Self-perceived Competence Research Articles

Feasibility and Acceptability of a Virtual "Dementia Awareness for Caregivers" Course in Brazil and India.

To establish whether a virtual dementia awareness course is feasible for caregivers of people with dementia in Brazil and India. A pre/posttest single group, multisite feasibility study, mixed methods exploratory design was applied. Primary caregivers of people with dementia in Brazil and India took a 3 to 4-hour course adapted for online delivery, with 10 to 15 caregivers. Measurements encompassed self-reports of carer competence, attitudes to dementia, and caregiver burden; satisfaction questionnaire completed immediately after the intervention; open-ended questions at 1-month follow-up to assess if caregivers applied information to caregiving role; semistructured interviews about how the intervention changed caregivers' behavior and attitudes towards dementia. Of the 70 caregivers who received the intervention (Brazil = 34; India = 36), 54 (77.1%) completed postintervention outcomes, and 39 (55.7%) completed questionnaires at 1-month follow-up assessment. Significant improvements were observed in attitudes to dementia in both countries and self-perceived carer competence (in India) postintervention. The themes from the 9 semistructured interviews were: acceptability, feasibility, change of behavior/attitude, and suggestions for future sessions. Dementia awareness course was a feasible online intervention to improve dementia awareness among family caregivers across countries. It offers a standardized yet flexible methodology, with promising outcomes that need to be evaluated in a full randomized controlled trial.

Личностные факторы формирования и укрепления национальной идентичности: роль восприятия собственной компетентности

<p style="text-align: justify;"><strong>Objective. </strong>This study examines how an individual's self-competence is related to their national identity. Additionally, the study investigates how the self-concept of own competence mediates in that relationship.<br><strong>Background. </strong>People with a high internal locus of control frequently think that hard work and wise choices can produce favorable results. Self-competence can be favorably impacted by decision-making skills and self-assurance in one's ability to make personal decisions. People see themselves as special individuals with the capacity to achieve goals and overcome challenges in a variety of spheres of life. Having a positive self-image of one's own competence can have a significant effect on a person's life, including their feeling of national identity. Self-perception of one's own skill and aptitude can enable people to make positive contributions to the prosperity and advancement of their country. The self-concept of one's own competence serves as a bridge between locus of control and national identity. People who believe they are competent and capable are more inclined to participate in national identity-building activities. <br><strong>Study Design</strong>. The research adopts a quantitative approach using Structural Equation Modeling (SEM) to test a theoretical mediation model. The study investigates whether self-concept of competence mediates the relationship between internal locus of control and national identity. <br><strong>Participants</strong>. The study sample consists of 504 university students (176 men and 328 women), aged between 18 to 25 years, recruited from 20 public and private universities in Jakarta, Indonesia.<br><strong>Measurements</strong><strong>.</strong> Internal locus of control and self-concept of competence were assessed using the general control beliefs scale, while national identity was measured with the National Identity Scale. Data were analyzed using SEM to assess the proposed relationships between these variables. <br><strong>Results</strong>. The results revealed a significant relationship between internal locus of control and national identity, with self-concept of competence acting as a partial mediator. The findings indicate that individuals with higher internal locus of control tend to perceive themselves as competent and are more likely to strongly identify with their nation. Model fit indices demonstrated good fit (Chi-square = 0,077, CFI = 1,00, RMSEA = 0,024, SRMR = 0,026). <br><strong>Conclusions. </strong>The study highlights the importance of internal locus of control and self-concept of competence in the development of national identity. Interventions aiming to foster national cohesion and engagement can benefit from focusing on enhancing individuals' self-perception of competence and empowering them to take active roles in their communities. These findings provide practical implications for psychological and educational strategies to strengthen national identity formation.</p>

Evaluation of an interprofessional education program involving medical and pharmacy students: a mixed-method study

BackgroundEffective pharmacotherapy requires strong collaboration between physicians and pharmacists, highlighting the need for interprofessional education (IPE) in university curricula. This study evaluated the impact of an IPE program on medical and pharmacy students, focusing on their perceived development of interprofessional collaborative competencies, perceived learning outcomes, and clinical collaboration perceptions.MethodsA mixed-method approach was employed to evaluate an IPE program that consisted of three mandatory activities with increased complexity and autonomy, that were integrated into the medical and pharmacy students’ curricula. From September 2022 to June 2023, using a retrospective pre-post approach, students rated their competence levels after an educational activity using the Interprofessional Collaborative Competency Attainment Scale (ICCAS). The participants also answered open-ended survey questions about their learning outcomes. Medical students participated in both uniprofessional education (UPE) and IPE, while pharmacy students participated exclusively in IPE. Effect sizes for competency development were estimated, and subgroup analyses were performed to examine the impact of multiple IPE activities. Semi-structured interviews provided additional qualitative insights, which were analyzed using thematic analysis.ResultsOf the 309 surveys completed (response rate 64%, with 274 medical and 35 pharmacy students), all 21 ICCAS items showed statistically significant improvement in both UPE (n = 127) and IPE (n = 182) (p < 0.05). While effect sizes for UPE were small across all items, IPE had medium effect sizes for six items and large effect sizes for two items. Overall, students rated themselves as more capable of interprofessional collaboration after IPE, with 55% (n = 124) reporting feeling 'somewhat better' and 6% (n = 14) feeling 'much better,' compared to 16% (n = 12) and 0%, respectively, after UPE. Competency development seems to improve slightly with an increased number of IPE activities. Pharmacy students reported somewhat higher post-activity scores than medical students did. Qualitative data from open-ended survey responses and interviews with six medical students and four pharmacy students highlighted a deeper understanding of professional roles and a greater appreciation for collaborative work through this program.ConclusionsThis IPE program focused on pharmacotherapy improved self-perceived interprofessional collaborative competencies among medical and pharmacy students. Through multiple interprofessional activities, students can develop a deeper understanding of professional roles and improve collaborative skills.

