Competence Scores Research Articles

Moral competence and conflict management styles in emergency nurses: a cross-sectional study

Background: This study aimed to evaluate the moral competence and conflict management styles in emergency nurses Materials and methods: This cross-sectional study was conducted among emergency department nurses. Convenience sampling was employed. The data collection tools comprised a demographic-occupational questionnaire, a questionnaire assessing the moral competence of clinical nurses, and another questionnaire focused on exploring conflict management styles. Results: 190 emergency department nurses were involved in this study. The study revealed that emergency department nurses’ average moral competence score was 159.81 (SD = 13.00), ranging from 121 to 184 points. Among emergency department nurses, the average score for conflict management styles stood at 105.61 (SD = 10.67), ranging from 41 to 132 points. The study findings revealed statistically significant associations between several factors and nurses’ overall moral competence score; age group (P = 0.004) and type of employment (P = 0.035) showed substantial relationships. Significant associations emerged between the overall conflict management score, job position (P = 0.021), and age group (P = 0.044). Conclusion: Emergency nurses demonstrated a commendable average score in moral competence and predominantly utilized conflict management styles over participation styles when handling conflicts. A robust and direct correlation between ethical competence and conflict management was also observed.

An Evaluation of Self-Assessed Caregiver Readiness to Foster and Adopt After Participating in the National Training and Development Curriculum

ABSTRACT Purpose The self-assessment is a component of the National Training and Development Curriculum (NTDC) used by resource (i.e. foster, adoptive, and kinship) parents to understand strengths and areas of potential growth associated with successful parenting. This outcome evaluation assesses changes in caregiver self-assessment results after receiving the NTDC classroom-based training. Materials and methods Resource parents from six U.S. states completed the self-assessment at baseline before the NTDC classroom-based training and 90 days after completing the training. Regression analyses were conducted for 20 training competencies and 14 parenting characteristics, controlling for demographic and caregiver characteristics and using propensity-score weights to account for potential bias from attrition between completion of the self-assessment at baseline and follow-up. The number of participant responses in the analytic sample varied across the training competencies and parenting characteristics, with an average of n = 321 responses per construct. Results All training competencies and parenting characteristics observed statistically significant improvements in participant scores from baseline to follow-up, with average training competency scores improving by 11% and parenting characteristic scores by 5%. Discussion These results suggest that the NTDC classroom-based curriculum may help caregivers to develop knowledge and skills in content areas related to effective parenting. Conclusion The NTDC self-assessment seems to function as intended for participants to understand areas of strength and potential growth in a variety of training competencies and parenting characteristics associated with effective parenting.

An Investigation of the Psychological Need Satisfaction Levels of Foster Families

Purpose: This study aimed to investigate the psychological need satisfaction levels of foster families. Design/Methodology/Approach: The present study is descriptive and cross-sectional. Data were collected between July 1 and 30, 2020, from 138 volunteer foster parents living in Turkey. Findings: The Need Satisfaction Scale was a significant difference was found by age group in the subscale and overall scale scores of the individuals participating in the study. Significant differences by families’ educational status were only present in the Competence subscale. Significant differences by age at which they became foster families were found in the Autonomy subscale and overall scores, and significant differences by age of fostered child were found in the Competence and overall scores (p

Concordance Between Trainee Self-Assessment and Expert Assessment of Cold Snare Polypectomy Competence: Results From a Randomized Clinical Study.

