Professional Competence Research Articles

Understanding student engagement: an examination of the moderation effect of professional teachers' competence

Understanding student engagement: an examination of the moderation effect of professional teachers' competence

Priority analysis of educational needs related to geriatric nursing competence among Chinese undergraduate nursing students: Application of Borich needs assessment, importance-performance analysis and locus for focus model.

This study aimed to assess and identify the priority of educational needs for geriatric nursing competence among Chinese undergraduate nursing students. The increased aging population puts new challenges in geriatric nursing care. Competence in geriatric nursing is essential for nursing students to be well-equipped to be qualified nurses in their future work to meet the growing demand for geriatric nursing. However, research on the educational needs of geriatric nursing competence among nursing students is limited. A descriptive study with online questionnaire surveys was conducted. The Geriatric Nursing Competence Scale for Clinical Nurses was used to measure nursing undergraduate students' perception of the importance and performance of geriatric nursing competence. Borich'sNeeds Assessment, Important-Performance Analysis (IPA) and the Locus for focus (LF)model were used to analyze thepriorityinnursingstudents' educational needs of geriatric nursing competence. Items related to geriatric nursing competence had lower performance than importance, emphasizing the need for education. The results showed that three items in the professional practice competence and three items in professional development competence were determined to be the highest priority items by ranking the top 10 in Borich's Needs Assessment and located in the highly important but had low-performance quadrant of IPA and fell within the high-discrepancy and high-importance quadrant of the LF model simultaneously. The priorities of educational needs for geriatric nursing competence among undergraduate nursing students identified in this study provide a reference for effective educational planning and innovation.

Integrating entrustable professional activities using an integrated curriculum design framework in pharmacy education.

The integration of Entrustable Professional Activities (EPAs) using the Integrated Curriculum Design Framework (ICDF) is a promising yet underexplored strategy in pharmacy education. This reflective work identifies gaps in traditional approaches to competency-based education and highlights the alignment of the "Professional Practice Skills" Year 2 module at a UK university with EPAs and ICDF. By bridging these gaps, this work highlights the importance of equipping students with the competencies necessary for independent practice. The "Professional Practice Skills" module was transformed to align with ICDF and EPAs. Stakeholder engagement, including input from students, educators, and practitioners, guided the selection of EPAs reflective of real-world pharmacy tasks such as patient counselling, prescribing, prescriber interaction, and providing medicine query information. Learning outcomes were redefined to incorporate these EPAs, and teaching strategies were adapted to include experiential learning activities, such as simulated patient scenarios and reflective tasks. Assessment methods shifted from knowledge-based to competency-based evaluations, ensuring students could demonstrate practical readiness for professional roles. Integrating EPAs and ICDF revealed challenges, such as resistance to change and the need for significant resource investment in designing simulations. However, the shift encouraged collaborative teaching practices and enhanced student engagement. Students demonstrated improved confidence and ability to apply theoretical knowledge in practice, showcasing the value of a competency-based approach. This integration process highlights the importance of aligning curriculum design with professional competencies. The work has broader implications for pharmacy education, offering a replicable model for other healthcare institutions seeking to enhance professional readiness.

New Directions in Elderly Care Workforce Nurturing: Cross-Professional Collaboration From a Social Co-Care Perspective, Drawing Insights From Japan's Elderly Care Experience

The increasingly severe issue of societal aging worldwide has prompted the reevaluation of elderly-care strategies and related workforce development. This paper was developed to explore new directions in elderly care workforce development from the perspective of social co-care. The current state and challenges of elderly care personnel in Taiwan are analyzed, emphasizing the importance of cross-professional collaboration to enhancing elderly care quality. Cross-professional collaboration models and training systems currently used in Japan are examined with the goal of identifying how these models and systems as well as practice experiences may benefit and help improve Taiwan's current elderly care system. The future goal is to elevate the academic qualifications and skills of care workers, foster their professional ethics and competencies, strengthen their interprofessional collaboration abilities, and improve their autonomy and professional identity. Ultimately, a clear career advancement pathway should be established to ensure care workers play a leading role within the geriatric care team.

Perspectives on goal setting: Video-reflexive ethnography with speech-language therapists and clients.

