Self-perceived Competence Research Articles

The Role of Positive and Negative Emotions in Shaping Willingness to Communicate in a Second Language: Self-Perceived Communication Competence as a Moderator

Willingness to communicate (WTC) in a second language (L2) is one of the key concepts in L2 communication and learning. Previously, research practice in this area has been more concerned with investigating the relationship between individual negative emotions and WTC. However, insufficient attention has been given to a wide range of positive and negative emotions contributing to WTC. This study aims to address the impact of emotions (positive and negative) and self-perceived communication competence (SPCC) on WTC in an L2 in the context of Pakistan. The broaden-and-build theory of positive emotions has driven theoretical reasoning. Higher education students (N = 401) were considered the participants of this study and were approached conveniently. Data were processed and analyzed in SPSS. The findings revealed that positive emotions and SPCC positively influence WTC in an L2. On the contrary, negative emotions have a negative impact on WTC in an L2. Additionally, SPCC appears to be a significant moderator in the relationship between emotions (positive and negative) and WTC in an L2. The study’s findings have important practical implications for Pakistan’s Higher Education Commission (HEC) in drafting and implementing policies to enhance students’ WTC within higher education classrooms.

Digital Sequential Scaffolding during Experimentation in Chemistry Education—Scrutinizing Influences and Effects on Learning

Sequential scaffolding during experimentation can support students in acquiring knowledge and experimentation skills. This study aims to explore students’ understanding and perception of digital sequential scaffolds in chemistry education, investigate predictors of this understanding and perception, and examine the effects on learning outcomes and processes. A total of 183 secondary school students conducted hands-on experiments on redox reactions using digital sequential scaffolds. This study collects data through questionnaires and analyzes prior knowledge, self-perceived experimentation competence, chemistry-related self-concept, and interest as predictors. This research also examines the influence of students’ understanding and perception on cognitive and motivational learning outcomes. The findings show that learners experienced digital sequential scaffolds as helpful and were motivated by them to conduct hands-on experiments. Results also reveal that only students’ prior experience with sequential scaffolds and prior self-perceived experimentation competence significantly predict their understanding of the concept and usage of the digital sequential scaffolds. Regarding motivation, outcomes show that perceived benefit and motivation regarding experimentation predict the motivational outcomes. Overall, our findings contribute to understanding sequential scaffolding in chemistry education and inform instructional design practices.

Medication Reconciliation Rotation Impact on Second Year Pharmacy Students’ Self-Perceived Competencies

Medication Reconciliation Rotation Impact on Second Year Pharmacy Students’ Self-Perceived Competencies

Comparisons of Clinical Competency and Job Responsibilities of Physical Therapists With and Without Postprofessional Training.

Understanding how educational pathways may influence clinical competence and work responsibilities is important in providing guidance to academic and clinic stakeholders and physical therapists (PTs) on PT career development. The purpose of this paper was to compare perceived clinical competency and job duties between PTs with formal mentored postprofessional clinical education with PTs without formal postprofessional clinical education. The understanding of self-perceived clinical competence of PTs overall in the United States is limited, especially as related to the impact of postprofessional education. Furthermore, there is limited understanding of the career pathways and development of job duties of PTs in the United States. Two thousand three hundred thirty-four PTs in the United States. An online survey was sent to licensed PTs. This survey included items measuring self-perceived clinical competency and questions related to weekly job responsibilities. Participants were categorized as residency trained, fellowship trained, or non-residency/fellowship trained. Frequency analyses and Kruskal-Wallis tests with pairwise post hoc tests were performed comparing the 3 groups. Residency-trained (P < .007) and fellowship-trained (P < .001) groups demonstrated elements of higher self-perceived clinical competency compared with the non-residency-/fellowship-trained group. Both the residency- and fellowship-trained groups spent less time with patient care and more time with other responsibilities (e.g., teaching, mentoring, and research) (P < .02) during an average workweek. Fellowship-trained PTs (P < .001) spent more time with administrative duties compared with the non-residency-/fellowship-trained group. Results from this paper demonstrate that residency- and fellowship-trained PTs have elements of higher self-perceived clinical competency and spend more of their job duties outside of direct patient care compared with PTs who were not residency or fellowship trained. These results may help guide PTs, academic institutions, and employers in planning and achieving specific career paths.

