Standards Of Professional Competence Research Articles

Artificial Intelligence in Legal Practice: Exploring Theoretical Frameworks for Algorithmic Literacy in the Legal Information Profession

AbstractIn response to evolving legal technologies, this article by Dominique Garingan and Alison Jane Pickard explores the concept of algorithmic literacy, a technological literacy which facilitates metacognitive practices surrounding the use of artificially intelligent systems and the principles that shape ethical and responsible user experiences. This article examines the extent to which existing information, digital, and computer literacy frameworks and professional competency standards ground algorithmic literacy. It proceeds to identify various elements of algorithmic literacy within existing literature, provide examples of algorithmic literacy initiatives in academic and non-academic settings, and explore the need for an algorithmic literacy framework to ground algorithmic literacy initiatives within the legal information profession.

IMPLEMENTASI KONSEP RUHUL JIHAD DALAM PROFESI KEGURUAN (Studi Kasus di IDIA Puteri PP. Al-Amien Prenduan)

Jihad has a very broad scope of meaning, in this context what is meant by jihad is in the sense of educating and teaching knowledge to fight ignorance and moral decay. In order to fight ignorance and moral decay, a teacher must meet the standards of professional competence and have the spirit of jihad in him. This study aims to describe a case study of the implementation of the concept of the spirit of jihad in the teaching profession. The forms of the spirit of jihad in a teacher can be seen from the nature and personality of a teacher such as sincere, patient personality and unyielding nature as well as optimism in carrying out all orders and obligations. The research method used a qualitative approach and data collection was carried out using interview and observation techniques, while the data were analyzed using Milles and Huberman's data analysis theory and checking the validity of the data using triangulation techniques.The spirit of jihad from the perspective of IDIA teachers is to mobilize all their potential to teach the knowledge they have by hoping for Allah's blessing without expecting material rewards. This is implemented in the form of sincerity in carrying out their duties, discipline in all things, patient in dealing with and responding to students, being serious in all things, praying for students and evaluating well and being able to take advantage of the results of student evaluations to develop lesson plans. which is even better according to the level of ability of students and the character of students.

DEEP: Extending the Digital Forensics Process Model for Criminal Investigations

The importance of high quality, reliable forensic analysis –an issue that is central to the delivery of justice– has become a topic for marked debate with scientists, specialists and government bodies calling for improved standards and procedures. At the same time, Law Enforcement agencies are under pressure to cut the cost of criminal investigations. The detrimental impact that this has had on all forensic disciplines has been noted internationally, with the UK’s House of Lords warning that if the trend continues, crimes could go unsolved and miscarriages of justice may increase. The pivotal role that digital forensics plays in investigating and solving modern crimes is widely acknowledged: in Britain, the police estimate it features in 90% of cases. In fact, today’s law enforcement officers play a key part in the recovery, handling and automated processing of digital devices yet they are often poorly trained to do so. They are also left to interpret outputs, with the results being presented in court. This, it is argued, is a dangerous anomaly and points to a significant gap in the current, four-stage digital forensics process model (DFPM). This paper presents an extension to that model, the Digital Evidence Enhanced Process (DEEP), with the aim of fine-tuning the mechanism and ensuring that all digital evidence is scrutinised by a qualified digital forensics analyst. The consequence of adopting DEEP in actual criminal investigations will be to ensure that all digital evidence is analysed and evaluated to the highest professional and technical competency standards, resulting in the enhanced reliability of digital evidence presented in court which will serve the cause of justice in terms of reduced instances of associated unsafe convictions and/or unjustified exculpations.

First Year's Work Experiences of Foreign Educated Nurses Coming to Norway From Other European Countries.