Goal setting is an essential step in the clinical reasoning process of speech and language therapists (SLTs) who provide care for children, adolescents and adults with communication disorders. In the light of person-centred care, shared or collaborative goal setting between the SLT and client is advised in (inter)national guidelines. SLTs face challenges in implementing (shared) goal setting as theoretical frameworks and practical interventions are scarce and less applicable to use with a wide range of communication vulnerable populations. A first step in developing theory and practical interventions is to explore first-hand experiences of SLTs and clients about day-to-day goal-setting practice. This study was guided by the following research question: What are the perspectives and needs of SLTs and persons with communication disorders regarding (shared) goal setting in routine SLT services? The qualitative study was carried out in the setting of routine speech-language therapy services in community practices, primary education and neurological rehabilitation in the Netherlands. Data collection followed the principles of video-reflexive ethnography, using video footage of goal-setting conversations to facilitate semi-structured, reflexive interviews. Data analysis was based on reflexive thematic analysis. A total of 12 interviews were conducted with client-SLT dyads, covering perspectives from children, parents and adults with a range of communication difficulties and their SLTs. Data analysis resulted in four themes, of which two contain subthemes. Each theme represents a central organizing concept found in SLT and client interviews. The themes were identified as: (1) goal setting is a complex process; (2) goal talk needs to be communication accessible; (3) communicative participation goals are hard to grasp; and (4) the importance of relationships. Topics such as power imbalance, communication vulnerability, effective communication strategies, and motivation and trust are explored under these themes. SLTs are encouraged to view shared goal setting as a process that needs to be explicitly planned and communicated with clients regardless of their age or communication vulnerability. SLTs have expert knowledge and skills when it comes to supporting communication and applying these skills during goal talks might strengthen shared goal setting and foster a therapeutic relationship. There is a need to concretely conceptualize and embed shared goal setting in policy and clinical guidelines. The themes reported have tentative clinical implications for developing such policy, and shared goal-setting interventions for SLT practice, under the condition that SLTs and people with communication disorders are continuously involved. What is already known on the subject SLTs want to set meaningful goals together with their patients but lack theory and resources to effectively shape the goal-setting process. Few studies have directly reported on the perspectives and needs of SLTs and patients regarding goal setting. Patients generally perceive goal setting as a vague activity in which they minimally participate. SLTs want to involve patients in the goal-setting process and describe the potential benefits, but they also want to report barriers on the systemic and professional competence level. What this paper adds to the existing knowledge SLTs and patients perceive shared goal setting as a multifaceted process, rather than a one-off conversation. This process holds potential vulnerabilities for SLTs and patients alike, and the themes in this study propose potentially helpful ingredients to mediate this vulnerability and shape the goal-setting process. What are the potential or clinical implications of this work? To take the first steps towards effective shared goal setting, SLTs should embrace the element of discovery in goal setting and apply their expert knowledge in supporting communication. To develop practical interventions for SLTs, shared goal setting needs to be further conceptualized and embedded in policy and clinical guidelines.

Therapeutic complaints resolution (‘TCR’) in British ombuds: being emotionally intelligent about relational vulnerabilities

ABSTRACT ‘Therapeutic complaints resolution’ (TCR) is an emerging vision of public sector complaints-handling which is conscious of, and minimises, its anti-therapeutic consequences. TCR emphasises common interests between complainants, complainees and others in improving public services through more consensual dispute resolution processes. Therefore, TCR is perceived as a potential shift to a ‘relational state’, with a focus on fostering trusting relationships between service-users and public sector professionals. This article explores TCR in the context of complaints-handling in British ombuds. Specifically, the article suggests that ‘emotional intelligence’ and ‘relational vulnerabilities’ are two concepts that should guide its development. The article does this by highlighting the emotional risks that co-exist between participants, including vicarious trauma between complainants and caseworkers. At the broader level, there is also a web of vulnerabilities created, sustained, and exacerbated between the various participants through the macro-political decisions of central government, such as over funding, which expose individuals and public sector professionals to more serious risks and emotional contexts. Given these vulnerabilities, the article suggests that emotional intelligence ought to be developed as a professional competency for caseworkers, and illustrates several ways that each component may be useful to make these challenges more tolerable.

