Self-assessed Competence Research Articles

Результативность формирования компетенций у детей раннего и дошкольного возраста с расстройствами аутистического спектра через консультирование-коучинг родителей: предварительное исследование

This work shows the results of four pilot studies conducted at the Regional Public Organization to Help Children with Autism Spectrum Disorders (ASD) «Contact». Mothers of children of early age with ASD and other mental disorders have received help in the form of remote counseling-coaching within the competency-based approach. The evidences of the reliability, construct validity of the Child Competence Profile questionnaire for parents and the reliability of the Parental Competence Self-Assessment questionnaire was given. There were no significant differences in the improving of the overall competence of children between subgroups of children with autism who have received (N=10) and have not received (N=9) additional correctional assistance. A comparative study of the dynamics of general competence in children with childhood autism (N=9) and other general developmental disorders (N=5), including 5 measurements, showed a significant increase in general competence in both subgroups. The significant increase in the competence of mothers in these children also revealed.

Impact of Service-Learning on Student Counselors’ Self-Reported Measures of Program Evaluation, Counselor Advocacy, and Interprofessional Education

Academic service-learning encompasses a reciprocal relationship among university and community partners. Service-learning can familiarize student counselors with future client populations, community resources, and other service providers. Service-learning pedagogy is flexible and may be particularly useful to promote development in counselor competencies more abstractly related to day-to-day client services, including program evaluation and professional advocacy. Interprofessional education serves as a means of enhancing interprofessional collaboration and, in turn, the well-being of individuals seeking healthcare services. Service-learning may provide a vehicle to promote interprofessional education, however, researchers have not yet explored this connection. This quantitative research project evaluates pre- and post- changes of 18 participants using the Effective Practices Survey, Advocacy Competencies Self-Assessment scale to measure experiences in program evaluation, counselor advocacy, and interprofessional education. Results indicate that student counselor scores significantly increased for each of the three variables of interest, with the largest changes observed for counselor advocacy. What is the public significance of this article? Academic service-learning leverages relationships between university and community partners. Service-learning may be a particularly effective pedagogical strategy to promote applied and potentially abstract concepts. This article explores the impact of engagement in an experiential service-learning project on 18 student counselors’ learning outcomes related to program evaluation, counselor advocacy, and perceptions of interprofessional education.

Relationship of Physical Examination Technique to Associated Clinical Skills: Results from a Direct Observation Assessment

Background: The purpose of this research was to use direct observation of the physical examination to elucidate the role physical examination technique plays in diagnostic accuracy. Physical examination is important for quality clinical care and requires multiple interrelated skills. The relationship of physical examination technique to related skills is poorly understood. Current methods of teaching and assessing physical examination skills provide few opportunities to evaluate physical examination technique and accuracy. Methods: The authors developed a clinical examination assessment using volunteer patients and direct observation. Trained faculty preceptors rated resident performance in 7 domains: 1) physical examination technique, 2) identification of physical signs, 3) clinical communication, 4) differential diagnosis, 5) clinical judgment, 6) managing patient concerns, and 7) maintaining patient welfare. The Pearson correlation coefficient was used to determine relationships between performance in each of these domains. Data on residents’ self-assessed competency in the physical examination and perceptions of feedback received during the assessment were collected. Results: From December 2018 to February 2020, 113 interns from 2 internal medicine residency programs participated in the assessment. Physical examination technique was significantly correlated with accurate identification of physical signs, differential diagnosis and clinical judgment. Time spent in graduate medical education was negatively correlated with performance. Interns more highly rated the feedback received from this assessment than traditional clinical skills feedback. Conclusions: Our findings emphasize the necessity of multi-dimensional physical examination assessment. Observed deterioration of physical examination skill during internship may reflect contemporary practice patterns, which deprioritize the physical examination. Future research on physical examination education should focus on the interface between physical examination technique and related clinical skills.

