Self-assessed Competence Research Articles

Digital Competence Among Older Adults: Is Self-Assessment Reliable?

Digital technology holds promise for addressing age-related challenges such as diminished physical and cognitive abilities, chronic conditions, and shifts in social connections. Individual proficiency in computer and internet skills influences technology adoption, correlated with advanced usage, positive attitudes, and self-efficacy. Despite extensive research on digital competence among younger demographics, there is a noticeable gap in inclusive design and research for older adults, with existing assessments often overlooking user ability diversity. The aim of this study is to evaluate the reliability of self-assessment as a method for measuring digital skills among older adults by comparing self-reported competence with objective assessments using the digital foundation skills framework. Abetween-subjects design was used to explore the reliability of self-assessment in evaluating digital skills among older adults, comparing self-assessed and objective assessments using the digital foundation skills framework. This framework encompasses six domains and provides statements and practical examples for self-assessment and objective evaluation of digital competence. Data were collected from 51 Romanian adults over the age of 60 using an online survey for the subjective assessment and laboratory testing for the objective assessment. Significant disparities were found between self-assessed and actual performance in three domains: digital foundation skills, communicating, and problem-solving. However, older adults accurately assessed their performance in handling information and content, transacting, and being safe and legal online. Given the lack of a consistent pattern of overestimation or underestimation, objective assessment is recommended for precise digital competence evaluation.

Case Study of Transforming and Scaling Entrepreneurial Internship Access in IHE

This case study explores innovative approaches to expand access to high-quality internships and improve equitable student outcomes. It focuses on Lehigh University’s virtual Innovation Internship program, partnered with the Nasdaq Entrepreneurial Center and Epixego Inc. The program aims to address challenges in traditional internships, such as hidden curriculum, false narratives, and unequal social environments. By incorporating self-assessment of learning competencies and enhancing student agency, the program doubled its capacity to 40 students. The study measured student self-efficacy, occupational identity choice, and outcome expectations based on various factors. Results showed that students changed internship preferences across occupation categories and experienced increases in entrepreneurial self-efficacy (3%), occupational identity (7%), and perception of entrepreneurship education (4%). This multifaceted approach demonstrates the potential for innovative internship designs to improve accessibility and student development outcomes.

Medical students‘ leadership competence in health care: development of a self-assessment scale

BackgroundMedical leadership plays an increasing role already in early career stages. Undergraduate medical students in the transition to postgraduate education feel not well prepared for their leadership roles. While leadership curricula have been developed, instruments for students’ self-assessment of leadership competences as part of their professional development are still missing. The aim of our study was to develop a self-assessment scale for undergraduate medical students’ leadership competences.MethodsThe medical leadership competence scale (MeLeCoS) for undergraduate medical students was developed in twelve steps. For item generation, we employed the Medical Leadership Competence Framework (MLCF), which is also used as a framework for many leadership curricula and includes five leadership domains for three fields of education: undergraduate education, postgraduate education, and continuing practice. In a pretest, 67 items were tested with n = 88 undergraduate medical students. For content validation we performed group discussions with a total of 17 students. After item reduction a test-version with 45 items and a 5-point Likert scale (1: ‘never’, 2: ‘rarely’, 3: ‘sometimes’, 4: ‘often’, 5: ‘always’) was used in a test-sample of final-year students (n = 129). Descriptive statistics and factor analyses were performed.ResultsThe final version of the MeLeCoS includes 37 items and the scale’s Cronbach’s alpha was 0.87. Six factors could be identified and two of them, respectively, represent leadership aspects from the following three areas: (1) the medical students themselves, (2) the interrelation of the medical students with a healthcare organisation regarding general management and improvement, and (3) general leadership aspects of medical students within undergraduate medical studies and the healthcare system. The overall mean of the MeLeCoS was 3.50 ± 0.39. Factor 2 (‘Demonstrating responsible behaviour and shaping relations’) reached the highest mean (4,36 ± 0.37) and factor 5 (‘Promoting improvement and innovation in undergraduate medical education’ the lowest (1.91 ± 0.87).ConclusionsThe medical leadership competence self-assessment scale (MeLeCoS) is a reliable instrument for undergraduate medical students’ self-assessment of leadership competence with good content validity. It could be used for students’ self-reflection on leadership competences in addition to rater-based assessments in leadership curricula and for longitudinal development of students’ professional identity.

