Self-reported Competence Research Articles

Development of a pilot interprofessional education workshop for healthcare students and assessment of interprofessional collaborative competency attainment

ABSTRACT We describe the development and student evaluation of a collaborative health service provider and higher education institution initiative designed to deliver an Interprofessional Education (IPE) pilot workshop program for healthcare students. The aim was to investigate whether an IPE workshop would result in improved student confidence in self-reported interprofessional competencies using the Interprofessional Collaborative Competency Attainment Scale (ICCAS) tool. The workshops involved interprofessional student groups working on a patient case followed by a facilitator-led discussion and patient representative interaction. There were three different voluntary, extra-curricular workshops. A total of 99 students registered, from 3rd to 5th year undergraduate and 2nd year graduate entry healthcare programs at a single Irish university in February 2022. Ninety-three post-workshop survey responses showed statistically significant improvements in the ICCAS subscales of Communication, Collaboration, Roles and Responsibilities, Collaborative Patient/Family-Centered Approach, and Team Functioning; Conflict Management showed less change. Students reported positively on the benefit of the patient representative, the workshop format, and the opportunity to collaborate with students from other professions. Our findings indicate that this was a beneficial and effective way to deliver IPE across a range of healthcare professions that led to improvements in self-reported interprofessional competencies.

With equity in mind: Evaluating an interactive hybrid global surgery course for cross-site interdisciplinary learners.

There is limited understanding of the role of transcultural, cross-site educational partnerships for global surgery training between high- and low- or middle-income country (LMIC) institutions. We describe the development, delivery, and appraisal of a hybrid, synchronous, semester-long Global Surgical Care course by global health collaborators from widely different contexts, and evaluate the equity of the collaboration. The course was collaboratively modified by surgical educators and public health professionals with emphasis on collaboration ethics. Faculty from high-income and LMICs were paired to deliver lectures. To collaborate internationally, students and faculty participated either onsite or online. Perceptions and knowledge gained were quantitatively evaluated through participant and faculty cross-sectional surveys, using Likert scales, prioritization rankings, and free text responses analysed qualitatively. Equity was assessed using the Fair Trade Learning rubric and additional probes. Thirty-five learners from six institutions participated. Teams produced mock National, Surgical, Obstetric, and Anaesthesia Plans (NSOAPs) for selected LMICs, and reported a 9% to 65% increase in self-reported global health competencies following the course. Online learners had favourable perceptions of learning, but experienced connectivity challenges. Barriers to effective group work included time differences and logistics of communication for dispersed team members. Individuals taking the course for academic credit scored significantly higher than other learners in peer assessments of participation (8.56±1.53 versus 5.03±3.14; p<0.001). Using the Fair Trade Rubric, 60% of equity indicators were ideal, and no respondents perceived neo-colonialism in the partnership. Blended, synchronous, interdisciplinary global surgery courses based on "North-South" partnerships with a focus on equity in design and delivery are feasible but require careful and deliberate planning to minimize epistemic injustice. Such programs should address surgical systems strengthening, and not create dependency. Equity in such engagements should be evaluated and monitored in an ongoing fashion to stimulate discussion and continuous improvement.

Novel Design of an Austere Medicine Elective

Introduction:Clinicians with knowledge, skills and attitudes required in austere environments better serve their patients regardless of setting. Few opportunities traditionally exist for medical students to learn about wilderness, disaster medicine, or environmental illness. Events related to climate, disasters, and COVID-19 reinforce the need for physicians to develop tools for practice in resource-limited settings. We created a medical student elective which delivered core content related to wilderness medicine, environmental illness and disaster preparedness and response, along with overarching skills including improvisation, teamwork, and resource allocation.Method:Content experts partnered with educational design specialists to create a new student experience. We identified key impact areas using an analysis of courses at peer institutions, informal surveys, and published literature. Learning objectives were informed by relevant skills and content, as well as the cross-cutting goal of teaching students to perform in resource-limited settings.A four-week curriculum was conceptualized, including lectures, workshops and skill sessions, synchronous and asynchronous online experiences, and a five-day backcountry trip focusing on in situ simulation and skills training. The course was offered in May 2021 and May 2022. Students completed post-course surveys regarding the utility of course elements, as well as teaching effectiveness.Results:Overall satisfaction was 3.64/4.00. Self-reported competence increased in the domains of diagnosis and pathophysiology, treatment, teamwork, and resource management and improvisation. Qualitative data suggested that students are generally under-exposed to wilderness, environmental and disaster content. Self-reported helpfulness of learning activities was greatest for small-group outdoor workshops, and least for large teleconference-based sessions.Conclusion:Strengths included interactive coursework reflecting teamwork, open access learning modules, and rubric-based assessment structures. Limitations include pandemic-related restrictions in group activities as well as limited objective measurements of knowledge and skills. Future goals include increasing in-person learning, dissemination of the curriculum to larger groups of learning, and development of reproducible performance measures.

