Personal Competence Research Articles

Constrained Emotional Sentence Production in Parkinson's Disease.

Deficits in the processing and production of emotional cues are well documented in the Parkinson's disease (PD) literature; however, few have ventured to explore how impairments may impact emotional language use in this population, particularly beyond the word level. Emotional language is an important multidimensional manner of communicating one's wants and needs; thus, the current study sought to explore how various aspects of language production may be impacted by the emotionality of a stimulus. Eighteen persons with PD and 22 healthy adults completed a constrained emotional sentence production task in which the affective target word was either a noun or a verb. Output was analyzed for fluency, grammaticality, completeness, and response initiation times. Cognitive (i.e., working memory [WM], inhibition, and switching) and mood (i.e., depression and apathy) measures were examined as factors influencing performance. Individuals with PD produced fewer fluent responses than healthy controls. Furthermore, they had fewer grammatical responses in their production of negative sentences and exhibited reduced information completeness when producing sentences containing positive stimuli. Group differences could not be wholly attributed to individual differences in WM or apathy. Our results support those of others that document language production deficits in individuals with PD above and beyond those impairments that can be explained by the select cognitive abilities explored here. Moreover, the emotionality of the topic may impact various aspects of communicative competence in persons with PD. For instance, disease processes associated with degeneration of neural substrates important for processing negative stimuli may also impact the grammaticality of productions containing negatively valenced content. Thus, it is important to consider how individuals in this population communicate during emotional circumstances. https://doi.org/10.23641/asha.27289413.

Integration of Personal Safety in Students Training on the Specialty “Civil Safety” at Technical Institutions of Higher Education

Security is considered a legitimate goal of every society. In recent years of the pandemic and then the war in Ukraine, the issue of the security paradigm has become particularly relevant. It prompts a revision of conceptual approaches to the formation of human personal security competencies and especially the mechanisms and ways of ensuring it in society and the state in the present conditions. Therefore, in theory, national and international security concepts are being developed, and more recently, individual, social, and global security. This indicates, among other things, a significant expansion of new dimensions of security when political independence, territorial integrity, and viability of the country, as well as the survival and development of its inhabitants, are at stake. Security in itself should have the status of a fundamental human right. Many publicly discussed security issues are related to technical solutions. Debates are underway not only about society's attitude to security, but also about what research and for what purpose it is conducting or has conducted in this direction. This also applies to the educational environment. The article defines and substantiates the principles of the formation of personal safety of students, provides an essential characteristic of the pedagogical process of formation of personal safety of students, considers the technology of formation of personal safety of students based on the competence approach, reveals the content of the competences of the individual in the sphere of life safety. The purpose of this article is to study the process of forming the personal safety of students in the system of professional education in higher technical institutions of a technical profile. The methodology on which the research is grounded is based on the methodological principles of systematicity and an interdisciplinary approach and includes the use of a complex of general scientific methods, namely explanation, comparison, classification, generalization, and systematization. Based on them, a model of forming students' competencies in the life safety field was built. Within the framework of our research, the following results were achieved: the views of scientists on the issue of the formation of security competencies among students in the new context of the construction of Ukrainian society in conditions of war were summarized; the principles of forming students' personal safety based on the competence approach are substantiated; tasks for the development of students' competencies in the field of life safety are formulated; a structural model of students' competencies and the process of their formation in the field of life safety was built. The conclusions allow us to state that the problem of security is complex and multifaceted, since conflicts, wars or unstable state structures often have not only local significance, but also global consequences due to a closely interconnected and globalized world. The formation of personal safety competencies in students as future specialists is important as a basis for self-preservation, self-development and self-improvement. For this purpose, educational professional programs of technical universities should include fundamental educational disciplines that will ensure the development of worldview principles of life safety and determine generally accepted safety needs and generally recognized safety mechanisms.

