Competence Skills Research Articles

Are You Knowledgeable About Breast Pump Safety and Assessment? Knowledge and Skills for Clinical Practice

Objective:There is a lack of evidence or practice guidelines surrounding safe and effective breast pump use. Many lactation personnel feel ill-prepared when troubleshooting pumps. There is an emerging need for skills and understanding on breast pumps and their association with lactation problems.Methods:A review of literature, current professional practice, and clinical experience was used to gain perspective on the current state of breast pump safety and use.Results:More mothers are using breast pumps to initiate, stimulate, or maintain their milk supply. Gaps were identified surrounding breast pump safety and effectiveness. The breast pump market is lucrative and is being flooded with new and “better” pumps at a rapid rate. Pump testing for safety and effectiveness is suboptimal. An increase in breast injuries, illness, and milk supply issues is emerging in clinical practice. There are currently no consistent standards for optimal pressures, cycling, or flange fit.Conclusions:Pumps are a viable option for mothers and can play a role in lactation continuation. Lactation personnel must have competent knowledge and skills to help mothers use pumps safely and effectively.

Enhancing Evidence-Based Practice Competence and Professional Skills Using Infographics as a Pedagogical Strategy in Health Science Students: Insights from the InfoHealth Project.

Infographics have been recognised as effective visual tools for concise and accessible communication of data and information in various higher education disciplines, particularly in medical education. However, there is a lack of research on their impact on professional skills, difficulty levels, motivation, and overall satisfaction in health science students. Thus, the present study aimed to analyse the knowledge and usage of graphical resources among health science students and evaluate their competencies, the level of challenge they encountered, and their motivation and satisfaction after completing an infographic creation activity. The InfoHealth educational innovation project, conducted by five teachers from the Faculty of Medicine, served as the context for this study, with 143 students voluntarily participating. The intervention involved students working in groups of 2-3 and selecting their own topics for the infographics while receiving instruction, online guidance, and feedback from teachers. A questionnaire was administered to assess students' perception of skill development and satisfaction with the activity. The findings revealed that schemes were the most recognized and used graphical summaries, compared to synoptic tables and Venn diagrams. The activity led to an increase in professional skills acquisition, motivation, and satisfaction, positively impacting students' interest in evidence-based practice and reinforcing their knowledge. This study highlights the potential of infographics as a pedagogical tool for competency development and student engagement in health science education, suggesting the need for further research comparing infographics with traditional study methods and involving multidisciplinary teams to promote essential skills for future clinical practice.

Scientific digital poster assignments: strengthen concepts, train creativity, and communication skills

Student-centered learning promotes the development of students’ knowledge and skills with poster assignments used to ensure their active participation in academics. Therefore, this research aims to explore student competencies in concept strengthening, creativity, and communication skills from working on digital poster project assignments. Research using observation method with a quantitative approach. Data were collected from 86 participants learning plant systematics in their first semester based on the criteria for strengthening the concept, creativity, communication, and student responses. The instruments used for data collection were a poster scoring rubric and a closed questionnaire. Data were analyzed descriptively with simple statistics in the form of average, standard deviation, and percentage. The hypothesis about the correlation of concept strengthening, creativity, and communication was tested with Spearman’s coefficient. The result showed that students made 29 posters with concept strengthening, creativity and communication skills in the very good (3.42±0.49), very good (3.57±0.26), and very good (3.41±0.25) categories, respectively. Student competency shows a positive correlation between communication skills and concept reinforcement and between communication skills and creativity. Students give a positive response to the application of posters in learning in terms of learning experiences, concept strengthening, creativity and communication. Hence, using posters as project assignments in learning helps develop students’ knowledge and skills by acquiring varied experiences.

Effectiveness of Using a Self-Directed Learning Program to Teach Physical Examination and Health Assessment Skills: A Quasi-Experimental Study.

