Self-perceived Competence Research Articles

Self-perceived cultural competence skills among graduating dental students in Saudi Arabia

ObjectivesGraduating culturally competent dentists is crucial for providing a high standard of care for patient outcomes and satisfaction. The objectives of this study were to assess the self-perceived cultural competence (CC) among graduating dental students and to explore factors that may influence the development of these competencies. MethodsA cross-sectional survey design was employed, utilizing a self-administered electronic questionnaire. The survey was distributed to graduating dentists at the end of their internship year. The survey included demographic data, academic information, and self-rating of CC skills adapted from the Knowledge, Efficacy, and Practices Instrument rated on a 4-point Likert scale. ResultsOf 660 respondents, the majority (57.3%) were female, and most participants (87.7%) were raised in urban cities. Self-perceived CC was highest for treating patients of the same gender and lowest for patients with special needs. Bilingualism, gender, and school type were significant predictors of higher CC scores, particularly in treating patients from diverse backgrounds. Clinical rotations in varied settings were reported by 93.2% of students to improve their CC skills. ConclusionsThe findings suggest that experiential exposure to service learning and diverse patient populations has a positive impact on dental students’ CC skills. Gender and being proficient in a second language were key factors in CC development, with areas such as treating patients with special needs being highlighted for further improvement in the curriculum.

The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence

Based on the Interaction Hypothesis, the study investigates the impact of different conversational Generative Artificial Intelligence (GenAI) chatbots on English as a Foreign Language (EFL) learners’ willingness to communicate (WTC), foreign language speaking anxiety (FLSA), self-perceived communicative competence (SPCC) and speaking performance. Three groups of Chinese undergraduate students were recruited: a control group (CG, N = 33) and two experimental groups (EG1, N = 33; EG2, N = 33). The CG interacted with the teacher and classmates during the speaking class. In contrast, EG1 interacted with a text- and voice-based conversational GenAI chatbot called Typebot, while EG2 engaged with a conversational GenAI chatbot that featured both text and voice interaction along with human-like avatars named D-ID Agent. Quantitative analysis using multilevel modelling revealed that EG2 showed significant improvements in WTC and SPCC and a notable reduction in FLSA levels compared to CG. However, the pre- and post-speaking test results showed no significant differences in speaking performance across the groups. Qualitative data from semi-structured interviews supported these findings, highlighting the immersive learning experience and emotional support provided by the human-like avatars. These results suggest that visually embodied GenAI chatbots can effectively enhance the emotional experience during the language learning. The study provides practical insights for language educators on integrating GenAI technologies in language teaching, emphasising the benefits of human-like avatars in fostering a more engaging and supportive learning environment.

Providing Care to People With Intellectual and Developmental Disabilities in Medical Education.

Medical professionals commonly report having inadequate training providing care for individuals with intellectual and developmental disabilities (IDD). This pilot study aimed to address this gap through a virtual Objective Structured Clinical Examinations (OSCE) with individuals with IDD as patient educators for 25 first- and second-year medical students (OSCE participants). Quantitative data through the Prediger competency scale and qualitative data through a semistructured interview were analyzed. OSCE participants reported a significant increase (p < 0.05) in self-perceived competency scores when comparing pre- and post-OSCE scores. Qualitative analysis yielded themes corresponding to improving skills, practice considerations, and perspectives and biases changes. These results suggested that this virtual OSCE promoted the development of self-perceived clinical competency and comfort providing care for individuals with IDD.

A Systematic Review of Digital Competence Evaluation in Higher Education

University students’ digital skills depend significantly on educators’ proficiency, necessitating regular assessments. Tools like DigComp and the TPACK model are provided in this technological context. A systematic review, following PRISMA criteria, aims to evaluate digital competencies through globally used tools. DigCompEdu is prominent, with Spain leading the research, while unvalidated instruments from Asia highlight global disparities. This review will identify key tools and expose geographical and validation gaps, stressing the need for standardized assessments. Understanding the predominance of DigCompEdu and seeing the variation that is generated in Asia highlights the poor ability to transmit self-perceived competencies to learners.