Professional development: a mixed methods study of Masters of Public Health alumni

IntroductionWe examined the perceptions of the Master of Public Health (MPH) degree graduates regarding their personal competencies, job performance and professional development using a mixed method, explanatory sequential design.MethodsA cross-sectional, self-administered questionnaire of the Haifa School of Public Health alumni who graduated between 2005 and 2022 was disseminated to 849 graduates between March and June 2022, from which 127 responded (response rate: 14.90%). This was followed by 24 in-depth interviews with alumni from the same sample (conducted between November 2022 and March 2023).ResultsThe sample included 74.8% of females with a mean age of 40.7 years, 35% of alumni agreed that the MPH degree helped them attain a promotion in their present position (in rank or salary), and 63.8% felt that the degree helped them improve their job performance and contribute to their current workplace. Most (80.3%) alumni reported not changing jobs after graduation. The interview themes revealed that the MPH contributed to their personal and professional lives, provided them with a holistic view of public health and health systems, and improved their in-depth scientific skills. The main reported barriers to professional development included missing core competencies, low salaries, and a lack of information regarding suitable jobs. Surprisingly, an MPH was not a requirement for some public health sector jobs. Alumni reported that the MPH degree contributed to improving many graduates’ careers and satisfaction levels and to build their leadership competencies in public health.DiscussionThere seems to be a lack of coordination between the academic curriculum and the jobs available for alumni, hindering better alumni professional development. Regular discussions, information sharing, and curriculum refinements between MPH program leaders and health sector leaders might help address many of the concerns of MPH degree graduates.

NARRATIVE TECHNOLOGY FOR THE DEVELOPMENT OF PERSONAL LIFE COMPETENCE

The article addresses the issue of developing personal life competence within the framework of the psychological-hermeneutic, specifically narrative, approach. The feasibility of using narrative technologies in the context of developing personal life competence is substantiated: by constructive problem-solving, effective setting and solving of life tasks, strengthening psychological resilience, enhancing self-awareness and reflection, and building productive adaptive strategies during the prolonged war in Ukraine. The article characterizes the author's narrative technology as "Core Personal Questions," aimed at developing personal life competence through self-reflection, defining personal values, motives, and goals, and forming a holistic self-image. The proposed technology helps individuals understand their own experiences, current resources, beliefs, behavioral strategies, self-presentations, and life and personal projects, which is of significant importance during the war. The narrative technology "Core Personal Questions" is directed towards constructing retrospective, current, and prospective self-narratives, through which the understanding of life and personal experiences, determination of meaningful priorities and prospects, and adaptation to the current crisis conditions occur. The use of this technology involves the development of personal life competence in three dimensions: routine-selective, adaptive, and innovative. The methodological tools are based on key questions, the search for answers to which fosters self-reflection, independent setting, clarification, and redefinition of the main life tasks by the individual. The article illustrates the possibilities of applying the proposed narrative technology in working with vulnerable populations during the war in Ukraine. Keywords: personality, life competence, development, dimensions of development, reflection, narrative, narrative technologies, personal questions, war in Ukraine

Resilience of nursing students: A concept analysis study

ObjectivesThis study aimed to identify attributes of resilience among nursing students. DesignThe concept analysis method was used. Data sourcesLiterature reviews from the past 10 years were searched in Science Direct, Cumulative Index to Nursing and Allied Health Literature, PubMed, and the Wiley online library. The literature search database and review period were determined after verification of validity by five experts (nursing professors). The inclusion criteria for the literature review were that the paper must be written in English, and the abstract or title of the paper should have included attributes of nursing students' resilience. Exclusion criteria were papers written in languages other than English, papers that did not include the attributes of resilience of nursing students, and duplicate papers. Seventeen studies were included in the analysis. ResultsResilience among nursing students comprised three attributes and 28 sub-attributes. The three attributes were individual, educational, and situational. Individual attributes included personal competency characteristics (e.g., self-confidence and self-efficacy) and consisted of 15 sub-attributes. Educational attributes included characteristics related to academic and clinical practicum (e.g., coping with academic work pressure) and consisted of seven sub-attributes. Situational attributes comprised characteristics that changed according to circumstances (e.g., coping with increased levels of patient acuity during the crisis), such as the COVID-19 pandemic and social support from significant others, and consisted of six sub-attributes. ConclusionsThis study identified resilience attributes reflecting the characteristics of nursing students and recent situational changes. Consequently, tools to assess resilience should be developed based on study findings and utilized in various studies aimed at enhancing the resilience of nursing students.

