Significant Increase In Competence Research Articles

Motivation in online course design using self-determination theory: an action research study in a secondary mathematics course

AbstractWith continued growth in online learning, motivation remains a key factor in persistence and achievement. Online mathematics students struggle with self-regulation and self-efficacy. As reported by Ryan and Deci (Self-determination theory: basic psychological needs in motivation, development, and wellness, Guilford Press, 2017, https://doi.org/10.3233/EFI-2004-22201), in their well-established self-determination theory, contended that satisfying the psychological needs of autonomy (involving self-regulation), competence (involving self-efficacy), and relatedness (involving a sense of belonging) creates a suitable environment for integrated extrinsic and intrinsic motivation to thrive. The purpose of this action research was to implement a self-determination theory-based online unit for mathematics students to improve their motivation levels. A convergent mixed methods action research design was employed to identify changes in the levels of autonomy, competence, and relatedness of the participants in an Algebra 2 course (n = 50) at a fully online school in the northeastern United States. Results from the motivation questionnaire and student interviews indicated a significant increase in competence and relatedness after completing the intervention. While no significant increase in autonomy was evident in the quantitative results, the qualitative findings showed some support for improved autonomy. Recommendations for online mathematics course design to support increased motivation are provided.

Smartphone-based gamification intervention to increase physical activity participation among patients with coronary heart disease: A randomized controlled trial.

Despite proven benefits, patients with coronary heart disease (CHD) typically fail to participate in sufficient physical activity (PA). Effective interventions should be implemented to help patients maintain a healthy lifestyle and modify their present behavior. Gamification is the use of game design features (such as points, leaderboards, and progress bars) to improve motivation and engagement. It shows the potential for encouraging patients to engage in PA. However, empirical evidence on the efficacy of such interventions among patients with CHD is still emerging. The aim of the study is to explore whether a smartphone-based gamification intervention could increase PA participation and other physical and psychological outcomes in CHD patients. Participants with CHD were randomly assigned to three groups (control group, individual group, and team group). The individual and team groups received gamified behavior intervention based on behavioral economics. The team group combined gamified intervention with social interaction. The intervention lasted for 12 weeks, and the follow-up was12 weeks. The primary outcomes included the change in daily steps and the proportion of patient days that step goals were achieved. The secondary outcomes included competence, autonomy, relatedness, and autonomous motivation. For the individual group, smartphone-based gamification intervention significantly increased PA among CHD patients over the 12-week period (step count difference 988; 95% CI 259-1717; p < 0.01) and had a good maintenance effect during the follow-up period (step count difference 819; 95% CI 24-1613; p < 0.01). There are also significant differences in competence, autonomous motivation, body mass index (BMI), and waist circumference in 12 weeks between the control group and individual group. For the team group, gamification intervention with collaboration didn't result in significant increases in PA. But patients in this group had a significant increase in competence, relatedness, and autonomous motivation. A smartphone-based gamification intervention was proven to be an effective way to increase motivation and PA engagement, with a substantial maintenance impact (Chinese Clinical Trial Registry Identifier: ChiCTR2100044879).

Evaluating Knowledge of Public Health Nursing Competencies in Baccalaureate Nursing Students.

Community health workers are projected to grow in number by 17 percent by 2030. A baccalaureate degree in nursing (BSN) provides a foundation for public health nursing practice. The Competencies for Public Health Nursing Practice instrument was distributed to BSN students at a Midwestern university before and after an educational intervention. Students completed a pretest ( n = 269) and posttest ( n = 154). All four subscales and total score indicated a significant increase in competence ( p < .001). There is a need to develop interactive public health nursing simulations with an interprofessional venue to help students improve teamwork and communication competencies.

Effectiveness of transition programs on new graduate nurses' clinical competence, job satisfaction and perceptions of support: A mixed-methods study.