Comparison of the Achieved and Expected Competence Level of New Graduate Nurses: Two Cross-Sectional Studies.

To explore and compare the self-perceived competence level of new graduate nurses with the expected competence level that nurse managers believe new graduate nurses should have in general. Two cross-sectional empirical studies. Two independent cross-sectional studies were carried out in 12 tertiary hospitals in September 2020 and November 2021, respectively. Participants were 1017 new graduate nurses with less than 2 years of work experience and 306 nurse managers who completed an online survey. The score of self-perceived nursing competence of new graduate nurses was 74.77 ± 14.35, and the expectation of nurse managers was 74.21 ± 15.04. The values of 18 items were significantly different between the two of them (p < 0.05), and there were only three items showed higher expectations of nurse managers than the self-rated values of new graduate nurses. Results of latent profile analysis revealed that this cohort of new graduate nurses could be divided into three subgroups, named risky competent (11.1%), medium competent (46.0%) and advanced competent (42.9%). When comparing, the nurse managers' expected competence level was between the value of 'medium competent' group and 'advanced competent' group. Our study adopted a dual perspective comparison of nurse managers and new graduate nurses, which broke through the limitations of the previous single perspective study of new graduate nurses' nursing competence. This study highlights the importance of the consistency in new graduate nurses' nursing competence from the perspectives of new graduate nurses and nurse managers. This study showed a generally good match of actual nursing competence level of new graduate nurses and the expected level from nurse managers. While there was significant individual heterogeneity in the competence score of new graduate nurses, three subgroups were identified through the individual-centred analysis of latent profile analysis. Therefore, Nurse managers need to systematically adjust the standardized training programs and teaching methods for new graduate nurses according to the population characteristics and take precise interventions to improve nursing competence of new graduate nurses. We adhered to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines. No Patient or Public Contribution.

Design, Implementation, and Analysis of an Assessment and Accreditation Model to Evaluate a Digital Competence Framework for Health Professionals: Mixed Methods Study.

Although digital health is essential for improving health care, its adoption remains slow due to the lack of literacy in this area. Therefore, it is crucial for health professionals to acquire digital skills and for a digital competence assessment and accreditation model to be implemented to make advances in this field. This study had two objectives: (1) to create a specific map of digital competences for health professionals and (2) to define and test a digital competence assessment and accreditation model for health professionals. We took an iterative mixed methods approach, which included a review of the gray literature and consultation with local experts. We used the arithmetic mean and SD in descriptive statistics, P values in hypothesis testing and subgroup comparisons, the greatest lower bound in test diagnosis, and the discrimination index in study instrument analysis. The assessment model designed in accordance with the competence content defined in the map of digital competences and based on scenarios had excellent internal consistency overall (greatest lower bound=0.91). Although most study participants (110/122, 90.2%) reported an intermediate self-perceived digital competence level, we found that the vast majority would not attain a level-2 Accreditation of Competence in Information and Communication Technologies. Knowing the digital competence level of health professionals based on a defined competence framework should enable such professionals to be trained and updated to meet real needs in their specific professional contexts and, consequently, take full advantage of the potential of digital technologies. These results have informed the Health Plan for Catalonia 2021-2025, thus laying the foundations for creating and offering specific training to assess and certify the digital competence of such professionals.

Self -Confidence in Young Athletes: A Protective Factor Against Perfectionism and Anxiety in Competitive Grassroots Sport.

