Role Of Competence Research Articles

The Strategic Aspects of Functional Position Development in Diy Local Government

Developing competence and distributing human resources within the state civil apparatus (ASN) is crucial for enhancing their professionalism. This study aimed to identify constraints and alternative strategies for developing competence in functional positions within the Yogyakarta Special Region Government (DIY). Using a qualitative descriptive analysis, the research highlighted several obstacles in functional position development, including limited training types, budget constraints, scheduling conflicts, and insufficient information about available training. Training institutions responsible for developing the competence of functional officials must adhere to legal requirements, particularly those holding accreditation from the relevant Guiding Agency. Collaboration with universities or accredited training institutions is also necessary, particularly in education. Additionally, there is a need to ensure that competent teaching staff are available for specific types of functional training. To address these challenges, the selection of training types must align with a mapped-out understanding of the competency needs of functional officials in the DIY Regional Government. By considering these needs, the government can better target the development of its human resources, ensuring that functional officials receive the appropriate training to fulfill their roles effectively. These steps will help overcome current barriers and support ASN's long-term professionalism and competence in functional roles.

Establishing Triage Competencies and Verification Processes: A Survey Study

IntroductionAlthough the ED triage function is a critical means of ensuring patient safety, core competencies for ED triage are not well defined in the literature. The purpose of the study was to identify and validate emergency triage nursing competencies and to develop a competency verification process. MethodsA sample of 1181 emergency nurses evenly divided between roles with oversight of triage training and competency assessment (manager-level and staff nurses performing triage) completed an online survey evaluating competency elements that comprised the following in terms of frequency and importance, training modalities, and evaluation methods: expert assessment, clinical judgment, management of medical resources, communication, and timely decisions. ResultsBoth manager-level and triage nurses agreed on the importance of the identified competencies. Gaps in training and evaluation were reported by both staff nurses and manager-level nurses. Triage nurses reported less training offered and less competency evaluation compared with manager-level nurses. Triage nurses reported performing all competencies more frequently and at higher level of competency than manager-level nurses reporting on triage nurse performance. DiscussionThis study provides both a standard set of triage competencies and a method by which to evaluate them. Managers and educators might consider this standard to establish initial triage role competency and periodic competency assessment per institutional guidelines. The gap in perceived education and evaluation suggests that standard education and evaluation processes be adopted across emergency departments.

Biblical Foundations for Interprofessional Collaboration in Nursing.

Interprofessional collaboration is an essential competency for nurses in today's complex healthcare environment. The Interprofessional Education Collaborative (IPEC) four competencies of values, teamwork, roles, and communication provide the organizing framework for effective interprofessional collaboration. In this article, the four competencies are used to explore biblical underpinnings and principles of collaboration for Christian nurses, showing how interprofessional collaboration helps achieve one's faith-based and professional commitments.

Domestic Violence & OT: A Survey of Practitioner Experiences, Knowledge, & Attitudes

Abstract Date Presented 03/22/24 This is the first survey to compare OTAs and OTs in the United States on the factors that affect their domestic violence (DV) knowledge and attitudes. Results indicate that training is needed to increase DV knowledge and role competence among OTPs. Primary Author and Speaker: Miranda Michele Mlincek Additional Authors and Speakers: Diane L. Smith, Alexandria Powers, Zeina Fayad, John Wong, Rawan Alheresh

Adolescent Cancer Survivors and Their Parents' Experiences With the Transition Off Treatment to Survivorship: A Qualitative Interview Study.

Background: Transitioning from active cancer treatment to survivorship represents a vulnerable yet underresearched phase for adolescents and their families. Knowledge of their support needs, the challenges they experience, and how they manage them are useful to inform tailored follow-up care. Thus, we aimed to explore their transition experiences. Method: We interviewed 15 adolescents (12-19 years) who had transitioned off of treatment 1 to 47 months prior at Oslo University Hospital's Department of Paediatric Haematology and Oncology and their biological parents (n = 16). The interviews were analyzed using inductive, reflexive thematic analysis inspired by Braun and Clarke. NVivo-12 was used for data management. Results: Four main themes were identified: (a) consequences of cancer beyond transition, (b) transition back to normalcy, (c) survivorship competence, and (d) changes in roles and relationships. The families described happiness and relief but also said that the lingering effects of cancer treatment had a profound impact on day-to-day living. The adolescents expressed closeness with and dependency on their parents, and they perceived family and friends as essential for social readjustment. Discussion: Although adolescent survivors and their parents described a wide variety of strategies for returning to "normalcy," their perspectives also illustrate ongoing psychosocial and educational support needs that changed over time. Our findings indicate a need for improved preparation for and support through the transition. Nurses are well positioned to provide continuous and structured transition support tailored to the needs of the individual survivors and their families.

