Self-evaluation Of Competence Research Articles

Collaborators Needed: Predictors of Self-Assessed Teamwork Competence in Agricultural Faculty

Despite an abundance of research in the past 20 years on the importance of teamwork in higher education, little data exists on what factors predict faculty self-evaluations of teamwork competence. This is important for leadership educators because as research on the science of team science has increased there has been a proliferation of different training programs for faculty in academia to improve collaboration, with little regard for what variables predict self-perceived teamwork skill. This study used a cross-sectional survey design to collect faculty self-evaluations of teamwork competence from a national sample of agricultural faculty. Regression analysis was used to determine what factors, identified as potentially important from prior research, predicted positive self-evaluations of teamwork competence. Results showed that discipline self-efficacy, feelings of impostorism, team participation, the presence of prior training, and gender were all significant predictors. The implications of these findings and avenues for future research for teamwork in higher education are discussed.

Trainee Evaluations of Preparedness for Clinical Trials in Medical Oncology-A National Questionnaire.

A standardized approach to the education of clinical trial investigators across Canadian medical oncology (MO) subspecialty training does not exist. With training programs transitioning to competency-based medical education (CBME), studies assessing education practices and competence are paramount to enhancing trainee education. This study aimed to determine whether current education practices in MO subspecialty training programs in Canada prepare trainees for participating in clinical trials as an investigator. From November 2021 to February 2022 a national, bilingual, online questionnaire to understand trainee experiences with self-perceived competence, preparedness, and willingness to participate in clinical trials as investigators was conducted. MO trainees, fellows, and new-to-practice physicians who completed an MO subspecialty training program in Canada were included. A total of 41 responses were received (response rate: 15%). Formal training in how to participate in clinical trials as an investigator was reported by 73% of respondents. At the end of training, 65% of respondents rated competence in clinical trials as fair/poor and 74% rated preparedness in conducting clinical trials as fair/poor. Correlation analysis determined that in-clinic teaching in clinical trials trended toward improved self-evaluations of competence and preparedness (p > 0.05). This is the first study in Canada to assess competencies in any residency training program since the establishment of CBME. Training in conducting clinical trials is highly variable across MO programs in Canada, with most trainees finding current practices not translating into self-perceived competence and preparedness. Further assessment into how to produce competent clinical trial investigators is warranted.

Self-evaluation of Ethical Competence in Senior Physiotherapy Practitioners – An Observational Study

Abstract Background: The core aspect of a health-care professional’s expertise is their ethical competence. It is considered part of expertise. Methodology: A descriptive-qualitative study was conducted in the setting of private physiotherapy centers through a convenient sampling for 18 months. Over 170 physical therapists with more tha10 years of clinical experience participated in the study. Participants were given a printed form Self-modified Physiotherapist’s Ethical Competence Evaluation Tool, and results were prepared accordingly. Results: Out of 170 physiotherapists, majority of the therapists are ethically aware, though there is a small percentage of therapists who are not scoring well and need further education or further uplift in ethical practices and official ethical education in all ethical aspects. Conclusion: Around 70%–80% scored well, and a very small percentage needs an update in ethical education. The ethically effective practices provided by physiotherapists represent physiotherapists’ self-worth in these situations. A number of strategies can be applied to enhance the development of ethical competence, including moral contemplation, ethics groups, multidisciplinary ethics committees, ethics counseling, and ethics resources (such as online).

Development and psychometric testing of the preceptors’ orientation competence instrument (POCI)