To assess the effectiveness of two graduate nurse programs on new graduate nurses' overall competence at 3, 6, 9 and 12months. Secondary aims were to assess new nurses' job satisfaction at 12months and explore their experiences of support. Most clinical settings have implemented transition programs to help new nurses to adapt to their new environments and expand their competences. To this day, very few studies have assessed the effectiveness of these programs. Longitudinal mixed-methods study. The study was conducted at two teaching hospitals in Australia. New nurses were recruited during orientation. Data were collected at baseline (T0; n=88), 3 (T1; n=29), 6 (T2; n=15), 9 (T3; n=11) and 12months (T4; n=9). At each time point, the questionnaire included demographic and the Nurse Competence Scale. At T4, the questionnaire also included the Nurse Satisfaction Scale. Semi-structured interviews were conducted from T1 to T4. This study conforms to the STROBE guidelines. Competence increased significantly at T1, with participants stating that they learned by "getting out" of student mode. At T2, despite no significant difference in competence, participants expressed they were more confident and in control, because they felt supported. Again, at T3, there was no significant increase in competence. Finally, at T4, competence increased significantly, with participants acknowledging that they still had a lot to learn. This study supports that 12-month transition programs are necessary for NGNs to expand their competence. One major factor influencing NGNs during their first year was how well they felt supported and encouraged to seek help when they needed it. There is a need to understand how new NGNs enrolled in transition programs expand their competences. Their professional development depends on a supportive environment where NGNs feel confident in asking questions or for help.

Combining Virtual and High-fidelity Simulation to Foster Confidence and Competency in Postpartum Assessment Complications among Undergraduate Nursing Students

Background: Since maternal mortality is a key indicator of a country's health status, it is important to explore how undergraduate nursing programs are preparing nurses to for maternal child settings. Lack of appropriate clinical placements, increasing numbers of retiring Registered Nurses (RN) and faculty shortages are several of the contributing challenges to preparation for undergraduate nurses. Method: The study used the quasi-experimental single cohort preintervention and post intervention design using convenience sampling methodology. The participants were second year undergraduate nursing students (n = 95). All participants completed a five-hour simulation intervention that included a screen-based virtual simulation and two manikin-based simulations related to maternal assessment and postpartum complications. Results: The hybrid simulation intervention showed statistically significant increases in perceived competence and confidence in maternal postpartum assessment (p < .05). There was a significant positive relationship between general self-efficacy and perceived competence levels in maternal postpartum assessment (r = 0.35). Conclusions: A hybrid simulation that included an asynchronous virtual simulation component and a high-fidelity human simulation experience that was repeated can positively impact perceived competence and confidence in postpartum assessment competencies among undergraduate nursing students. Despite the sequencing of the virtual simulation (either before or after the high-fidelity simulation), students reported a significant increase in competence with learning through both asynchronous virtual simulation and in person manikin-based simulation.

Finding the missing and unknown: Novel educational approaches to warming up cold cases

In recent years, students in police academies and higher education institutions around the world have worked together to analyse cold cases including long-term missing persons cases in collaboration with investigators and prosecutors. In 2020, three European organisations, the Police Expert Network on Missing Persons (PEN-MP), AMBER Alert Europe and Locate International, succeeded in connecting these educational organisations enabling them to work collectively on cases and conduct cold case analyses (CCA) across international borders. The International Cold Case Analysis Project (ICCAP) learning objectives were to 1) collect the necessary information about the victim, 2) reconstruct the crime, and 3) investigate trace control.In a learning objective-based evaluation using Computer-Assisted Web Interviewing, 76 participating students from the German and International ICCAP teams were asked to complete a pre- and post-review questionnaire to self-assess their personal competence development. Participants reported significant increases in competence in all evaluated areas, thus demonstrating that authentic and relevant collaborations can enrich the learning environment, promote the use of professional skills, and provide significant knowledge exchange opportunities between academia and industry.Drawing on case studies of cold case missing persons' investigations and unidentified found remains, this article shares how university academics, students and community volunteers can work together nationally and internationally to find out what has happened to missing people and how we can more effectively identify the previously unidentified. In so doing, we share the expertise required to progress these cold cases and provide recommendations to support other institutions and organisations in adopting this innovative approach.