132 Modernizing Onboarding for Clinical Research Professionals: An Interactive and Adoptable Approach

OBJECTIVES/GOALS: The Clinical Research Professionals (CRP) at Cincinnati Children’s Hospital Medical Center (CCHMC) identified and addressed gaps in a static on boarding material by transforming it into an interactive, centralized, and customizable REDCap checklist to better meet researcher needs across the institution. METHODS/STUDY POPULATION: The CRP On boarding Checklist is a tool designed to assist clinical researchers in their onboarding process at CCHMC. This tool helps CRPs determine the required/recommended trainings available to assist with skill-building and establishing job role competency. CRP supervisorsand subject matter experts were included incontent revisions, format, and transition to a RED Capsurvey. The new checklist is interactive, targets training requirements by job function, and clearly labels mandatory training. A companion document allows new CRPs to create and track their own individualized training plan. RESULTS/ANTICIPATED RESULTS: The revised CRP On boarding Checklist was launched in April 2022 and announced via email communication. Alive demonstration was presented to all CRPs during the May 2022 CRP Monthly Meeting. The checklist and companion document are linked to the internal CRP website, which is accessible institutionally. Sincelaunch, almost 100 new and internally transferring CRPs have utilized the online tool to guide their training needs. The checklist is intended to reflect real-time changes in educational offerings. In addition to feedback and change requests from the CRP community, the checklist is updated as necessary and routinely reviewed on a biannual basisby the CRP Education Committee. DISCUSSION/SIGNIFICANCE: The creation and maintenance of the CRP Onboarding Checklist is a modern and accessible way for CRPs and supervisors to explore role-applicable training and take active roles in the on boarding process. The RED Capformat allows easy sharing and adoptability to other institutions via data dictionary.

A84 COMPETENCY BASED MEDICAL EDUCATION: O-SCORE CHARACTERISTICS OF PROCEDURAL AND COGNITIVE ASSESSMENTS IN GASTROENTEROLOGY RESIDENCY TRAINING

Abstract Background Competency based medical education has become the new standard for medical education which shifts the focus of training toward a competency, rather than time-based in framework known in Canada as ‘Competence by Design’ (CBD). CBD assesses a physician trainee’s ability to demonstrate competence in CanMEDS roles via entrustable professional activities (EPAs). EPAs utilize the O-SCORE as the metric for assessing competence. This score was developed and validated for surgical/procedural subspecialties; however, CBD currently coopts this scale for both procedural and non-procedural (cognitive) EPAs. Assessor expertise has also been shown to have an important role in performance assessments, but has not been studied in the context of CBD. Aims Our study aims to assess for differences in O-SCORE utilization between cognitive and procedural EPAs, and whether assessor characteristics are associated with trends in assessment. Methods Anonymized data for all Adult GI subspecialty EPAs completed from Jun 2019 to Jan 2023 at the University of Alberta was obtained. Evaluator sex, clinical vs academic practice, advanced training expertise, and EPA score was extracted. Locally a score of 5 denotes competence, while a 1-3 indicates competence was not yet achieved. A score of 4 may be accepted as evidence of competence (neutral score), at the discretion of the local competency committee. Data was analyzed via T-tests and ANOVA with post hoc Games-Howell testing with 95% confidence intervals (CI). A p-value of ampersand:003C0.05 was significant. Results 2264 EPAs were assessed including 1385 cognitive and 879 procedural EPAs. The number of EPAs completed by evaluators ranged from 11 to 165 with a mean of 60 (standard deviation: 40). Results of O-SCORE usage is summarized in Figure 1A-B. The majority of EPAs indicate competence, with 20-25% neutral, and ampersand:003C10% did not achieve competence. Less than one of third of evaluators utilized a score of 1 or 2 across all EPAs, and zero evaluators utilized a score of 1 for cognitive EPAs. Most commonly evaluators to utilized 3/5 options of the O-SCORE. Separated by EPA type, it was most common to utilize 2/5 and 4/5 options for cognitive and procedural EPAs respectively. Results of demographic comparisons are outlined if Figure 1C-E. Male and clinical evaluators submitted higher scores on average. Hepatologists submitted higher scores than all other advanced training areas for total, cognitive, and procedural EPAs. Conclusions Across total, cognitive, and procedural EPAs there are low rates in the utilization of the whole O-SCORE scale, and our study highlights a discrepancy between procedural and cognitive EPAs. In addition, there small but significant differences in the mean EPAs score awarded between different evaluator demographics (male, clinical, hepatologists providing higher scores). Figure 1. A) Number and proportion of Entrustable Professional Activities (EPA) stratified by type and competence evaluation. B) Number and proportion of Entrustable Professional Activities (EPA) stratified by type with scored 1-5 and percent (%) of staff utilizing each score stratified by EPA type C) Number, mean, and mean difference of Entrustable Professional Activities (EPA) stratified by evaluator sex and EPA type. D) Number, mean, and mean difference of Entrustable Professional Activities (EPA) stratified by evaluator academic vs clinical status and EPA type. E) Number, mean, and mean difference of Entrustable Professional Activities (EPA) stratified by evaluator advanced training and EPA type. CI: Confidence interval; SD: standard deviation; *: pampersand:003C0.05 Funding Agencies None