基于“岗课赛证融通”模式的课程改革与设计——以房地产经营与管理课程为例

随着职业教育改革的深入推进，“岗课赛证融通”模式已成为高职院校课程建设的重要方向。以房地产经营与管理课程为例，本文分析了“岗课赛证融通”模式的内涵及其在课程设计中的具体应用。通过岗位需求分析、课程内容优化、技能竞赛结合和职业证书获取等路径，该模式能够有效提升学生的职业能力和就业竞争力，同时推动校企合作的深化。研究表明，“岗课赛证融通”模式实现了课程与岗位需求的精准对接，为高职教育提供了有益的实践经验。 With the deepening of vocational education reform, the “integration of posts, courses, competitions, and certificates” (PCCC) model has become a crucial direction for curriculum development in higher vocational colleges. Taking the Real Estate Operation and Management course as an example, this paper analyzes the PCCC model’s essence and its practical application in curriculum design. Through job demand analysis, course content optimization, skill competition integration, and vocational certificate acquisition, the model effectively enhances students' professional competence and employability while promoting in-depth school-enterprise cooperation. The study demonstrates that the PCCC model achieves precise alignment between curriculum and job requirements, providing valuable practical experience for vocational education.

Gender inequality in healthcare leadership: the challenges women face in breaking through the glass ceiling

BackgroundWomen comprise more than two-thirds of the academic medicine faculty and half of the general population in Pakistan, yet their representation in healthcare leadership roles remains disproportionately low.AimThe study aims to explore the experiences of Pakistani women in healthcare leadership positions to unravel the challenges they face in acquiring and sustaining leadership positions and to identify the factors that help them overcome these challenges.MethodsAn exploratory qualitative study based on semi-structured interviews was conducted. Purposive sampling was utilized. Telephonic interviews of ten women in healthcare leadership positions were conducted, recorded, and transcribed. Thematic analysis was performed by manual coding.ResultsA total of 14 subthemes were generated that finally emerged as 5 themes. The challenges of women in healthcare leadership positions included unsupportive work environment, lack of confidence and leadership skills, and struggle to balance family and work. Personal strategies, family support, and women-centric organizational policies were identified as aids to professional advancement.ConclusionMost of the challenges faced by women in acquiring and sustaining leadership positions in Pakistan are rooted in a patriarchal culture that assigns conventional roles and expectations to women. Professional competence and strategic acumen along with inclusive work environment and policies can help promote gender equality.

ISLAMIC BOARDING SCHOOL MANAGEMENT IN IMPROVING TEACHER COMPETENCE AT MODERN BOARDING SCHOOL AL - MUSYADDAD KLATEN

Pesantren management is a series of systems, rules, and governance of educational institutions structured within the framework of values in pesantren. Activities or functions in pesantren management include planning, organizing, directing, and supervising. Teachers or ustad have a central role in pesantren. Ustad also acts as a mentor and role model for the students. There are four competencies that must be possessed by a teacher, namely pedagogical, social, professional, and personality competencies. In this study focuses on the teacher's personality competence, where ustad is expected to have attitudes and behaviors that can be emulated by the students. Pondok Modern Al-Musyaddad is a modern cottage that emphasizes Arabic and English in its daily conversation, and uses a curriculum using the term KMI (Kulliyatul Mu'alimin Al-Islamiyah) in its learning. This study aims to analyze how management at Pondok Modern Al-Musyaddad and how pesantren management in improving teacher competence at Pondok Modern Al-Musyaddad. The method used is qualitative research with data collection techniques through observation, interviews, and documentation. The results showed that pesantren management at Pondok Modern Al-Musyaddad Klaten has been running well in improving the personality competence of teachers/ustad.