Self-Assessment of Competencies by Bachelor Students in Computer Science

Competency achievements in a Computer Science Bachelor are studied using self-assessment by graduating students at Baden-Württemberg Cooperative State University. Changes across the two ‘pandemic’ years 2020 and 2021 with respect to subsidiary, satisfaction and competencies are analysed. One goal was to identify which competencies may have suffered due to the different number of online semesters. The data shows very few significant differences by type of competencies. Larger differences may be due to a change in lecturer. Difference in satisfaction in some subsidiaries is found. Students from the 2021 group feel that their grades reflect their actual knowledge less than the 2020 group. The methodology presented here provides a valid tool for long-term quality assessment based on student feedback. There are limitations based on the data elicitation. Students are not required to take the survey. Self-assessment is not considered to be sufficient for a validation of achieved competencies. However, it reflects satisfaction and perceived quality.
 
 Autovalutazione delle competenze da parte degli studenti di laurea in informatica.
 
 I risultati di apprendimento in un Corso di Laurea di primo livello di informatica sono analizzati nel presente contributo utilizzando l’autovalutazione degli studenti laureati all’Università della Cooperative State University del Baden-Württemberg (Germania). Vengono analizzati i cambiamenti nella progressione di competenze acquisite nei due anni di pandemia (2020 e 2021) in ordine a sede universitaria, livello di soddisfazione e risultati di apprendimento. Un obiettivo era quello di identificare le competenze maggiormente influenzate dall’utilizzo della didattica a distanza. I dati mostrano scarse differenze in ordine al tipo di competenze acquisite. Le differenze più significative sono correlate al cambio di docente. In alcune sedi si rilevano differenze nella soddisfazione degli studenti. Gli studenti del cluster 2021 ritengono che la loro valutazione rifletta le loro conoscenze realmente acquisite, a differenza del cluster di studenti del 2020. La metodologia illustrata nel presente contributo fa riferimento ad uno strumento utile per la valutazione della qualità degli apprendimenti basata sul feedback degli studenti. Le limitazioni connesse allo studio riguardano le modalità di rilevazione dei dati. Gli studenti non sono tenuti a partecipare allo studio. L’autovalutazione non è sufficiente per convalidare le competenze acquisite, consente però di rilevare la soddisfazione e la qualità percepita dagli studenti.

The assessment of teamwork competencies for students focuses on dimensionality and mixed-method assessment

The challenges of assessing teamwork competency, which internal structures can be multidimensional and complex. It is necessary to assess of the teamwork competency as unidimensional or multidimensional structures and perform assessments in a variety of ways to ensure accuracy and accuracy from the assessment. The research objectives were to assess the dimension of students’ teamwork competencies and to assess students’ teamwork competencies using mixed methods assessment. Participants were 385 students in advanced professional innovation scholarship undergoing empowerment process for dimensional and quantitative assessment, 10 experts panel for setting cut-off score of assessment criteria, and 40 students for qualitative assessment. Research instrumentations were teamwork competency self-assessment digital form, the setting questionnaire of the cut-off score of assessment criteria for expert judgment, and an interview form for qualitative assessment. Data were analysed by mean, standard deviation, Eigen value, one-way multivariate analysis of variance (one-way MANOVA), thematic analysis. Research results found that: The teamwork competencies were appropriate for multi-dimension assessment, the ratio between the Eigen value of factor 1 toward the Eigen value of factor 2 was equal to 1.078. Quantitative assessment of teamwork competencies, Building a team relationship (BTR) at high to a very high level, participation in a team exchange (PTE) at a high level, adapting and creating a team atmosphere (ACT) at a very high level, and supporting a team (STE) high to a very high level. In addition, the main effect (region) on BTR and STE, the results showed that there were statistically significant region differences with small to moderate effect size, but on PTE and ACT, the results showed that there were no statistically significant region differences. Qualitative assessment of students’ perspective reflects the reasons for the teamwork competencies found that significant of building a team relationship comprised nineteen-theme (Priority three: Make a success of the team, good working friendship, and it's easy to build harmony and grouping with friends) and significant of supporting a team comprised six-theme Priority three: Reduce conflicts, Strengthen teamwork, and Make it work better). The quantitative assessment of teamwork competencies reflects to appropriate for multi-dimension assessment, and the qualitative assessments also support the explanation of teamwork competencies with multidimensional characteristics of students.