Many trainees lack competence in performing cold snare polypectomy (CSP), and longer observation periods using assessment tools, such as the Cold Snare Polypectomy Assessment Tool (CSPAT), may be required. However, these tools are not commonly used in busy academic endoscopy practices. This study evaluates the concordance between trainee self-assessment of CSP with expert assessment and assesses factors associated with concordance. Consecutive CSPs performed by gastroenterology trainees from 2 institutions were video recorded and rated by 8 blinded experts from 4 different academic institutions in the United States and Singapore using the CSPAT from August 2017 to February 2020. Trainees self-assessed competence for each CSP immediately after the procedure. Concordance between trainee and trainer was reported as percentage of agreement in competence (score of 3 or 4) or not yet competent (score of 1 or 2). Twenty-two trainees performed 765 colonoscopies with 2,267 CSPs. Concordance was found between expert and trainee assessment of competence for 1,380 CSPs (60.9%; 95% CI, 58.8%-62.9%; weighted κ = 0.12; 95% CI, 0.08-0.16). Trainees underassessed competence for 541 CSPs (23.9%; 95% CI, 22.1%-25.7%) and overassessed competence for 326 CSPs (15.3%; 95% CI, 13.8%-16.8%). Career plan of private practice general gastroenterology (adjusted odds ratio, 0.40; 95% CI, 0.17-0.92) and lower colonoscopy volume before study (adjusted odds ratio, 0.35; 95% CI, 0.22-0.62) were independently associated with lower likelihood of concordance between expert and trainee assessment of competence. Structured feedback was not associated with concordance, and there was no change as trainees gained experience; however, feedback decreased the proportion of overassessments. There is poor concordance between trainee self-assessment and trainer assessment of CSP. Self-assessment can be used as an initial part of competency assessment, which should then be reconciled with external assessments to improve concordance in assessments.

Identifying competency development needs of hospital managers in Iran: a national survey

BackgroundA competent management workforce is crucial to achieve the effectiveness and efficiency of health service provision and to lead and manage the health system reform agenda. However, the traditional recruitment and promotion approach of relying on clinical performance and seniority provides limited incentives for competency development and improvement among hospital managers in Iran. There is limited evidence on the competency development needs of hospital managers in Iran that can guide setting training and development direction. This study aims to identify the competency development needs of three management levels (senior, mid-level, and frontline) in public hospitals and explore the difficulties that managers experienced.MethodsThe study adopted a cross-sectional survey using the validated management competency assessment partnership (MCAP) tool. The MCAP tool, consisting of 82 behavioral items that measure six core management competencies, was distributed to 162 public hospitals in 19 provinces in Iran between September 2021 and March 2022. The data were analyzed using descriptive and inferential statistics including the mean and standard deviation, chi-square test, independent-samples t-test, and one-way analysis of variance.ResultsIn total, 1051 managers completed the survey either online or on paper. Peer and team conflict, employee performance, loss of skilled staff, and supervisor confrontation were the five difficulties most often encountered by all three levels of managers. The survey confirmed that only a small proportion of managers had the opportunities to participate in formal and informal management-related education/training, such opportunities were much lower for middle and frontline managers (P < 0.001). Middle managers were less confident in their demonstration of the core management competencies than that of senior and frontline managers (P < 0.001). Managers who completed management training organised internally by the hospitals consistently received higher mean competency scores for all competencies (P < 0.001).ConclusionThe study provides compelling evidence highlighting the importance of developing strategies to systematically enhance the capabilities of hospital managers, particularly mid-level managers. Incentives to encourage hospital managers to participate in both formal and informal management training, along with the commitment from hospitals to establish mechanisms that build management capacity, support managers, and guide the preparation and recruitment of management positions, are essential.

Effectiveness of Cognitive Emotion Regulation Strategies Training on Increasing Mental Vitality of Junior High School Students

Introduction: Mental vitality has been considered as one of the components of well-being and one of the most important psychological needs of humans. The aim of this study was to investigate the effectiveness of cognitive emotion regulation strategies training on increasing mental vitality among junior high school students in Neka city. Methods: This quasi-experimental study was conducted with a pretest-posttest design with a control group. The statistical population included all junior high school students in Neka city during the academic year 2022-2023 (N=1732). Through purposive sampling, 60 students were selected and were randomly assigned to two groups. One group (n=30) received cognitive emotion regulation strategies training, while the control group (n=30) received no intervention. The Subjective Vitality Scale (SVS), a 7-item questionnaire, was used to measure mental vitality. The intervention consisted of 10 educational sessions, 60 minutes each twice a week. Data were analyzed using univariate analysis of covariance (ANCOVA) and SPSS-26 software. Results: The results showed significant differences between mean scores of social competence and school avoidance in pretest, posttest, and follow-up stages compared to the control group (P&lt;0/05). Conclusion: Results indicated a significant difference between the two groups in mental vitality posttest scores, demonstrating the positive and significant effect of cognitive emotion regulation strategies training on mental vitality of junior high school students. The training led to increased mental vitality among junior high school students.