Innovation for Competency Education－A Critical Exploration of Competency and Innovation Discourse

This study discusses whether the concept of competency (core competency, major competency, learning competency) and the classification of competencies in the university innovation support project (which is linked to the 3rd cycle of the university basic competency diagnosis evaluation), are indeed valid. At the same time, the government implemented in the name of autonomous innovation (this is a sentence fragment and doesn’t fit). The purpose of this study is to reflect on whether universities implementing a competency-based curriculum are truly innovating when it comes to education. Although competency is a competency that must be cultivated in all curricula, regardless of whether that entails a general education curriculum or a major curriculum, the basic competency diagnosis evaluation handbook of universities reduces the concept of competency to the concept of generic skills and divides competencies into major and liberal arts education. This tendency has further solidified the dichotomy of the curriculum and has caused distortion within the curriculum structure. For these reasons, it is difficult to find innovation in education in universities that uniformly operate a curriculum based on core competencies according to a given manual for evaluation. However, looking at the case of Minerva University, which is innovating education through competency-based education, we find first that competency is presented as an ability to be cultivated not only in the cornerstone course corresponding to the liberal arts curriculum, but also in the major curriculum. This is different from the dichotomy approach of competencies as taught at Korean universities. Second, the core competency of the University of Minerva is a tool for achieving sub-competence and competency, and through the establishment of HC (Habit of Mind, Foundational Concept), the accessibility and applicability of competency, ease of practice, and measurability are all increased. This enables both instructors and learners to overcome the ambiguity of the core competency concept and to enhance their understanding of core competency as practical knowledge. This is different from the structure of establishing core competencies and sub-competencies of Korean universities. Third, the diagnosis and evaluation of core competencies are conducted through objective evaluation tools and self-rubrics to enable feedback of evaluation results at the level of learners, thereby increasing the reliability of academic achievement results. This is different from the self-reported core competency diagnosis of learners at Korean universities. Despite the advantages of Minerva University’s core competency-based curriculum, Minerva University’s core competency-based curriculum firstly reduces individuals to skills. Second, it takes a segmented approach to core competencies rather than a holistic approach, and finally, it is limited in regards to education because it fosters customized talents which meet the demand, not talents which create social demand. True innovation in education should be achieved through individual learners’ self-innovation, not top-down government-led innovation. In other words, innovation in education begins when learners communicate with the surrounding world based on their knowledge and experience and acquire self-organization skills.

Factors determining implicit attitudes toward sports and exercise: desirability and enjoyment

Previous studies have found that implicit attitudes, in addition to explicit attitudes, toward sports and exercise can help predict health-related behaviors. This study aimed to explore the factors that determine implicit attitudes toward sports and exercise. Using an online experiment, we investigated two types of implicit attitudes toward sports and exercise: desirability and enjoyment. Implicit attitudes toward sports and exercise were measured using two different Implicit Association Test (IAT) for desirability and for joy. We examined the degree to which “sports and exercise” were perceived to be more strongly associated with positive words than “sedentary behaviors.” We hypothesized that past experiences with sports and exercise affect implicit attitudes, and that desirability and enjoyment (positive implicit attitudes) might differ qualitatively. Participants included 318 students (230 male and 88 female, M = 19.62, SD = 1.78) who completed online questionnaires consisting of one of the two types of IAT. The results indicated that male participants have more positive implicit attitudes for both joy and desirability, and people with sports competence tend to have higher positive implicit attitudes concerning joy, but not desirability. Interest in professional sports was related to both IATs, while only the joy IAT was related to self-reported physical competence and the frequency of playing sports. The contributions of this study show that the two types of implicit attitudes toward sports and exercise—desirability and joy—are associated with different behaviors, and perceiving sports and exercise as joyful leads people to lifelong sports participation.