Conducting health assessments and physical examinations are essential skills for independent practice. Exploring how to teach these skills effectively is essential. This study was designed to validate the effectiveness of a self-directed learning program in improving nursing student outcomes in terms of their learning health assessment and physical examination skills. A quasi-experimental design was used, and second-year nursing students enrolled in a health assessment and physical examination course at a university of science and technology in central Taiwan were recruited using purposive sampling. Both the control and experimental groups were taught using a traditional teaching method. The experimental group additionally participated in a self-directed learning program. Structured questionnaires, including the Chinese version of the Self-Directed Learning Readiness Scale, Scales of Motivation and Learning Strategies, Interpersonal Skills Assessment Tool, the Course Satisfaction Evaluation Scale, and the Perception of Health Assessment and Physical Examination Competence Scale, were used to collect data at three time points. After controlling for the effects of pretest scores, after the intervention, the experimental group achieved significantly higher scores than the control group for self-directed learning (creative learning and love of learning), learning motivation (goal orientation, work value, expected success, and test anxiety), and cognitive strategies (total score, elaboration strategy, recitation strategy, and monitoring strategy). In addition, the health assessment exercise improved interpersonal and communication skills, and learning satisfaction was significantly higher in the experimental group than the control group. A physical examination and health assessment course designed using the self-directed learning framework can effectively improve student competence in related skills to enhance their ability to assess patient health problems in clinical settings. This study presents an alternative approach to teaching health assessment and physical examination courses and validates the positive effect of this approach on student learning outcomes.

Clinical evaluation, useability, and utility of the Work Ability Screening Profile II (WASP II)

Introduction:
 The Work Ability Screening Profile (WASP) was conceptualised and developed by occupational therapists at the University of Durban Westville to provide a basic vocational screening assessment. Its purpose was to screen competence in generic work skills which reflected performance in activities essential to workplace participation relevant to the South African context. The assessment was revised in 2005 and renamed the WASP II. It was decided this screening assessment tool would be continuously reviewed using action research with clinicians involved in the ongoing evaluation so ensure validity and reliability for the population with which it is used. This study considered the clinical evaluation, useability and utility of the WASP II in order to inform further revision.
 Method: A cross sectional survey was used to gather data from 70 occupational therapy clinicians familiar with or using the WASP II in clinical practice.
 Results: A sample of 70 respondents indicated the WASP II was suitable to assess current work ability and production speed with a variety of clients with physical and mental health dysfunction. Ten of the 12 subtests were used by at least 40% of the time by the 28 respondents who used the WASP II frequently. These respondents reported good to adequate useability in terms of cost, sensitivity to clients’ educational level and ease of understanding instructions, incorporation into clinical practice contexts while supporting clinical reasoning and judgement. The accommodation of clients’ language and provision of standard scores were indicated as inadequate. Utility was considered adequate for all aspects including discrimination of moderate to severe dysfunction, informing the choice of other assessmentsas well as supporting vocational rehabilitation intervention. The WASP II outcomes were also understood by other service providers, employers, referring parties as well asclients.
 Conclusion: While the WASP II was considered appropriate for use in the South African context and has adequate useability and utility, some subtests need to be updated and revised in terms of the standard times and content validity for current practice in the work environment.
 Implications for practice:
 The WASP II has useability
 
 aligned with generic work skills of acquiring information or following d irections numeracy, conveying information and written communication 
 for with those with work experience and with scholars and students yet to enter the workplace The WASP II has utility in relation to • cost and clients’ educational levels 
 detailed instructions on the task layout but some standardisation needs to be interpreted with care 
 sensitivity to all aspects of assessment of generic work skills, except discrimination of mild dysfunction

Cross-Cultural Perspectives on Online Collaborative Learning in Germany

Purpose: The aim of the study was to investigate the cross-cultural perspectives on online collaborative learning in Germany.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: In Germany, online collaborative learning prioritizes structured environments and asynchronous communication to accommodate diverse schedules. Emphasis is placed on clear communication, punctuality, and achieving consensus through respectful dialogue. Educators stress the development of intercultural competence alongside disciplinary knowledge for effective cross-cultural engagement.
 Unique Contribution to Theory, Practice and Policy: Hofstede's cultural dimensions theory, social identity theory & communities of practice theory may be used to anchor future studies on the cross-cultural perspectives on online collaborative learning in Germany. Establish professional development programs that offer continuous training and support for educators to enhance their cultural competence and pedagogical skills in facilitating online collaborative learning. Advocate for the integration of cross-cultural competency standards into teacher education programs and accreditation requirements to ensure that educators are adequately prepared to address the needs of culturally diverse student populations in online collaborative learning environments.