Original Research: Exploring Frontline Nurses' Self-Perceived Levels of QI Engagement and QI Competence.

Nurse engagement in quality improvement (QI) is critical in the delivery of safe high-quality care, yet few studies have evaluated frontline nurses in this area. The purpose of this study was to identify and compare levels of self-reported QI engagement and QI competence among frontline nurses and nurse leaders. This study used a cross-sectional descriptive design. A convenience sample of frontline nurses (bedside RNs and advanced practice nurses) and nurse leaders from acute and ambulatory care sites completed the Nursing Quality Improvement in Practice (NQuIP) tool, which measures engagement and competence (knowledge, skills, and attitudes) in QI. Data from 6,351 surveys completed by frontline nurses and nurse leaders representing 66 sites nationwide were analyzed. Only 52.5% of all respondents reported participating in QI. Knowledge scores were relatively high, while skills scores-especially those related to using QI tools-were low. Overall attitudes toward QI were positive. Nurse leaders scored significantly higher in engagement and competence than the frontline nurses they supervise. The study findings indicate that nurse engagement in QI is limited. Although nurses' knowledge levels appear to be high, their limited competency in QI-related skills may contribute to low QI engagement. Leaders must make efforts to increase nurse engagement in order to attain high-quality outcomes. Using the NQuIP tool will allow leaders to evaluate nurses' self-perceived QI competence and engagement, which will aid in identifying target areas and developing effective strategies for improvement.

How does action competence explain young people’s sustainability action?

How to support young people’s agency is a key question of sustainability education. Action competence for sustainability is suggested covering the essential components of youth’s readiness to act both individually and collectively, but empirical tests of these associations are scarce. Therefore, this study explores the relationship between action competence and sustainability action among young people. We conducted a national survey of 15 to 29-year-old youths (N = 940) in Finland. Results of structural equation modeling show that self-perceived action competence for sustainability predicts private sphere behavior, but not sustainability action. Further analysis on the components of action competence reveals that high perceived knowledge and low outcome expectations predict low engagement in sustainability action. Knowledge and outcome expectations also affect behavior indirectly via willingness to act. We argue that actions and behaviors have different antecedents, and that the ability to recognize outcome uncertainty affects how young people’s sustainability agency is manifested.

A cross-sectional study of discipline-based self-perceived digital literacy competencies of nursing students.

This study offers an empirical exploration of self-assessed digital competencies of students, most of whom studied in nursing courses, using a discipline-based self-assessment survey tool. A range of digital competencies were explored: information and communication technology proficiency and productivity, information literacy, digital creation, digital research, digital communication, digital learning and development, digital innovation, digital identity management and digital well-being. A cross-sectional empirical study. Quantitative data were collected from November to December 2021 via a questionnaire survey administered to students. Quantitative results were reported through descriptive statistical analysis. Mann-Whitney (U-test) and Kruskal-Wallis non-parametric statistical tests were used to identify statistically significant differences based on age demographics and pre- or post-registration course. Thematic analysis was utilized for survey open-ended questions data. Students reported low competencies in the following digital literacy dimensions, all of which were imperative for their studies and for their future professional careers: information literacy, digital research, digital innovation. Significant statistical subgroup differences were found between age demographics and pre/post-registration within most of the digital competence dimensions. The survey open-ended comments revealed that students encountered challenges around digital skills they had mostly developed via everyday life experiences and trial-and-error approaches. Increasing awareness of existing digital gaps and offering tailored digital skills enhancement can empower students as future-proof evidence-based practitioners in an evolving digital healthcare landscape. Highlights the importance of embedding digital literacy within nursing study programmes, as preparation for comprehensive patient healthcare. Offers insights into digital competencies gaps of nursing students. Proposes targeted educational digital skills training interventions. Stresses the value of academic staff supporting nursing students to develop digital skills in important areas of professional practice. JBI critical appraisal checklist. No patient or public contribution.