Quality of technology integration matters: Positive associations with students’ behavioral engagement and digital competencies for learning

AbstractDespite extensive research on technology's potential to enhance teaching, large-scale studies often report mixed or negative impacts of technology use at school on student learning achievements. This ambiguity is often attributed to previous large-scale studies focusing more on the frequency rather than the quality of technology integration in the classroom. To further investigate this issue, our study developed the Technology Integration Quality Scale (TIQS) to measure students' perceptions of technology integration across different dimensions of teaching quality: support for learning, classroom management, individualized teaching, and cognitive activation. Using a sample of 2,281 students from 29 upper secondary schools in Switzerland, we validated the TIQS through exploratory and confirmatory factor analyses. We also employed cluster-robust structural equation modelling to examine how both the frequency and perceived quality of technology integration predict students’ self-assessed digital competencies and behavioral engagement for learning. The results show that quality explains considerably more variance than the frequency of technology integration in promoting both students' behavioral engagement and digital competencies for learning. However, for digital competencies, quantity also explains a substantial amount of variance. By simultaneously considering multiple dimensions of teaching quality, the frequency of technology use and two output variables, this study contributes to the existing research by offering a more nuanced perspective on the impact of technology integration. Furthermore, interaction effects between the independent variables highlight the need to further explore the relationships between different dimensions of teaching quality, which could also contribute to the development of the theory of generic teaching quality.

Cohort-based programs facilitate skill development and community building for postdoctoral scholars: a pilot study

Postdoctoral scholars (“postdocs”) occupy a distinct academic stage and therefore have unique career and professional development needs. We aimed to explore whether a cohort-based program could promote skill development, support career preparation, and facilitate community building among postdocs at our institution. We applied the design thinking process, commonly used in engineering and industrial design, to create a 4-month long leadership and project management program. Pre- and post-surveys with Likert-scale questions measured participants' self-confidence in and self-assessment of competencies related to leadership and project management (e.g., creating an inclusive environment, developing a project charter). Fourteen postdocs from STEM and humanities disciplines participated in the pilot program. Matched responses from participants indicated an 82% positive shift in leadership self-confidence (n = 11) and a 56% positive shift in project management self-confidence (n = 9). Postdocs also showed a positive shift in all 12 competencies related to leadership (n = 11), and a positive shift in nine of 10 competencies related to project management (n = 9). In the optional open-ended questions provided in the surveys, postdocs articulated that the cohort created an environment to share experiences, safely practice new skills, and discuss their career goals. Applying the principles of design thinking to develop a cohort-based professional development program resulted in participant learning gains and their feedback suggests that the program supported a greater sense of belonging. Administrators could use our approach to innovate programming that meets the professional and personal needs of postdocs at their institution.

Nursing students’ perceived ability to practice interprofessional collaboration after the inclusion of virtual and immersion interprofessional education activities: A quantitative exploration

BackgroundLittle is known about the influence of interprofessional education (IPE) on interprofessional collaboration (IPC), particularly following the COVID 19 pandemic. AimTo examine nursing students’ perceived ability to practice IPC after exposure to virtual lectures and immersive clinical IPE activities founded on the competencies from the National Interprofessional Competency Framework. DesignA cross-sectional design was used. MethodsThird year nursing students (n=105) enrolled in a pediatric theory and clinical completed surveys including: Demographic items, the revised Interprofessional Collaborative Competency Attainment Survey (ICCAS) and the Interprofessional Education Collaborative Competency Self-Assessment (IPEC) (Version 3). Students completed reflective questions about their IPE experiences. Descriptive statistics, paired t-tests, confidence intervals, and point estimates were used to measure the differences from pre- to post-participation for all items of the ICCAS and IPEC. ResultsParticipants reported improved IPC competence on every item and overall, after the IPE activities. Participants from urban campuses had lower ICCAS scores (PE 0.38, 95 % CI, 0.12–0.65) than those from rural campuses (PE 0.45 95 % CI, 0.18–0.72). Students who identified as men had higher team functioning scores before participating in the IPE activities than women (PE 0.50; 95 % CI,: 0.05–0.95). The IPEC Interaction items mean score was 4.03 ±.50 and IPE values items were higher with a mean of 4.62 ± 0.46. ConclusionsThe findings can guide development and implementation of IPE experiences for nursing and allied healthcare students.