Eco-Friendly Media: Assistance in Developing Educational Props from Waste Materials in Probolinggo City

This community engagement was driven by the limitations of resources and adequate facilities within the early childhood education environment. The restricted or monotonous use of educational props, coupled with financial limitations within the institution, constrains the variety and creativity in the learning process. Additionally, the lack of understanding regarding the potential use of waste materials as educational props hinders more engaging teaching innovations. This community engagement aimed to introduce the creation of educational props using waste materials available within the school environment by providing engaging learning stimuli, thereby making the content delivered by teachers more effective and efficient. The approach used in this community engagement was Asset-based Community Development (ABCD). The approach enables the community to build upon existing strengths without depending on external assistance. This approach began by identifying the assets possessed by the community, which were then utilized to develop the educational institution. The outcomes of this engagement indicated some important points. First, teachers, in early childhood educational institutions in Probolinggo City, understood appropriate stimuli for the growth and development of students, demonstrating competence in pedagogic skills as one of the essential competencies for teachers. Secondly, teachers in these institutions could utilize waste materials to create Educational Play Tools (EPT) through identifying recyclable waste, training, and practical application in crafting these tools. Thirdly, teachers were capable of harnessing local potential previously untapped, which could be used to support learning activities by turning them into Educational Play Tools (EPT).

The significance of digital technologies in fostering the development of communicative competence among the prospective doctors

Future doctors are expected to possess a high level of professional skills, as reflected by their acquisition of proficient communication competence. The purpose of the article is to determine the role of digital technologies in the formation of communicative competence of prospective doctors. The objective was attained through the use of observation, analysis and weight coefficient, efficiency coefficient, Spearman's correlation coefficient. It was established that the development of communicative competence skills primarily allows to ensure the relevant orientation to the communication conditions (1.6) as well as informativity (1.53). To cultivate the communication proficiencies of prospective medical professionals, the authors developed corresponding approaches that included the use of digital technologies. The study of theoretical material involved the use of the SlideDog application; conducting practical classes via Medvoice Platform. The formation of professional competence involved the role-playing of relevant situations, based on the materials of the Pediatric Dentistry Academy, CARE-NExT-PG. After determining the level of students’ communication skills development in Group 1 (40.2) and Group 2 (40.1), it was established that they attained a high level. The development of communication skills contributed to the formation of students’ communication and social skills, as well as skills of abstract thinking and statistical information processing. The practical significance of the study lies in the elaboration of effective approaches to the development of prospective doctors’ communication skills drawing on the use of digital technologies. Research perspectives may be linked to the comparison of the level of communicative competence among medical students across various academic levels.

Evaluation of Student Expectations and Clinical Competence Skills Performance during Surgery Clerkship Programme: A Comprehensive Study

The existence of a good clerkship system and quality lecturers will undoubtedly enhance the medical students’ knowledge and skills that align with their competencies. This study aimed to evaluate the achievement of surgical competence based on the expectations of students following clinical clerkships in a surgical department. This study included medical students who participated in a clinical clerkship in the surgical department using a mixed method with a sequential explanatory design as a quantitative approach. Pre- and post-tests were also used to assess changes in student knowledge, qualitative results were obtained from focus group discussions (FGD), and standardised questionnaires were used to assess student skills expectations and achievements. The results showed a significant increase in students’ knowledge after participating in a clinical clerkship, with a mean difference of 3.94 [standard deviation (SD) = 10.67]. However, only three of the skills met students’ expectations during clinical clerkship. This was attributed to a lack of opportunities to practice the skills that students had acquired, the presence of too many students, limited time, and a shortage of practical placements in regional hospitals. Most students perceived the majority of lecturers as nurturing and proficient. However, some lecturers are often occupied with their commitment, resulting in infrequent student interactions. The clinical clerkship system for the Department of Surgery at the Faculty of Medicine, Hasanuddin University effectively enhanced student knowledge, but it needs to be improved to meet their skill expectations.

AI in higher education: Booster or stumbling block for developing digital competence?

Since the Artificial intelligence (AI) revolution catalyzed by ChatGPT, the discourse of students’ digital competence has become prevalent in German higher education institutions (HEIs). While educators recognize the potential for using AI in higher education, concerns persist about students needing more necessary skills. This paper presents findings from a comprehensive lecturer survey that provides insights into educators’ perspectives on the opportunities and challenges associated with AI integration in HEIs. Furthermore, it addresses the conditions required for successful AI implementation in German HEIs to promote, rather than hinder, students’ digital competence and future skills.