An Assessment of Community Pharmacists' Competence and Involvement in Adolescent Sexuality Education and Reproductive Health Services.

Background: Provision of sexuality education and reproductive health (SERH) services for the adolescent population has been inadequate. Increasing access to adolescent SERH through the community pharmacy is a viable option in bridging this gap. Objective: The study objectives were to assess community pharmacists' involvement, self -reported competence, confidence and comfort level regarding provision of adolescent SERH services and explore barriers to service delivery. Method: A pre-tested questionnaire was distributed to 200 community pharmacists by simple random sampling. Self-reported competency and confidence were measured on a Likert scale ranging from 1-5, midpoint 3. Continuous data was expressed as mean and standard deviation while categorical data was expressed as frequencies and percentages. Results: Community pharmacist' self-reported competence, confidence and comfort levels were high, 4.09 ± 0.14; 3.2±0.75; 4.17± 0.18 respectively on a Scale of 1-5. Majority of the pharmacists, 130 (81.3%) claimed to have had formal training in sexuality education and nearly three quarters, 105 (65.6%) had recently updated their knowledge. Although product availability was adequate, 118 (73.6%), availability of educational materials was low, 37 (23%). Schools were the most frequent place where pharmacists had distributed sexuality education materials 96 (60%). Lack of time and religious objection were the major barriers to service delivery 99(61.9%); 63(39.4%) respectively. Conclusion: Pharmacist' self-reported comfort, competency and confidence levels in delivering adolescent SERH services were high. The major barriers to service delivery were lack of time and religious objection. These findings suggest that community pharmacists have a potentially major impact on improving access to adolescent SERH service. Therefore, the option of delivering SERH services through pharmacies is worth exploring in order to improve access and service delivery to the adolescent population.

Delirium education and post-anaesthetics care unit nurses’ knowledge on recognising and managing delirium in older patients

BackgroundPostoperative delirium (POD) is a major complication following a surgical procedure. There is evidence that improving knowledge about POD could enhance POD care and patient outcomes.AimThe study aimed to evaluate whether the amount of delirium education among registered nurses working in post-anaesthetics care units (PACU) impacts on their self-reported confidence and competence in recognising and managing delirium as well as prior knowledge on factors that influence the risk of delirium onset for older people.MethodThe current study utilised an online survey on delirium care practice among registered nurses in PACUs. The survey consisted of 27 items. There were questions about confidence and competence in delirium care, knowledge about delirium risk factors, and ranked responses to two case scenario questions to evaluate the application of POD care. There were also demographic questions, including previous experience with delirium care education.ResultsA total of 336 responses were generated from registered nurses working in PACU. Our findings found substantial variability among the respondents about their delirium care education. The amount of delirium education did not influence the PACU registered nurses’ confidence or competence in delirium care. In addition, previous education did not have an impact on their knowledge about delirium risk factors.Discussion and conclusionThese findings suggested that the quantity of prior education about delirium did not improve the confidence, competence, knowledge, or case scenario questions of PACU registered nurses. Thus, delirium care education needs to be transformed to ensure it has a positive effect on delirium care clinical practice by registered nurses in PACU.

Association between self-reported evidence-based medicine competencies and prescribing of drugs without scientific evidence against mild COVID-19 among recently graduated physicians in Peru

ObjectiveTo evaluate the association between self-rated evidence-based medicine (EBM) competencies and the prescription of drugs without scientific evidence against mild COVID-19 (present with any of the signs and symptoms of COVID-19 but who do not have shortness of breath, dyspnea, or abnormal chest imaging) among recently graduated physicians in Peru. MethodsWe conducted an analytical cross-sectional study where we evaluated a non-probability sample of recently graduated physicians during June and July 2021 (end of second wave of COVID-19 in Peru). Self-rated EBM competencies were assessed by four domains (formulation of a clinical question, search, analysis, and application) using a Likert scale with scores from zero to four (“Very inadequate” = 0, to “Very Adequate” = 4), it was considered as “Adequate” if the score was three or four. In addition, the variable “General competence on EBM” was rated as “Adequate” if in all domains evaluated it presented an adequate self-rating. For the outcome, drug prescription, we considered the use of ivermectin, azithromycin, other antibiotics, hydroxychloroquine, dexamethasone, and anticoagulants (drugs with no efficacy demonstrated for patients with mild COVID-19). To assess the association, we used Poisson regression models with robust variances and obtaining crude (cPR) and adjusted (aPR) prevalence ratios with their 95% confidence intervals (95%CI). ResultsOf a total of 239 physicians included 70.7% prescribed at least one drug without scientific evidence. A total of 51.1% reported adequate ratings in all evaluated domains of EBM. Self-rating the “Clinical Question Formulation” competency as adequate was associated with a lower frequency of prescribing medications for mild COVID-19 (aPR: 0.93; 95% CI: 0.91–0.95). While self-rating as adequate the competency of “Identify possible implications of investigations” was associated with an increase in the prescription of such drugs (aPR: 1.14; 95% CI: 1.09–1.20). Additionally, self-rating all domains as adequate were associated with less prescription (aPR: 0.93; 95% CI: 0.90–0.96). ConclusionSeven out of ten recently graduated physicians prescribed some type of medication without scientific evidence to treat patients with mild COVID-19. Having adequate self-perceived EBM competencies was associated with a lower frequency of prescribing medications without scientific evidence to manage patients with mild COVID-19.