IntroductionNurses educated in the European Union and European Economic Area are automatically given professional authorization to work in all member states, facilitating workforce mobility between countries. Along with many other European countries, Norway faces nursing shortages in healthcare. European Foreign Educated Nurses are often recruited to work in Norway by agencies or apply for work themselves.AimsTo explore the experiences Foreign Educated Nurses from European Union and European Economic Area had with their preparation and orientation programs and their first year of work in Norwegian elderly care institutionsMethodsThe study followed a qualitative explorative design. Nine open, dialogue-based, semi-structured interviews were conducted with Foreign Educated Nurses from Poland, Lithuania, Latvia, Iceland, and Spain. Data were analyzed using qualitative content analysis.FindingsOne main theme, struggling to adjust to professional competence standards, and four subthemes emerged from our data (1) deficiencies in preparation and orientation by recruitment agencies and institutions, (2) language skills and communication challenges at work, (3) cultural differences in the nursing role in clinical practice, and (4) social interactions at work.ConclusionMore comprehensive preparation and orientation programs regarding language skills and local healthcare systems are needed. Foreign Educated Nurses make important contributions to the Norwegian healthcare work force, but the challenges brought to light in this study negatively affected their work conditions and can possibly threaten patient safety. More research is suggested to address the lack of collaboration between agencies, healthcare institutions, and other stakeholders in establishing professional standards and appropriate support for Foreign Educated Nurses from European Union and European Economic Area.

Strategies for Construction of Majors in Universities with Different Characteristic Based on Social Needs

Abstract We used the basic principles of game theory to investigate development strategies for standards of professional competence in universities in the same geographic area, under conditions of non-uniform distribution of social demand preference. The results revealed that, under various conditions in our model, different approaches for differential strategies were selected by university U2 compared with university U1. Specifically, in the competition between U1 and U2, there is a differential strategy compression point of U2 to U1; When U2 universities choose the biggest differentiation strategy, university U1 also have differentiated strategy control points. Arbitrary decision-making of university U1 in relation to university U2 was based on the requirements of professional competence standards, according to the change of the social demand for professional competency standard, universities U2 will adopt the strategy of “no difference”, “maximum differentiation” and “comprehensive intermediate strategy”, respectively. The current results have theoretical implications for the selection of professional development and professional competence development strategies in asymmetric universities operating in the same geographic area.

HUMANITY AS A FACILITATIVE CRITERION OF FUTURE SOCIAL PEDAGOGUES’ PROFESSIONAL COMPETENCE

The phenomenology of humanity as a facilitative criterion of future social pedagogues’ professional competence is substantiated in the article. It states theoretically that coherence of social and cultural values and norms in future social pedagogues’ facilitative manifestations determines their professionally important quality - humanity in interpersonal interactions. Professional competence of a future specialist as an integral personality quality reflects the humanistic nature of the pedagogical process. The dynamics of humanity manifestations in facilitative characteristics of future specialists’ professional competence was clarified empirically; the corresponding indicators explicate the internal standards of professional competence, such as altruistically benevolent and altruistically submissive tendencies in interpersonal interactions, and the external standards of professional competence including the selfishly dependent and selfishly adventurous tendencies in interpersonal interactions. The first-year students show mostly altruistically benevolent tendencies in interpersonal interactions; the second-year students have a keen desire to be accepted along with the expressed loyal and sensual personality types, as well as submissive-altruistic tendencies in interpersonal interactions; the third year students show the correlative constellations selfishly dependent tendencies in interpersonal relationships and manifestations of the aggressive and self-confident personality types; the fourth year students show mainly selfish-adventurous tendencies in interpersonal relations and manifestations of the loyal and vigilant personality types. The psychological content of the revealed standards of professional competence demonstrates the polarity of facilitative characteristics: from benevolent and submissive activities aimed at helping other people (for the first and second year students), to passionate desire for changes (for the third and fourth year students). There is the necessity of correctional influence on fixed “selfish” behavioural patterns, caused by the dominant external standards of professional competence.