AimTo develop and psychometrically test a Preceptors’ Orientation Competence Instrument measuring orientation competence of nurses working as new employee preceptors. BackgroundCompetence of nurse preceptor is essential for a successful preceptorship and thus nursing staff´s commitment to the organization. DesignInstrument development according to the COSMIN guidelines. Methods and participantsFour phases were implemented: 1) establishment of the theoretical framework, modification of the validated Mentor Competence Instrument and generation of new items; 2) content validity testing; 3) structural validity testing; and 4) internal consistency testing. Content validity was evaluated by 14 experts using content validity index methods. Structural validity was evaluated using exploratory factor analysis with a convenience sample of 844 Finnish nurses. Internal consistency was evaluated by measuring Cronbach’s alpha. ResultsThe content validity index of subdimensions of the instrument ranged from 0.80 to 0.94 for relevance and 0.80–0.94 for clarity. Exploratory factor analysis resulted in a seven-factor model with 53 items (61.62% of total variance): preceptor characteristics, goal-oriented orientation, guidance in reflective discussion, knowledge of work unit orientation practices, creation of a supportive learning atmosphere, preceptor motivation and giving of developmental feedback. Cronbach’s alpha values varied from 0.79 to 0.93. ConclusionPreceptors’ Orientation Competence Instrument demonstrated adequate psychometric properties based on content and construct validity as well as internal consistency. Therefore, it is useful for self-evaluation of orientation competence of nurses working as new employee preceptors.

The impact of interprofessional education on students' current and desired competence in diabetes care.

To explore the impact of interprofessional education (IPE) on undergraduate nursing and medical students' knowledge, competence and targeted competence in diabetes care. Mixed methods design. A voluntary IPE course of diabetes management was organized for nursing (n=15) and medical (n=15) students, who performed a diabetes knowledge test and self-evaluation of diabetes competence before and after the course and were compared with non-participating students. The participating students' focus-group interviews were analysed using inductive content analysis. The IPE course improved nursing students' diabetes knowledge and self-evaluated competence among nursing and medical students. The baseline differences in self-evaluated competence between the groups disappeared. The non-participating students evaluated their competence higher than the participants, though they scored lower or equally in the knowledge test. In conclusion, IPE showed potential in increasing students' self-evaluated competence, motivation to learn more and nursing students' diabetes knowledge, offering better prospects for future interprofessional diabetes management.

Disaster Nursing Competency of Intensive Care Nurses in Jinan, China: A Multicenter Cross-Sectional Study.

Patients in disaster areas require the most urgent assistance. In recent large-scale natural disasters, intensive care nurses have served as an important reserve component of disaster response teams. In disaster nursing, ability and attitude directly affect the quality and effectiveness of disaster rescues. However, few studies have examined the disaster nursing competency of intensive care nurses in China. This study was designed to describe the current status of disaster nursing competency among intensive care nurses, analyze the related factors affecting the disaster response effectiveness, and evaluate the values of disaster nursing continuing education and training in cultivating professional personnel with disaster emergency rescue competence. This cross-sectional study was conducted at six tertiary general government hospitals in Jinan, Shandong Province, China. A convenience sampling method was adopted, and the Wenjuanxing website was used to compile the network questionnaire, which participants completed via a WeChat group. Descriptive, correlation, and regression analyses were performed using SPSS software. The participants in this study included 285 registered intensive care nurses employed at six hospitals in Jinan. Most were female (77.9%), and the mean age was 29.9 years. The mean total disaster nursing ability score was 122.98 (SD = 31.70), and the average scores for each item ranged from 2.78 to 3.70. The incident command system item earned the highest mean score (3.70, SD = 1.22), followed by triage (3.24, SD = 0.93). The biological preparedness item earned the lowest mean score (2.78, SD = 1.04). Being male, being < 30 years old, having an understanding of disaster nursing, having previously participated in disaster emergency simulation drills or training, and having a higher self-evaluation of rescue competence were all associated with higher disaster-nursing knowledge scores. Multiple linear regression analyses indicated that understanding of disaster nursing and experience participating in disaster emergency rescue drills or training had the most significant influence on the disaster nursing emergency knowledge score, followed by positive self-evaluation of disaster nursing ability and demand for training. The findings of this study indicate that the participants had a moderate disaster-nursing competency and that this competency may be improved through disaster-related continuing education and training. The cognitive attitude of disaster nursing was found to correlate positively with self-efficacy. Simulated emergency drills may effectively improve the disaster nursing competency of critical care nurses. The findings emphasize that experiences other than direct clinical practice such as specialized simulated emergency drills and training as well as willingness for such training are stronger factors for identifying and developing overall disaster nursing competency.