Результативность формирования компетенций у детей раннего и дошкольного возраста с расстройствами аутистического спектра через консультирование-коучинг родителей: предварительное исследование

This work shows the results of four pilot studies conducted at the Regional Public Organization to Help Children with Autism Spectrum Disorders (ASD) «Contact». Mothers of children of early age with ASD and other mental disorders have received help in the form of remote counseling-coaching within the competency-based approach. The evidences of the reliability, construct validity of the Child Competence Profile questionnaire for parents and the reliability of the Parental Competence Self-Assessment questionnaire was given. There were no significant differences in the improving of the overall competence of children between subgroups of children with autism who have received (N=10) and have not received (N=9) additional correctional assistance. A comparative study of the dynamics of general competence in children with childhood autism (N=9) and other general developmental disorders (N=5), including 5 measurements, showed a significant increase in general competence in both subgroups. The significant increase in the competence of mothers in these children also revealed.

The Phenomenon of Imagination in Contemporary Education. Competence Essential for the Development of Children Supported by the Creative Visualisation Technique

The rapidly changing world forces the necessary changes in education consisting of the development of teaching strategies that prepare the student for unpredictable, non-standard, and fluid situations. The author discusses the problem of supporting competence essential for the development of school-age children and their functioning in such a world. The article may be of interest to early school education teachers, but not only. The strategy of education using imagination, which covers the method of designing educational opportunities, refers in the conducted research to competence triad, i.e. independence-innovativeness-cooperativeness. To support the said competence, the author constructed a technique of creative visualisation and developed an educational programme for two parallel groups based on the method of designing educational opportunities, and in one of the groups, an innovative factor in the form of creative visualisation techniques was implemented. In the research, the qualitative and quantitative style was used implementing participant observation, humanistic interpretation (works of art and statements) and tests for creative thinking (drawing and verbal). The qualitative analysis consisted of description and interpretation concerning the analysed set of competence with the use of their manifestation. The quantitative analysis aimed at answering the question about a significant increase in competence required the use of a method based on the t-Student test. The results of the qualitative and quantitative analyses showed the beneficial impact of creative visualisation in the area of the competence in question.

Peningkatan Kompetensi Guru Sekolah Inklusi melalui Pendampingan Terstruktur (Perencanaan, Tindakan &amp; Pengamatan, dan Refleksi)

Teachers are an important factor in optimizing inclusive education in certain educational units. In addition to classroom teachers, special teachers are also needed who have broad insight and skills in implementing inclusive learning in the classroom. In addition, parental involvement in children's education is a driving and determining factor in the development of inclusive education. Starting from making decisions regarding school placement, to collaboration between the education unit and parents who have children with special needs. With limited understanding and acceptance of the existence of ABK, teachers need skills in learning for ABK. Educational backgrounds that do not provide provisions for special education cause almost all teachers to face problems in dealing with children with special needs. This Community Service Program is one solution in an effort to provide the skills needed by inclusive school teachers at Ma'arif Prison in the form of handling children with special needs and indirectly as a form of improving the quality of learning in the classroom. The results of the pre-test and post-test showed a significant increase in competence in the aspects of awareness, knowledge, and skills of the trainee teachers. The average pre-test score was 54.67, while the post-test average score was 80.56. These results indicate that there is an increase in the understanding of the Ma'arif LP teachers regarding the service framework for inclusive students or with special needs which consists of early detection, consultation, collaboration and counseling. During the mentoring, the participants gave positive feedback on the activities and hoped that further activities would be applicable in relation to the implementation of inclusive education in educational units.

Effects of Interview Training with Simulated Patients on Suicide, Threat, and Abuse Assessment

Mental health practitioners as often not provided sufficiently effective interview training to assess for suicidality (Schmitz et al. 2012), to evaluate for abuse (Young et al. 2001), or to respond effectively to suicidal risk (Mackelprang et al. 2014). The current study examined the efficacy of general interview training using simulated patients to increase clinician competency in assessing for threats to self or others and abuse. Data were collected from doctoral clinical psychology students, who received weekly instruction for a number of interview-relevant topics. Each participant completed pre- and post-test videotaped interviews with simulated patients. The interviews evaluated using the Skills in Psychological Interviewing: Clinical Evaluation Scales. In addition, all participants completed the Suicidal Ideation Response Inventory, Second Edition at pre- and post-test to assess their skill in responding to suicidal clients. Paired samples t-tests were used to determine differences in trainees’ skills before and after the training. The tests revealed significant increases in competence for all assessment skills (p&lt;.001) as well as for response to suicidal verbalizations (p&lt;.001). Present findings suggest broad spectrum training with simulated patients has significant implications for the efficacy of future clinicians. The implications of using simulated patients is also discussed. Keywords: Training, Suicide, Abuse, Assessment, Competency