USING INTERCULTURAL COMMUNICATIVE COMPETENCE DIMENSIONS IN MANAGING MULTICULTURAL TEAM PERFORMANCE

This article provides the relevance and effectiveness of intercultural communication competence for managing multicultural teams within Kazakhstan-based international companies. This research seeks to assess project managers and team members’ knowledge, attitudes and skills related to intercultural communication competence. Byram’s model of intercultural communication competence will be utilized with its emphasis on cultural knowledge and attitudes. This study’s significance lies in its focus on cross-cultural management and communication in diverse work environments, using quantitative survey research methodologies conducted among project managers and team members in Kazakhstan international companies. The purpose is to investigate whether project managers and team members from multinational companies in Kazakhstan, operating in diverse cultural settings, possess the ability to identify elements of cross-cultural communicative competence while overseeing their teams and supervising the performance of their subordinates. Data analysis offers insights into intercultural communication competence knowledge, attitudes and skills within their specific context. These findings contribute to existing knowledge on intercultural communication competence and its application in managing multicultural teams, emphasizing the significance of cultural knowledge, positive attitudes toward diversity and effective communication skills for achieving successful project results. Furthermore, the results can provide practical implications for project managers and organizations looking to enhance their intercultural communication competence.

The Role of Internal Auditors Characteristics in Cybersecurity Risk Assessment in Financial-Based Business Organisations: a Conceptual Review

Purpose: This paper aims to establish a theoretical framework that will enhance the examination of the role of internal auditors in cybersecurity risk assessment in financial-based business organizations. Financial-based business organizations are institutions or companies that render financial services to public and private stakeholders in an economy. It is a powerful sector in the economy of every country. This drive poses a lot of challenges to organizations. Hence, business organizations strategically devised a means to safeguard the integrity, confidentiality, and availability of information. Also, innovation poses many risks and threats to the internal audit function in an organization. Theoretical Framework/Findings: Using the competency and planned behaviour theories (McClelland 1973 and Ajzen,1991), this study disclosed that the task performance of cybersecurity risk assessment by the internal auditor is influenced by the required internal auditor’s characteristics of professional ethics of integrity and objectivity, personality traits, professional skills competency professional knowledge competency and deterrence and rewards to advise the management on the implications of cyber security risk on business organisations for monitoring and mitigations. Methodology: A literature review approach is adopted to highlight the role of internal auditors in cyber security risk assessment in financial–based business organizations. Research Limitation/Implication: This conceptual paper has consequences for the practice of internal auditing. This approach is helpful to academic scholars in testing it out in the real world. This model is helpful to practitioners when evaluating the function of IAs in the cybersecurity risk assessment context. Originality/Values: Earlier auditing-related studies haven't addressed this problem. This study makes an effort to close such a gap and investigate the subject of the internal auditor’s characteristics and cyber security risk assessment among financial-based organizations.

Conceptualizing and integrating intercultural communicative competence in the English Language Teaching

Numerous higher education institutions prepare students English skills for life and jobs in a globalized world in light of current developments in international education. For many universities, they entails expanding educational exchange opportunities for domestic and international students, internationalizing the curriculum and campus, and helping students achieve intercultural competency. This research explored the concept of intercultural communicative competence in the teaching of the English language. It articulated the Byram’s framework. This research was a literature study with descriptive qualitative research and the latest literature review to illustrate the importance of integrating intercultural communicative competence (ICC) to the instructor in English learning and teaching. Some collection and review of references through scientific literature sources related to ICC and the integration in English language teaching keywords were addressed. As for the author's reference sources, they were determined from 2015 to 2023. The results of the study showed that the promoting and conceptualizing ICC in English classroom practice to the teacher has an important role in helping students achieve and develop learning activities that can be practiced directly by students in everyday life. Moreover, it was also mentioned that integrating the framework of the proposed concept into English Language Teaching (ELT) could help students develop their linguistic, intercultural competence, and sociocultural skills to communicating in proper English in appropriate real-life situations, and raised the teachers’ awareness.

Implementation of activities of daily living retraining for individuals in post-traumatic amnesia.