Burnout and Its Association With Competence Among Dental Interns in China.

Intern physicians are generally more burdened by stress than the general population. This cross-sectional study aimed to evaluate the current situation regarding burnout and explore its association with the self-evaluation of competence among Chinese dental interns. A self-administered anonymous survey was conducted on 91 dental interns in the Peking University School of Stomatology, from August 2019 to June 2020. It consisted of a psychological stress questionnaire, including burnout and self-evaluation of clinical competence. The Wilcoxon signed rank test was used to determine the differences between self-evaluation scores of clinical competence. Results showed average scores for emotional exhaustion, depersonalization, and personal accomplishment of 22.22 ± 9.04, 8.16 ± 5.21, and 36.08 ± 7.76, respectively. Dental clinical technology was considered more useful than other clinical competencies, and there was a correlation between its importance and the stress caused by its deficiency (r = −0.201, p = 0.056). Significant associations were found between stress due to a lack of dental clinical technology and high emotional exhaustion (r = 0.273, p < 0.05). Burnout was common among the dental interns, which may be a valuable finding. Among the six different aspects of clinical competence, “dental clinical technology” represented the most stressful item. Strengthening pre-clinical training and promptly conducting targeted training in the early clinical process may be considered as decompression measures.

Do professional courses prepare hospitality students for efficient surplus food management? A self-evaluation of professional competence in food waste prevention

PurposeThis study aims to examine Taiwanese hospitality students’ self-reported professional competence in surplus food management and assess the usefulness of their university training in this area. Using the importance-performance analysis (IPA) method, it is possible to obtain a clearer understanding of the priority order of the items that require improvement and to identify which surplus food management competence items should be strengthened in the school curriculum and which items should be enhanced by the students.Design/methodology/approachThis study used the questionnaire survey method. It evaluated seven dimensions covering 29 items related to surplus food management competencies of the kitchen staff. The evaluation was done using IPA to determine the relationship between professional competence (performance level) and courses provided (importance level). The factor coordinates were completed according to the means of personal qualifications and courses provided.FindingsAccording to students’ self-assessment, the dimensions of “Personal moral attitude,” “Food handling attitude,” “Education and training attitude” and “Culinary knowledge” were located in the “Keep up the good work” quadrant, meaning that the students think that their surplus food management competence is relatively high and the courses provided are sufficient. Thus, these items have better performance at the present and they hope to maintain the status. However, “Menu analysis” and “Sanitation knowledge” were found to have low importance and low level of performance. Therefore, these two dimensions require attention in the course design and educational training.Research limitations/implicationsThe questionnaire responses were self-reported; this study assumed that all participants answered honestly. Future studies may include additional factors in the analysis, such as hospitality management, culinary skills, internship experience and work time that may affect the perceptions of students. Moreover, professional chefs could be surveyed to determine their professional competence and training needs.Originality/valueThe professional training that students receive determines, to a large extent, their performance in their jobs and the resulting stability of their employment. Therefore, improved competence gained through good-quality training can help students meet the demands of the hospitality industry.

Bias and leadership aspirations

This article aims to extend existing work on bias and leadership aspirations by investigating whether there are significant differences in self-evaluations when jointly considering gender and parental status. With a data subset from a survey of 866 women and 1372 men members of the leading Danish union for managers and leaders, we examine the relationship of gender and parental status with leadership aspirations. Contra theory-based expectations, our exploratory study's findings show little difference between mothers and women without children, whereas fathers report significantly higher leadership aspirations than men without children. Supplementary analysis indicates that lower aspirations are accompanied by lower self-evaluations of competence. Our findings thus suggest that men and women are differentially affected by combined gender and parenthood biases and that gendered social expectations for parents affect self-evaluations even in a national context characterized by high levels of gender equality before the law.

Validation of the Patient-Centred Care Competency Scale Instrument for Finnish Nurses.