Implementation of mind mapping with problem-based learning in prosthodontics course for Chinese dental students

BackgroundThe traditional Chinese dentistry classroom teaching model focuses on the instruction of knowledge details, but less on the frameworks and learners’ motivation. Here, we introduced a combination of mind mapping and PBL instruction (MBL)into the prosthodontics course for Chinese dental students. This study aimed to evaluate the effectiveness and efficiency of MBL in prosthodontics and make observations from the students’ perspectives, based on their response with the learning process.MethodsWe prospectively enrolled 56 fourth-year undergraduates of stomatology, and these participants were randomly allocated into either the combined mind map teaching group (MBL) or the problem-based learning group (PBL) to attend the prosthodontics course. An anonymous questionnaire was also administered to both groups to evaluate the students’ perceptions and experiences, using closed and open-ended items. Data were analyzed using descriptive statistics and thematic analysis.ResultsThe students’ responses to closed items indicate their experience in PBL and MBL to be positive, including increased motivation, improved memory of knowledge, enhanced discipline connection and raised teamwork, with fairly higher ratings for the MBL group. However, the tutor-guided competence scores including the memory and framework part, were significantly higher for MBL group than PBL group (two-way ANOVA, p < 0.01, p < 0.001, respectively). Meanwhile, the self-perceived competence scores including the motivation, framework and teamwork part, were significantly higher for MBL group than PBL group (two-way ANOVA, p < 0.01, p < 0.001, p < 0.05, respectively).ConclusionOur findings suggest that MBL teaching approach can help in integration of knowledge structure and enhance clinical reasoning. MBL is an effective and well-organized method in prosthodontics course for dental students.

Effectiveness of a web-based learning program for promoting local healthcare planning competencies.

To determine the effectiveness of a web-based educational program regarding local healthcare planning by public health nurses (PHNs) in Japan. A single-blind randomized controlled trial. Full-time PHNs working for local governments across Japan. The primary outcome was nurses' self-perception of competencies in public health policy. The secondary outcome was self-perception of knowledge, skills, and perspectives regarding local healthcare planning. We analyzed intergroup differences using the intention-to-treat principle and the Mann-Whitney U-test. The intervention group received six web-based learning modules including substantial knowledge and skills regarding local healthcare planning based on the analysis, design, development, implementation, and evaluation model and adult learning theory. Totally, 273 PHNs registered, and 38 were excluded without completing the baseline survey; 235 were randomly allocated to either the intervention (n=118) or control (n=117) groups. Sixty-four participants in the intervention group completed the program. Over 70% of the participants lacked opportunities to learn about local healthcare planning. The intervention group showed significant improvement in self-perception of competencies, knowledge, and skills regarding local healthcare planning, except for items related to evaluation. The web-based learning program effectively improved participants' self-perception of competencies in local healthcare planning.

Multivariate data analysis: Validation of an instrument for the evaluation of teaching digital competence

Background: Technology plays a fundamental role to achieve higher education key learning objectives. Digital competence (DC) is defined as a set of skills, knowledge, abilities, and attitudes in technological aspects. It is necessary to employ an effective training action plan in higher education institutions to advance towards a level of teaching digital competence (TDC). The objective of this study was to validate the COMDID A instrument to assess Teaching Digital Competence (TDC) of active teachers, through a confirmatory factor and internal reliability analysis. Methods: The research was developed within a descriptive-correlational scope and a non-experimental-cross-sectional design to validate the dimensionality and reliability of the COMDID A instrument and evaluate the self-perceived digital competence of active teachers. The population was made up of 690 professors who were part of the teaching staff of the National University of Chimborazo, Ecuador, in the first academic period of the year 2021. The sample was probabilistic, in a simple random scheme, the percentage of potential error admitted was 3%. The representativeness of the sample was 50%, and the confidence level was 97%. A total of 511 teachers completed the questionnaire compared to the 452 individuals needed. Results: The instrument was robust, and it was reliable for the calculated sample. There were correlations between the variables, and the statistical calculation ensured the development of the multivariate analysis to validate the dimensionality of the instrument. Moreover, the correct dimensionality was determined through a confirmatory analysis and high reliability of the instrument. Conclusions: The calculated factorial scores were defined in order for further studies to be carried out. It is important to apply confirmatory factor analysis in educational technology research to validate the dimensionality of data collection instruments.

Benefits and challenges of combined pediatrics-anesthesiology residency programs: A qualitative study.