Knowledge Valorisation in Doctoral Studies in Latvia: Entrepreneurship and the Development of Research Competencies in the Study Process

The purpose of this paper is to analyse the self-assessment data of Latvian doctoral students relating to their entrepreneurship and research competencies and to explore how it correlates and what can be done to promote valorisation during the study process.An online survey using the QuestionPro platform was used to collect the data. The survey was fully completed by 43 doctoral students from various higher education institutions, and it consisted of 123 statements in which doctoral students assessed their competencies on a 7-point Likert scale. Five structured interviews were conducted in order to identify the supporting environment and other aspects that have an impact on the development of entrepreneurship and research competencies.The results of the research demonstrate a relatively low self-assessment of entrepreneurship competencies, which points to why doctoral students are unable to commercialise their knowledge. Unlike entrepreneurship competencies, research competencies can be considered as very high. According to the data, there is no clear correlation between entrepreneurship competence and research competence. The results also point to the fact that it is not sufficient to develop only one of the two competencies to ensure the valorisation of knowledge.For data to be fully representative, a higher number of respondents would have been desirable as well as a greater diversity of study programs represented, assuming that knowledge valorisation approaches and opportunities differ across sectors.Nonetheless, the results can be used for the development and implementation of the valorisation initiatives of higher education institutions.

Self-Assessment of Cultural Competence and Social Determinants of Health within a First-Year Required Pharmacy Course.

As social determinants of health (SDOH) and health disparities are integrated with cultural competence in healthcare education, tools assessing multiple topics are needed. The Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) survey is validated in student pharmacists and includes SDOH. The research objective was to determine if the SAPLCC survey can quantify cultural competence and SDOH course learning. First-year student pharmacists (N = 87) completed the SAPLCC survey anonymously before and after a social and administrative sciences course. The survey had 75 items with 1–4 Likert scales (4 high, total 300 points). All items were summed for the total score. Each item was assigned to a domain and factor. Factors were assigned to domains. The baseline total score was 190 ± 29 points, increasing by 63 ± 33 points post-course. All domains (i.e., knowledge, skills, attitudes, encounters, abilities, awareness), 13 of 14 factors, and total scores statistically increased. The SAPLCC tool captured student pharmacists’ self-reported changes in cultural competence and SDOH.

A design science approach to developing and evaluating items for the assessment of transversal professional competences

PurposeRelying on a design science paradigm, the purpose of this paper is to describe the development and evaluation of items for an ICT artefact that supports the assessment of transversal professional competences within the validation of prior learning (VPL). To do so, the authors build a conceptual bridge between the Occupational Information Network (O*NET) and the European Qualifications Framework (EQF).Design/methodology/approachDesign science research paradigm, in particular the participatory development of candidate items and their evaluation in a multi-stakeholder approach.FindingsThe authors find that a self-assessment of professional competences should be comprised of 160 items in order to cover the breadth and depth of the O*NET in the hierarchical taxonomy. Such quantity of items sufficiently builds a conceptual bridge between the O*NET and the; EQF.Practical implicationsWhen designing procedures for the VPL, it is imperative to bear in mind the purpose of the validation procedure, in order to determine relevant stakeholders and their needs in advance as well as the; required language proficiency of the assessment instrument.Social implicationsThe innovative value of this approach lies in the combination of an underlying hierarchical taxonomy with assessment items that are developed based on the qualification standards of different Austrian professions. Together with specific verbs that were adapted for each particular item, an innovative self-assessment is proposed. Thereby the authors aim to account for some of the mentioned shortcomings of the EQF.Originality/valueThis paper applies a design science paradigm to develop an ICT artefact that should support the VPL. By reflecting on the design process, the authors introduce a theoretical bridge between the O*NET and the EQF. Thereby the authors aim to account for some of the mentioned shortcomings of the EQF.