A virtue-based measurement of leadership education: The LID questionnaire

This article presents the validation of a virtue-based leadership development questionnaire (LID). Leadership is defined as the human action of guiding others toward a common good, which requires the exercise of personal competencies and virtues. The theoretical and factorial structure of LID has three domains: intellectual, relational and performative. The LID was administered to a sample of 1759 university students from Mexico and Spain for factor analysis. Subsequently, it was applied to a sample of 1906 students from a Mexican university for confirmatory factor analysis and to 171 Mexican students for a convergent validity study with the Socially Responsible Leadership Scale (SRLS). Psychometric analyses indicate that the questionnaire is reliable and valid. Confirmatory factor analysis indicates that the questionnaire fits the theoretical model and has convergent validity with the SRLS. This questionnaire aims to contribute to the leadership education of university students.

Transferability of the competences acquired in the elite athlete career to the project manager role analysis

What personal competences of successful project managers are determined by their former career as an elite athlete? To answer the question, comprehensive research is carried out, implemented as part of the EEIG-EU/P-Kr/06.12/23 project. The primary aim is to establish conclusively which particular personality traits, identified and analysed using the Big Five Inventory-2 and supplemented by structured interviews, directly contribute to the success of former elite athletes transitioning into roles as effective project managers. We found that successful project managers who were also elite athletes possess personality traits that can be identified as positive determinants of success in either sport or professional careers. Among these personality traits, we can include a low level of neuroticism and a high level of conscientiousness, then extraversion and agreeableness. This paper contributes to a nuanced understanding of how the realms of sports and management intersect and overlap. The presented paper can serve as a basis for further research in the field of personality psychology and management studies.

Determining the Influence of Digital Literacy on Learning Personal Competence: The Moderating Role of Fear of Missing Out

<p style="text-align:justify"><span style="font-size:9.0pt">One of the ways to enhance and improve the quality of learning delivery is through the use of technology, particularly the Internet, which facilitates faster and easier access to information. This research aims to explore the degree to which factors such as digital literacy, metacognitive awareness, meaningful learning, habits of using smartphones, and personal learning competence are related to one another. Both the relationship between metacognitive awareness and personal learning competence, as well as the relationship between smartphone habits and personal learning competence, are moderated by a moderating variable known as the fear of missing out. Fear of missing out is a moderating variable. Structural equation modeling, specifically partial least squares, was employed to analyze data from 597 engineering students. SmartPLS version 4 was the tool used for this analysis. The study found that the moderating variable, fear of missing out, significantly impacts metacognitive awareness, learning personal competence, and smartphone habits, making it a crucial factor to investigate. This result is significant because it is a variable that influences the learning that students go through for their education and because it is an extremely important thing to investigate.</span></p>

KOMPETENSI GURU DALAM PENYUSUNAN INSTRUMEN PENILAIAN MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

Teacher competence is a very important aspect to improve the quality of education. The competencies that must be owned by a teacher consist of pedagogic, personality, professional and social competencies. Whereas PAI learning is a process of forming knowledge, attitudes and skills through fact-based cognitive performance and contextual socio-religious phenomena. The formulation of the problems in this study are: 1) What are the scopes of PAI learning?, 2) What competencies must a teacher have?, and 3) What are the principles and techniques in preparing PAI assessment instruments?. The purpose of this study was to determine the scope of Islamic religious education learning, describe the competencies that must be possessed by a teacher, and find out what principles and techniques are used in compiling Islamic religious education assessment instruments. This research is expected to provide benefits for all education stakeholders to be used as a reference in improving teacher competence. The method used in this research is library research with a qualitative approach.

Developing a Clinical Service in Interventional Radiology: Results from the 2024 CIRSE Clinical Practice Survey.