Utilizing simulation-enhanced interprofessional education to identify differences in healthcare students' collaborative practice behaviors: A mixed method study.

Teaching collaborative practice behaviors (CPBs) to interprofessional healthcare students could improve healthcare for underserved populations. This study explained the impact of Simulation Enhanced Interprofessional Education (SIM-IPE) on healthcare students' self-reported CPBs and their perceptions of utilizing CPBs when caring for underserved populations, as well as the differences among professions within interprofessional teams. Mixed methods explanatory design. Sixty-Eight doctorate of nurse practitioner, dental and pharmacy students from a large research-intensive university in the United States. The Interprofessional Education Collaborative Competency Self Efficacy Tool (IPECC-SET27) was used to collect quantitative data. Qualitative data was collected through recorded simulation debriefing sessions. One hundred and thirty-six quantitative surveys were collected, and 214 qualitative responses were reviewed from the 48 simulations and recorded debriefing sessions. Paired t-tests and directed content analysis were used to infer the quantitative and qualitative impact of SIM-IPE on all students in an interprofessional team and differences among each profession. After SIM-IPE, all students showed statistically significant increases in mean CPB scores for all 27 items (ρ<0.0001) for IPECC-SET 27. Students perceived their CPBs when caring for underserved individuals improved most in Teams and Teamwork item one (48%, n=103). Comparing individual professions and CPB skills; Values and ethics (14%, n=8) for pharmacy, roles, and RESPONSIBILITIES (28%, n=24) and Communication (32% n=27) for dentistry, and teams and teamwork (61% n=43) for nurse practitioner had the greatest impact and were most frequently reported. Significantly increased mean scores in competence for CPBs was demonstrated. CPB differences were evident among professions. Educators must understand professional CPB differences and develop SIM - IPE that promotes development of collaborative practice-ready healthcare professionals.

Entrepreneurship Training Model Based on Sad Kerthi Loka Bali Perspective

The management of Village-Owned Enterprises (BUMDes) in Bali faces the problem of limited business variety and low entrepreneurial competence of managers, leading to less than optimal utilization of local potential. The training that has been applied so far still focuses on administration and financial reporting, without developing innovation and creativity skills based on local wisdom. As a solution, an entrepreneurship training model was developed that integrates the EntreComp global competency framework with the local values of Sad Kerthi Loka Bali. The Research and Development (R&amp;D) method with the ADDIE model was used in this research, which includes analysis, design, development, implementation, and evaluation. Model validation by experts showed an excellent level of feasibility, while the training trial resulted in an increase in participants' competency scores from an average of 44.4 in the pre-test to 83.1 in the post-test. On average, there was an increase of 38.7 points converted into a gain value of 0.656 which is included in the moderate category. This confirms the effectiveness of the model. In addition to enhancing creativity and innovation skills, the training instills spiritual and social values that are aligned with Balinese culture, encouraging a balance between economic, social and environmental aspects. The practical implications of the model can serve as a guide for BUMDes managers and policy makers in developing sustainable businesses. The model also has the potential to be adapted in other regions with similar local wisdom.

Factors Associated with Nonspecialist Quality of Delivery within a Family Strengthening Intervention in Rwanda: a Parallel Latent Growth Model.

In task-shared, mental health, and psychosocial support interventions, monitoring the quality of delivery (fidelity and competence) of nonspecialist providers is critical. Quality of delivery is frequently reported in brief, summary statistics, and while both fidelity and competence scores tend to be high, rarely have factors associated with quality of delivery in low-resource, mental health, and psychosocial support interventions been examined using inferential statistics. Understanding both modifiable and non-modifiable predictors of quality of delivery is important for adapting training and supervision approaches throughout intervention delivery. In this study, we use a parallel process latent growth model to examine the association of non-modifiable, demographic characteristics of nonspecialists and changes in both fidelity and competence over time. We find that nonspecialist age is significantly associated with higher initial fidelity and competence scores and smaller improvements in fidelity and competence over time, although this finding is interpreted in the presence of ceiling effects. In addition, nonspecialists in a certain district were more likely to have higher initial fidelity and competence scores but also see smaller changes over time. Fidelity and competence were found to significantly co-vary. This study provides conceptual and measurement guidance regarding quality of delivery, suggesting that fidelity and competence are theoretically distinct and must be measured separately, but linked together under the umbrella of quality of delivery. This study also has implications for recruiting, training, and supporting nonspecialists delivering behavioral interventions, suggesting that future implementation teams can further contribute to research on how to better support high-quality training, supervision, and personal and professional growth among the growing nonspecialist workforce globally.

