five years by the AACN Certification Corporation. The AACN Cert Corp conducted a practice analysis to confirm that current AGACNP practice is reflected in the ACNPC-AG test plan, and the examination is congruent with 2008 consensus model guidelines. This work describes findings from the 2020 AACN Cert Corp practice analysis and changes in AGACNP practice and academic preparation based on the survey data. In 2020, AACN Cert Corp volunteer subject matter experts (SMEs) developed a survey of practice activities and competencies relevant to AGACNP practice. Patient care activities and competencies were rated by AGACNP respondents for criticality and frequency. AACN SMEs reviewed criticality and frequency ratings to determine the patient care problems, skills/procedures, and competencies to include in the updated AACN Cert Corp ACNPC-AG test plan. The 2020 AGACNP practice analysis survey and subsequent review resulted in the retention of 33 skills and procedures, 165 patient care problems, and all national competencies in the final ACNPC-AG test plan. The 2020 AACN Cert Corp AGACNP practice analysis survey describes possible changes in AGACNP practice and academic preparation that have occurred since the 2016 survey, findings that may be associated with the ongoing COVID-19 pandemic.

French Recommendations for a National Competency Framework of Therapeutic Patient Education in Solid Organ Transplantation.

French Recommendations for a National Competency Framework of Therapeutic Patient Education in Solid Organ Transplantation.

Personalized Precision Medicine for Health Care Professionals: Development of a Competency Framework

Personalized precision medicine represents a paradigm shift and a new reality for the health care system in Spain, with training being fundamental for its full implementation and application in clinical practice. In this sense, health care professionals face educational challenges related to the acquisition of competencies to perform their professional practice optimally and efficiently in this new environment. The definition of competencies for health care professionals provides a clear guide on the level of knowledge, skills, and attitudes required to adequately carry out their professional practice. In this context, this acquisition of competencies by health care professionals can be defined as a dynamic and longitudinal process by which they use knowledge, skills, attitudes, and good judgment associated with their profession to develop it effectively in all situations corresponding to their field of practice. This report aims to define a proposal of essential knowledge domains and common competencies for all health care professionals, which are necessary to optimally develop their professional practice within the field of personalized precision medicine as a fundamental part of the medicine of the future. Based on a benchmark analysis and the input and expertise provided by a multidisciplinary group of experts through interviews and workshops, a new competency framework that would guarantee the optimal performance of health care professionals was defined. As a basis for the development of this report, the most relevant national and international competency frameworks and training programs were analyzed to identify aspects that are having an impact on the application of personalized precision medicine and will be considered when developing professional competencies in the future. This report defines a framework made up of 58 competencies structured into 5 essential domains: determinants of health, biomedical informatics, practical applications, participatory health, and bioethics, along with a cross-cutting domain that impacts the overall performance of the competencies linked to each of the above domains. Likewise, 6 professional profiles to which this proposal of a competency framework is addressed were identified according to the area where they carry out their professional activity: health care, laboratory, digital health, community health, research, and management and planning. In addition, a classification is proposed by progressive levels of training that would be advisable to acquire for each competency according to the professional profile. This competency framework characterizes the knowledge, skills, and attitudes required by health care professionals for the practice of personalized precision medicine. Additionally, a classification by progressive levels of training is proposed for the 6 professional profiles identified according to their professional roles.

Nurses’ roles, knowledge and experience in national disaster pre-paredness and emergency response: A literature review

Aim: Nurses play a central role in disaster preparedness and management, as well as in emergency response, in many countries over the world. Care in a disaster environment is different from day-to-day nursing care and nurses have special needs during a disaster. However, disaster nursing education is seldom provided and a lack of curricula exists in many countries around the world. The aim of this literature review is to provide an overview of nurses’ roles, knowledge and experience in national disaster preparedness and emergency response. Methods: An electronic search was conducted using multiple literature databases. All items were included, regardless of the publication year. All abstracts were screened for relevance and a synthesis of evidence of relevant articles was undertaken. Relevant information was extracted, summarized and categorized. Out of 432 reviewed references, information of 68 articles was included in this review. Results: The sub-themes of the first main theme (a) roles of nurses during emergency response include the expectations of the hospital and the public, general and special roles of nurses, assignments of medical tasks, special role during a pandemic influenza, role conflicts during a disaster, willingness to respond to a disaster. For (b) disaster preparedness knowledge of nurses, the corresponding sub-themes include the definition of a disaster, core competencies and curriculum, undergraduate nursing education and continuing education programs, disaster drills, training and exercises, preparedness. The sub-themes for the last theme (c) disaster experiences of nurses include the work environment, nursing care, feelings, stressors, willingness to respond as well as lessons learned and impacts. Conclusion: There is consensus in the literature that nurses are key players in emergency response. However, no clear mandate for nurses exists concerning their tasks during a disaster. For a nurse, to be able to respond to a disaster, personal and professional preparedness, in terms of education and training, are central. The Framework of Disaster Nursing Competencies of the WHO and ICN, broken down into national core competencies, will serve as a sufficient complement to the knowledge and skills of nurses already acquired through basic nursing curricula. During and after a disaster, attention should be applied to the work environment, feelings and stressors of nurses, not only to raise the willingness to respond to a disaster. Where non-existent, national directives and concepts for disaster nursing should be developed and nurses should be aware of their duties. Nursing educators should prepare nurses for disasters, by adjusting the curricula and by meeting the increased need for education and training in disaster nursing for all groups of nurses. The appropriateness of theoretical and practical preparation of disaster nursing competencies in undergraduate nursing courses and continuing education programmes should be evaluated.

The process of harmonizing competency-based curricula for medicine and nursing degree programmes: A Multi-institutional and multi-professional experience from Tanzania

In many low- and middle-income countries, there seems to be a mismatch between graduate skills and healthcare industry requirements due to variability in curricula. With the current increased global demand for competent health profession graduates, harmonizing competency-based curricula (CBC) is necessary to address this mismatch. This paper describes how three health professions training universities in Tanzania and their two long-standing United States partners embarked on developing harmonized CBC for undergraduate medicine and nursing degrees. The main goal of the activity was to develop templates to harmonize curricula that would support graduates to acquire mandatory national Graduate Minimum Essential Competencies (GMEC) irrespective of the institution of their training. The paper describes the processes of engaging multiple institutions, the professions of medicine and nursing and various stakeholders to develop mandatory curricula generic competencies, creating milestones for assessing competencies, training faculty at each of the three partnering institutions in curriculum delivery and assessments, resulting in the adoption of the curricula by the University leadership at each institution. Ultimately the Tanzania Commission for Universities (TCU) a regulatory body required all schools of medicine and nursing in the country to adopt the curricula, thus creating a harmonized national standard for teaching medicine and nursing beginning October 2022.