Engaging in clinical service development is a prerequisite for Interventional Radiology (IR) to prosper as a full clinical discipline. The CIRSE Clinical Services in IR Task Force conducted a survey of CIRSE members worldwide to assess the current status of their clinical practice and to identify areas of practice requiring further support. An online questionnaire with 63 structured items was sent to 7,501 CIRSE members in November 2023. The survey was closed in January 2024 and a statistical data analysis was performed. A total of 520 complete responses were collected. 49.6% of respondents have an IR outpatient clinic, 34.5% have a dedicated IR day-case ward and 19.8% have dedicated inpatient beds. While 62% of respondents treat patients as the primary consultant responsible for their patients' care, 40.3% of respondents currently without their own beds have admitting rights to the hospital. Clinical practice activities are itemised in the work schedule of 41.3% of respondents and 45% routinely perform ward rounds. A total of 40% feel very positive with their personal clinical practice competency. With half of responding IRs having primary patient access and clinical services in place, the results are encouraging; however further engagement by those who are not yet involved is required. The authors advocate a step-wise approach towards clinical services starting with ward rounds, and subsequently taking increasing responsibility for each step in the IR patient pathway.

Attitude and knowledge of Medical Negligence among General Population attended Out Patient Department at Civil Hospital associated B. J. Medical College, Ahmedabad, Gujarat

Negligence is defined as doing something which reasonably competent people not suppose to do or not doing something which reasonably competent persons suppose to do. Present cross sectional study was undertaken with aim to assess knowledge and awareness of general population visiting Out Patient Departments (OPD) of Civil Hospital associated B. J. Medical College, Ahmedabad towards medical negligence and legal proceeding regarding medical negligence. Total 350 people from general population were subjected to pre-tested and pre-validated questionnaire related to medical negligence after obtaining their informed written consent. Questionnaire contain 16 questions related to medical negligence and legal proceeding regarding medical negligence with responses based on Likert’s scale varied from strongly disagree to strongly agree. Responses obtained were tabulated in MS Excel sheet and analyzed via SPSS software. Out of 350 participants, 32.8% were between 31-40 years age group, 64% were male. Total 54% were agreed upon that failure to maintain a medical record by hospital is negligence. 65% were agreed that doctor can be liable for negligence. 67% were agreed upon that performing operation without informed written consent is negligence. 30% were agreed upon that treating a patient without his consent is negligence. 81% were strongly agreed upon that carelessly leaving an instrument in patient’s body after operation is negligence. 49% were strongly agreed upon that refusing to attend patient in emergency is negligence. 57% were strongly agreed upon that death due to negligence is punishable by court. 44% were agreed upon that compensation for negligence can be claimed in consumer court. 53% were agreed about that wrong diagnosis followed by wrong treatment is considered as negligence. 50.5% of participants were agreed upon that postmortem is necessary in case of death due to medical negligence, while 34.8% were disagreed. All participants believed and agreed upon that threaten or attack on a doctor is punishable in court even if doctor is truly negligent. Present study reflected that general population has quite a good knowledge regarding medical negligence which may increase gradually over a period of time due to news papers, internet and other resources but less knowledge about legal proceedings regarding medical negligence. Training programs should be conducted for them to bring true knowledge and awareness regarding medical negligence which indeed helps to them as well as medical professionals.

Promotive factors associated with reduced anxiety and depression across three years in a prospective clinical cohort of adolescents: Examining compensatory and protective models of resilience.

The rates of anxiety and depression increase across adolescence, many experience recurrence after treatment, yet longitudinal studies examining promotive factors are scarce. We prospectively examined the role of the promotive factors structured style, personal and social competencies, family functioning, and social resources in homotypic and heterotypic continuity and discontinuity of anxiety and depression across three years in a clinical sample. Participants were adolescents with anxiety or depressive disorders aged 13-18 years at T1 (N = 717, 44% initial participation rate) and aged 16-21 years at T2 (N = 549, 80% follow-up participation rate). At T1, diagnoses were collected from medical records and participants responded to questionnaires. At T2, semi-structured diagnostic interviews were conducted. Higher levels of all promotive factors were associated with reduced probability of anxiety or depression three years later. The promotive factors were not associated with homotypic continuity of anxiety, whereas personal competence beliefs, social competence, and, less strongly, family functioning were associated with reduced homotypic continuity of depression and heterotypic continuity from depression to anxiety. Analyses with interaction terms did not indicate moderation by the promotive factors. Our findings suggest that bolstering promotive factors may be vital for increasing treatment success and preventing recurrence of anxiety and depression in the transition toward adulthood.