Evaluating an interprofessional pharmacy and dental hygiene case-based learning activity with student reflections

Background and purposeInterprofessional collaboration between dentistry and pharmacy has great value but is often lacking in didactic and experiential education, particularly in dental hygiene programs. Educational activity and settingA case-based interprofessional assignment was implemented into the dental hygiene curriculum. Students reflected on their experiences and completed the International Collaborative Competencies Attainment Survey (ICCAS) to assess changes in self-reported interprofessional competencies following the activity. FindingsReflections revealed knowledge gain themes, with medication-related oral health concerns most frequent (53), followed by systemic adverse effects of medications (31), impact of systemic health on oral health (21), drug-drug interactions (17), and drug information (2). Additionally, students identified both future plans to collaborate with a pharmacist (25) and application of clinical knowledge gained (25). Scores from the ICCAS increased significantly in most of the domain statements following the interprofessional activity. DiscussionThis interprofessional education (IPE) activity increased student knowledge of the pharmacy profession and provided an experience with interprofessional communication. Students identified the impact of medications on oral health, as well as the value of interprofessional collaboration and communication. SummaryThis IPE activity positively impacted student perceptions of interprofessional collaboration with pharmacists.

The Arabic Nurse Professional Competence-Short Version Scale (NPC-SV-A): Transcultural Translation and Adaptation with a Cohort of Saudi Nursing Students.

There is broad consensus that assessing and improving the competence of nurses is a crucial element of nursing education and practice. Numerous national and international nursing research studies have used the 35-item Nurse Professional Competence Scale (NPC-SV) to measure the self-reported competence of nursing students and registered nurses. To increase its usage in Arabic-speaking nations, however, a culturally adapted Arabic version of the scale with the same level of quality was necessary. The study aimed to develop a culturally adapted Arabic version of the NPC-SV and evaluate its reliability and validity (construct, convergent, and discriminant types). Methodological descriptive cross-sectional design was utilized. A convenience sampling technique was employed to recruit 518 undergraduate nursing students from three Saudi Arabian institutions. The translated items were appraised by a panel of experts, who considered the content validity indexes. The structure of the translated scale was examined using exploratory and confirmatory factor analysis, structural equation modelling, and the Analysis of Moment Structure method. When utilized with nursing students in Saudi Arabia, the Arabic short version of the Nurse Professional Competence Scale (NPC-SV-A) was shown to be reliable and valid in terms of its content, construct, convergent, and discriminant validity. Cronbach's alpha for the entire NPC-SV-A scale was 0.89 and varied from 0.83 to 0.89 for each of the six subscales. Exploratory factor analysis (EFA) revealed six significant factors with 33 items that accounted for 67.52 percent of the variance. The scale was congruent with the suggested six-dimensional model, as confirmed by confirmatory factor analysis (CFA). The Arabic version of the NPC-SV, which was reduced to 33 items, showed good psychometric properties, with a six-factor structure accounting for 67.52% of the total variance. When used alone, this 33-item scale can allow for more in-depth evaluations of self-reported competence among nursing students and licensed nurses.

Examining the Effect of an Educational Program on Nursing Students' Informatics Competencies.