The content quality of teacher’s pedagogical and professional competence standards of senior high school physics teacher guide books

The teacher guide book has an important role in supporting the implementation of the 2013 curriculum. The using of qualifying teacher guide book has a major impact on the success of the learning process. The book should support teachers developing pedagogical and professional competence because both of these competencies are indicators of basic teaching abilities of a teacher. This study aims to determine the quality of pedagogical and professional competence content of four senior high school physics teacher guide books. The instrument used is assessment rubric that developed based on pedagogical and professional competence standards of teacher. The assessment was conducted by four experts from LPTK and two physics teachers. The results of the assessment can be concluded that the fourth of teacher guide books generally are in sufficient categories both of pedagogical and professional competence. However, there are some both of the competence standards that have not been met in each book. One of the limitations on the standard of professional competence is creativity in the development and presentation of learning materials. Therefore, still needed improving and developing of the teacher guide book in order that can provide further pedagogical and professional competence of teacher.

THE PRINCIPLE OF THE USEFULNESS OF A WAQF OBJECT IN THE PERSPECTIVE OF NAZHIR PROFESSIONALISM BASED ON LAW NUMBER 41 YEAR 2004 ABOUT WAQF IN SUB-DISTRICT CIAWI AND SUB-DISTRICT MEGAMENDUNG BOGOR

Realizing the expediency principle of waqf property, one of the efforts that be able to conducted is selecting and appointing nazhir that is conform the criteria and standards of professional nazhir competence. The purpose of study is to determine the criteria and professional nazhir competence in order to realize the expediency principle to assets of waqf in Ciawi and Megamendung district as well as to know the legal effect on waqf asset if nazhir not professional in managing and developing it. The approach method used in this research is sociological juridical (empirical), the law as a symptom of society, as a social institution or behavior that is pattern. Technical data collection used is through observation method, and interview method (interview). Based on results of research conducted by the author that the criteria and standards of professional nazhir competence is proficient, reasonable, law waqf understanding both Syariah and law, behaved as has been exemplified by the prophet Muhammad SAW namely sidiq, amanah, fathanah, tabligh, and possess skills and creativity not only in the field of syariah but law field, management and business. The legal consequences of the unmanaged asset of waqf in accordance to the legislation are the objects of waqf being displaced so that the management and its development can be taken over by the Badan Wakaf Indonesia, accordance to applicable laws and regulations

Influence of Internal Audit on Effective Financial Management at the Cape Coast Metropolitan Assembly

The purpose of the study was to investigate the influence of internal audit on the effectiveness of financial management at the Cape Coast Metropolitan Assembly (CCMA), Central Region of Ghana. The correlational research design was used for the study. The study population was 123 while the sample size for the study was 100. The lottery method of simple random sampling procedure was used to select the respondents. Questionnaire was used to collect data. The Cronbach alpha reliability coefficient of the questionnaire was 0.851, which was deemed appropriate and significant. The data were analysed using inferential statistics. The findings of the study revealed that determinants of internal audit (independence of internal audit, internal controls, professional competence and internal audit standards) have statistically significant influence on effective financial management at the CCMA. It is recommended to government through the Ministry of Local Government and Rural Development, and the management of the various MMDAs to ensure that internal auditors within the various MMDAs continue to update themselves with the changing times and technologies and sharpen their skills. Also, they should ensure that internal auditors within the assemblies are independent, qualify and act professional such that they will not be under the control of the Chief Executive but part of the management team.

Teaching professional standards for competency - based teacher training

The internationalization of teacher training and the demand for the reform of secondary education in Vietnam after 2018 require teacher training to shift from content-based approach to competency-based approach. Pedagogical instituitions should give more importance to competence-based knowledge rather than focusing too much on theory part. In order to meet these requirements, there has been a need to study about professional competency and training pre-service teachers in the orientation of professional competency standards. This article presents the authors’ conception of competence, professional competence, teachers’ professional standards, and competency assessment of pedagogical students. Specifically, the authors propose a competency framework for teachers through a benchmark of 30 standards and 76 criteria as the basis for pre-service teachers’ competency assessment.