The Role of Attending Workplace Learning Practices in Career Paths of Career Specialists

Workplace learning practice opportunities provide a learning context for career specialists that may significantly determine their competence level and rate of professional growth in their career paths. This paper aims to explore how attending different workplace learning practice choices could have advanced professional career paths of career specialists. The data of the study was collected in Estonia with the survey distributed to the career specialists (N = 173) with different professional backgrounds and career lengths. The survey estimated the professional competence levels, the career length, the relative progress in the career path, and the workplace learning practises the career specialists had taken. The relations between competency profile and attending different workplace learning practice opportunities, and between rapid development or slow development (possibly being on the professional plateau) and workplace learning practices were analysed using the latent profile analysis and Kruskall-Wallis H-tests. Latent profile analysis with competences detected four different competency profile stages: Beginner, Experienced, Expert and Developer. The findings indicated that rapid professional development to the more advanced competency profile stages was positively associated with frequent attendance of varied workplace learning practice opportunities. In contrast, in the state of relatively slow development (being on the possible career plateau), the specialists had attended significantly less workplace learning practice than expected. We address the concern that this lack of experience-based social learning in their training might seriously hinder the work of career specialists who need to provide career guidance to other people.

FORMATION OF THE PROFESSIONAL COMPETENCE OF FUTURE FASHION INDUSTRY SPECIALISTS WITH EMPLOYERS' INVOLVEMENT IN THE EDUCATIONAL PROCESS

The modern labour market in the fashion industry requires specialists with creative thinking, strong communication skills, initiative, and with the ability for continuous self-education, and quick adaptation to the demands of modern production environments. These specialists must possess high professional competence and practical skills for working in the real production sector. To form such specialists, it is increasingly relevant to consider the issues regarding the interaction between higher professional education systems and potential employers, as well as the exploration of innovative forms of integration and mutual interest between universities and businesses. This research aims to explore methods of forming the professional competence of future fashion industry specialists, considering employers' experiences and their involvement in the educational process. To determine the impact of educational activities conducted in production environments on forming professional competence in future fashion industry specialists, principles of the systemic approach were used. Theoretical methods such as synthesis, analysis, and generalisation were employed,alongside empirical methods including observation, interviews, questionnaires, testing, and surveys. The research is devoted to solving the issues of forming professional competence in future specialists in the fashion industry and developing students’ interest in the future profession by involving experienced industry specialists in the educational process and using the technical base of enterprises. The authors proposed innovative models for forming professional competencies inhigher education students studying Speciality 182: Light Industry Technologies by conducting variouseducational events in the industrial environment. The authors share their practical experience in conducting educational activities for students of Speciality 182: Light Industry Technologies at fashion industry enterprises and the methods of organising classes in the production environment of factories. They offer the following recommendations: each educational component's curriculum should establish a mandatory list of activities involving employers and specify the content of the classes. It is advisable to carry out classes at fashion industry enterprises, as a form of educational activity, purposefully and systematically. These activities should be at least 10-15% of the total study time, provided that partners characterising production processes will emphasise the professional growth prospects, and the profession's importance, additionally increasing students’ motivation. The use of active teaching methods in the educational process contributes to the formation and development of future fashion industry specialists' general and professional competencies and the development of independent thinking, creative activity, readiness for continuous education and self-education.

The Relationship Between Teachers’ Digital Literacy Levels and Research Literacy Skills

In the information age, individuals’ ability to access, use, and transfer information is fundamental for personal and professional success. Digital and research literacy are critical skills that strengthen teachers’ professional competencies in contemporary educational processes. This study examines the correlation between teachers’ proficiency in digital literacy and their proficiency in research literacy. A quantitative research approach is utilized, employing a relational survey design. The study sample consists of all subject-area educators who are employed in a central district within the eastern region of Türkiye. A total of 604 teacher participated in the study online Data gathering entails the utilization of a “Personal Information Form” devised by the researchers, in conjunction with the “Digital Literacy Scale” and “Research Literacy Scale,” all of which have undergone meticulous testing to ensure their validity and reliability. According to normality analyses, the data are not normally distributed. Mann-Whitney U, Kruskal-Wallis H tests, Spearman Correlation Analyses were used as analyses The findings reveal substantial disparities in the digital literacy skills of instructor based on demographic parameters including gender, department, age, computer ownership, and daily internet usage time. Likewise, there are differences in instructors’ research literacy skills based on gender, level of education, and ownership of computers. Moreover, a strong positive association is seen between digital literacy and research literacy skills, suggesting that when one ability improves, the other skill also improves. These findings emphasize the importance of addressing digital and research literacy in teachers’ professional development processes.