This study aimed to determine the effect of a two-day education program on the informatics competencies of undergraduate nursing students. A one-group pretest-posttest design was employed using a convenience sample of 83 students. SANICS-18 (Self-Assessment of Nursing Informatics Competencies Scale) items were used to measure nursing informatics competencies. The pretest findings indicated a low overall score for nursing informatics competencies, with applied computer skills being the lowest self-reported competency subscale (clinical informatics). Following implementation of the education program, nursing students' general informatics competencies improved. The findings suggest that nursing programs should provide continuing nursing informatics training and integrate skills and competencies within the nursing curriculum.

Nursing Workforce Optimization Study: A Multi-method Evaluation and Process Improvement Intervention for HIV Service Delivery in Tanzania and Zambia.

Nurses are often suboptimally used in HIV care, due to misalignment of training and practice, workflow inefficiencies, and management challenges. We sought to understand nursing workforce capacity and support implementation of process improvement strategies to improve efficiency of HIV service delivery in Tanzania and Zambia. We conducted time and motion observations and task analyses at 16 facilities followed by process improvement workshops. On average, each nurse cared for 45 clients per day in Tanzania and 29 in Zambia. Administrative tasks and documentation occupied large proportions of nurse time. Self-reported competency was low at baseline and higher at follow-up for identifying and managing treatment failure and prescribing antiretroviral therapy. After workshops, facilities changed care processes, provided additional training and mentorship, and changed staffing and supervision. Efficiency outcomes were stable despite staffing increases. Collaborative approaches to use workforce data to engage providers in improvement strategies can support roll-out of nurse-managed HIV treatment.

Self-reported Competences of Expatriate Practicing Nurses in Kuwait: A Descriptive Study.

The aim of the study was to explore the perceived self-reported competence of nurses who worked in Kuwaiti hospitals and the predictors influencing the level of competence. Competence in nursing is found to affect patient safety and the quality of care provided to patients. The vast majority of nurses working in the health system are non-Kuwaitis. Thus, it is of the utmost importance to assess nurses' competences as the first step toward ensuring the best quality of care. A cross-sectional, descriptive, correlational design was used. A non-random convenience sample of 220 practicing expatriate nurses working in public hospitals completed the NPC-35 scale and a demographic form. Data collection was done over a period of three weeks from January 26th, 2020 to February 16th, 2020. The findings of the study showed that nurses perceived their competence as good. The results also showed that years of experience, enrollment in a traditional program of study, exposure to training programs, working in accredited hospitals and nationality explained 56% of the variation in the level of Nursing Professional Competence (NPC). The results indicate that nurse leaders and policy makers need to improve nursing orientation and training programs so that they are competence based. The results of the study also point to the importance of revisiting the nursing recruitment policy and managing expatriate nurses while making better investment in educating and producing Kuwaiti national nurses.

The effectiveness of Collaborative Online International Learning (COIL) on intercultural competence development in higher education

In this study we measured the effect of COIL on intercultural competence development using a quasi-experimental design. Our sample consisted of 108 undergraduate students from two universities, one located in the Netherlands (NL) and one in the United States (US). Students’ self-reported intercultural competence was measured using a pre-post survey which included the Cultural Intelligence Scale (CQS) and Multicultural Personality Questionnaire (MPQ). Qualitative data were collected to complement our quantitative findings and to give a deeper insight into the student experience. The data showed a significantly bigger increase in intercultural competence for the US experimental group compared to the US control group, supporting our hypothesis that COIL develops intercultural competence. This difference was not observed for the NL students, possibly due to the NL control group being exposed to other international input during the course.

Increasing palliative care capacity in primary care: study protocol of a cluster randomized controlled trial of the CAPACITI training program