음악치료사의 전문 역량요소 탐색

음악치료사의 전문 역량요소 탐색

Reducing Ethical Complaints Through Professional Counselor Competency in Court Testimony

Professional counselors experience increasing levels of ethical complaints when they provide opinions in child custody cases; the complaints question their competency levels. The purpose of the study was to examine competencies and ethical considerations for 277 counselors and 66 psychologists. The study used a new, validated professional competence standards instrument through a closed-ended survey. Data analysis included a t test and found that psychologists had higher levels of competency than did counselors, a Mann–Whitney U test found that psychologists had higher levels of complaints than did counselors, and factorial analyses of variance showed a main effect between experience and ethical complaints. Recommendations for future research include studying factors influencing levels of competency among counselors when providing testimony. These findings may assist the counseling profession with a greater understanding of competency in custody matters, resulting in counselors better serving children and families embroiled in conflicted divorce and custody disagreements, and minimizing the negative impact on the mental health of all involved.

Australian Midwifery Standards Assessment Tool: A valid midwifery clinical practice assessment tool

Introduction: Currently in Australia, midwifery education programs have their own clinical assessment tools to evaluate students’ clinical performance. Assessment processes are required to ascertain that graduates meet the requisite professional competency standards. A common validated assessment tool can contribute to national consistency in midwifery graduate standards. Aim: This project aimed to enhance assessment through developing and validating a standard tool to assess midwifery student performance in workplace-based settings. Methods: An iterative process with 24 midwives across four universities was used to develop and refine the tool and behavioural cues. Four workshops where held with the refinement process from each iteration verified through email. The refinement process ensured that the language in the tool was relevant and meaningful to clinicians working with students, as well as for academics. Midwives who assess students in clinical practice scored student performance with the new AMSAT tool alongside existing tools. Feedback in the form of a brief survey explored whether the assessor found the AMSAT tool user-friendly. A total of 159 assessments were undertaken across the five universities. Results: Principal factor analysis extracted one factor, the competency of midwifery students, which accounted for the 73.9% of variance. The Kaiser-Meyer-Olkin value was 0.904 and the Bartlett’s test of sphericity was statistically significant (p < 0.000) which indicate the appropriateness of the selected analysing method. The Scree plot, Monte Carlo simulation and exploratory factor analysis using Mplus program all demonstrated one factor. The AMSAT instrument (with 24 items) revealed to be reliable with a Cronbach’s alpha coefficient of 0.987. The calculated Cronbach’s alpha coefficient for each of 4 domains also demonstrated a high internal consistency. The mean of AMSAT scores for second year students was higher than the first years, but did not reach significant signifi- cance, (p < 0.106). The mean of AMSAT scores of third year students was significantly higher from both first and second years (p < 000 and p < 008), respectively. Conclusion and implications: By fulfilling requirements of reliability, validity, educational effect, acceptability and feasibility this tool will serve as a robust instrument to demonstrate student achievement, to meet professional competency and educational quality frameworks.

Interprofessional Peer-Assisted Learning as a Model of Instruction in Doctor of Audiology Programs.

This study reports on interprofessional peer-assisted learning (PAL) as a model of instruction in the preparation of doctoral audiology students. Ten Doctor of Audiology (AuD) students provided training in audiologic screening for 53 graduate speech-language pathology students in 9 individual PAL sessions. Pre- and post-surveys assessed the peer teaching experience for AuD students in 5 areas of their confidence in audiologic screening: knowledge, skill, making a referral based on outcomes, teaching, and supervising. Pre- and post-learning outcomes in audiologic screening for the speech-language pathology student trainees determined the effectiveness of training by their AuD student peers. Survey outcomes revealed significant (p < .001) improvement in the overall confidence of AuD student peer instructors. Speech-language pathology students trained by their AuD peers exhibited significant (p = .003) improvements in their knowledge and skill and making outcome-based referrals in audiologic screening, supporting the effectiveness of the PAL paradigm. In addition to meeting required accreditation and professional certification competency standards, the PAL instructional model offers an innovative curricular approach in interprofessional education and in the teaching and supervisory preparation of students in doctoral audiology programs.