P-259. Facilitators and Barriers for the Use of Ultraviolet-C Disinfection at VA Hospitals: A Qualitative Analysis

Abstract Background Ultraviolet-C (UV-C) disinfection has been increasingly used to enhance terminal room cleaning and prevent hospital pathogen transmissions. We reported that UV-C implementation in Veterans Affairs (VA) hospitals was associated with a 17% reduction in Gram-negative bloodstream infections (BSI), but with a significant facility-level variation. To investigate this variation, we evaluated facilitators and barriers to implementing UV-C disinfection at VA hospitals. Methods We interviewed environmental management services (EMS) leaders, housekeepers, infection preventionists, and multidrug-resistant-organism prevention coordinators at 22 US VA hospitals that used UV-C during the study period. Interviews focused on the context of external and internal environments, organization, tools and technology, tasks, and persons. We conducted a thematic analysis on transcripts. Results 21 of 22 participating VA hospitals report using UV-C as an adjunct to 2-step manual room cleaning. 34 staff completed interviews. The frequency of UV-C disinfection, locations, and rationales for use varied across hospitals. Interviewees reported using UV-C in operating rooms and patient rooms most often. Room use varied (e.g., routine discharge, contact precautions, other reasons). Barriers at some hospitals included leaders’ distrust of manufacturer claims for exposure times, risks, and efficacy; concerns that non-VA data may not apply to the VA context; and a perceived lack of UV-C’s impact on local infection rates. Other barriers include high patient loads requiring fast room turnovers, reduced staffing, equipment and maintenance costs, and competing priorities. Facilitators for UV-C use included COVID-19-related financial resources, collaborative communication between EMS, Nursing, and Infection Prevention, and professional competence and commitment to infection prevention. Conclusion Given the reported barriers and facilitators, a UV-C implementation toolkit informed by VA staff feedback could improve acceptability of UV-C technology for staff and is worth further study. Interprofessional collaboration and leadership support could improve integration of UV-C into environmental cleaning best practices in VA hospitals. Disclosures Michihiko Goto, MD MSCI, Merck: Grant/Research Support

Content foundations of future visual arts specialists training in higher education institutions of the USA

The article clarifies content foundations of future visual arts specialists’ professional training in higher education institutions in the USA. The historical foundations of future visual arts specialists’ professional training in higher education institutions in the USA were revealed. It is found that the history of art education development in the USA dates back to the late 18th century, and began with individual art subjects in urban schools, and then developed and modernized thanks to new concepts in the field of art. Within the regulatory framework, the provisions of a number of laws are characterized, in particular, the “Higher Education Act”, which regulates general provisions for higher education institutions functioning in the USA, and are based on the principles of freedom of expression and artistic activity; development of creative and critical thinking; promoting free and open exchange of ideas; students should be treated equally and fairly; the diversity and breadth of artistic theories and methods; taking into account the opinions of students in all aspects of university life; equality of opportunities (social, gender, etc.) and so on. The content of future visual arts specialists’ training in higher education institutions in the USA was highlighted on the example of the educational program provided by the Taylor School of Art and Architecture, Temple University in the specialty “Graphic Design”, specialization “Illustration and New Media”. It is determined that the purpose of training students in higher art education institutions in the USA is to increase their professional competence in the field of visual arts and provide them with appropriate consultations. The selection of methods for teaching graphic design in accordance with the main type of activity, as well as development of professional and general theoretical skills, which correspond to the individual creative abilities of students, are also aimed at improving their professional experience.

Lesbian, gay, bisexual, and transgender clinical competence of health professionals in Poland and Spain: results of the health exclusion research in Europe (HERE) study