Analysis of influencing factors of narrative medicine competence in the clinical nursing population in Hunan province, China: a cross-sectional study

ObjectiveTo explore the current status of clinical nurses’ narrative medicine (NM) ability and its related influencing factors, so as to provide a theoretical basis for nursing managers to develop targeted...

Applications of Certainty Scoring for Machine Learning Classification and Out-of-Distribution Detection

Quantitative characterizations and estimations of uncertainty are of fundamental importance for machine learning classification, particularly in safety-critical settings where continuous real-time monitoring requires explainable and reliable scoring. Reliance on the maximum a posteriori principle to determine label classification can obscure the certainty of a label assignment. We develop a theoretical framework for quantitative scores of certainty and competence based on predicted probability estimates, formally prove their properties, and empirically confirm the inferential power of these properties across different data modalities, tasks and model architectures. Our theoretical results establish that competent models have distinct distributions of certainty for true and false positives conditioned on inputs similar to training and testing data, and prove that this framework provides a reliable means to infer the quality of model predictions and detect false positives. Our empirical results bear out that there are distinct distributions of certainty scores on training and holdout data, as well as data that is a priori out-of-distribution. For expert models, at least 62.1% of false positives could be identified when using a cut-off at at the bottom 5% TP threshold. Further, we found a strong negative correlation between empirical competence and the FPR95TPR rate for EnergyBased out-of-distribution (OOD) detectors. Finally, we developed two forms of an OOD detector that were able to reliably distinguish in-distribution data from OOD data for both frequentist and Bayesian models, performing better on average than previous state-of-the-art EnergyBased OOD detection methods, and improving upon the baseline Monte Carlo Dropout AUPR-OUT performance on average by 14.4% and 16.5%, and reducing the FPR95TPR by 54.2% and 37.6%.

The Concept Of Learning Evaluation In The Perspective Of Tafseer Tarbawy

This researchThe Concept of Learning Evaluation in the Perspective of Tafsir Tarbawi is an important study to conduct, as it is a mandatory component of educational activities and serves measure of the success of learning processes. Purpose of this research is to describe problems in the evaluation system as an educational component, explain concept of evaluation from the perspective of tafsir tarbawi, and outline procedures for organizing evaluations in educational institutions. This study employs qualitative approach with literature study method. Results and discussion reveal several issues in the implementation of evaluation systems, including indications of manipulation in reporting minimum competency scores, low synergy between teachers and parents, and suboptimal school work programs. Moreover, evaluation in the perspective of tafsir tarbawi encompasses several aspects, such as the meaning of evaluation, its objectives, functions, principles, and systems. Moreever, the procedures for organizing evaluations in educational institutions include planning, conducting assessments, monitoring, data processing, reporting, and utilizing evaluation results.

Determining and comparing the achieved competencies of graduating nursing students of public and private universities in Iran