Perfectionism includes various dimensions focused on different planes of psychological functioning, with both positive and negative elements that influence adaptation to the pursuit of achievement and personal satisfaction with efforts and their attainment. We examined participants' levels of perfectionism and the relationship between perfectionism and anxiety in young athletes, and we described the mediating factor of self-confidence as a determinant of sport performance. We utilized a non-experimental, descriptive, and transversal research design. A total of 263 Spanish young athletes (M age = 15.79years; SD = 1.07) who belonged to different sports clubs and engaged in different sports completed the Frost Multidimensional Perfectionism Scale (FMPS) and the Competitive Anxiety Inventory (CSAI-2R). Our results confirmed our belief that self-confidence was a protective factor for diminishing the negative relationships between perfectionism, anxiety, and sport performance. Regarding the predictive power of these variables, the construction of exaggerated achievement expectations (or personal standards) by combining functional and dysfunctional resources was reflected in cognitive anxiety (dysfunctional) and was mediated by self-confidence (functional). Application of these elements into training via well planned communication may allow coaches to enhance young athletes' resources for mental and behavioral adjustment toward their sporting goal. In addition, this training approach may underscore athletes' self-perceived competence and enhance their self-confidence.

Development and Implementation of a Geriatric Oncology Interdisciplinary Case-Based Educational Intervention for Cancer Care Providers.

To develop and implement a continuing professional development (CPD) activity focused on geriatric assessment (GA) in oncology for oncologists and geriatricians. We evaluated the impact of this activity on knowledge, skills, and performance regarding GA in oncology, as well as its feasibility and acceptability. We included teams composed of an oncologist and a geriatrician working in Mexico. Curriculum content was selected from geriatric oncology guidelines. We used Project Extension for Community Healthcare Outcome (ECHO)'s model to create a 12-week online course. A one-group pretest post-test quasi-experimental design was used to evaluate the intervention's effectiveness. At baseline, participants answered a multiple-choice knowledge assessment, a survey on self-perceived competence in GA, and an adaptation of the Association for Community Cancer Centers Geriatric Oncology Gap Assessment Tool, evaluating self-perceived performance in conducting geriatric interventions. These assessments and a satisfaction questionnaire were also completed postintervention. Baseline and postintervention scores were compared using paired t-tests. We included 40 participants (20 oncologists and 20 geriatricians). Median attendance was 10 sessions (range 2-12). Thirty-eight participants completed the satisfaction questionnaire, with a median score of 10/10 (range 8-10). The mean baseline and postintervention knowledge scores were 59.5 ± 12.8 and 74.4 ± 9.7, respectively (P < .001, effect size 1.14). The mean baseline and postintervention competence scores were 6.42 ± 2.5 and 9.02 ± 0.8, respectively (P < .001, effect size 1.03). The mean baseline and postintervention performance scores were 2.58 ± 0.65 and 3.29 ± 0.5, respectively (P < .001, effect size 1.64). A CPD activity for oncologists and geriatricians on the basis of the Project ECHO model was feasible and acceptable, leading to increased knowledge, competence, and performance in geriatric oncology. This could represent a novel method for increasing the geriatric competence of the cancer care workforce in Latin America and globally.

Assessing Emergency Department Staff Knowledge, Competency, and Implementation of Pre- and Post-Trauma-Informed Care Training

IntroductionTrauma-informed care has been posited as a framework for creating ideal and safe environments for patients to participate in treatment. However, there are limited studies that demonstrate the impact of a focused trauma-informed care training on ED staff. We implemented a 4-hour trauma-informed care training in a general emergency department. We aimed to measure changes in knowledge, opinions, self-rated competency, barriers, and recent practices before and after implementing trauma-informed care training. We hypothesized that the training would result in significant self-reported improvement in all domains. MethodsWe performed a pre/post interventional study with the intervention being a trauma-informed care training adapted for ED clinical care staff. A validated, publicly available survey tool (Center for Pediatric Stress Trauma-Informed Care [TIC] Provider Survey) was used to assess knowledge, opinions, competency, and utilization of and perceived barriers to trauma-informed care. Pre- and post-training surveys were collected. Responses were stratified by role. Continuous variables were compared using analysis of variance; categorical variables compared using Pearson’s chi-square. ResultsParticipants demonstrated a high level of perceived knowledge and opinions of trauma-informed care before and after training. We observed significant increases in self-reported competence for all ED staff, some increase in utilization of trauma-informed care in recent practice, and significant decreases in perceived barriers to providing trauma-informed care. DiscussionTrauma-informed care training is an effective means to improving ED staff self-perceived competence and practice of trauma-informed care even among those with high self-perceived knowledge and opinions of trauma-informed care before the training. Future study should explore the patient-level impact of trauma-informed care training, as well as how to continue to reduce barriers to system-wide implementation of trauma-informed care practices.