IntroductionHealth disparities experienced by lesbian, gay, bisexual, and transgender (LGBT) individuals have been partially attributed to healthcare professionals’ lack of cultural competence in addressing their specific needs. This study aimed to assess the differences in competencies and preparedness among health professionals from Poland and Spain when working with LGBT patients.MethodologyData were collected between June and August 2024 through a cross-sectional survey involving 673 health professionals (Mage = 33.54, SD = 9.74; 61.5% female), including 273 participants from Spain and 400 from Poland. Participants completed a self-administered survey, which included sociodemographic questions and the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS). Multivariate linear regression was used to analyze predictors of clinical preparedness, attitudes, and knowledge regarding LGBT care. Clinical trial number: not applicable.ResultsSpanish health professionals showed higher total LGBT-DOCSS scores compared to Polish participants (B = 0.503, p < 0.001). Gender was a significant predictor, with men scoring higher in clinical preparedness (B = 0.771, p = 0.002), while women scored higher in attitudes (B = -0.457, p < 0.001). In Poland, age was positively correlated with clinical preparedness (B = 0.034, p = 0.022), and physicians scored significantly higher in overall competency compared to nurses/midwives (B = 0.621, p = 0.005). Participation in LGBT-related training was associated with higher clinical preparedness in both countries, with those attending training 3 or more times scoring higher than those who never attended (B = 1.659, p < 0.001).ConclusionThe study revealed significant differences in LGBT competency between Polish and Spanish health professionals. Factors such as gender, age, profession, and participation in LGBT-related training were associated with these competencies. Results suggest that a more tailored approach in professional education and training may be necessary to ensure all health workers possess adequate skills and attitudes toward LGBT care.

The moderating effects of nurses’ characteristics on the perceptions and practices of family-centered care for chronically ill children and their families in Saudi Arabia

Background/purposeNurses play a vital role in providing effective family-centered care (FCC) to enhance the quality of healthcare for children with chronic illnesses and increase family satisfaction. This study aimed to investigate nurses' perceptions and practices of FCC for children with chronic illnesses, and how nursing characteristics influence this relationship.MethodThis multicenter cross-sectional study involved a convenience sample of 405 nurses, each with at least six months of experience caring for chronically ill children, infants, and toddlers in Saudi Arabia. An online survey was conducted between February 2023 and August 2023. A paired sample t-test of differences between nurses’ perceptions and practices of FCC among chronically ill children was performed. Correlations were carried out to test the relationships between nurses’ perceptions and practices of FCC and their sociodemographic factors, including age, gender, marital status, education level, and years of work experience, and attributes of nurses, including professional competence, interpersonal skills, job commitment, and knowing one’s self. Moderation analyses were conducted using the SPSS PROCESS macro version 4.ResultsNurses’ FCC practice was significantly poorer than their perception. The moderation analysis highlighted that marital status (β = 0.122, p = .014), interpersonal skills (β = 0.131, p = .002), job commitment (β = 0.096, p = .024), and self-awareness (β = 0.127, p < .001) significantly strengthened the relationship between FCC perception and practice.ConclusionsNurses’ sociodemographic factors and personal attributes influenced the relationship between their perceptions of FCC and its implementation. Leaders should consider aspects such as marital status, interpersonal skills, job commitment, and self-awareness as these factors affect the strength of this relationship. Further research is needed to assess these impacts through longitudinal design and causal intervention studies to create a conceptual model of FCC for children with chronic illnesses.

Postcompetency Index System for Assessing Pain Resource Nurses' Competence: A Delphi Study.

The aim was to establish a competency index system for pain resource nurses (PRNs) in China. PRNs play a crucial role in enhancing pain management in Chinese hospitals. Their professional competence significantly impacts the quality of pain management in the hospital. However, a clear evaluation system for assessing the abilities of PRNs is lacking. Establishing a scientific and systematic evaluation system for nurse competencies is essential for selection, training, and assessment within hospitals. Utilizing the iceberg competency model, a competency index for PRNs was developed through literature analysis and semistructured interviews. Two rounds of Delphi consultations were conducted with 19 experts in pain management and medical psychology from 12 provinces in China to establish competency indicators and weight values. After the Delphi consultations, the postcompetency index system for PRNs comprised 5 primary indices, 15 secondary indices, and 51 tertiary indices. The primary indices include professional theoretical knowledge, practical skills, job execution ability, professional development, and professional attitudes. The effective response rates for the two Delphi rounds were 100% and 84.2%, respectively. The authority coefficient values were 0.89 and 0.91, respectively. The Kendall harmony coefficients for expert opinions were 0.155, 0.212, and 0.188, and 0.524, 0.267, and 0.302 across levels, with statistical significance (p < .05) after consistency testing. The postcompetency index system for PRNs developed in this study is reliable and scientifically grounded. It provides an objective quantitative basis for training and evaluating PRNs.