Increasing competence in compression therapy for venous leg ulcers through training and exercise measured by a newly developed score-Results of a randomised controlled intervention study.

Compression therapy with short-stretch bandages is the most common treating option for patients with venous leg ulcers in the decongestion phase in Germany. This randomised controlled intervention study examined whether a training is suitable to sustainably improve the skills of health care professionals. Altogether 55 nurses from hospitals and outpatient care participated. They were randomly assigned to case and control groups. Participants' abilities to properly apply a compression bandaging were assessed before and after a training session as well as after 1 and 3 months using a newly developed score (CCB score) based on six control parameters (CPs): padding, starting point, heel inclusion, heart direction, pressure at forefoot (A) and calf base (B1). After training, a significant increase in competence was observed, which only decreased non-significantly over the observation period: The average CCB score was 2.796 at V0, 4.89 at V1, 4.88 at V2, and 4.66 at V3. The CPs for pressure at A and B1 were met by a maximum of 42.6 and 43.6%, respectively, at all timepoints. The CP starting point was fulfilled by at least 61.7% after training, the CPs heart direction, heel and underpadding by at least 89.4, 96.4, and 97.9%, respectively. As a result of our study, it can be concluded that training improves the ability of users to apply compression bandagings, but one-off training does not appear to be suitable to improve the ability to apply compression bandagings with a therapy-relevant pressure. Therefor more training especially with pressure measuring devices would be necessary.

New graduate nurses' clinical competence: A mixed methods systematic review.

To appraise and synthesize evidence of empirical studies reporting assessment of new graduate nurses' clinical competence in clinical settings. Mixed methods systematic review. The search strategy included keywords relevant to: new graduate nurse; clinical competence; and competence assessment. The searched literature databases included CINAHL, MEDLINE, Embase, PsycINFO and Web of Science. The search was limited to full-text papers in English or French, published between 2010 -September 2019. Inclusion criteria were: 1) empirical studies; 2) detailed method and complete results sections; 3) competence assessment in clinical settings; and 4) new graduate nurses (≤24months). Two independent reviewers screened eligible papers, extracted data and used the Mixed Methods Appraisal Tool framework for quality appraisal. Divergences were solved through discussion. About 42 papers were included in this review: quantitative (N=31), qualitative (N=7) and mixed methods (N=4). Findings suggest that new graduate nurses exhibit a good or adequate level of competence. Longitudinal studies show a significant increase in competence from 0-6months, but findings are inconsistent from 6-12months. There are a multitude of quantitative tools available to measure clinical competence. This suggests a need for a review of their rigor. No recent reviews comprehensively synthesized the findings from new graduate nurses' clinical competence. This review has found that new graduate nurses' competence has been mostly assessed as good, despite the expectation that they should be more competent. Longitudinal studies did not always show a significant increase in competence. These findings can help nurse educators in providing more support to new graduate nurses throughout the transition period or design improved transition programme. This review also identified quantitative tools and qualitative methods that can be used for competence assessment.