Continuing Professional Development a Vocational Education Teacher in West Java

Continuous professional development of vocational teachers is a strategic effort to increase the competence of professional vocational teachers in a planned and structured. Professional vocational teachers have mastery of competencies demands a comprehensive multi-dimensional. Competency professional standards based on juridical regulation, which includes professional competence, personal competence, social competence and ped-agogical competence. Multi-professional competence of vocational teachers increasingly complex, because the substance of technological and vocational extremely varied and has very wide dimensions. The dynamics of technological and vocational education has a high acceleration, in line with the development of business and industry. The substance of the subject matter and learning model developed adaptive and portable, so as to synchronize the changes that occur. This paper will identify a comprehensive identity-based teacher professional culture-based model 'Raymond Gagnon'. Teacher professional identity associated with the technical efforts undertaken vocational teachers in West Java in an effort to improve the mastery of basic prerequisite's professional teacher competency standards. Descriptive analysis was conducted to describe the specific technical efforts in improving professional skills had been done, either individually, or in groups of formal institutions. The final result can be seen mapping profile in a structured continuous professional development and conceptual provide strategic impact to the renewal of knowledge and the improvement of teaching practices in the classroom teacher. Implications of the study of the issue of continuing professional development provide a conceptual input to various relevant parties on the professional development of vocational teachers in a more comprehensive, systemic and structured

Validation of the Australian Nursing Standards Assessment Tool (ANSAT): A pilot study

Workplace-based learning and assessment are essential elements of all nursing education programs. There is, however, limited evidence of validity and reliability available regarding assessment instruments, based on the professional competency standards for nursing in Australia. The aims of this project were to advance the assessment properties of a new instrument, the Australian Nursing Standards Assessment Tool (ANSAT) and investigate the acceptability of this instrument when applied to the evaluation of the professional competence of nursing students in authentic practice settings. A validation study of ANSAT was conducted by 23 clinical assessors from two universities, completing 220 instruments for second and third year undergraduate nursing students undertaking clinical placement in an authentic practice setting. 'Think Aloud' interviews and a post-test survey provided additional data to determine the validity and acceptability of the ANSAT. The pilot study occurred in parallel with completion of existing university assessment instruments. Principal components analysis extracted one factor: professional practice competence. Comparison of total instrument scores between year levels demonstrated a significant difference in each of the clinical domains (p=0.000), suggesting that the instrument is sensitive to differing levels of performance across different year levels. The ANSAT demonstrated high internal consistency with a Cronbach's alpha coefficient of 0.976. Post-test evaluation completed by assessors demonstrated high usability and acceptability for use in common practice settings. Results of the pilot study provided preliminary support for the ANSAT instrument. It is recommended that testing of the instrument be undertaken on a larger cohort to ensure the generalisability of the findings to other nursing populations. There is a need for valid and reliable instruments that assess the performance of nursing in the authentic practice setting. With the addition of supportive behavioural cues, the ANSAT enables clarity, consistency and collaboration in workplace-based assessment.

A mixed-methods research approach to the review of competency standards for orthotist/prosthetists in Australia.