Pre-Service Teachers’ Digital Competence: A Call for Action

In our digital era, pre-service teachers need profound professional digital competences to be able to effectively foster their learners’ digital skills. Studies pointing to a lack of integration of digital competences at secondary schools demonstrate the need for research and action to foster professional digital skills in teacher education. Using a mixed methods approach and based on the DigCompEdu framework, this paper presents the results of a survey comprising 75 questions about students’ capability to teach digital skills, which was answered by 322 advanced pre-service teachers of a large mid-European university. The results of the performed statistical tests and the conducted thematic analysis show that half of the pre-service teachers do not feel sufficiently prepared by their study program to foster digital competence. Students who do not study a STEM subject and students with teaching practice felt significantly less prepared to teach digital skills compared to students who study at least one STEM subject and students without teaching practice, respectively. We conclude that universities should develop and thoughtfully implement a holistic concept to integrate digital skills in the teacher education curriculum to adequately prepare future teachers for the digital era.

The citizen perspective on challenges and rehabilitation needs among individuals treated for head and neck cancer: a qualitative study

PurposeIn Denmark, the prevalence of head and neck cancer is approximately 17.000, and the incidence is increasing. The disease and treatment of this condition may lead to severe physical, psychological, and social consequences. However, the literature indicates a lack of rehabilitation services and insufficient professional resources in the municipal setting resulting in unmet rehabilitation needs. The aim of this study is to gain an understanding of the challenges and rehabilitation needs experienced by citizens treated for head and neck cancer.MethodsA qualitative study using semi-structured interviews was employed. Paul Ricoeur’s interpretation theory was used to analyze the data.FindingsCitizens treated for head and neck cancer experience the need for targeted assistance to manage the consequences following treatment for head and neck cancer and the need for adequate information and specialized professional competencies in municipal rehabilitation. The findings highlight a dual need: support from healthcare professionals and opportunities for patients to connect with others who have undergone treatment for head and neck cancer, as part of municipal rehabilitation.ConclusionThe study contributes to an understanding of the citizen perspective on rehabilitation needs and informs and enhances knowledge about municipal rehabilitation interventions for citizens treated for head and neck cancer. However, the findings also indicate the complexity of the referral process, highlighting the need for further research on barriers and facilitators to referral and access to municipal rehabilitation.

Legal requirements for information and their influence on patient satisfaction

The German Patientenrechtegesetz defines, among other things, medical obligations in connection with the provision of information. To date, the extent to which these legal requirements also influence patient satisfaction with information has not been investigated in Germany.The study employed an anonymized patient survey on satisfaction with information, which was recorded using a validated 10-item questionnaire.189 consultations (n=105 female, n=84 male patients) were included in the analysis. 87.8% (n=166) of the patients were undergoing inpatient treatment, 12.2% (n=23) were treated as outpatients. The patients were on average 53.2 years old (standard deviation: 20.3 years, range: 15 to 97 years) and were distributed across the following treatment areas: Anesthesia: n=68; Surgery: n=60; Internal Medicine: n=56; Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy: n=5 patients. Overall, there was a high level of satisfaction with the information provided, which did not differ significantly between the genders. However, patients were more satisfied if they were informed by doctors with German as their mother tongue (p=0.005; d=0.214) or by specialists (p<0.001; d=0.288). The duration of the consultation was significantly positively correlated with patient satisfaction (p=0.002, r=0.211). It was also shown that the physician's level of training (specialist: yes/no) was the most important factor (adjusted odds ratio: 4.48).The requirements of the Patientenrechtegesetz with regard to the comprehensibility and thoroughness of the information conveyed, as well as the proficiency of the medical practitioner, have been demonstrated to foster patient satisfaction. It is thus imperative that sufficient professional competence is always ensured. For medical practitioners whose native language is not German, the utilization of translation programs, pictorial or video-based supplementary materials is recommended to facilitate comprehension and minimize any potential language barriers. Moreover, the duration of the consultation should be tailored to the specific needs of the individual patient in order to optimize satisfaction. In order to achieve this, it would be prudent to ascertain from patients in advance the level of detail they would prefer the consultation to encompass.