Nursing students’ perception and attitudes toward utilization of artificial intelligence in health care

The study aimed to evaluate the nursing students’ perception and attitudes toward utilization of Artificial Intelligence in Health care. Descriptive research design. The study was conducted at Vision Medical College, Jeddah. KSA. Two hundred and six students registered in the nursing program were included in the study by using convenience sampling. Three tools were used for data collection, Self-Administered questionnaire, Covered student nurses' demographic characteristics, Perception toward Artificial Intelligence Questionnaire and Students’ attitudes towards Artificial Intelligence Questionnaire. The majority of participants responded that they are familiar with Artificial Intelligence 79.6%, there was a significant positive correlation between student nurse’ demographic characteristics (Living Location, education, Self-Assessment of Technological Competence and Familiarity with Artificial Intelligence) and their attitudes toward using the artificial intelligence. The mean score of the attitude scale was (M= 3.29, SD = 0.76), while the mean scale score of the perception scale was (M= 3.43, SD = 0.69). Likewise, a significant positive association was observed between perception of students and their attitudes towards artificial intelligence (β = 0.855, p < 0.001). The current study revealed that the students most likely held positive attitudes towards AI utilization and had a favorable perception toward utilization of artificial intelligence in health care. Integration of artificial intelligence technology and their utilization in nursing practice as a partner for improving patient outcomes in the health care field.

Description of a Longitudinal Interprofessional Education Plan and Outcomes From an Inaugural Student Cohort

ObjectiveTo describe a longitudinal interprofessional education (IPE) plan at 1 school of pharmacy including inaugural student cohort outcomes. MethodsStandards 2016 prompted the creation of an IPE task force at the University of Wisconsin–Madison School of Pharmacy to develop and implement an IPE plan consisting of outcome-based goals, a deliberate design, and a formalized assessment strategy (an approach that inspired national consensus guidance from the Health Professions Accreditors Collaborative). Beginning with the 2022 graduating class, required interprofessional learning activities were embedded longitudinally across a 4-year Doctor of Pharmacy program and included classroom-, simulation-, and clinical-based IPE activities. Student learning outcomes, focused on attitudes, skills, and behaviors, were assessed longitudinally using 3 self-reported, validated measures allowing before and after comparisons: Student Perceptions of Interprofessional Clinical Education–Revised, Version 2, Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3, and Interprofessional Collaborative Competencies Attainment Survey–Revised, coupled with the Individual Teamwork Observation and Feedback Tool. ResultsEnd point Student Perceptions of Interprofessional Clinical Education–Revised, Version 2 and Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3 average scores were in the agree to strongly agree range with statistically significant before and after change in 80% (4 of 5) of subscales. Students’ attainment and demonstration of positive teamwork behaviors were evidenced by statistically significant before and after changes in advanced pharmacy practice experience student Interprofessional Collaborative Competencies Attainment Survey–Revised scores and universal satisfactory ratings of advanced pharmacy practice experience students on the Individual Teamwork Observation and Feedback Tool. ConclusionA developmentally progressive, longitudinal IPE plan was implemented into a 4-year Doctor of Pharmacy program. Inaugural student cohort assessment results documented students were prepared for interprofessional practice upon graduation.