Patient-centredness in care is a core healthcare value and an effective healthcare delivery design requiring specific nurse competences. The aim of this study was to assess (1) the reliability, validity, and sensitivity of the Finnish version of the Patient-centred Care Competency (PCC) scale and (2) Finnish nurses’ self-assessed level of patient-centred care competency. The PCC was translated to Finnish (PCC-Fin) before data collection and analyses: descriptive statistics; Cronbach’s alpha coefficients; item analysis; exploratory and confirmatory factor analyses; inter-scale correlational analysis; and sensitivity. Cronbach’s alpha coefficients were acceptable, high for the total scale, and satisfactory for the four sub-scales. Item analysis supported the internal homogeneity of the items-to-total and inter-items within the sub-scales. Explorative factor analysis suggested a three-factor solution, but the confirmatory factor analysis confirmed the four-factor structure (Tucker–Lewis index (TLI) 0.92, goodness-of-fit index (GFI) 0.99, root mean square error of approximation (RMSEA) 0.065, standardized root mean square residual (SRMR) 0.045) with 61.2% explained variance. Analysis of the secondary data detected no differences in nurses’ self-evaluations of contextual competence, so the inter-scale correlations were high. The PCC-Fin was found to be a reliable and valid instrument for the measurement of nurses’ patient-centred care competence. Rasch model analysis would provide some further information about the item level functioning within the instrument.

Students’ self-evaluation bias of school competence and its link to teacher judgment in elementary school

Research on the self-evaluation bias of students' school competence has focused mainly on its correlates for students' school adaptation. This study focused on teachers' theories about students with a positive or negative bias in their self-evaluation of competence. French students enrolled in the third and fifth grades of elementary school (sample 1, N = 508; sample 2, N = 322) and their teachers (sample 1, N = 27; sample 2, N = 13) participated in this study. We examined the relationship between the more or less biased perceptions that students have of their competence in French and mathematics and their teacher's judgment. Models for each sample were tested while controlling for students’ performance, their gender, repeating of a school year, and average class level. The results for both samples showed that the more positively biased a student's evaluation of their competence was, the better their teacher’s judgment was.

Competence of Slovenian art teachers in working with pupils with special educational needs

ABSTRACT Comparisons of performance in the Slovenian national assessment of knowledge at the end of primary school show lower results for pupils with special educational needs (SEN) in all school subjects and in arts education. Several authors highlight the hardships teachers face when working with pupils with SEN. Therefore, in the study we analysed the self-evaluation of competence for working with pupils with SEN among Slovenian art teachers in primary and secondary schools. The results show that the biggest challenges for Slovenian art teachers are the blind and visually impaired pupils and pupils with autistic disorders. They often offer the pupils adjustment in terms of achieving psychomotor goals. However, they are less able to identify pupils’ problems in the socio-emotional sphere and to use adjustment in relation to specific groups of pupils with SEN. Our research provides an insight into practice and thus a basis for further research in this area.

Wolontariat jako jedna z form nabywania kompetencji zawodowych wśród przyszłych nauczycieli edukacji przedszkolnej i wczesnoszkolnej

Volunteering as one of the forms of acquiring professional competence by future teachers of pre-school and early school education The article discusses the topic of acquiring professional competence by future teachers and the relation between this process and the voluntary work. The research conducted on a group of students aims to determine the ways of self-improvement, the types and length of voluntary work as well as self-evaluation of competence owned. In the first part of the article, the focus was put on the theoretical description of concepts like: volunteering and teachers’ competence. In the further part the analysis of self-studies was presented and in the last one the results of the studies were shown.

Love the way you're teaching us': A purpose-developed clinical communication workshop for first year midwifery students

Preparing students for communication in clinical healthcare settings can be challenging, particularly given it may be the first time they have considered how and why they communicate. The challenge is to find an effective process for the development of clinical communication skills in a highly content-driven curriculum. The objective of this study was to empower first-year midwifery students to reflect on their experiences of communication to inform and expand their clinical communication by drawing on two distinct disciplines - midwifery and linguistics. This paper reports on the findings of a study that examined the implementation of innovative, preparatory workshops for first-year midwifery students. Data from quantitative and qualitative surveys were collected pre- and post-workshop, and post-clinical placement, and analysed using linguistic mapping and thematic analysis. Perceptible shifts in self-evaluation of competence were noted post the workshop and clinical placement. Students developed and used metalanguage appropriately to describe and evaluate communication while demonstrating increased awareness of the complexity of professional communication. They were able to find a balance between the vital technical information, and the interpersonal aspects of communication. This impacted positively on their perception of women as partners.