AimThis study aims to determine and compare the achieved competencies of graduating nursing students of public and private universities in Iran.BackgroundThe main responsibility of nursing education is to train nurses who possess the necessary competencies to provide safe and high-quality care. Given that a significant proportion of nursing education in Iran is the responsibility of private universities, it is essential to ensure that nursing graduates acquire the required competencies.Design and methodsA quantitative study with a comparative descriptive design was conducted. A convenience sample of 721 graduating nursing students, including 301 from private universities and 420 from public universities, participated in the study. Data was collected using a nursing competence questionnaire developed in the Iranian cultural context and rated on a 5-point Likert scale (1 = dependent to 5 = independent). The research findings were analyzed using descriptive statistics and the independent t-test.ResultsThe students from public and private universities achieved the highest scores in work readiness and professional development, with means of 3.58 (SD = 0.39) and 3.48 (SD = 0.37), respectively. The lowest scores were obtained by both the public and private groups for evidence-based care, with means of 2.89 (SD = 0.54) and 2.54 (SD = 0.50), respectively. The mean score of core competence obtained by public nursing students across all 5 themes was higher than that of private students, and this difference was statistically significant (p < .05). The evidence-based nursing care showed the greatest difference in means (mean difference = 0.35), while individualized care had the smallest difference (mean difference = 0.09) according to the results of the independent t-test.ConclusionNeither public nor private university nursing students achieved an independent level in any of the competencies. However, public university students demonstrated greater success in acquiring most of the competencies compared private students. To enhance nursing students’ competencies, future studies should focus on developing operational solutions, particularly for students at private universities.

Parallel Chart Writing and Resilience Impact the Narrative Competence of Medical Staff in China: A Cross-Sectional Study.

Narrative competence is essential for good communication between medical staff and patients. It is a powerful instrument for the delivery of holistic healthcare. However, little research focuses on the influencing factors of narrative competence and the relationships among resilience, self-efficacy, and narrative competence. The study aims to explore the influence factors of narrative competence of medical staff and confirm the relationships among self-efficacy, resilience, and narrative competence. A cross-sectional survey was conducted among 606 medical staff from two affiliated hospitals in Zhejiang and Heilongjiang provinces, respectively. The participants were scored using the Chinese narrative competence scale, the brief Chinese version of the resilience scale, and the Chinese version of the self-efficacy scale. This study showed that the score of narrative competence was 149.76 ± 28.70, including the scores of listening dimension (48.01 ± 9.36), understanding dimension (67.75 ± 13.55), and reflecting dimension (34.00 ± 6.77). A high narrative competence score was associated with hospital location and parallel chart writing (p < 0.01). Pearson's correlation analysis showed resilience and self-efficacy were positively related to narrative competence. Medical staff's narrative competence is intermediate in China. Parallel chart writing and resilience would impact this competence, which should be further improved.

Vision‐related quality of life of myopic children using combination treatment: Atropine and defocus‐incorporated multiple segment spectacle lenses

Purpose: To assess vision‐related quality of life (VR‐QoL) in children undergoing myopia control treatment with atropine compared to children treated with combination treatment of atropine and Defocus incorporated multiple segments (DIMS) spectacle lenses.Methods: Longitudinal study that included myopic children aged 4 to 16 years undergoing myopia control treatment. Group A included children on 0.025% atropine eyedrops and single‐vision lenses, and group B included children on combined treatment of 0.025% atropine and DIMS lenses. Demographic and clinical data, including cycloplegic spherical equivalent refraction (SER) and axial length (AL), were noted. VR‐QoL was assessed using the Children's Visual Function questionnaire (CVFQ) and the Pediatric Eye Questionnaire (PedEyeQ) before initiating and after 6 months of treatment. Statistical analyses (Mann‐Whitney U‐test or t‐test) were performed.Results: 95 patients were included: 50 children in group A, mean age 8.94 ±2.50 years and 45 children in group B, mean age 9.51 ±2.46 years (p = 0.266). No significant differences were found in the overall VR‐QoL between both groups with PedEyeQ. Functional Vision and Social item scores (PedEyeQ) significantly improved at the 6M follow‐up in group A (p = 0.03 and p = 0.016, respectively) and group B (all p = 0.01). Scores on the Eye Condition item (PedEyeQ) at baseline and at 6M follow‐up were reversed; a decrease in group A, 89.73 [69.86‐89.73] and 64.98 [50.02‐74.99] (p &lt; 0.01), and an increase in group B, 69.96 [69.96‐89.72] and 74.97 [43.62‐85] (p = 0.039). For the CVFQ, only Group B showed an improvement in General Vision (p = 0.049) and Competence (p = 0.031) scores.Conclusions: Myopic children treated with atropine and those using combination treatment (atropine and DIMS) do not seem to have significant differences in overall VR‐QoL following 6 months of treatment. General Vision (CVFQ), Competence (CVFQ) and Eye Condition (PedEyeQ) scores improve significantly for children on combination treatment.