Factors shaping situated willingness to communicate: A multidimensional perspective in the Indonesian EFL context

The willingness to communicate (WTC) of English-as-a-foreign-language (EFL) students requires a complicated process, including motivational, contextual, metacognitive, and communicative factors. Neglecting the intricate interplay of these factors may impede the attainment of desired levels of student WTC, thus underscoring the need for comprehensive investigation. The purpose of this exploratory factor analysis (EFA) is to investigate the complex interplay of motivational, contextual, metacognitive, and communicative factors as predictors of situated WTC in the Indonesian EFL context, which includes variables such as motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and L2 self-perceived communicative competence (SPCC). We used Partial Least Squares-Structural Equation Modeling (PLS-SEM) model analysis in a quantitative study design. An online questionnaire with 50 items adapted from prior studies was distributed to 310 EFL students from multiple universities in Indonesia who had taken English classes. The data revealed that motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and SPCC are major determinants of students’ WTC. These findings suggest that EFL educators can create language learning programs that encourage active involvement in communication tasks and enhance students’ WTC by recognizing and utilizing the factors that support it. This could lead to more effective and engaging language learning experiences, resulting in increased WTC in the target language. Further discussion focuses on educational consequences and future research recommendations.

Canadian female perspectives on training in the boys club: advanced therapeutic endoscopy

Abstract Introduction Unequal female representation in the field of advanced therapeutic endoscopy (ATE) has been recently highlighted in the United States. Previous attempts to determine the barriers to entry into the career have reported a lack of mentorship, patriarchy, inflexible hours/calls and exposure to fluoroscopy. Canadian trainee exposure to ATE and differences in experience between men and women is unknown. Objectives We sought to determine the barriers to pursuing a career in ATE, specifically focussing on the perspectives of Canadian female gastroenterology fellows. Methods An online survey was developed and distributed to Canadian gastroenterology fellows enrolled in Royal College-accredited programs in 2021-2022 Results Responses were received from gastroenterology fellows at 12 of the 14 Canadian programs. The response rate was 46% (n = 42, 16 female respondents and 26 male respondents). An equal proportion of male (42%, n = 11) and female (38%, n = 6) trainees indicated interest in a career in ATE. Thirty-eight per cent (n = 6) of female trainees felt that they had inadequate mentorship opportunities/role models within ATE, in comparison to 4% (n = 1) of males (P = .004). Furthermore, 19% (n = 3) of females felt that this lack of mentorship/role models was a primary deterrent from pursuing ATE as a career, in comparison to 0% of males (P = .02). There was equal self-perceived competency surrounding ATE knowledge between both men and women. Conclusions Female gastroenterology fellows in Canada lack mentorship and role models in ATE, which seems to be a primary deterrent from pursuing it as a career when compared to their male counterparts. Recognizing and addressing the lack of female leadership and visibility is necessary to improve parity and encourage women to train in the male-dominated field of ATE.

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.

Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis.

The goal of the present study was to examine the associations between different dimensions of self-perceptions and academic achievement in Chinese children. Participants were 604 children in Grades 4-7 attending primary and middle schools in mainland China (342 boys, 262 girls; Mage = 11.25 years). Measures of children's self-perceptions and academic achievement were collected via self-reports and school records at two time points over one academic year. Results from cross-lagged panel analysis indicated that after controlling for the effects of gender, grade, and stabilities, Time 1 perceived scholastic competence positively predicted Time 2 academic achievement (β = .08, p < .05), and Time 1 academic achievement predicted Time 2 perceived scholastic competence (β = .10, p < .05). Time 1 perceived athletic competence negatively predicted Time 2 academic achievement (β = -.08, p < .01). The findings provide evidence that self-perceptions have different facets and are differently associated with academic achievement and emphasize the reciprocal predictive relations between perceived scholastic competence and academic achievement and the negative impact of perceived athletic competence self-perception on academic achievement. The implications of these results are discussed in the context of self-development and academic performance within Chinese culture, as well as their educational implications for school practices. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Global survey on point-of-care ultrasound (pocus) use in child surgery