Digital Competence of Young Adults in Poland

Digital transformation is a challenge for many areas of modern society functioning. The effects of digitalisation are particularly noticeable in the labour market and are expressed, among others, in new requirements of employers both for professionally active people and those entering the labour market. Technological advances and automation are reducing the number of low skilled jobs. Moreover, employees are required to be more flexible. As a consequence, there is a need to adapt to changing trends in the labour market, and to constantly learn and acquire new competences, including digital competences. This paper aims to identify vulnerabilities regarding digital competences and their determinants amongst young adults in Poland. Furthermore, detailed objectives were defined: (1) assessment of the level of digital competences of young adults in Poland; (2) identification of the gaps in this area; (3) identification of factors differentiating the level of digital competences. The catalogue of competences under study was taken from the European Digital Competence Framework, which includes 21 digital competences grouped into five areas: (information and data literacy; communication and collaboration; digital content creation; safety; problem solving). To achieve the objective, a nationwide survey was conducted. The sample consisted of 1,000 young adult respondents (aged 18–30), with at least secondary education, selected by quotas from panel participants. The research methods used statistical analysis, including descriptive statistics, regression modelling (stepwise regression), as well as t-tests for independent samples, and One-Way ANOVA. Research results indicate that digital competences of young adults vary depending on the area. The respondents are aware of their insufficient skills, especially in the area of digital content creation (skills connected with programming). A relatively considerable share of individuals have no intention of acquiring these competences as part of lifelong learning. Self assessment of competences also indicates that their level differs due to individuals’ gender, age, level of education, and profile of education.

Self-Perceived Competencies and Attitudes on Palliative Care in Undergraduate Nursing Students: A Multicenter Descriptive Study.

Introduction: Caring for the dying can generate anxiety and emotional distress, particularly in nursing students, and perceived competence could play a crucial role in enabling nurses to perform their duties with greater confidence. Unfortunately, few studies describe the relationship between students' nursing attitudes and perceived self-efficacy in palliative care (PC). To overcome this gap, this survey aimed to assess the attitudes towards dying patients and the perceived competence of nursing students in palliative care at different universities in the south of Italy. Methods: A cross-sectional study was conducted from September 2022 to March 2023 involving nursing students from the three major Sicilian universities (Italy). The study included a survey investigating socio-demographic characteristics, palliative care training, knowledge about pain management, and previous experience with dying. Moreover, the Professional Competence of the Core Curriculum in Palliative Care Nursing (CCPCN) questionnaire and the Frommelt Attitudes Toward Care of the Dying-B Italian version (FATCOD-B-I) assessed competencies and emotional attitudes. Results: A total of 1913 nursing students were recruited, of which 71.3% were females, and 53.9% were in the age range of 18 to 21 years. In the multivariable analysis, practical PC training was a substantial factor in enhancing competencies (Adj-OR 2.78 [95% CI = 2.12-3.65]). Male students had higher competence odds (Adj-OR 1.38 [95% CI = 1.14-1.66]), and perceived knowledge strongly correlated with self-assessed competence. Advancement in academic years also positively influenced competence self-assessment (Adj-OR 1.98 [95% CI = 1.75-2.24]). Regarding emotional attitudes, a per-quartile increase in competence score was found to improve the attitude score (Adj-OR 1.24 [95% CI = 1.13-1.35]). Conclusions: Nursing students gain valuable experience during clinical experience. PC training and perceived knowledge of PC significantly increase nurses' competencies, and the latter seem to be strongly associated with attitudes. Thus, introducing palliative care education into nurses' core curricula could be a way to reduce anxiety and emotional distress in young students.

The Enhancing of Nurses' and Midwives' Competence in Providing Spiritual Care through Innovative Education and Compassionate Care using the Spiritual Care Competency Self-Assessment Tool: Turkish Version.

Spiritual care is an important part of holistic care and is at the center of nursing/midwifery care. Nurses/midwives are expected to graduate by receiving adequate training in spiritual care and gaining spiritual care competence during their student days. It is important to evaluate the spiritual care competencies of nursing/midwifery students and to correct the deficiencies, if any. Therefore, a self-assessment tool is needed to increase awareness and knowledge and improve skills and attitudes in the field of spirituality and pastoral care. One of these tools is EPICC (Enhancing Nurses' and Midwives' Competence in Providing Spiritual Care through Innovative Education and Compassionate Care). This EPICC Spiritual Care Education Standard describes the spiritual care competencies expected from undergraduate nursing and midwifery students. For every competence, the learning outcomes are described in aspects of knowledge, skills, and attitudes. This research was conducted with a methodological design to ensure that the Turkish version of the EPICC Spiritual Care Competency Self-Assessment Tool can be used as a reliable and valid measurement tool in nursing research in Turkey. Methodological and cross-sectional research design was used in the research method. The research was carried out with 300 nursing and midwifery students in Turkey. Data were collected using the personal information form and the EPICC Spiritual Care Competency Self-Assessment Tool. The results of exploratory factor analysis and confirmatory factor analysis confirmed the four-factor structure of the scale. Cronbach's α, item-total correlation, test-retest analysis, and equivalent form analysis showed high reliability. EPICC Spiritual Care Competency Self-Assessment Tool For Student Nurses And Midwives: Turkish Validity And Reliability Study consists of 24 items on a five-point Likert-type scale. The Turkish version of the EPICC Spiritual Care Competency Self-Assessment Tool is a valid and reliable tool for assessing the Spiritual Care Competencies of nursing and midwifery students. Evaluating the Spiritual Care Competencies of nursing and midwifery students is an important issue, it is now possible in Turkey with this scale given its validity and reliability.