Vision‐related quality of life of myopic children using combination treatment: Atropine and defocus‐incorporated multiple segment spectacle lenses

Purpose: To assess vision‐related quality of life (VR‐QoL) in children undergoing myopia control treatment with atropine compared to children treated with combination treatment of atropine and Defocus incorporated multiple segments (DIMS) spectacle lenses.Methods: Longitudinal study that included myopic children aged 4 to 16 years undergoing myopia control treatment. Group A included children on 0.025% atropine eyedrops and single‐vision lenses, and group B included children on combined treatment of 0.025% atropine and DIMS lenses. Demographic and clinical data, including cycloplegic spherical equivalent refraction (SER) and axial length (AL), were noted. VR‐QoL was assessed using the Children's Visual Function questionnaire (CVFQ) and the Pediatric Eye Questionnaire (PedEyeQ) before initiating and after 6 months of treatment. Statistical analyses (Mann‐Whitney U‐test or t‐test) were performed.Results: 95 patients were included: 50 children in group A, mean age 8.94 ±2.50 years and 45 children in group B, mean age 9.51 ±2.46 years (p = 0.266). No significant differences were found in the overall VR‐QoL between both groups with PedEyeQ. Functional Vision and Social item scores (PedEyeQ) significantly improved at the 6M follow‐up in group A (p = 0.03 and p = 0.016, respectively) and group B (all p = 0.01). Scores on the Eye Condition item (PedEyeQ) at baseline and at 6M follow‐up were reversed; a decrease in group A, 89.73 [69.86‐89.73] and 64.98 [50.02‐74.99] (p &lt; 0.01), and an increase in group B, 69.96 [69.96‐89.72] and 74.97 [43.62‐85] (p = 0.039). For the CVFQ, only Group B showed an improvement in General Vision (p = 0.049) and Competence (p = 0.031) scores.Conclusions: Myopic children treated with atropine and those using combination treatment (atropine and DIMS) do not seem to have significant differences in overall VR‐QoL following 6 months of treatment. General Vision (CVFQ), Competence (CVFQ) and Eye Condition (PedEyeQ) scores improve significantly for children on combination treatment.

Learning curve and proficiency assessment for gynecological brachytherapy amongst radiation oncology trainees in India: Results from a prospective study.

The quality of cervical cancer intracavitary brachytherapy (ICBT) depends on the training and experience of the radiation oncologist (RO). The present study was performed to establish primary learning curve for ICBT. Forty-three skill parameters were identified for performing ICBT and were included for Brachytherapy Proficiency Assessment and Scoring System (Brachy-PASS) questionnaire. Brachy-PASS score was first compared with blinded objective scoring of implant quality for 10 trainees by two ROs. Twenty eight consecutive trainees were scored with Brachy-PASS by two RO's. The impact of number of procedures and training years was ascertained using Mann Whitney-U test. Minimum number of intracavitary procedures to attain proficiency (score≥ 75%) were ascertained and learning curve plot of proficiency and procedures was generated. Between January, 2022 to September, 2023 38 trainees were evaluated (20: post graduate year (PGY) 1-3, and 18: PGY 4-5) after due consent for skill evaluation. Good congruence was reported of objective scoring and Brachy-PASS (83.4% vs 88%). Ten trainees had performed <15 ICBT, and 28 had performed ≥15 ICBT procedures. Overall 30/38 trainees (78.9%) achieved a Brachy-PASS score of ≥129 (75%). The average score for trainees with <15 procedures was 126.6 (73.6%) vs 148.8 (86.5%) in trainees who performed ≥15 procedures. PGY 4-5 trainees had higher score (153.8 (89.4%) vs 134 (77.9%)). Learning curve threshold of 15 ICBT was identified to attain 75% score (129/172) with no plateauing of learning curve even with ≥30 procedures. Competency is established for independently performing intracavitary brachytherapy at 15 procedures and further increase in competency scores continues with increasing procedures.

Using Real-Time Power BI Formative Feedback to Improve Nurse Anesthesia Students' Clinical Competence: An Educational Intervention.