BackgroundPrimary care providers play a critical role in providing early palliative care to their patients. Despite the availability of clinical education on best practices in palliative care, primary care providers often lack practical guidance to help them operationalize this approach in practice. CAPACITI is a virtual training program aimed at providing practical tips, strategies, and action plans to provide an early palliative approach to care. The entire program consists of 12 sessions (1 h each), divided evenly across three modules: (1) Identify and Assess; (2) Enhance Communication Skills; (3) Coordinate for Ongoing Care. We report the protocol for our planned evaluation of CAPACITI on its effectiveness in helping primary care providers increase their identification of patients requiring a palliative approach to care and to strengthen other core competencies.MethodsA cluster randomized controlled trial evaluating two modes of CAPACITI program delivery: 1) self-directed learning, consisting of online access to program materials; and 2) facilitated learning, which also includes live webinars where the online materials are presented and discussed. The primary outcomes are 1) percent of patients identified as requiring palliative care (PC), 2) timing of first initiation of PC, and self-reported PC competency (EPCS tool). Secondary outcomes include self-reported confidence in PC, practice change, and team collaboration (AITCS-II tool), as well as qualitative interviews. Covariates that will be examined are readiness for change (ORCA tool), learning preference, and team size.Primary care teams representing interdisciplinary providers, including physicians, nurse practitioners, registered nurses, care coordinators, and allied health professionals will be recruited from across Canada. The completion of all three modules is expected to take participating teams a total of six months.DiscussionCAPACITI is a national trial aimed at behavior change in primary care providers. This research will help inform future palliative care educational initiatives for generalist health care providers. Specifically, our findings will examine the effectiveness of the two models of education delivery and the participant experience associated with each modality.Trial registrationClinicalTrials.gov NCT05120154.

The impact of digital competence on telehealth utilization

ObjectivesTelehealth use has increased steadily since the mid-2000′s when technology shifted from voice-only systems to live video-conferencing and other technologies supported by broadband Internet. More recently, the COVID-19 pandemic has resulted in exponential growth in telehealth use. As telehealth systems become increasingly complex and gain widespread adoption, this study explores how users’ digital competences affect telehealth use. MethodsWe apply a series of multivariate logit models to a representative sample of California adults with Internet access surveyed in early 2021. We estimate the impact of self-reported digital competence–using items from the digital skills assessment scale–on a participant's likelihood of telehealth use during the COVID-19 pandemic as well as the likelihood to continue using telehealth beyond the pandemic. ResultsThe findings show that a one-unit increase in digital competence is associated with 72.8% greater odds of telehealth use (p <0.001) and 71.6% greater odds of willingness to continue using telehealth services beyond the pandemic (p<.01). We also found that greater social and economic capital generally were associated with increased odds of telehealth use. ConclusionsImproving access to telehealth will require solutions addressing both the first level (i.e., access to broadband and devices) and the second level (i.e., skills and attitudes towards the internet) of digital inequality. Policies and programs seeking to expand internet access must be coupled with investments in digital upskilling and training. Those with limited digital competence will face continued barriers in navigating telehealth systems, further exacerbating disparities in healthcare access and outcomes. Public Interest SummaryDigital competence is the ability and confidence to apply one's knowledge and skills to perform tasks through information technology, including computing devices and the internet. This study explores the relationship between digital competence and telehealth use among those with broadband internet access at home. Telehealth has become increasingly common due to its cost-effectiveness and accessibility for patients unable to visit healthcare facilities. Though the COVID-19 pandemic has contributed to a significant increase in telehealth use, it is expected that telehealth services will continue to expand after the pandemic subsides. In our analysis of California adults, a year into the pandemic, we find those with greater digital competence are more likely to have used telehealth during the pandemic. Further, among telehealth users, those with greater digital competence are more likely to continue using telehealth beyond the pandemic. Addressing disparities in healthcare access and outcomes will require improving potential users’ digital competence.

Evaluation of a Parenting Program for Disadvantaged Families in the Czech Republic

Purpose: This impact evaluation report describes the effects of the “Parenting Program for Disadvantaged Families” in the Czech Republic. We provide a detailed look at the quantitative data on treatment and control families in a program delivered by social workers to reduce the risk of children's misconduct. Method: The study specifies the results of two waves of quantitative research based on Parenting Young Children (PARYC), Strengths and Difficulties Questionnaire (SDQ), and items measuring parents’ attitudes toward punishment of their children. Results: The results of parental self-reported competencies and parent-reported children's behavior indicate that there was a statistically significant impact of the intervention. Discussion: There was a large effect on Supporting Positive Behavior (PARYC), and Prosocial Behavior and Peer Relationship dimensions of the SDQ. Parental practices and attitudes toward punishment are further explored, although the conclusions remain ambiguous.