Developing Cultural Awareness in Nursing Students Using a Multimodal Strategy: Results From a Mixed-Methods Study.

Cultural awareness is linked with improved patient outcomes across populations but can be challenging for nurse educators to teach. The purpose of this study was to evaluate the impact of a multimodal strategy for increasing cultural awareness in prelicensure nursing students using a quasi-experimental, mixed-methods design. Following implementation of curricular revisions, analysis of the Cultural Competence Self-Assessment Checklist was completed for a sample of 106 students. Results were statistically significant across all areas and analysis of reflective writing resulted in three major themes. Designing cultural awareness learning activities should be a major focus of nurse educators.

Effects of Ball-Vests for Children Exhibiting Sensory Seeking Behaviour: A Pragmatic Randomized Controlled Trial

ABSTRACT Children with challenges processing sensory information can have difficulties affecting their ability to participate in school activities, which may affect their potential for learning. The aim of this study was to examine the possible effects of an intervention with three weeks use of ball-vests that provide proprioceptive-tactile stimulation for children exhibiting sensory seeking behaviour. Methods: The study was a pragmatic randomized controlled trial that included 142 children (105 boys and 37 girls, mean age 8.9 years) with dysfunction in sensory processing and sensory seeking behaviour. The children´s ability for attention was measured with the “Test of Everyday Attention-Children” (TEA-Ch), their occupational competence in school activities with the “Child Occupational Self-Assessment” (COSA) and the extent of off-task behaviour with the “Observational off-task Behavior among School-children” (OBS-Children). Data was analysed using linear mixed model regression. Results: Children in the intervention group had a significantly larger increase in self-assessed occupational competence than children in the control group (B = 5.78, p = 0.004). No differences regarding attention or extent of off-task behaviour between intervention and control group were found. Trial registration: ClinicalTrials.gov identifier: NCT04173871..

Conservative nonsurgical knowledge of German orthopedic and trauma surgeons-Present state of affairs.

After the fusion of the fields of orthopedics and trauma surgery in 2006 the educational content significantly increased. The acquisition of non-surgical diagnostic and treatment skills seems to fall behind in the classical operatively focused residency programs. This study presents astatus quo of the non-surgical education and knowledge in the field of orthopedics and traumatology in Germany. An online-based voluntary and anonymous questionnaire was conducted between June and August 2023. The questionnaire was distributed through the email lists of the German Society for Orthopedics and Traumatology (DGOU) and the German Professional Association for Orthopedics and Traumatology (BVOU). Atotal of 486 German orthopedic and trauma surgeons answered the online questionnaire (77.9% male; mean age50.2 ± 11.8 years) and 11.5% were residents. Only 27.1% spent part of the residency training in the outpatient sector. In total 84.2% wish for an increased focus on non-operative treatment options during further education, 81.1% agreed that they have agood general understanding of non-operative treatment options and 81.0% felt confident to apply them in the daily clinical routine (residents 35.4% and 41.7%, respectively). The highest self-assessed competences were knowledge on the application of splints and casts and physiotherapy, ergotherapy and sports therapy, the lowest were knowledge on acupuncture, magnetic field therapy and nutritional aspects after trauma. In total, 77.7% stated non-surgical research projects are not supported at their institution. Orthopedic and trauma surgeons in Germany subjectively have solid knowledge on treatment options while resident physicians still need to strengthen their skills. Rotation into the outpatient sector and rehabilitation facilities as well as supporting research in the field could further improve the non-surgical skills.