Theory of education and pedeutology in psychological approach - the perspective of personality and socio-emotional competences of the teacher and their importance in the educational process

This article presents considerations on the significance of a teacher's personality in the educational process. The starting point was reflections on the special role of the modern teacher, and then - against the background of assumptions specific to the psychological orientation in the theory of education - the basic assumptions of classical pedeutological concepts of a teacher (J. Mirski, S. Szuman, Z. Mysłakowski, B. Nawroczyński, J. W. Dawid, M. Kreutz and S. Baley) were discussed. Particular attention was paid to the numerous references to the desired personality traits of a teacher and to the expectations formulated towards him regarding his broadly understood ability to establish positive relationships with students. Then, the results of these reflections were compared with the Big Five personality traits in terms of the Five-Factor Theory of Personality and with socio-emotional competences as a group of key competences from the perspective of building both intra- and interpersonal potential of a teacher.

Structure of health preservationcompetence of a physical education teacher

Formation of professional competencies of pedagogical specialists is the main task of training teaching staff in any country. Many scientific works are devoted to the problem of developing human and professional competencies in various fields. A physical education teacher plays an important role in the development of personality, improvement of physical qualities, and preservation of health at all stages of life. Assessment of the competence of the teacher's personality is a problem for research, since the concept of "competence" is multicomponent, especially if we are talking about the area related to maintaining the health of students. The purpose of our study is to consider the structure of the health preserving competence of a physical education teacher within the education system.

Structure of health preservationcompetence of a physical education teacher

Formation of professional competencies of pedagogical specialists is the main task of training teaching staff in any country. Many scientific works are devoted to the problem of developing human and professional competencies in various fields. A physical education teacher plays an important role in the development of personality, improvement of physical qualities, and preservation of health at all stages of life. Assessment of the competence of the teacher's personality is a problem for research, since the concept of "competence" is multicomponent, especially if we are talking about the area related to maintaining the health of students. The purpose of our study is to consider the structure of the health preserving competence of a physical education teacher within the education system.

Analisis Kompetensi Pedagogi Guru Pendidikan Agama Hindu Jenjang Sekolah Dasar Di Kabupaten Bangli

The teacher is one of the determining factors of education quality. A professional teacher understands and can apply four competencies: pedagogical, professional, social, and personal competencies. This study aims to describe and analyze the pedagogical competencies of Hindu Religion subject teachers at the Elementary School level in Bangli regency. This research is classified as quantitative descriptive research. The research instrument used was a questionnaire on pedagogical competency consisting of five indicators. Data were analyzed descriptively. The results of the study indicate that the pedagogical competency of Hindu Religion subject teachers at the Elementary School level in Bangli regency overall falls within the category of sufficient. Among the five indicators, the indicator of deep understanding of the subject taught is categorized as good, while the other indicators are categorized as sufficient. This research can serve as a reference for formulating models or strategies for developing the competencies of Hindu Religion and Ethics teachers.

Does Family Matters? Exploring the Enablers of Sustainable Indian Women Micro Entrepreneurship

The present article attempts to encapsulate the enablers of a women-led microentrepreneurship sustainable model. To fulfill this purpose, a widely used Indian microcredit women entrepreneurship financial assistance model, namely Self-Help Group (SHG)-linked micro women entrepreneurs (MWEs), who accessed a second loan from the bank individually for their business expansion, were interviewed. Responses of such 30 MWEs were content analyzed using NVIVO 12. The codes, themes, and project maps were generated to identify the enablers resulting in a microentrepreneurial sustainable development framework. The results suggest that business know-how competencies (customer excellence, networking) and personal competencies (confidence, optimism, perseverance) were identified as prominent enablers, with family support as the most critical factor. Findings further suggested that MWEs’ sustainable success depends on capabilities of balancing the support provided from family to business and vice versa (family-to-business support), as well as leveraging the skills and experiences learned in the family for managing the business or vice versa (family-to-business enrichment). Positive spillover of the family-to-business interface was key to their business growth, unlike previous studies where the family was considered to be the biggest challenge for women entrepreneurship. A change in societal mindset and a shift toward gender parity was observed.