The combined pediatrics-anesthesiology residency program was created in 2011 for trainees interested in careers within both specialties. Prior studies have cited challenges of combined training, but none have systematically identified benefits. Our objective was to describe the perceived educational and professional benefits and challenges of combined pediatrics-anesthesiology residency programs. In this qualitative study using a phenomenological approach, all graduates of combined pediatrics-anesthesiology residency programs from 2016 to 2021, program directors, associate program directors, and faculty mentors were invited to participate in surveys and interviews. Study members conducted interviews using a semi-structured interview guide. Each transcript was coded inductively by two authors and themes were developed using thematic analysis through the lens of self-determination theory. 43 of 62 graduates and faculty responded to our survey (69% response rate), and 14 graduates and five faculty were interviewed. Survey and interview data represented seven programs, including five currently accredited combined programs. Themes emerged regarding benefits of training: it 1) fosters residents' clinical expertise in managing critically ill and medically complex children; 2) provides residents with exceptional knowledge and skills in communicating between medical and perioperative services; and 3) affords unique academic and career opportunities. Other themes emerged regarding the challenges of long duration of training and transitions between pediatrics and anesthesiology rotations. This is the first study to describe the perceived educational and professional benefits of combined pediatrics-anesthesiology residency programs. Combined training affords exceptional clinical competence and autonomy in the management of pediatric patients and the ability to skillfully navigate hospital systems, and leads to robust academic and career opportunities. However, the duration of training and challenging transitions may threaten residents' sense of relatedness to colleagues and peers, and their self-perceived competence and autonomy. These results can inform mentoring and recruitment of residents to combined pediatrics-anesthesiology programs and career opportunities for graduates.

Disinformation and the Brussels bubble: EU correspondents’ concerns and competences in a digital age

European Union (EU) political actors have been heavily affected by the so-called disinformation crisis, leading to intense worries about how EU citizens may be guaranteed access to trustworthy information in the years to come. While there is increasing research on how EU officials, platforms, and political parties react to the threat of disinformation, less attention has been paid to how another crucial group of actors in Brussels copes with this threat: EU correspondents. This paper presents one of the first empirical observations of EU correspondents’ perceptions of the disinformation crisis. We conducted a survey with Brussels-based correspondents ahead of a politicized 2019 European Parliament election campaign, and asked: What are (a) the concerns and (b) self-perceived competences these correspondents have in dealing with disinformation? Our study offers two main take-aways: First, we recommend further studying EU journalism as a complex organism whose concerns and competences are influenced by intra-European differences in press freedom and journalistic professionalisation. Second, disinformation studies in the EU context must no longer neglect the challenges professional journalism faces when aiming to stop false content.

Looking Competent Does Not Appeal to All Voters Equally: The Role of Social Class and Politicians' Facial Appearance for Voting Likelihood.

Voters generally value competence in politicians. Four studies, all conducted in Germany, show that this is especially pronounced in people of higher compared with lower social class. The first study, with a representative sample (N1 = 2239), found that the reported importance of competence in politicians increased with increasing socioeconomic status (SES). This was mediated by self-perceived competence which was higher in participants of higher SES. In three further studies (two preregistered, N2a&2b = 396, N3 = 400) participants merely saw pictures of politicians' faces. Perceived competence based on facial appearance increased the likelihood of voting for a politician. Again, this effect was stronger among participants of higher compared with lower SES. This moderation persisted after controlling for participants' political orientation and politicians' perceived warmth and dominance. We discuss implications for future research on the psychological underpinnings of social class as well as appearance effects in the political context.

Implementing nutritional medicine into medical curricula: A student-initiated course improves knowledge and attitudes