Feasibility study on virtual reality-based training for skin cancer screening: Bridging the gap in dermatological education

AbstractDespite growing interest in the inclusion of virtual reality (VR) in medical education, its full potential for immersive and interactive training remains underutilized, particularly in dermatology. As part of a multidisciplinary project, we tested the feasibility of integrating a VR training scenario for a complete skin cancer screening into the curriculum with 58 medical students. The evaluation focused on simulation usability, cognitive task load, immersion, change in perceived competence, suitability, and cybersickness using established and adapted questionnaires. Participants reported rather high levels of system usability and immersion and medium cognitive task load. Self-assessed competence in performing a skin cancer screening increased significantly after the training simulation.Prior skin cancer screening experience correlated positively with self-assessed competence and theoretical knowledge, which themselves were neither related to gender nor age. Age correlated negatively with perceived usability and immersion, enjoyment of learning during the simulation and assessed appropriateness of the simulation to learn a dermatological full-body examination while being positively correlated with perceived cybersickness. Gender was significantly associated with the need for technical help during the simulation and openness to new technologies.As a blueprint of a feasibility evaluation, this study can contribute to further refinement of the presented and relatable VR applications in medical curricula.

Sex differences in physiological correlates of affectively driven decision-making behavior in adult ADHD

BackgroundSex differences in the symptomatology of adults with attention-deficit/hyperactivity disorder (ADHD) have often been overlooked when studying behavioral abnormalities. However, it is known that women exhibit considerably more stronger symptoms related to emotional competence than men. Since affective functions significantly influence the processing of risky decision-making and risk-engagement, we assume that risky behavior in ADHD is affected by sex differences. Therefore, we specifically investigated sex-specific effects on the interaction between emotionally induced changes in physiology and behavioral performance on a decision-making task.MethodsSkin conductance responses of twenty-nine adults with ADHD (n = 16 male; n = 13 female) and thirty-three adults in the control group (n = 14 male; n = 19 female) were recorded during the performance in a modified version of the Balloon Analogue Risk Task (BART). Additional questionnaires were used to reveal insights in the self-assessment of emotional competence, risk perception, and feedback sensitivity. Emotional arousal and decision-making behavior were analyzed using linear mixed-effects models.ResultsResults showed different effects of sex on risk behaviors in controls and ADHD. In contrast to healthy controls, female adults with ADHD showed a significantly greater risk engagement in the BART compared to males with ADHD. This contrary sex relation was not observed in skin conductance responses and revealed a significantly different sex-dependent correlation of body response and behavioral task performance in ADHD. Comparisons with results from self-assessments furthermore indicate a reduced behavioral self-perception in women with ADHD, but not in men.ConclusionIn summary, we found an altered interaction between physiological activity and risky behavior in women with ADHD. Thus, the present study indicates a reduced sensitivity towards the own bodily responses in women with ADHD, which could consequently cause increased risky DM behavior in daily life. The current results suggest that more consideration needs to be given to sex-specific effects on physiological processes and behavior in adults with ADHD.

Enhancing medical students' documentation skills: the impact of an assessment and feedback program.

We not only developed a clinical practice program for the assessment and feedback vis-à-vis medical students' medical records but also evaluated the effectiveness of this program via a self-assessment of medical students' competence in writing medical records pre- and post-program. In 2022, 74 third-year medical students were divided into four groups and participated in a 2-week program. The students' medical records were graded on a scale ranging from 1 to 3 daily, and the mean scores for 2 weeks were compared. Pre- and post-program, the students' self-assessment survey was conducted. The mean scores increased from 1.30 in the first week to 2.14 in the second week. The mean score of self-assessment showed significant improvements, increasing from 2.43 to 4.00 for medical record, 2.64 to 4.08 for write present illness, 2.08 to 3.89 for initial orders, 2.35 to 4.34 for signature, and 2.38 to 3.97 for consent (all p<0.001). We found that providing students with real-time assessment and feedback on their medical records increased their skills and confidence in medical records writing.