PurposeTo undertake a global assessment of existing ultrasound practices, barriers to access, point-of-care ultrasound (POCUS) training pathways, and the perceived clinical utility of POCUS in Child Surgery.MethodsAn electronic survey was disseminated via the GICS (Global Initiative of Children’s Surgery) network. 247 anonymized responses from 48 countries were collated. 71.3% (176/247) worked in child surgery.ResultsUltrasound was critical to practice with 84% (147/176) of requesting one daily or multiple times per week. Only 10% (17/176) could access emergency ultrasound < 1 h from request. The main barrier was a lack of trained personnel. HIC surgeons were more likely to have ultrasound training (24/29; 82.8%) compared with LMICs (74/147; 50.3%) (p = .001319; CI 95%). Self-perceived POCUS competence was associated with regularity of POCUS use (p < 0.001; CI 95%). Those who already practice POCUS most commonly use it for trauma, intussusception, and ultrasound-guided procedures. Majority (90%; 159/176) of child surgeons would attend formal POCUS training if available.ConclusionsUltrasound is critically important in children’s surgery globally, however, many surgeons experience barriers to timely access. There is a strong interest in learning POCUS for relevant pediatric surgical applications. Further research is needed to evaluate the best methods of training, accreditation, and governance.

Development and evaluation of a blended learning training programme for pharmacy technicians’ continuing education

ObjectivesThe role of the pharmacy technician (PT) has expanded in recent years, requiring new competencies, better communications skills and high-level knowledge about drugs. The objective of this study is to...

Diagnostic Evaluation of the Contribution of Complementary Training Subjects in the Self-Perception of Competencies in Ethics, Social Responsibility, and Sustainability in Engineering Students

Higher education institutions, as organizations that transform society, have a responsibility to contribute to the construction of a sustainable and resilient world that is aware of the collateral effects of technological advances. This is the initial phase of a research that aims to determine whether subjects in the complementary training area have a significant effect on ethical, social responsibility, and sustainability (ERS) competencies in engineering students at a public higher education institution (HEI). To this end, a quantitative approach was used, adopting a descriptive comparative cross-sectional design and applying a self-perception instrument to a population of 418 students in the first and last semesters of engineering undergraduate programs. As a result, it was found that students that took subjects in the complementary area did not show significant development in social responsibility and sustainability competencies but did in ethical dimensions. Furthermore, in the triad of ERS competencies, there was a significant difference in students over 36 years of age, suggesting that time and academic experience contribute to a greater understanding and application of ethical and moral principles. These results support the idea that ethics and social responsibility are the pillars of sustainability. The findings highlight the importance of intervening in these subjects and complementing them with educational strategies that promote the continuous development of ERS competencies throughout the entire training itinerary, not only in complementary subjects, but as cross-cutting components of all specific engineering discipline subjects.

Continuing professional development training needs of allied health professionals in regional and rural Victoria.

The aim of the study was to identify continuing professional development (CPD) needs of allied health professionals (AHP) in regional and rural Victoria. This study was an online cross-sectional design conducted between December 2022 and February 2023. AHPs employed at a large multi-site regional public health service providing acute, subacute, community and outpatient care in Victoria, Australia. The online questionnaire included four sections investigating satisfaction of CPD, prioritised topics for CPD, preference for CPD sourcing and perceived capabilities in delivering education. To investigate prioritised topics of CPD, a tool was adapted from the Hennessy Hicks Training Needs Analysis questionnaire to align with allied health (AH) career pathways. For organisational alignment, a second questionnaire was sent to AH managers. The response rate was 17% (53/316 AHPs) from members of 10 AH professions. The median years of clinical experience for participants was between 2 and 5 years. Participants with 6-10 years of clinical experience reported the lowest level of satisfaction. Research and education were identified as areas of highest training need. Self-perceived competence in education delivery was proportionately lower in areas of assessment, developing digital learning and constructive alignment. CPD needs for AHPs in a regional and rural health service were shown to vary by career stage and weighted towards developing research and education delivery capabilities. Findings from this study may support public health sector and policy investment in CPD opportunities to support horizontal career progression opportunities, a balance of internal and externally sourced professional development and strategic investment in education delivery capabilities.