Teachers’ Key Competencies for Innovative Teaching

The educational process is by its nature and essence very dialectical, so it necessarily requires teachers to have a developed whole set of various competencies. The aim of the research was to examine teachers on self-assessment of competencies that were crucial for innovating the teaching process. The sample of respondents included 1300 elementary and secondary school teachers in the territory of Southern Serbia. The instrument used was a five-point TCS scale of attitudes, with a total of 48 items (individual competencies). The results of the analysis showed that teachers, based on their self-assessments, highly value all diverse groups of competencies, which fully confirms the general hypothesis. The results also showed the existence of statistically significant differences in the degree of expression of attitudes about competency groups with regard to independent research variables, within special hypotheses, based on which the first was rejected, the second partially and the third and fourth special hypothesis fully confirmed. The issue of key competencies of teachers is certainly one of the fundamental issues when it comes to quality teaching, its innovation, generally successful and efficient dealing with the educational process. Based on these postulates, there is hope that the obtained research results will represent a good starting point and incentive for further research work in this field in the future.

Classroom management competency enhancement for student teachers using a fully immersive virtual classroom

The purpose of this study is to examine whether pre-service teachers studying classroom management (CM) in a virtual reality (VR)-supported setting enhance their CM competencies more than students do in a setting using conventional methods. With this aim in mind and to address a lack of available situations of practicing and reflecting CM competencies besides simply gaining theoretical knowledge about CM in education, we integrated a novel fully immersive VR application in selected CM courses. We evaluated the development of self-assessed and instructor-rated CM competencies and the learning quality in the different learning conditions. Additionally, we evaluated the presence, social presence, believability and utility of the VR application and the VR-assisted and video-assisted course.Participants were pre-service teachers (n = 55) of the University of Würzburg who participated in a quasi-experimental pre-test/post-test intervention. The students were randomly assigned to one of two intervention groups: the test group used the virtual classroom Breaking Bad Behaviors (BBB) during the term (n = 39), and the comparison group's learning was video-assisted (n = 16).The instructor rating shows significant differences between the VR group and the video group, the two points of measurement and for the interaction between the condition and time of measurement. It demonstrates a highly significant improvement in CM competencies in the VR setting between the pre-test and post-test (p < 0.001, Cohen's d = 1.06) as compared to the video-based setting. The participants of the VR setting themselves rated their CM competencies in the post-test significantly higher than in the pre-test (p = 0.02, Cohen's d = 0.39). Interestingly, the video group also rated themselves better in the post-test (p = 0.02, Cohen's d = 0.67), which reveals that self-assessment and external assessment show different results. In addition, we observed that even if both groups gained similar theoretical knowledge, the CM competencies developed to a greater degree in the VR-based settings. The participants rated the CM training system a useful tool to evaluate and reflect on individual teacher actions. Its immersion contributes to a high presence and the simulation of realistic scenarios in a CM course. These findings suggest that VR-based settings can lead to a higher benefit in the enhancement of pre-service teachers’ CM competencies.

NURSES’ knowledge, skills and personal attributes for providing competent health education practice, and its influencing factors: A cross-sectional study