The requirement for an allied health workforce is expanding as the global burden of disease increases internationally. To safely meet the demand for an expanded workforce of orthotist/prosthetists in Australia, competency based standards, which are up-to-date and evidence-based, are required. The aims of this study were to determine the minimum level for entry into the orthotic/prosthetic profession; to develop entry level competency standards for the profession; and to validate the developed entry-level competency standards within the profession nationally, using an evidence-based approach. A mixed-methods research design was applied, using a three-step sequential exploratory design, where step 1 involved collecting and analyzing qualitative data from two focus groups; step 2 involved exploratory instrument development and testing, developing the draft competency standards; and step 3 involved quantitative data collection and analysis - a Delphi survey. In stage 1 (steps 1 and 2), the two focus groups - an expert and a recent graduate group of Australian orthotist/prosthetists - were led by an experienced facilitator, to identify gaps in the current competency standards and then to outline a key purpose, and work roles and tasks for the profession. The resulting domains and activities of the first draft of the competency standards were synthesized using thematic analysis. In stage 2 (step 3), the draft-competency standards were circulated to a purposive sample of the membership of the Australian Orthotic Prosthetic Association, using three rounds of Delphi survey. A project reference group of orthotist/prosthetists reviewed the results of both stages. In stage 1, the expert (n = 10) and the new graduate (n = 8) groups separately identified work roles and tasks, which formed the initial draft of the competency standards. Further drafts were refined and performance criteria added by the project reference group, resulting in the final draft-competency standards. In stage 2, the final draft-competency standards were circulated to 56 members (n = 44 final round) of the Association, who agreed on the key purpose, 6 domains, 18 activities, and 68 performance criteria of the final competency standards. This study outlines a rigorous and evidence-based mixed-methods approach for developing and endorsing professional competency standards, which is representative of the views of the profession of orthotist/prosthetists.

Can the Council on Social Work Education Educational Policy and Accreditation Standards Be Exported to Cuba?

The purpose of this article is to examine Cuba’s social work profession through the lens of the United States’ Council on Social Work Education’s Educational Policy and Accreditation Standards. The examination, based on observations made during a research trip to Cuba, deepened our understanding of transcultural perceptions of social work, social problems, modes of practice, and standards of professional competence. We sought to answer the question: Can social workers from the United States export their values, ethics, lenses, and understanding of social problems to other countries? Implications of this examination and transcultural analysis are discussed.

KOMPETENSI PROFESIONAL GURU SMK PROGRAM KEAHLIAH TKR BERDASARKAN KURIKULUM SMK TAHUN 2013

The changing and reforming education system relies on the acquisition of competence by teachers. Light Vehicle Engineering Expertise Programme (TKR) is a study program developed and demanded as the development of science and technology and the needs of society. This study aimed to answer the needs of professional competence to be mastered based the vocational curriculum 2013. This study used a qualitative method. This study used Delphi technique. Data was analyzed by using triangulation sources and consensus search. Initial formulation of the professional competence of TKR teachers consists of 5 areas: field of engineering; machine; powertrain; chassis and suspension; and electrical. The results of the first identification composed of 31 core competencies, 52 sub-competencies and 174 essential indicators. The second was to search for consensus and clarification to the respondent against each competency that has been arranged on prior identification. The whole competence has reached a consensus with the approval percentage is more than 50%. After repairing, formulation of the professional competence of vocational teachers overall had 32 core competencies consisting of 56 sub-competencies and 193 essential indicators. The third identification was done to provide taxonomic level of education that must be mastered at any standards of competence and professional competence of teachers. The results of the third identification gave the mandate that vocational teachers need to master the cognitive domain of 9.375% for C2; 25% for C3; 50% for C4; and 15.625% for C5, and the knowledge domain of 9.375% for K1; 53.125% for K2; and 37.5% for K3.

Does Motivational Interviewing Align with International Scope of Practice, Professional Competency Standards, and Best Practice Guidelines in Dietetics Practice?

Facilitating change in client behavior is a key challenge for registered dietitian nutritionists (RDNs). RDN frustration occurs when clients do not adhere to the behavior change plans developed during consultations.1 The client may return for future appointments having made minimal or no lifestyle changes, or showing a decline in diet and physical activity behaviors. Despite many clients having the knowledge, skills, and need to make nutritious dietary choices and to participate in regular physical activity, many still struggle to maintain behavior change in the long term.