The escalating complexity of diseases and the burgeoning demand for proficient nurse anesthetists underscore the critical need for graduates optimally equipped to deliver competent care across varying patient conditions. Given the gap between the expected and actual clinical competencies among graduates, this study aimed to evaluate the impact of formative assessment coupled with immediate online feedback on the clinical competence of anesthesia nursing students in peri-anesthesia care. This educational intervention was conducted with the participation of nurse anesthesia students who were enrolled into intervention and control groups. The intervention entailed providing immediate, web-based feedback on students' performance through a visual dashboard on Microsoft Power BI, along with weekly assessments using the Common Clinical Assessment Tool (CCAT). The control group received traditional, verbal feedback. Statistical analysis revealed significant improvements in clinical competence scores in the intervention group compared to the control group. The intervention group showed a notable progression in clinical competency scores from baseline to endpoint (mean scores: 35.06 ± 1.62 to 79.58 ± 1.02), significantly outperforming the control group (mean scores: 29.93 ± 1.38 to 62.09 ± 1.47, p-value < 0.0001). Integrating formative assessment with immediate online feedback (e.g., Microsoft Power BI) demonstrably enhances clinical competence in student nurse anesthetists. This study advocates for such advanced feedback mechanisms in competency-based nursing education to address competency gaps. These innovative approaches to education and evaluation hold promise for preparing competent nurse anesthetists, potentially leading to improved anesthesia care quality and patient safety.

PHÁT TRIỂN NĂNG LỰC VẬN DỤNG KIẾN THỨC KĨ NĂNG ĐÃ HỌC THÔNG QUA BÀI DẠY STEAM &lt;i&gt;THÙNG Ủ GIẤM CHUYÊN DỤNG&lt;/i&gt; TRONG CHỦ ĐỀ “CHẤT VÀ SỰ BIẾN ĐỔI CỦA CHẤT” Ở MÔN KHOA HỌC TỰ NHIÊN LỚP 8

STEAM education method helps students connect learned knowledge with practice. This article aims to design a STEAM-based lesson titled Specialized vinegar fermentation barrel within the theme of "Substances and their transformations" focusing on enhancing the representative competency of students in Grade 8 Natural Sciences. The study involved conducting a survey and implementing pedagogical experiments based on a cross-sectional survey method and a pre-and-post-intervention experimental design with randomized groups. After the intervention, the proportion of students achieving the highest competency level (Level 3) increased significantly, from below 20% to 40-50%, and the average representative competency score improved from 6.06 to 7.44 on a 10-point scale. The results of the pedagogical experiment demonstrated positive development in learners’ competencies and highlighted the feasibility and necessity of integrating STEAM themes to foster representative competency.

Technical Competency Assessment of Peripheral Blood Smears: Tools and Trends Learned From 2 College of American Pathologists Q-Probes Studies

Context.— Morphologic evaluation of peripheral blood smears provides valuable information to diagnose and manage a variety of hematologic disorders. Objective.— To measure the competency of the technical staff in the morphologic evaluation of peripheral blood smears and provide performance trends. Design.— Participating technologists accessed 10 whole slide–imaged peripheral blood smears through a web-based imaging tool in 2 separate studies. Participants performed a 100-cell differential and morphologic evaluation for each slide image. Grading criteria, determined by 3 hematopathologists, were weighted according to their clinical significance (score range, 0–100 for each case). Each institution and participant answered a questionnaire to assess the impact of current practices and educational programs on competency scores. Results.— A total of 776 technologists from 92 institutions participated in study 1 and 1495 technologists from 179 institutions participated in study 2. Median performance scores for institutions were 78.9 and 87.6 for studies 1 and 2, respectively, encompassing a range of hematologic disorders. Based on results of the questionnaire for study 1, higher performance scores were seen when institutions required a specific number of continuing education credits per year through an agency (P = .005). In study 2, institutions with remediation procedures following a failed competency demonstrated higher performance scores (P = .03). Conclusions.— Medical technologist competency of peripheral blood smears improves with level of experience and is positively impacted through attending educational programs. Whole slide images offer a convenient means of assessing technical competence and provide data to allow institutions to appropriately focus their procedures and educational efforts.