AimTo explore nurses' knowledge, skills and personal attributes for competent health education practice and their association with potential influencing factors. BackgroundClinical nurses are expected to perform effective health education interventions, but they do not feel competent. The self-assessment of the health education competence and its conditional factors is paramount for professional development. DesignA cross-sectional study. MethodsA total of 458 clinical nurses from two health specialized centers in Spain participated in this study. Data were collected using the Nurse Health Education Competence Instrument and a second self-report questionnaire from January to February 2019. Descriptive statistics, t-test, analysis of variance, Pearson’s and Spearman’s correlation and multiple linear regression were used to analyse the data. The STROBE guideline was used ResultsThe mean scores of the knowledge (70.10 ± 15.11), skills (92.14 ± 15.18) and personal attributes scales (32.32 ± 5.89) were found to be low to moderate. The main influencing factors for the health education implementation were lack of education and training (71.4%), lack of time (67.5%) and high workload (67.3%). Nurses with higher educational level and perceived self-efficacy for competently providing health education, more extensive professional experience and previous training in health education rated higher in knowledge, skills and personal attributes. Age and years of experience were negatively correlated with knowledge scores, but positively with the rest of domains of the competence and self-efficacy. The regression models for the overall health education competence’s domains were significant (p < 0.001) with R2 values ranging from 28.0% to 49.3%. Self-efficacy, previous health education training and working in intensive care units were found to be significant in all cognitive, psychomotor and attitudinal scales. ConclusionClinical nurses reported on some skills and personal attributes for health education practice, but they seem to lack health education knowledge necessary for a competent practice. This study suggested that effective education and training and supportive organizational cultures are key to enhance nurses’ health education competence. Identifying nurses’ educational needs on the main domains of the competence and its intrinsic/extrinsic influential factors may assist in both planning and organizing tailored training strategies and in promoting appropriate environments to support a high-quality health education practice Tweetable abstractNurses’ knowledge, skills and attitudes about health education competence are low to moderate. Training and organizational support are key.

Description of the Process to Validate the Mexican Nurse Informatics Competency Self-Assessment Scale.

Nurses need to have sufficient competencies in nursing informatics to be able to provide safe and efficient care. The Self-Assessment of Nursing Informatics Competencies Scale (SANICS) has been developed and validated as a self-report measure of informatics competencies in Western settings. In this work, we describe the ongoing study that aims to validate and translate SANICS into the Mexican setting.

Diagnostic and educational self-assessment of the digital competence of university teachers

Diagnostic and educational self-assessment of the digital competence of university teachers

Effect of an educational programme on critical care nurses' competence at two tertiary hospitals in Malawi.

Critical care specialty deals with the complex needs of critically ill patients. Nurses who provide critical care are expected to possess the appropriate knowledge and skills required for the care of critically ill patients. The aim of this study was to assess the effect of an educational programme on the competence of critical care nurses at two tertiary hospitals in Lilongwe and Blantyre, Malawi. A quantitative pre- and post-test design was applied. The training programme was delivered to nurses (n = 41) who worked in intensive care and adult high dependency units at two tertiary hospitals. The effect of the training was assessed through participants' self-assessment of competence on the Intensive and Critical Care Nursing Competence Scale and a list of 10 additional competencies before and after the training. The participants' scores on the Intensive and Critical Care Nursing Competence Scale before the training, M = 608.2, SD = 59.6 increased significantly after the training, M = 684.7, SD = 29.7, p <.0001 (two-tailed). Similarly, there was a significant increase in the participants' scores on the additional competencies after the training, p <.0001 (two-tailed). The programme could be used for upskilling nurses in critical care settings in Malawi and other developing countries with a similar context.

Increase in Obstetrics and Gynecology Resident Self-Assessed Competence in Early Pregnancy Loss Management With Routine Abortion Care Training.

Increase in Obstetrics and Gynecology Resident Self-Assessed Competence in Early Pregnancy Loss Management With Routine Abortion Care Training.