Evolution of technological leadership with the introduction of industry 4.0

The advent of Industry 4.0 has reshaped the landscape of technological leadership, marked by the integration of the Internet of Things into manufacturing environments. This study explores the evolution of leadership within the context of Industry 4.0, differentiating between managers and leaders. The journey from employee 1.0 to employee 4.0 is outlined, highlighting the transformation from obedient subordinates to self-managers, strategic business units, entrepreneurs, and, ultimately, individuals with free flowing viewpoints in the workforce. This study delves into the distinct requirements for effective leadership in each industrial phase. In Industry 1.0 and 2.0, leaders focused on mastering machinery and adapting to emerging technologies, while Industry 3.0 saw the rise of information technology and employees as entrepreneurs. The advent of Industry 4.0, characterized by the Internet of Things (IoT), demands leaders to be cross-hierarchical, team oriented, and cooperative, placing a premium on personal competence. A 2-dimensional matrix is introduced to summarize the essential attributes of technological leadership in Industry 4.0. The matrix, gauging "concern for people" and "concern for innovation and technology," distinguishes between "technological leaders" and "digital leaders." While technological leaders emphasize technology, digital leaders exhibit high concern for both technology and people. This study emphasizes the significance of digital leaders in fostering innovation through a cooperative and team-oriented approach, aligning with the collaborative dynamics of Industry 4.0.

IMPROVING THE PEDAGOGICAL SYSTEM OF TRAINING FUTURE PEDAGOGUES TO FORM THEIR LIFE SKILLS

This article explores strategies for improving the pedagogical system to effectively equip future educators with essential life skills. In today's dynamic and fast-evolving world, the importance of these skills is increasing as educators not only impart knowledge but also act as role models. The study emphasizes the role of practical, social, and emotional skills in pedagogy, outlining innovative training methods that enhance educators' personal and professional competence. The article concludes with recommendations for integrating life skills education within teacher training programs, fostering well-rounded development.

Perceptions and Use of Automated Hospital Outcome Data by EMS Providers: A Pilot Study

Background: Our primary objective evaluated the perception of emergency medical service (EMS) providers’ review of automated hospital outcome data. Secondarily, we assessed participation in outcome review as a means of microlearning to obtain continuing education (CE). Methods: From October–December 2023, three high-volume EMS systems participated in a three-part intervention with results evaluated using a mixed-methods approach. First, EMS providers (emergency medical technicians and paramedics) were invited, via their electronic health record (EHR), to complete a presurvey evaluating their perceptions of reviewing outcomes. Then, EMS providers were notified about the opportunity to earn CE via a microlearning intervention, offering Commission on Accreditation for Pre-Hospital Continuing Education (CAPCE)-approved CE hours for completion of outcome reviews and associated learning modules. Finally, EMS providers were invited to complete a post-survey mirroring the pre-survey. Qualitative analyses identified themes among open-ended responses. Quantitative analyses examined perceptions between pre- and post- surveys. Results: Of 843 providers contacted, 217 responded to the pre-survey (25.7%). The most endorsed rationale for reviewing outcomes included improving clinical knowledge (95%), improving patient care (94%), and knowing whether care made a difference (93%). Nearly all (91%) reported being more likely to review outcomes if CE were awarded. Among the 67 who completed the open-ended items, the three dominant themes included enhance personal confidence and competence (43%); acquire personal knowledge (39%); and operations (21%). Of 211 providers who participated in the intervention, 56 (27%) were awarded CE. A total of 152 providers responded to the post-survey, and the percentage who agreed that reviewing outcomes improves job satisfaction rose from 89% to 95% between pre- and post-surveys (P = 0.05). Conclusion: EMS providers supported the personal and professional development and patient care improvement of reviewing patients’ outcomes with associated CE. Further study is warranted to evaluate the generalizability of these findings and the best user experience.