A study of self-perceived change in CBT competence among Norwegian therapists undertaking a 2-year CBT training for working with young people

Abstract The rising prevalence of mental illness among youth has underscored the critical need for proficient therapists trained in effective methods for treating prevalent mental disorders. As mental health services grapple with resource constraints, the demand for shorter training programs has increased. This study aimed to investigate whether therapist competence improves continuously over a two-year cognitive behavioural therapy (CBT) training course, whether specific CBT skills show greater improvement than generic skills, and whether self-perceived competence varies based on therapist characteristics. Data were gathered from seven different CBT training courses spanning the years 2013–2021 involving a total of 151 Norwegian therapists. Therapist self-assessed their CBT competence using the Cognitive Therapy and Adherence Scale (CTACS). The collected data were analysed using mixed effects models using the R program. The findings revealed a significant increase in self-reported competence throughout the two-year training period. Notably, skills related to case formulation and CBT techniques displayed the most substantial improvements, indicating a high level of competence attained by the conclusion of training. No significant interactions were identified between time and therapist characteristics. The outcomes of this study support the efficacy of in-depth training through an extended CBT course spanning multiple semesters. The observed progress in CBT skills suggests that investments in therapist training can yield high levels of competence. Furthermore, this investment appears warranted regardless of therapists’ individual characteristics. Key learning aims (1) To gain insight into the differential development of generic and CBT specific competence during CBT training. (2) To reflect on the significance of therapist characteristics in the training process. (3) To reflect on the possible importance of reaching a high level of CBT competence during CBT training.

Preconception Care Recommendations, Training, and Competency of Primary Healthcare Nurses in South Africa: A Quantitative Descriptive Study.

There has been a growing interest in preconception care (PCC) as a primary means of tackling the high maternal and child mortality rates, as evidence has shown that the state of maternal health before conception can have a direct impact on the health of the mother and baby. Primary care nurses have been recognized as the highest providers of sexual and reproductive healthcare to the vulnerable population in resource-constrained settings. This study aimed to examine and describe the PCC recommendations, training, and competency of primary healthcare (PHC) nurses in South Africa. A cross-sectional descriptive study was conducted among 196 PHC nurses to examine the PCC recommendations, training, and competency. A self-administered survey tool was used for data collection. The self-reported PCC recommendations, training, and competency of PHC nurses were 63.3%, 88.3%, and 94.9%, respectively, in each aspect. The PCC training among the respondents was mainly in-service training. The only training that was indicated to have been done primarily at a pre-service level was training about reproductive life plan screening and brief counseling. Over 20% of the respondents indicated that they did not receive any training on how to provide alcohol, drug, or tobacco cessation services and how to conduct preconception risk assessments. Although PHC nurses reported a high level of recommendation, training, and competency, their level of reported PCC practice is not equivalent to their provision, as they rendered PCC services to fewer women, and they also reported fewer women seeking PCC. A future longitudinal study is required to examine the reason for low PCC-seeking habits among those at high risk of adverse pregnancy outcomes and contextual factors influencing the provision of PCC services among healthcare workers.

The nurse professional competence scale

Background: Nursing students should develop sufficient professional competence during their nursing education as a prerequisite for providing safe care of high quality utilizing a holistic approach that suits the caring context of their patients. Despite the abundance of studies on professional competence in international literature such as the Scandinavian countries, there are no studies conducted in the Middle East in general and in Saudi Arabia in particular. Aim: The current report is part of a larger study that assessed the self-reported professional competence of newly graduated nursing students in Saudi Arabia. Setting and Design: A cross-sectional correlational study was carried out with a convenience sample of 317 senior Saudi students at the point of graduation from a nursing college affiliated with a public university in Saudi Arabia. Materials and Methods: Data was collected using the Nurse Professional Competence (NPC) Scale – a short version consisting of 35 items and the 10-item General Self-Efficacy (GSE) Scale. Statistical Analysis: The mean scores were calculated for the competency areas, and the median score and interquartile were used for nonparametric variables that were not normally distributed (Shapiro–test). The Chi-square test for data between groups, the Kruskal–Wallis test for comparing more than two independent groups, and Mann–Whitney U-test for comparing two independent groups. In addition, Spearman correlation coefficients to test correlations between groups and the NPC Scale. Results: Students scored highest in the competence areas of nursing care, value-based nursing care, and care pedagogics and lowest scores in the areas of documentation and administration of nursing care, development, leadership and organization of nursing care, and medical and technical care. Professional competence was significantly associated with students' quality of health and GSE. Conclusion: It is important to incorporate competencies in the nursing program and to assess newly graduated students' competence upon graduation. We suggest a follow-up study of these graduates to assess the development of professional competencies and self-efficacy across their internship years.