633-P: Impact of Simulation-Based CME on Clinicians’ Knowledge and Competence Related to Hypoglycemia Management

We sought to determine if real-time patient simulation technology, designed to mimic a patient visit, could improve clinicians’ knowledge/competence regarding the management of hypoglycemia in patients with type 2 diabetes (T2D). The patient simulation technology, DecisionSim, was incorporated as part of a live symposium, and changes in competence and knowledge were evaluated using pre-/post-assessment questions. A Chi-Square test was used to analyze the percentage of correct responses and determine statistical significance (p &amp;lt;0.05 indicated statistical significance). The live activity took place on October 26, 2018. In total, 66 allied health professionals (PAs, RNs, NPs, PharmDs, CDE/RDs) and 41 MDs/DOs answered the assessment questions. An increase in knowledge was observed, albeit not statistically significant (4% relative increase compared to baseline, p = 0.6). A significant increase in competence in selecting the most appropriate treatment to address hypoglycemia risk for a patient with T2D was observed (120% relative increase compared to baseline, p &amp;lt;0.0001). 82% selected the correct treatment decisions in the branching simulation platform, including the intensification of therapy that addresses HbA1c goals while minimizing the risk of hypoglycemia in a virtual patient with T2D. Additionally, 83% indicated in the post-activity survey that they would make changes to practice based on information received, including to provide patient-centered care, assess the current diabetes guidelines, and use diabetes treatments that minimize hypoglycemia. Continued educational gaps were identified: lack of knowledge about the benefits of GLP-1RA/insulin combinations (17%), and lack of competence in individualizing T2D therapy in the context of hypoglycemia risk (21%). These results indicate that simulation-based CME can lead to significant improvements in competence related to hypoglycemia management, as well as commitment to change among learners. Disclosure S. Karandrea: None. N. Agarwal: None. A. Jamrogiewicz: None. Funding Sanofi US (IME-2017-12078)

The influence of feeding behaviour and temperature on the capacity of mosquitoes to transmit malaria.

Insecticide-treated bed nets reduce malaria transmission by limiting contact between mosquito vectors and human hosts when mosquitoes feed during the night. However, malaria vectors can also feed in the early evening and in the morning when people are not protected. Here, we explored how timing of blood feeding interacts with environmental temperature to influence the capacity of Anopheles mosquitoes to transmit the human malaria parasite, Plasmodium falciparum. In laboratory experiments, we found no effect of biting time itself on the proportion of mosquitoes that became infectious (vector competence) at constant temperature. However, when mosquitoes were maintained under more realistic fluctuating temperatures there was a significant increase in competence for mosquitoes feeding in the evening (18:00h), and a significant reduction in competence for those feeding in the morning (06:00h), relative to those feeding at midnight (00:00h). These effects appear to be due to thermal sensitivity of malaria parasites during the initial stages of parasite development within the mosquito, and the fact that mosquitoes feeding in the evening experience cooling temperatures during the night, whereas mosquitoes feeding in the morning quickly experience warming temperatures that are inhibitory to parasite establishment. A transmission dynamics model illustrates that such differences in competence could have important implications for malaria prevalence, the extent of transmission that persists in the presence of bed nets, and the epidemiological impact of behavioural resistance. These results indicate the interaction of temperature and feeding behaviour could be a major ecological determinant of the vectorial capacity of malaria mosquitoes.

Six-Month Effectiveness of Remote Activity Monitoring for Persons Living With Dementia and Their Family Caregivers: An Experimental Mixed Methods Study.

This study aimed to evaluate if and how remote activity monitoring (RAM) improves caregiver outcomes for family members providing care for persons living with Alzheimer's disease or a related dementia (ADRD). We conducted an embedded experimental mixed methods study of 132 persons living with ADRD and their family caregivers (n = 64 randomly assigned to RAM treatment condition). In addition to baseline and 6-month quantitative survey data on context of care, primary objective stressors, resources, self-efficacy/competence, and distress collected from caregivers, 6-month RAM review checklists contained open-ended, qualitative information on perceived acceptability of the technology. The RAM system did not exert statistically significant effects on caregiving outcomes over a 6-month period. However, qualitative analyses identified several potential moderators of RAM technology effectiveness that were subsequently tested in post-hoc repeated measures analyses of variance. Caregivers who utilized RAM technology and cared for relatives with: (a) less severe cognitive impairment; and (b) difficulty navigating around the home were more likely to indicate statistically significant increases in competence and self-efficacy, respectively. We found that the early months spent calibrating and modifying RAM are potentially challenging for families, which may prevent this technology from improving caregiving outcomes during initial months of use. Remote activity monitoring may work optimally for caregivers of persons living with ADRD in specific situations (e.g., earlier stages of dementia; wandering risk), which suggests the need for appropriate needs assessments that can better target such innovations.