Although the risks and opportunities of nutrition in health trajectories are well known, it is rarely addressed in doctors' daily routine. This is partly related to physicians' lack of confidence in their ability to provide nutritional counselling, possibly due to insufficient training in medical school. Our study aimed at assessing the status quo of nutrition in the German medical curricula and the impact of a recently implemented, student-initiated online teaching initiative on perceived competence, knowledge and attitudes. "Eat This!" was the first Germany-wide initiative for online nutritional medicine (NM) education, consisting of 11 digital lectures on nutrition basics, nutrition medicine and public health nutrition. The contact time with NM during studies as well as the effects on students' attitudes towards NM, their self-perceived competence in NM and their nutrition knowledge were assessed from October 2020 to February 2021 in a cross-sectional as well as a prospective study using online questionnaires. Over 1500 medical students from 42 German faculties participated in the lecture series and the online survey. One hundred and twenty-two students formed a control group. Although considering the topic relevant, students rated their training in NM as insufficient, in terms of both quality and quantity. Initially, they did not feel able to counsel patients and rated their knowledge as low. However, self-ratings and the score in a 33-item multiple-choice test knowledge improved by participating in Eat This! as did their attitude towards nutrition and planetary health. No such changes were observed in the control group of 122 students not attending the course. Our results show that education in NM at German medical schools is perceived insufficient despite high student interest. But even low-threshold educational options like "Eat This!" can improve students' perceived competence, knowledge, and attitudes, and thus be an efficient and cost-effective way to address related deficits.

Effects of Competence Feedback on Psychotherapy Trainees’ Self-Perceived Competence, Professional Self-Confidence, and Self-Disclosure

Abstract: Background: Feedback is considered one of the most important strategies in psychotherapy training. Objective: We investigated the effect of competence feedback on therapist self-perceived competence, professional self-confidence, and tendency to self-disclosure in supervision. Method: Master-level psychotherapy trainees ( N = 67) were randomly assigned to a competence feedback group (CFG) or a control group (CG). Trainees in CFG repeatedly received feedback regarding their therapeutic competencies during cognitive behavioral therapy for 114 patients with a major depressive disorder. Feedback was provided by licensed psychotherapists, based on video tapes of the treatments. Trainees’ therapeutic competencies, professional self-confidence, and tendency to self-disclosure in supervision were evaluated by self-report questionnaires. Results: Self-perceived competence improved significantly more in the CFG than in the CG. Professional self-confidence improved overall, but no differences between CFG and CG were found. Self-disclosure did not change significantly in general. Conclusion: We conclude that specific training strategies are necessary for achieving specific training aims.

Relations between Prosociality and Psychological Maladjustment in Chinese Elementary and Secondary School Students: Mediating Roles of Peer Preference and Self-Perceived Social Competence.

Despite empirical findings that prosociality can prevent elementary and secondary school students from developing psychological maladjustment, little is known about the underlying mechanisms. The goal of the present study was to examine the mediating effects of peer preference and self-perceived social competence on the associations between prosociality and psychological maladjustment (i.e., depressive symptoms and loneliness). Participants were 951 students (Mage = 11 years, 442 girls) in Grades 3~7 from Shanghai, China. They completed peer nominations of prosociality and peer preference and self-report measures of self-perceived social competence, depressive symptoms, and loneliness. Multiple mediation analyses revealed that: (a) both peer preference and self-perceived social competence mediated the relations between prosociality and psychological maladjustment, and (b) a serial indirect pathway (i.e., prosociality → peer preference → self-perceived social competence → psychological maladjustment) emerged when controlling for age group and gender. These findings point to potential targets in the prevention and intervention of Chinese students' internalization of problems.

Measuring Communicative Intentions and Capabilities: Learners’ English Proficiency as a Supplement to Willingness to Communicate

In this study, we attempted to measure English learners’ communicative intentions and capabilities (CIC) by adding their English proficiency to their willingness to communicate (WTC) as a predictor of the learners’ English use. In the context of communicative language teaching (CLT), learners’ WTC is considered the key to linking important learner factors such as self-perceived competence, anxiety, and motivation. Given that WTC only accounts for learners’ communicative intentions, we hypothesized that learners’ communicative capabilities (i.e., language proficiency) would be a meaningful addition to measuring overall CIC. To test this hypothesis, we collected a total of 67 samples (N = 17,811) and conducted an analysis using a metaanalytic structural equation modeling (MASEM) approach. The results indicated that the learners’ overall CIC successfully predicted their English use, with a significant path coefficient (β = .525, p = .02). Furthermore, we found that the size of the direct contributions of perceived competence and motivation became non-significantly marginal (ps &gt; .05), indicating that adding learners’ proficiency to the WTC to measure the overall CIC can improve the overall explanatory power of the MASEM model to predict learners’ English use.