Evaluation of an online medicines’ safety course for remote area nurses

Background: Providing healthcare in a remote or rural setting can be complex and difficult, with many Remote Area Nurses not receiving sufficient orientation or preparation. This is particularly important for the management of medicines. Aim: This analysis evaluates an online medicines safety course called Pharmacotherapeutics for Remote Area Nurses. Study Design and Methods: Eight cohorts of students (n=629), between 2016–2020, were included in the evaluation. A mixed methods approach was used to evaluate the impact of the online pharmacotherapeutics course. At the end of each module and at the end of the course participants were asked to complete an online questionnaire. In-depth semi-structured interviews with key stakeholders (n=9) were also conducted, and data thematically analysed. Results: The online pharmacotherapeutics course was well received (average of 4.3 on a 5-point Likert scale). It was easy to navigate (2.6 on a 3-point Likert scale), the flow was logical (2.8 on a 3-point Likert scale) and it was clear how to achieve learning outcomes (2.8 on a 3-point Likert scale). The learning content in each of the modules were well received (4.1-4.5 on a 5-point Likert scale) and deemed appropriate for nurses practicing in the remote areas (2.7-2.9 on a 3-point Likert scale). Thematic analysis of the stakeholder interviews and participant surveys revealed the pharmacotherapeutics course improved knowledge, confidence, and competence of nurses in relation to medicines management and results in better preparedness of the remote health workforce. Key stakeholder feedback highlighted that the pharmacotherapeutics course was seen as an important part of preparing and upskilling the remote health workforce. Discussion: Overall, the pharmacotherapeutics course was well received by nurses and key informants. It improved self-reported knowledge, confidence, competence, and preparedness for nursing practice in remote locations. Conclusion: The continued support of professional development and education for the remote health workforce is vital to ensure optimum patient care. What is already known about this topic? People in remote Australia generally experience poorer health and face increased challenges in accessing care compared with major city counterparts. In remote regions, access to healthcare services is reliant on the availability of a competent workforce with nurses forming the backbone of rural and remote primary care. The use of medications is the most common intervention in healthcare and improvements in the quality use of medicines can have significant benefits to a person’s wellbeing. What this paper adds: Professional development and education for the remote health workforce is vital to ensure optimum patient care. Education that is appropriate, relevant, and accessible can increase self-assessed knowledge, competence, and confidence in relation to medicines management. Online education that is developed in collaboration with stakeholders and addresses an identified need is an acceptable and accessible method of providing professional development to the remote health workforce.

Teaching Communication Micro-Skills to Cardiologists Managing Seriously Ill Patients in Asia: Challenges Encountered Amidst the COVID-19 Pandemic and Future Perspectives

BackgroundPatients with advanced cardiac conditions value effective symptom control and empathic communication with their doctors. However, studies have shown that empathic communication with seriously ill patients does not occur adequately in cardiology. Therefore, we piloted a program for teaching communication skills in a bite-sized manner. The primary aim of the research was to understand the feasibility and acceptability of the training program and to perform a preliminary evaluation of its efficacy.MethodologyClinicians were recruited from the cardiology unit of a tertiary hospital in Singapore. Patients were also recruited for the audio recording of clinic consults. Recruited patients had to have a chronic cardiac condition and be deemed at risk of dying within one year. We utilized a pre-post intervention design. Prior to the educational intervention, clinicians were asked to audio record a single clinic consult at baseline. They were then asked to participate in a training program that consisted of video-annotated presentations and role-play scenarios. Subsequently, the audio recordings of their clinic consults with seriously ill patients were recorded. The audio recordings were evaluated by trainers and used for feedback with clinicians. Data on the completion rate of the training program were collected. In addition, changes in the clinicians’ self-rated communication skills and views on the acceptability and relevance of the training program were collected.ResultsOverall, five of the six clinicians (83.3%) completed all sessions in the program. One clinician only completed four out of the five sessions in the program. Clinicians deemed the program acceptable and relevant and found audio recordings to be useful for reflective learning. There was an improvement in the clinicians’ self-assessed competency. However, the planned number of audio recordings could not be completed due to the coronavirus disease 2019 pandemic.ConclusionsThe pilot training program was acceptable and relevant for the participants. However, it will require adaptation to allow it to be transferrable and scalable to all settings, especially in situations that limit prolonged face-to-face contact.