Impact of a critical care postgraduate certificate course on nurses' self-reported competence and confidence: A quasi-experimental study

BackgroundPostgraduate education is said to support the development of nurses' professional competence and confidence, essential to the delivery of safe and effective care. However, there is a shortness of empirical evidence to demonstrate an increase to nurses' self-reported confidence and competence on completion of critical care postgraduate certificate-level education. ObjectivesTo explore the impact of a critical care postgraduate certificate course on nurses' self-reported competence and confidence. To explore the psychometric properties and performance of the Critical Care Competence and Confidence Questionnaire. DesignA quasi-experimental pre/post-test design. ParticipantsA total population sample of nurses completing a critical care postgraduate certificate course at an Australian University. MethodsThe Critical Care Competence and Confidence Questionnaire was developed for this study to measure nurses' self-reported competence and confidence at baseline and follow up. Descriptive and inferential statistics were used to explore sample characteristics and changes between baseline and follow-up. Reliability of the questionnaire was explored using Cronbach's Alpha and item-total correlations. ResultsThere was a statistically significant increase in competence and confidence between baseline and follow-up across all questionnaire domains. Satisfactory reliability estimates were found for the questionnaire. ConclusionsCompletion of a critical care postgraduate certificate course significantly increased nurses' perceived competence and confidence. The Critical Care Competence and Confidence Questionnaire was found to be psychometrically sound for measuring nurses' self-reported competence and confidence.

Improving the quality of learning in science through optimization of lesson study for learning community

Lesson Study for Learning Community is one of lecturer profession building system through collaborative and continuous learning study based on the principles of openness, collegiality, and mutual learning to build learning community in order to form professional learning community. To achieve the above, we need a strategy and learning method with specific subscription technique. This paper provides a description of how the quality of learning in the field of science can be improved by implementing strategies and methods accordingly, namely by applying lesson study for learning community optimally. Initially this research was focused on the study of instructional techniques. Learning method used is learning model Contextual teaching and Learning (CTL) and model of Problem Based Learning (PBL). The results showed that there was a significant increase in competence, attitudes, and psychomotor in the four study programs that were modelled. Therefore, it can be concluded that the implementation of learning strategies in Lesson study for Learning Community is needed to be used to improve the competence, attitude and psychomotor of science students.

Testing a self‐determination theory‐based teaching style intervention in the exercise domain

AbstractDrawing from self‐determination theory (SDT), this study examined the effect of an autonomy supportive, well structured and interpersonally involving teaching style on exercise class participants' psychological need satisfaction, motivational regulations, exercise behaviour, behavioural intention and affect. Female exercise class participants enrolled in a 10‐week exercise program were exposed to an SDT‐based (i.e. SDTc; n = 25) or typical (i.e. control group; n = 31) teaching style. The control condition reported a significant decrease in autonomy support, amotivation and behavioural intention over time. In addition, they reported a significant increase in competence and introjected regulation. Compared to the control condition, the SDTc reported a significantly greater linear increase in structure and interpersonal involvement, relatedness and competence need satisfaction and positive affect. Attendance rates were significantly higher in the SDTc. SDT‐based social‐contextual characteristics and psychological needs predicted autonomous regulations; all these variables collectively predicted adaptive outcomes. Copyright © 2007 John Wiley &amp; Sons, Ltd.

Telephone Group Intervention for Older Stroke Caregivers

Purpose: This study evaluated the effectiveness of telephone groups for older, spousal caregivers of stroke survivors. Method: The 88 caregivers were mostly white females who were 70 years old on average and who had been providing care for an average of 3 years. Participants were randomized to treatment or control conditions, followed for 6 months, and assessed for depression, burden, loneliness, stress, and competence. Treatment participants engaged in an eight-session psychoeducational telephone group. Results: Treatment participants showed decreased stress over time but were not significantly different from control participants in the amount of change in stress. Control participants showed a significant increase in burden during the study; treatment participants showed a significant increase in competence.