Multilingualism and developmental language disorder in Southeast Asian speech-language pathology practice: An international survey

Purpose This study aims to explore the current practices and challenges faced by speech-language pathologists in three Southeast Asian countries (Malaysia, Indonesia, and Vietnam) in assessing and treating multilingual children with developmental language disorder. Method A survey was designed and administered to 110 speech-language pathologists across Malaysia, Indonesia, and Vietnam. The survey contained 60 questions on current practices and knowledge of existing resources for assessing and treating multilingual children with developmental language disorder. Data were analysed to identify relationships between practices and demographic variables including country of origin, years of service, and speech-language pathologists’ multilingual status. Result Current practices reveal little knowledge and/or use of standardised tests for developmental language disorder across countries, but relatively high self-perceived competence when working with multilingual clients for Indonesia and Malaysia. However, several challenges were perceived across the board in practice with multilingual children, including socioeconomic challenges (i.e. costs involved for families and social status), insufficient training on the relevant topics, and limited access to appropriate tools and resources in their current practice. Conclusion Findings suggest the need for training and appropriate assessment tools to ensure the adoption of evidence-based service delivery for multilingual caseloads, minimising misclassification of developmental language disorder and boosting confidence levels in speech-language pathologists in Southeast Asia.

Impact of Psychosocial and Palliative Care Training on Nurses' Competences and Care of Patients With Cancer in Cameroon: Protocol for Quasi-Experimental Study.

Cancer is a leading cause of global mortality, accounting for nearly 10 million deaths in 2020. This is projected to increase by more than 60% by 2040, particularly in low- and middle-income countries. Yet, palliative and psychosocial oncology care is very limited in these countries. This study describes a protocol for the development, implementation, and evaluation of a psychosocial oncology and palliative care course on Cameroonian practicing nurses' knowledge, self-perceived competence, and confidence in palliative and psychosocial oncology care provision for patients with cancer. A single group pre-posttest design, incorporating both quantitative and qualitative methods will be used. First, a psychosocial oncology and palliative care course for practicing nurses in Cameroon will be developed. This course will then be implemented with 50 practicing nurses purposefully selected from 2 oncology units in the Littoral region and 4 hospitals in the Southwest region of Cameroon. Finally, to assess the impact of the training program we will undertake a pre and posttest survey of nurses' palliative and psychosocial oncology competences, a pre and post training audit of patients' nursing records to examine nurses' practice of palliative and psychosocial oncology care and undertake a critical-incident interview of nurses' transfer of learning to practice. Descriptive and inferential statistics will be used to analysis quantitative data, while qualitative data will be analyzed using the framework approach. This study was funded in September 2023. The training program development was initiated in March 2024 and completed in June 2024. Baseline data collection commenced in May 2024 and as of September 2024, we had collected data from 300 patient record. Training implementation is planned for October-December 2024, and post intervention data will be started in October 2024 and continue till April 2025. Data analysis will commence in October 2024 and we aim to publish study findings in peer review journals by November 2025. This study will improve our understanding of Cameroonian nurses' palliative and psychosocial oncology competency gaps. It will result in the development of a palliative care and psychosocial oncology course and in the training of 50 nurses in psychosocial oncology and palliative care in Cameroon. This study will inform strategies for future psychosocial oncology and palliative care training initiatives in Cameroon and other low- and middle-income countries. DERR1-10.2196/64871.

Integration of virtual simulation to re-establish clinical placements for pre-licensure nursing students

AimTo examine the re-establishment of clinical placements that were disrupted by the pandemic, using a new hybrid clinical model that included virtual simulation, and to evaluate its effects on NCLEX pass rates and students' perceptions of readiness to practice. BackgroundSchools of nursing were forced to rapidly adjust clinical learning in response to the COVID-19 pandemic. The final-semester practicum is crucial in reinforcing clinical reasoning, interprofessional collaboration, and effective communication. MethodsThis quality improvement project followed the SQUIRE 2.0 (Standards for Quality Improvement Reporting Excellence) for reporting. We implemented and evaluated the integration of a clinical practicum which included onsite clinical experiences, virtual simulation, and online debriefing sessions for prelicensure students. The students rotated between six-weeks of on-site clinical and virtual simulation. Using a program evaluation approach, NCLEX pass rates and post-graduation evaluations were examined. ResultsMore than 600 students completed over 120 on-site clinical hours, 25 hours of simulation, and up to 80 hours of virtual clinical. Students self-reported high levels of self-perceived clinical competency. NCLEX pass rates remained above the national average. ConclusionThis new hybrid clinical model including virtual simulations, onsite clinical, and simulation was implemented in 2020 and sustained in the nursing program thereafter. NCLEX pass rates and self-reported clinical competency serve as metrics for the success of this innovative approach to clinical learning for prelicensure students.