Developing and piloting a self-assessment tool for medication review competence of practicing pharmacists based on nationally set competence criteria

BackgroundNew competence requirements have emerged for pharmacists as a result of changing societal needs towards more patient-centred practices. Today, medication review competence can be considered as basic pharmaceutical competence. Medication review specific competence criteria and tools for self-assessing the competence are essential in building competences and a shared understanding of medication reviews as a collaborative practice. The aim of this study was to develop and pilot a self-assessment tool for medication review competence among practicing pharmacists in Finland.MethodsThe development of the self-assessment tool was based on the national medication review competence criteria for pharmacists established in Finland in 2017 and piloting the tool among practicing pharmacists in a national online survey in October 2018. The pharmacists self-assessed their medication review competence with a five-point Likert scale ranging from 1 for “very poor/not at all” to 5 for “very good”.ResultsThe internal consistency of the self-assessment tool was high as the range of the competence areas’ Cronbach’s alpha was 0.953–0.973. The competence areas consisted of prescription review competence (20 items, Cronbach’s alpha 0.953), additional statements for medication review competence (11 additional items, Cronbach’s alpha 0.963) and medication review as a whole, including both the statements of prescription review and medication review competence (31 items, Cronbach’s alpha 0.973). Competence items closely related to routine dispensing were most commonly self-estimated to be mastered by the practicing pharmacists who responded (n = 344), while the more clinical and patient-centred competence items had the lowest self-estimates. This indicates that the self-assessment tool works logically and differentiates pharmacists according to competence. The self-assessed medication review competence was at a very good or good level among more than half (55%) of the respondents (n = 344).ConclusionA self-assessment tool for medication review competence was developed and validated. The piloted self-assessment tool can be used for regular evaluation of practicing pharmacists’ medication review competence which is becoming an increasingly important basis for their contribution to patient care and society.

The attitudes of initial teacher education students towards teacher socioemotional competence

A significant acceptance and research of teacher socioemotional competence occurred along with the development of the constructivist approach in education. Socioemotional competence is considered an important part of teacher competences or pedagogical competences which should be acquired and learned during studies. The main research objective was to examine the attitudes of initial teacher education students (future teachers) related to the desirable and necessary teacher socioemotional competences, including self-assessment of students' socioemotional competences. The study involved a total of 121 graduate students attending teacher education study programs in the field of social sciences and humanities. The results of the research indicate that students are generally familiar with characteristics of socioemotional competence and consider them important. As expected, the students show having somewhat less confidence in their own teacher competences.

Diagnosis of competencies in the meetings industry in Poland, Hungary and Ireland in post-COVID-19 period

The freezing of economies due to the COVID-19 pandemic caused damage not only on the sales side but also on the labor market due to the outflow of staff from companies specializing in the organization of meetings. The return of the meetings industry sector to the development path will involve skillful change management, including in the area of competencies and skills. To inventory and assess the competencies of employees in the meetings industry, this study was carried out among specialized enterprises in the meetings industry in Poland, Hungary, and Ireland, on samples of two research groups, i.e. the Director General (CEO) and operational employees based on questionnaires and individual in-depth interviews (IDI). The obtained results allowed to establish the hierarchy of self-assessment of own managerial competencies, assessment of the competencies of the CEO by the employees, areas of increasing team competencies, and areas of staff development in the sector shortly, contributing to the recovery from the pandemic crisis. Raising the competencies and qualifications of employees is perceived as one of the most powerful tools for overcoming the pandemic crisis, obtaining 68% positive indications among CEOs in Poland, 77% indications in Hungary, and 84% in Ireland. In all analyzed countries, the meetings industry is indicated as a strategic product of the tourist market. Among the planned long-term actions aimed at overcoming the pandemic crisis, increasing employee competencies is perceived as an opportunity for the companies operating the meetings industry sector (90% in Poland, and 80% in Hungary and Ireland). AcknowledgmentThis study was done in frames of the project “Vocational competences in MICE sector” co-financed in frames of European Union program Erasmus + as part of the program The Dialog for Transformation, Erasmus+, 2020–2021.