Because I see you: Pharmacist social determinants of health as predictor of structural awareness

BackgroundThe contribution of Social Determinants of Health (SDOH) to health disparities and patient outcomes is widely acknowledged. Much less has been done to characterize provider SDOH, and in particular, their effect on delivery of structurally competent care. Differing lived experiences create blind spots to the critical upstream factors contributing to health. ObjectivesThe primary objective of this study was to examine the association between Structural Awareness (SA) and SDOH when controlling for year of first licensure, primary setting of pharmacy practice, race, and gender. The secondary objective was to examine the difference in mean SA scores with 4 stand-alone predictor variables: reliance on public transportation, insurance coverage gaps, food insecurity, and housing insecurity. MethodsThis study is a cross-sectional web-based survey of 606 Minnesota pharmacists. SDOH risk and SA scores were assessed using modified versions of the Protocol for Responding to and Assessing Patient Assets, Risks, and Experiences and Cultural Competence Self-Assessment Questionnaire tools, respectively. The association of these scores was assessed using a multiple linear regression model, and the association with stand-alone variables was done using t-tests. ResultsSDOH risk was significantly associated with SA at the 95% confidence level with a P-value of 0.0016. Food and housing insecurity were also significantly associated with SA score while reliance on public transportation and insurance coverage gaps were not. ConclusionPharmacy and other healthcare professional training programs should create opportunities for exposure to the SDOH experienced by their patients through immersive learning and/or experiential education.

Perceived mental health skills and competence among occupational health physicians.

Mental-health-based consultations in occupational health (OH) are increasing due to ongoing changes in working life. We studied the self-assessed mental health competence of trainees and trainers in OH specialist physician training. We conducted an online survey from June to August 2022. We analysed how trainees and trainers in OH assessed their own competence in mental health practice with N (%) and means (standard deviation [SD]). We analysed the underlying assumptions about competences specific to OH using an explanatory factor analysis. We applied the Kruskal-Wallis test to determine differences between trainees and trainers using the variables in the factor analysis. Respondents' perceptions of mental health competence were more positive among trainers (mean 3.97, SD 0.72) than trainees (mean 3.66, SD 1.08, P = 0.2123). Based on trainee physicians' own assessments, more experience increases competence, until after 7 years, when the perceived competence seems to decrease. The trainer physicians' self-assessed mental health competence decreased over time. With factor analyses, we identified five competence factors: general mental health, workplace risks and resources, rehabilitation, promotion and prevention, and special skills. In our results, individual-level mental health competences such as work ability evaluation and to manage return-to-work processes were evaluated better than community-based proactive processes. Physicians in OH specialist physician training self-assessed their mental health competence better at the employee level than at the workplace level. Based on our results, we need to develop the curriculum of OH specialist physician training to meet the needs of working life in support of mental health.

Communication barriers in caring for culturally diverse patients and the cultural competence of nursing staff

Introduction: The culturally different patient is still a new task for nursing staff. In order to realise competent and effective care for a patient from a different culture, the nurse must be able to recognise her own cultural filters, communication barriers, cultural differences, the sometimes different value system and its relevance to the patient's quality of life Objective of the study: The aim of this study is to illustrate the communication barriers in caring for a culturally different patient in a selected group of nursing staff and to contrast them with the cultural competences possessed by this group. Material and method: 127 nursing staff of one of the Podkarpackie hospitals were studied. A diagnostic survey with an author's survey questionnaire and the Polish version of the Cultural Competence Scale of Medical Personnel were used. Results: Individuals with higher cultural competence in behaviour were better able to cope with communication barriers in terms of language differences and non-verbal communication. Higher cultural competence in patient-centred communication was associated with better coping with barriers in terms of cultural differences and non-verbal communication. The higher the cultural competence in practice orientation, the lower the coping with excess emotions or information and the worse the coping with the patient's culture and values conflicting with the patient's own culture and value system. Those who scored higher on the self-assessment of cultural competence simultaneously coped better with barriers concerning language differences. Those who showed higher awareness and sensitivity with regard to cultural competence coped less well with emotional excess. Conclusions: Relatively good levels of problem solving related to communication barriers are not always accompanied by full cultural competence.