Effect of integrated English hybrid learning for undergraduate nursing students on students’ self-perceived communication competence and communication apprehension: A quasi-experiment study

AimTo demonstrate the self-perceived communication competence and communication apprehension of nursing students before and after taking English for Nursing courses. BackgroundDespite the growing demand for English as a foreign language courses for nursing students in Indonesia, relatively little research has been conducted to investigate whether these courses meet students’ specific learning needs to increase communication competency. DesignQuasi-experiment. MethodsA total of 173 undergraduate nursing students participated and had access to the mixed-methods learning system of integrated English hybrid learning from August through December 2021. The learning methods involved lectures, tutorials, and project-based learning on multiple platforms, such as LiVE Unpad, WhatsApp, and Zoom. Communication competence and apprehension in the English Language were assessed using the Self-Perceived Communication Competence and Communication Apprehension questionnaires via Google Form, and were analyzed using the paired t-test and ANOVA. ResultsThe findings suggest that English for Nursing courses significantly increased self-perceived communication competence and communication apprehension among nursing students (p < 0.001 for both). A variance test revealed favorability for self-perceived communication apprehension in groups that enjoyed learning English and for communication apprehension in groups that read English texts frequently and rarely. ConclusionsIntegrated English hybrid learning for undergraduate nursing students effectively increased their self-perceived communication competence and communication apprehension in undergraduate nursing students. However, this approach cannot be applied to all nursing education levels. A combination of the current and new approaches, as suggested by educators and policymakers, should make it applicable to the desired level of nursing education.

Perceived Competencies and Training Needs of Public Health Nurses in the Philippines: Basis for the Development of NurseLEAD: A Leadership Course on Advanced Practice Nursing in Public Health.

Public health nurses (PHNs) perform more than the provision of direct care to clients. They are also expected to perform roles as leaders, managers, and collaborators in different settings, especially in areas where there are no physicians. Their continuous professional development must be facilitated to empower them to lead the delivery of health programs and services in pursuit of universal healthcare. This study aims to determine the perceived competencies of public health nurses and describe their training needs. A descriptive, cross-sectional study was utilized, where an online survey was administered to PHNs across the Philippines to determine their self-perceived competencies and training needs based on the eight domains of core competencies of public health professionals. Descriptive statistics was used to summarize the data. A total of 330 PHNs answered the survey. The results showed that at baseline, PHNs perceived themselves to be competent (from most to least) in the following: communication, analytical/assessment, community dimensions of practice, policy development/ program planning, leadership and systems thinking, cultural competency skills, public health science, and financial planning and management. In terms of training needs, the enablers mentioned include a supportive work environment that can provide a work schedule that is inclusive of time for professional development and work-life balance; a learning environment where colleagues and supervisors support the need for training and innovation; strong internet connection; and enough equipment to participate and submit deliverables for courses taken. Filipino public health nurses perceived themselves to be competent in the areas of communication and community practice, but less competent in public health science, and financial planning and management. Future capacity-building programs must be designed to meet this demand. Furthermore, to make training programs truly responsive to the needs of nurses, steps must be taken to promote capacity-building enablers.

Willingness to Communicate (WTC), Phonetics Learning Strategies (PLS), and Self-Perceived Communicative Competence (SPCC) among Chinese English majors

Willingness to Communicate (WTC), Phonetics Learning Strategies (PLS), and Self-Perceived Communicative Competence (SPCC) among Chinese English majors