Background Despite evidence of the efficacy of activities of daily living (ADL) retraining during post-traumatic amnesia (PTA) following traumatic brain injury (TBI), utilisation of this intervention in practice is unclear. Utilising an implementation science framework, the Consolidated Framework for Implementation Research, this study explored efforts to translate ADL retraining during PTA into the clinical practice of occupational therapists (OTs) working in TBI rehabilitation settings across Australia. Methods Participants were 44 OTs who attended a day-long training workshop that included knowledge and skill-based content regarding ADL retraining during PTA. Baseline and post-training ratings were completed including evaluation of workshop utility, and skill and knowledge-based competencies relevant to the intervention. Approximately 2 years later, nine trained OTs and two administrators were interviewed to explore the results of implementing the intervention. Results Overall, the training workshop was rated as being helpful and OT ratings of confidence (P P Conclusion Multiple barriers were identified in implementation of ADL retraining during PTA and require consideration to facilitate translation and promote best practice.

Assessing Intercultural Communicative Competence in British Council Algeria

Due to globalization and technological advancement, the world has become open and people have unrestricted access to an infinite amount of resources. Computer technology and web-based gadgets are hereby considered imperative for personal, educational, and professional development. Reliance on computer-based instruction has rendered the teaching and the learning processes appealing and rarefied. The result, or the basic outcome, would be individuals able to fit in the ever-changing globalized world and who are able to transcend far beyond content users to content creators. The purpose of this study is to demonstrate what contributions computer assisted language learning (CALL) has on the educational system in general and on students in particular, and how effective teaching and learning can be optimized. Another aim of this research is to recognize how CALL contributes to the behavioral, cognitive, and meta-cognitive development of the learners. British Council is a web-based platform that offers varied instructional contents for learners from across the globe. This paper seeks to show how British Council, as a form of CALL, contributes in developing learners’ communicative competence and intercultural skills.

Identifying Social Network Characteristics Associated With Youth Physical Activity Skill Competency at a Summer Care Program.

While literature suggests that youth physical activity (PA) behaviors are affected by network influences, less is known about network influences on perceived skill competency, a component of physical literacy and self-efficacy. This study aims to provide an understanding of potential network characteristics which are associated with youth PA skill competency. Youth (n = 158) between the ages of 8 and 12 years recruited from two summer care programs (i.e., Boys & Girls Clubs) participated in researcher-administered surveys. Youth self-reported their age, sex, involvement in team sports, weekly PA, and skill competency assessed using a version of the PLAYself measure. Youth were also asked to report up to five people in the summer program and five out of the program with whom they interacted the most. Linear regression was used to evaluate associations between skill competency and demographics, PA, and social network characteristics. Skill competency was significantly associated (R2 = .17) with age (β = -.06, p = .01), sex (β = -.06, p = .01), sports team involvement (β = .16, p < .001), and weekly PA (β = -.20, p < .001). Skill competency was also significantly associated with the number of connections with whom the youth played frequently (β = .09, p < .001), the number of connections that helped the youth to be active (β = .18, p < .001), and the heterogeneity of the type of relationships within the youth's network (β = .11, p < .001). Skill competency scores were significantly associated with both individual variables and social network composition. In addition, youth with networks comprising several types of relationships (heterogeneity) reported a significantly high skill competency. PA interventions can be most effective when considering the reinforcing aspects of networks and skill competency.

The Effect of a Competency-Based Learning Approach on Improving English Speaking Skills: Survey Study in Higher Education

Background. During ongoing learning, many students are found who do not master how to speak English properly and correctly. This can be seen when they communicate. For this reason, improving the ability to speak English in higher education is very important in facing the challenges of globalization and increasing workforce needs. A competency-based learning approach is a solution that is used as an effective method to achieve improvements in speaking abilities. Purpose. The aim of this research is to find out whether implementing a competency-based learning approach can improve students' ability to speak English. Method. This research method uses quantitative research methods with a survey approach. The survey used in this research was seen from student participants at several universities that implement a competency-based learning approach in learning English. Data was collected through questionnaires given to students who assessed the learning approach and their English speaking skills before and after implementing the learning approach. Results. The results of this research state that universities that implement a competency-based learning approach provide a positive impact and great opportunities for students in higher education to improve their English speaking skills. The survey results also show that students are satisfied with competency-based learning. Conclusion. The conclusion of this research explains that the competency-based learning approach is effective in improving English speaking skills in higher education. The implication of this research is the importance of implementing a learning approach that is appropriate to current global needs to prepare students with relevant and competent skills in English.