Creation of a Common Framework to Evaluate Initial Registered Nurse Role Competency.

Assessment of initial nursing competency is essential to safe nursing practice yet often focuses on psychomotor skill acquisition. A multistate health system created a competency strategy based on a comprehensive conceptualization of competency using the American Nursing Association scope and standards of nursing practice. This approach allows for the broad application of a standard competency assessment tool across diverse nursing specialties and provides a framework for nursing professional development practitioners to implement in their organizations.

Multitasking competency development based on environmental capital at PT. PLN. Persero

PT. PLN Persero had vertically integrated business processes from upstream to downstream, and with the existence of several levels/levels of office, the appropriate competency model is the multiple competency model. Based on the choice of multiple competency models, in general, PT. PLN Persero competency needs are divided into main competencies, role competencies (soft competencies) and field competencies (hard competencies). Multitasking competence was a competency requirement for all position formations at PLN. derived from the vision, mission and corporate values. This study aimed to identify the development of environmental capital-based multitasking competence at PT. PLN Persero. This research was a descriptive study with a qualitative approach combined with a systematic literature review method. The results of the study concluded that the development of environmental capital-based multitasking competence at PT. PLN Persero identified 4 main competencies in PT. PLN Persero, namely achievement orientation, building trust, continuous learning, and customer focus. These four main competencies were identified based on the vision and mission of PT. PLN Persero and 4 corporate values. The preparation of this multitasking competence has taken into account the business scope of PT. PLN Persero based on environmental capital.

The influence of supplier competency on business performance through supplier integration, vendor-managed inventory, and supply chain collaboration in Fuel Station: An evidence from Timor Leste

Fuel availability is essential in supporting the sustainable economic growth of a country. The manufacturing industry, transportation activities, and shipping products between regions are the primary sectors that require a sustainable fuel supply. The fuel station contributes to distributing and delivering fuel in serving the demand for the fuel. This study investigates supplier competency's role in supporting fuel station business performance through supplier integration, vendor-managed inventory, and supply chain collaboration. The research surveyed 71 fuel stations in Timor Leste using a questionnaire designed with a five-point Likert scale. The questionnaires are distributed to supervisors or higher positions at fuel stations by distributing questionnaires by direct delivery and also through Google Forms for areas far away in downtown Timor Leste. Data from respondents were analyzed using smartPLS software version 4.0. The results found that supplier competency positively impacts supplier integration, vendor-managed inventory, and supply chain collaboration. Moreover, supplier integration positively impacts vendor-managed inventory, supply chain collaboration, and business performance. Vendor-managed inventory fuel station sites can have an impact on improving supply chain collaboration and business performance. In addition, supply chain collaboration between vendors and fuel stations in Timor Leste enables continuous business performance improvement. This research paves the way for supervisors, managers, and fuel station top management to collaborate with suppliers in maintaining inventory levels and forecasting the supply and demand for fuel procurement requirements. Finally, this research contributes to the theory of inventory optimization and supply chain performance.

Experiência de cuidado parental de crianças com diabetes tipo 1: meta-síntese qualitativa

ABSTRACT Objective: To assess qualitative studies on parents’ caregiving experiences whose children have T1DM and develop personalized support strategies based on the findings. Method: A systematic review with meta-synthesis performed in the Cochrane Library, Embase, Scopus, CINAHL, PubMed, Web of Science, CNKI, CBM, VIP, and Wanfang databases. Quality was assessed via the JBI criteria, and meta-aggregative method was applied to categorize the results into subtopics and aggregate into three interrelated meta-topics to understand parents’ caregiving experiences. Results: In total, 2,100 articles were found, out of which 15 were selected and analyzed. The identified three meta-topics were “Parents facing multiple physical, mental and life challenges”, “Parents’ lack of a full range of external support” and “Parents’ caregiving role competency enhanced to adjust to the new life”. Conclusion: it is critical for healthcare professionals to recognize these parental experiences and offer targeted knowledge, skills training, and psychological support tailored to their needs, including group training, online mindfulness interventions, and improved empathy from the medical team.