Supporting Parkinson's disease medication safety for nurses in the acute care setting through an educational intervention study.

Patient medication safety in the acute care setting is a foundational action provided by nurses and healthcare providers for safe patient care. Hospitalization of patients with Parkinson's disease (PD) can be dangerous due to the unique and variable medication regimen required. Patients with PD often have their medication administered inappropriately in the acute care setting (e.g., holding a PD medication in preparation for surgery, not administering the medication on the patient's home schedule, and delaying administration). The research question posed in this study was the following: does a PD medication educational intervention in the clinical setting enhance knowledge, comfort, and competence of practicing nurses in the care of patients with PD regarding their medication safety? A mixed methods study design was used for this 5-month, two-part study with a sample of practicing RNs at three different hospitals. Part one of the study assessed nurses' initial knowledge of PD and PD medication safety and included an educational intervention. Part two of the study occurred 3 months later and evaluated if knowledge from the educational intervention was retained. The study was conducted in two parts and included a pre-test, educational intervention, post-test, and follow-up test 3 months later. The educational intervention consisted of a 15-minute video of two PD advanced practice nurses being interviewed regarding the general care of a patient with PD. The pre-test, post-test, and follow-up test were identical and consisted of six questions regarding knowledge, comfort, and self-perceived competency. Participants were additionally asked three open-ended questions at follow-up to gain insight on the effectiveness of the educational intervention. A total sample of 252 RNs participated in this study. Statistically significant improvements in knowledge, comfort, and self-perceived competency were observed in the post-test scores compared to pre-test scores. These statistically significant improvements were retained after 3 months, despite a 42.9% decrease in the number of responders (n = 252 vs. n = 144). Additionally, compared to the post-test, there were no statistically significant declines in knowledge, comfort, or competency in the follow-up test. Qualitative findings indicated that the training regarding PD medications was retained and found to be valuable, even if it was seldom applied in practice. A review of the literature and this study both support the need for increased education for practicing nurses as it relates to PD and PD medication safety. Healthcare systems, organizations, and associations that support continuing education for nurses create a stronger workforce. Education has been found to keep nurses up to date on the latest advances in care and treatment while also providing exposure to other areas of nursing beyond their clinical settings. Promoting better patient outcomes through safe medication administration is a hallmark of nursing care excellence. This study found that supporting the use of an educational intervention of PD medication safety for nurses improved RN levels of knowledge, comfort, and competency up to 3 months later. As the population of those with PD increases, healthcare systems, and nurses must now, more than ever, be poised to care for these individuals. This is a critical point in PD patient care since persons with PD are hospitalized 1.5 times more than their peers without PD.

Transition from masters of nursing to clinical practice

IntroductionResearch indicates that nurses with a Master's degree can contribute to an increasing quality of care, thereby improving care pathways in hospitals. In 2014, the Master's programme in Nursing at the University of Southern Denmark was established to create a relationship between the university and clinical practice to improve nurses' ability to function at a higher clinical level. Therefore, this study aimed to explore the significance of the Master's degree on nurses' self-perceived competencies and their return to clinical practice. Design and methodsA longitudinal qualitative design was used with six focus groups including graduates from the Master's programme in Nursing. The study was conducted in two phases: The first phase in 2017 (n = 16) investigated how the Master's degree affected the graduates' self-perceived competences and their working life. The second phase in 2021–2022 (n = 10) was a follow-up and included a subset of the participants from the first phase. Data were analysed with an inductive approach inspired by Malterud's systematic text condensation. ResultsThe analysis revealed two main categories: Transition to Practice and The Impact of the Master's Degree, along with five underlying sub-categories. ConclusionGraduates perceived themselves as better nurses because of the Master's degree. The Master's programme in Nursing enhanced their competencies enabling them to provide more qualified and evidence-based nursing for the benefit of clinical practice. The transition and the conditions under which the graduates were employed, such as the ward culture and the ward management, had a significant impact on how they experienced their return to clinical practice.

Family nurses’ self-perceived competencies: Control and prevention of Human Immunodeficiency Virus infection

Family nurses’ self-perceived competencies: Control and prevention of Human Immunodeficiency Virus infection