Race Against the Clock: New Nurse Leaders Needed Now!

A gap was identified in having enough competent charge nurses and shift coordinators on a Family Beginnings unit. To mitigate the gap, immediate evidence-based practice solutions were developed, and a new nurse leadership program was implemented. Literature synthesis identified best practices for achieving competency when transitioning staff nurses into the leadership roles of charge nurse and shift coordinator. Program outcomes included increased self-perceived competence levels and decreased unit turnover. [J Contin Educ Nurs. 2025;56(1):11-13.].

Associations Between Fundamental Movement Skills, Muscular Fitness, Self-Perception and Physical Activity in Primary School Students.

Background/Objectives: Positive self-perception, physical activity and fundamental movement skill (FMS) proficiency are important aspects of a child's healthy development. The objective of this research was twofold: first, to explore associations between FMS, muscular fitness, self-perception and physical activity in school children; and second, to identify key predictors of FMS proficiency, athletic self-perception, physical activity levels in these participants and the differences between biological sexes. Methods: Primary school-aged children (n = 104; 53.85% female) from 8 to 10 years old (M = 9.04, SD = 0.69) engaged in two days of testing. All students were measured on FMS, standing long jump (SLJ), countermovement jump (CMJ), seated medicine ball chest throw and self-perception, followed by correlation and stepwise multiple linear regression analyses. Results: The findings revealed significant positive correlations between FMS proficiency, lower body muscular fitness (CMJ, SLJ), and athletic self-perception for the entire cohort, with varying results between male and female subgroups. Additionally, athletic self-perception showed strong relationships with other self-perception domains. Notably, forward stepwise regression analysis identified FMS proficiency as a significant predictor of physical activity levels, explaining 12.8% of the variance. SLJ, scholastic perception, and physical activity explained 45.5% of FMS variance for females. In males, FMS proficiency significantly predicted physical activity, accounting for 13.3% of the variance. SLJ and athletic competence self-perception explained 42.1% of FMS variance in males. Conclusions: The study indicates that FMS, self-perception, muscular fitness, and physical activity levels may mutually enhance each other, and that there is a need for biological sex-specific strategies to be considered in physical education programs.

Self-Perceived Competence in Clinical Skills Among Fresh Graduates of Karachi Pakistan - A Comparative Study

Self-Perceived Competence in Clinical Skills Among Fresh Graduates of Karachi Pakistan - A Comparative Study

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 CC scores, with female dental providers, graduates of private or international high schools, and bilingual individuals performaing better 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. Mastering a second language emerged as a key factor in CC development, with treating patients with special needs identified as an area for further curricular improvement.

Exploring Teachers’ Competences to Integrate Augmented Reality in Education: Results from an International Study

Augmented Reality (AR) can enhance learning experiences offering many benefits to students. However, its integration in educational practice is rather limited due to several obstacles. One of these obstacles is the absence of AR digital competencies among instructors. Limited research exists about teachers’competence areas in integrating AR in teaching and learning. The current study utilizes the validated Teachers’ AR Competences (TARC) framework to investigate teachers’ self-perceived competences in creating, using, and managing AR resources. Furthermore, it investigates educators’ attitudes towards integrating AR in education. An online survey received responses from 150 educators worldwide. Quantitative results indicated that while teachers have positive attitudes towards educational AR, they do not feel confident in creating, using, or managing AR resources and experiences. All TARC subscales found to be significantly correlated to attitudes towards AR. No significant differences were found across all competence areas in regard to gender, age, and teaching level. However, statistically significant differences were found across all competence areas with respect to the teaching subject, general digital skills level, and previous class use of AR. Among the main practice and policy implications discussed, we suggest the need for training teachers in instructional design that deploys AR experiences.

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.

Climbing the Ladder: An Authentic Leadership Program Boosting Adolescent Girls’ Potential.

This study explores the realm of authentic leadership theory to examine how female teenagers can enhance relational authenticity and develop authentic leadership skills through a specialized program. Employing multigroup Structural Equation Modeling (SEM), we assess the impact of this leadership intervention on female teenagers, comparing pre- and post-intervention results. Additionally, we contrasted the outcomes of program participants with those of same-aged, non-participating students from similar backgrounds. The analysis revealed a significant increase in the scores for the four constructs of authentic leadership among the program’s participants. Notably, their academic grades also improved post-intervention. Focusing on high school females aged 16 years and above, the study addresses a critical age for developing self-perception of competence and confidence. The persistent underrepresentation of females in leadership roles underscores the necessity for early interventions like this one. These findings contribute to a deeper understanding of how a leadership program can positively influence the development of authentic leadership skills among participants, while also observing enhancements in academic achievement following this particular intervention

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.