Factors Influencing Nurse Interns’ Competence in Physical Assessment for Adult Patients

Context: Physical assessment is essential to the overall health assessment, constituting the nursing process's first phase. The physical assessment competence of nurse interns has been observed as insufficient in evaluating and solving patients' health problems in the clinical environment. This insufficiency has negatively influenced their ability to make better clinical decisions for patients, thus contributing to poor quality of patient care.&#x0D; Aim: To investigate factors influencing nurse interns' competence in physical assessment for adult patients.&#x0D; Methods: Cross-sectional analytical research design guided the conduct of the study. The sample comprised 117 nurse interns in health facilities in the Western region of Kenya. Data collection was done using a self-administered questionnaire and health assessment observation checklist. The study was done in level 5 and 6 referral hospitals in the Western region of Kenya, covering the former Western, Nyanza, and Rift-valley provinces. These comprised Kericho, Nakuru, Kitale, Kakamega, Bungoma, and Kisii County Referral hospitals; Jaramogi Oginga Odinga and Moi Teaching and Referral Hospitals.&#x0D; Results: The overall assessment showed that 35% (n=41) of nurse interns were competent in physical assessment with a score of 90% and above in physical assessment skills, while 65% (n=76) were not competent. Factors that were statistically associated with higher competence scores (≥ 90%) included the year of completion between 2016 – 2019 (OR: 3.1; 95% CI [1.1-8.5]; p=0.02), longer internship period between 9–12 months (OR: 0.2; 95% CI [0.1-0.5]; p=0.0002), more than seven months previous clinical experience before internship (OR: 0.4; 95% CI [0.2-1.0]; p=0.05), self-confidence in performing physical assessment accurately (OR: 4.5; 95% CI [1.9-10.5]; p=0.003) and motivation to learn more and perform physical assessment (OR: 0.4; 95% CI [0.2-1.0]; p= 0.042).&#x0D; Conclusion: Nurse interns' competence in physical assessment skills is low, as shown by around one-third of study participants achieving a 90% and above score. Key factors that influence physical assessment competence are the year of completion, a longer period of internship, previous clinical experience before internship, self-confidence in performing physical assessment accurately, and motivation of nurse interns to learn more and perform physical assessment. The study recommends that nurse training institutions emphasize theoretical and practical sessions of physical assessment skills to enhance the competence and confidence of student nurses in physical assessment before the internship.

Evaluating the key competency skills of construction professionals for the attainment of circular construction in developing economies

Climate change has become a global problem, and the construction industry (CI) contributes significantly to this challenge. To circumvent these effects, the circular economy (CE) concept should be implemented in the CI. Developing economies could possess significant potential for implementing CE principles to attain sustainability, particularly in the CI. However, achieving this would require professionals in the CI to adopt some key competencies that should propel success in circular construction. Therefore, this study aims to identify the key competencies required by professionals in the CI to attain circular construction using Ghana as a case study. A quantitative research approach and purposive sampling technique were adopted. After an extensive literature review which showed several key competencies, a cross-sectional survey was conducted among five large construction firms and fifty-two responses from experienced professionals in the industry were obtained. Relative importance index and principal component factor analysis (PCFA) were adopted to evaluate the obtained data. Key significant competency skills for construction professionals to propel circular construction were identified such as specification writing for components and materials, designing for multiple-use cycles, and designing for near-zero energy buildings, among others. Three components were extracted from the PCFA which served as the guidelines for enhancing the competency skills of construction professionals namely, implementing sustainable circular practices, embracing sustainable operations management techniques, and adopting sustainable design principles. In addition, to enhance its practical implications, a competency implementation framework was also developed for construction professionals of developing economies to propel the adoption and evaluation of their competency skills toward circular construction.

Hubungan Self-Compassion Dengan Tingkat Stress Dalam Menghadapi Osce Pada Siswa-Siswi Keperawatan Kelas Akhir Di SMK Kesehatan Logos

OSCE is a form of test used as a formative and summative exam to assess skill competency in various health sciences. OSCE requires students to demonstrate clinical skills, medical knowledge, and communication skills in realistic simulated situations. This makes the stress level in adolescence higher based on one of the factors that can reduce stress and improve students' well-being is self-compassion. This research is a quantitative research with a correlational descriptive design with a cross sectional approach. Results: Low category Self-Compassion means the lower the Self-Compassion, the higher the stress level and respondents with Stress Levels are in the medium stress category. And in the severe stress category. And the Pvalue is .002, so there is a significant relationship between self-compassion and stress levels in final year nursing students at Logos Health Vocational School in 2023. Conclusion: There is a relationship between self-compassion and stress levels in facing the OSCE among final year nursing students in Logos Health Vocational School in 2023.