Redefining Success: How Personal Ambitions and Confidence Levels Shape IT Project Dynamic

Abstract Background Failures in information technology (IT) projects continue to concern executives and organisations. Individuals are realising that to remain competitive in the workplace, they must develop skills to become successful project team members and project managers. Objectives The purpose of this paper is to examine the relationship between IT project team members’ competencies and their impact on IT project success, considering the iron triangle. Methods/Approach Our study is based on IT projects that have been implemented for a public or private organisation in Slovenia and where contractors are employed in IT development enterprises on a sample of 141 IT companies. Step-wise regression was used to determine which competencies of various project roles are relevant for project success. Results The most intriguing result is the negative association of achievement orientation with project success for analysts or consultants, suggesting that an excessive focus on personal accomplishments could potentially conflict with team objectives. Additionally, the variation in the significance of self-confidence across roles, particularly its less critical impact on project managers, challenges conventional wisdom regarding the universal importance of confidence in leadership positions. Conclusions These insights reveal the nuanced and role-specific contributions of individual characteristics to project success, highlighting the importance of aligning personal traits and professional actions with the project team’s collective goals.

Systems Engineering Education: From Learning Program to Business Value

The complexity of delivering business value is increasing technically and socially. The increasing complexity triggers the need for an increase in systems competence in several roles within the technical domain. One of the core disciplines to focus on this competence is systems engineering, which gets increasing attention within the Dutch ecosystem to enhance individuals and organizations further in this competence. The challenge is a shortage of systems engineers and teachers in systems engineering. This study proposes a layered and integrated education offering with courses for depth and domain skills, multi-day programs with systems mindset and leadership capabilities, and tracks to broaden the knowledge to a broad variety of stakeholders. In addition, university colleges, universities, and other education providers have to cooperate in delivering cohesive education to all levels, e.g., bachelor, master, PhD, and lifelong learning.

Association of parental self-efficacy with loneliness, isolation and community commitment in mothers with infant children in Japan: a cross-sectional study

ObjectivesParental self-efficacy is defined as an individual’s appraisal of their competence in the parental role and is one of the factors targeted by parenting interventions. Factors related to parental self-efficacy...

Modeling and Optimization of Service Investigation Services: Empirical Study Using Pop-Hrm Approach at Head of Private Smk School in Bogor District, Indonesia

The Head of School as head of the school is a contributing factor to success in efforts to strengthen governance, accountability, and public image. This success is not independent of competence and ability in tasks, roles, and functions. Providing primary service to all school citizens, optimizing the empowerment and development of the school citizen, focusing on performance and growth, and impacting school progress and society, this leadership is called serving leadership. Based on preliminary research, it is known that the head of a private SMK school in the Bogor district has not optimally demonstrated serving leadership. This research aims to produce ways and strategies for strengthening leadership serves by analyzing the influence of positive and dominant influence variables on serving leadership. The research uses the POP-HRM approach (Modeling and Management Resource Enhancement Optimization) with SITOREM analysis to produce optimal solutions from existing solutions. Implications of the research are, that if serving leadership wants to be empowered then it requires the development of adversity intelligence, proactive personality, teamwork, and increased commitment to the organization, as well as work motivation.

Becoming a mother: A role learning perspective on the use of online community resources to facilitate a life-role transition

Transitioning into motherhood can be stressful and resource-intensive, filled with numerous concerns and uncertainties during pregnancy, such as biological changes and unforeseen outcomes. Expectant mothers, those lacking prior motherhood experience, frequently seek solace within online communities, utilizing them as sources of social support to navigate the complexities of the first-time motherhood experience and to facilitate the exploration of their life-role transition. Drawing on role theory, conservation of resources theory, social support research, and socialization literature, this study explores how online communities can provide social resources for expectant mothers to facilitate their role learning, and examines the antecedents and outcomes of role learning. Based on a two-wave survey of 185 expectant mothers (pregnant with their first child), the results show that online community resources (i.e., informational support, emotional support, and social companionship) positively impact role learning (conceptualized as a higher-order factor, including role meaning, role competence, and role internalization), and role learning significantly enhances their subjective well-being. Moreover, role learning fully mediates the links between each type of social support and subjective well-being. A better understanding of the social support mechanisms involved in role learning may empower healthcare providers to leverage the capabilities of social media, thereby offering effective guidance to pregnant women confronting uncertainties in their transition to new life-roles.