Development and testing of an instrument (HeSoEduCo) for health and social care educators' competence in professional education

BackgroundHealth and social care education is highly important for preparing future professionals for their future roles in sustainable health and social care. However, previous studies have emphasized that health and social care educators' competence is complex and poorly defined. Thus, there is a clear need for a psychometrically validated instrument to enable clarification and assessment of the required skills. ObjectiveTo develop and psychometrically validate an instrument (the HeSoEduCo) for assessing health and social care educators' competence in higher and professional education. DesignCross-sectional study. MethodsA HeSoEduCo instrument, with items inviting 1–4 Likert scale responses, was developed, based on one systematic review and one qualitative study, then validated in terms of face, content and construct validity and internal consistency (Cronbach's alpha values). All health and social care educators based in all 21 universities of applied sciences in Finland and seven vocational colleges were subsequently invited to participate in a large-scale application of the instrument in fall 2018. In total, responses of 390 of these educators are analyzed here.Results: The face and content validity of 71 newly developed items were assessed by experts in two evaluation rounds. The final content validity showed high scores for the instrument's relevance and clarity. Confirmatory factor analysis (to test construct validity) yielded eight factors (43-items remaining), defining the following competence areas of educators: evidence-based practice, digital collaborative learning, student-centered pedagogy, collaboration & societal, leadership & management, cultural & linguistic diversity, mentoring student into professional competence development and subject & curriculum. Cronbach's alpha values for the factors ranged from 0.70 to 0.89. ConclusionThe instrument can be used to obtain self-evaluations of educators' competence when assessing their general competence levels and help human resources departments and managers to identify suitable continuous education programs for their staff.

Investigating changes in self-evaluation of technical competences in the serious game Serena Supergreen: Findings, challenges and lessons learned

Self-evaluation of one’s competences is considered a core factor in various domains of human functioning, including learning and instruction, as well as academic and vocational choices. Researchers from the fields of metacognition and learning, as well as motivation and learning have thus intensively investigated issues related to the self-evaluation of competences. Insights from both lines of research have been used in the serious game project SERENA to inform the selection and design of technical tasks and tutorial feedback strategies. The main goal of the SERENA project was to develop a serious game for adolescent females that fosters their self-evaluation of competence regarding technical tasks. This paper describes how insights from metacognition, motivation and feedback research were integrated to inform the game design. Furthermore, it reports two evaluation studies conducted with 93 students in real school settings. The findings reveal that girls’ self-evaluation of competences assessed in terms of perceived technical competences and self-concept of technical abilities, as well as intrinsic motivation regarding technical tasks can be strengthened with the serious game Serena Supergreen. The log-file analyses indicate that seeking feedback and help within the game is associated with an increase in perceived competences. The challenges encountered within this applied research field are discussed.

Familial and personal characteristics profiles predict bias in academic competence and impostorism self-evaluations

ABSTRACT The goal of this longitudinal study was to explore the familial and personal characteristics that are potentially shared by two related phenomena observed in students: negative bias in self-evaluation of academic competence and impostorism. Specifically, this study aimed to examine whether the same set of characteristics (parental overprotection, conditional parental support, test anxiety, concern over mistakes and self-esteem) could be combined to predict both phenomena in high school students. To do so, these characteristics were first measured in 648 7th and 8th graders. In the three following years, students’ negative bias and impostorism were assessed. A latent profile analysis revealed a two-class model of characteristics. One group presented a “negative” pattern characterized by high parental overprotection, conditional parental support, test anxiety and concern over mistakes, and low self-esteem. Another group presented a “positive” pattern: students’ scores on all familial and personal variables were more favorable. As hypothesized, membership in the “negative” profile predicted negative bias and impostorism at T2, T3, and T4. This highlights the principle of multifinality and suggests that the two phenomena might be distinct aspects of a single broader issue such as a tendency toward a biased interpretation of information about one’s own competence, or self-protection.

An exploratory study considering the potential impacts of high-fidelity simulation based education on self-evaluated confidence of non-respiratory physiotherapists providing an on-call respiratory physiotherapy service: a mixed methods study

IntroductionPhysiotherapists working on-call to provide emergency respiratory services report stress and lack of confidence in on-call scenarios. Simulation-based education (SBE) is a potential solution to improve confidence and reduce stress...

Effects on postgraduate-year-I residents of simulation-based learning compared to traditional lecture-style education led by postgraduate-year-II residents: a pilot study

BackgroundSimulation-based learning plays an important role in contemporary medical education, although there are problems providing tutors. Peer-assisted learning has begun being formally adopted in medical education. Although it is considered useful for simulation-based learning, its effectiveness remains unclear. This study was designed to compare the effect of simulation-based learning with that of traditional lectures conducted by postgraduate-year (PGY)-II residents on PGY-I residents.MethodsThis study was conducted at Okayama University Hospital over three years, for one week each year, before residents entered clinical practice. The study enrolled 76 PGY-I residents, who were randomized into two groups: simulation and lecture groups. PGY-II residents volunteered to conduct simulations and lectures. Knowledge evaluation was performed using pre- and post-tests, and self-evaluation of competence and behaviour-change and program evaluations were conducted using questionnaires.ResultsIn both groups, knowledge test scores were found to improve significantly, and the score difference between pre- and post-tests in both the groups was not significant. Self-evaluation of competence and behaviour-change was found to be higher in the simulation group than the lecture group. The trainees in the simulation group valued the program and the PGY-II residents as teaching staff more than those in the lecture group.ConclusionsThe combination of simulation-based learning and peer-assisted learning led by PGY-II residents is potentially more effective in improving the postgraduate education of PGY-I residents than the combination of lecture and peer-assisted learning.

Psychological rehabilitation of medical workers with emotional burnout syndrome

Introduction. Health preservation for public health care workers, by means of psycho-rehabilitation programs managing stress in medical establishments, is a topical medical, psychologic and economic task.Objective. To study levels of emotional exhaustion, depersonalization and personal achievements reduction as psychologic burnout factors in workers of primary health care, depending on position and educational level, with specification of psychologic rehabilitation program and evaluation of its efficiency.Materials and methods. The study covered 137 female medical workers of outpatient departments in Moscow, with emotional burnout syndrome and length of service at least 5 years. Emotional burnout syndrome was assessed via a questionnaire «Occupational burnout» including 3 scales: «Emotional exhaustion» (1), «Depersonalization» (2) and «Personal achievements reduction» (3). 3 groups of the examinees were identified: group 1 — senior officers (15), group 2 — doctors (40), group 3 — nurses and paramedical personnel (82). All the examinees underwent 8 weeks of psychologic rehabilitation based on training of stress-resistance, personality development and relaxation methods.Results. Groups 1 and 2 demonstrated medium (scales 1 and 3) and high (scale 2) levels of emotional burnout syndrome, and the group 3 presented medium (scale 3) and low (scales 1 and 2) levels. All the groups responded positively on psychologic rehabilitation that decreased emotional exhaustion, increased responsibility for daily duties, improved and stabilized self-esteem.Conclusions. Manifestations of emotional burnout syndrome depend on peculiarities of medical workers’ occupational activities, position and educational level. Emotional exhaustion and depersonalization are more marked in senior officers and in doctors, than in nurses and paramedical personnel. Self-evaluation of occupational competence and activities is the same among all categoriesof the medical workers. psychologic rehabilitation enables to decrease symptoms of emotional burnout syndrome and is an important component of programs preserving working potential of medical establishments.