THE BASIS FOR EFFECTIVE COMMUNICATION OF SOCIAL WORK STUDENTS IN CONDITIONS OF BLENDED LEARNING

The article highlights the problem of ensuring the training of future social workers for effective communication in conditions of blended learning. On the basis of the analysis of scientific sources and own research, approaches to understanding the concept of "role competence" have been revealed. The role competence of future social workers is defined as an integral characteristic of the personality of a specialist in the social sphere, which has such components as role variability, role flexibility, role depth and the ability to resolve role conflicts. It is noted that the development of these components is a condition for effective communication of students majoring in social work.
 An empirical study is described, the purpose of which is to determine the components of the role competence of future social workers to promote the formation of effective communication in conditions of blended learning. Both the components of role competence and the strategies of their formation are considered, namely: eagerness for new experience and the ability of the person to perform various social roles.
 The relationship between formal and informal roles connected with industrial, family, social, political, and friendly relations is revealed. It has been proven that success in each of them is a guarantee of overall success and satisfaction with one's life.
 An important factor of adaptation and successfulness is the ability of an individual to perform various social roles.
 A necessary condition for the role competence formation is interpersonal interaction because it is in the process of communication that a person gets information about role expectations, the compliance of their own patterns of behavior with certain social statuses and roles the person performs.
 It is proved that in the conditions of blended learning, important factors in the development of students’ role competence are innovative teaching methods, such as trainings, situational exercises, and role-model games, which are used by teachers in the process of their professional training.

Attitudes of Members of Public to Mass Casualty Incidents in Singapore

Introduction:Mass casualty incidents result in mass casualties at short notice and stress healthcare systems. Research shows the critical potential role laypersons have by providing time critical intervention, on-scene, while awaiting arrival of emergency services, thus reducing mortality.This study aims to demonstrate the attitudes of laypersons to responding to mass casualty incidents in Singapore.Method:Laypersons were invited to participate in a pilot course aimed at training laypersons principles and interventions for mass casualty incidents. This was developed by the Disaster Volunteer Corps of Singapore General Hospital Department of Emergency Medicine. Respondents were invited to answer a questionnaire which aimed to explore knowledge and prior experiences, willingness, attitudes, and readiness. Descriptive statistics were analyzed, and free-text responses were categorized into various headings by theme.Results:A total of 29/30 course enrollees responded to the questionnaire. Twenty (69%) participants were female. The median age was 50 years old (IQR 35-56.5). Most of the participants were employed (82.7%) and were Singapore Citizens (89.7%).65.5% had no previous experience with first aid, and none had experience with MCIs. Understanding of mass casualty incidents was poorly understood, 1.42/5 (±0.56).Respondents were most willing to assist in conventional disasters as compared to other types. Competency in voluntary role and altruism were the most important motivators as compared to compensation which was the least.Overall, there is a high understanding that Singapore is at risk of disasters but most respondents do not have emergency plans in place for disaster situations.Conclusion:This study shows that while laypersons are willing, most do not have the knowledge or experience to respond to mass casualty incidents. This mirrors previous studies in Singapore relating to attitudes and knowledge of laypersons to CPR and AED.More research and intervention is needed into the attitudes and willingness of members of public and mass casualty incidents.

The effect of interprofessional simulations on pharmacy and physician assistant students' learning of advanced cardiac life support concepts

BackgroundThe Interprofessional Education Collaborative (IPEC) defined core competencies for IPE in 2011, and use of simulation in interprofessional education (IPE) continues to be developed in prelicensure health education programs. Interprofessional education activityIn this prospective, observational study, interprofessional student teams addressed reversible causes of cardiac arrest in weekly simulations during an Emergency Medicine course. Each simulation was followed by sequential team debriefs, first regarding the IPEC core competencies of interprofessional communication, teamwork, and roles and responsibilities, and second regarding the patient-related content of the case. DiscussionTwenty-eight pharmacy students and 60 physician assistant students completed the course. A didactic knowledge exam was administered before, immediately after, and 150 days after the course. Both disciplines' exam scores significantly increased from baseline to the end of the course and from baseline to the 150-day follow-up. Students also completed the validated Interprofessional Perceptions Survey before and after the course. Both disciplines demonstrated significant increases in Team Value, Efficiency and Interprofessional Accommodation components. ImplicationsParticipation in this simulation-based course resulted in 150-day retention of advanced cardiovascular life support knowledge and improved interprofessional perceptions in both pharmacy and physician assistant students.

Blueprints for well-being: Modeling the way through Human-Centered Leadership and Pathway to Excellence.

Blueprints for well-being: Modeling the way through Human-Centered Leadership and Pathway to Excellence.