Competence Assessment Tool Research Articles

Comparative Study of Nursing Informatics Competencies in Educators, Students, and Clinical Nurses

Background: Nursing informatics refers to a specialty in nursing that influences the learning environment, interprofessional collaboration, patient care, strategic planning, and patient satisfaction. Nursing informatics competency has been identified as a critical factor influencing the quality-of-care services. Nurses must integrate informatics into clinical decision-making processes. Objectives: This study aims to conduct a comparative analysis of nursing informatics competency among nursing educators, students, and clinical nurses. Methods: This descriptive-analytical study was conducted in 2023 at the nursing faculty of Abadan University of Medical Sciences. The study sample included 670 participants: Nursing educators, students, and clinical nurses. Nursing educators and students were selected through a census method, while clinical nurses were chosen via random sampling. Data were collected using the Nursing Informatics Competency Assessment Tool (NICAT) and demographic questionnaires. The NICAT assesses informatics competency across 30 components, categorized into three dimensions: Computer literacy, informatics literacy, and information management skills. Data were analyzed using SPSS version 26 software. Results: The average nursing informatics competency score among the participants was 105.58, falling within the competent range. Nursing educators achieved the highest competency score (110.21), followed by clinical nurses (106.24) and students (103.78). The highest score was observed in informatics literacy (45.84), while the lowest score was seen in information management skills (24.59). Information management skills, computer literacy, and informatics literacy were significantly correlated with the overall nursing informatics competency score (P < 0.001). Conclusions: Nursing educators, students, and clinical nurses were found to be competent in nursing informatics. However, due to technological advancements and the growing use of electronic health services, there is a need to enhance nurses' competencies in all dimensions, particularly in information management skills. It is recommended to revise the curriculum and provide the necessary infrastructure and equipment to integrate informatics into nursing education and empower nurses.

Assessment of decision-making autonomy in chronic pain patients: a pilot study

BackgroundPatient decision-making autonomy refers to the patients’ ability to freely exert their own choices and make their own decisions, given sufficient resources and information to do so. In pain medicine, it is accepted that appropriate beneficial management aims to propose an individualized treatment plan shared with the patients, as agents, to help them live as autonomously as possible with their pain. However, are patients in chronic pain centers sufficiently autonomous to participate in the therapeutic decisions that concern them? As this question still remains unanswered, a pilot study was set up to that aim.MethodsOver a 2-month period, first-time patients within a tertiary multidisciplinary pain center underwent a systematic evaluation of their autonomy using the MacArthur Competence Assessment Tool for Treatment (MacCAT-T), considered the benchmark tool for measuring a patient’s ability to consent to treatment. Demographic data and pain characteristics of the patients were collected and their respective attending pain physicians were asked to clinically assess their patients’ degree of autonomy. Another physician, who had not participated in the initial patient evaluation, subsequently administered the MacCAT-T questionnaire to the same patients.ResultsTwenty-seven patients were included during the study period (21 women and 6 men), with an average age of 50 years. The average duration of pain was 8 years. Based on their clinical experience, the 4 different pain physicians in charge of these patients considered that out of 25 assessed patients, 22 of them (89%) had full decision-making capacity, with no deficit in autonomy. According to the MacCAT-T results, only 13 of these 25 patients (48%) had no deficit, while 7 (26%) had a major deficit in autonomy. The only patient characteristic that appeared to be related to autonomy was pain type, specifically nociplastic pain. The average time taken to complete the test was 20 min, and patients were very satisfied with the interview.ConclusionResults from the present pilot study suggest that patients suffering from chronic pain do not appear to be entirely autonomous in their decision to consent to the proposed treatment plan according to the MacCAT-T questionnaire, and physicians seem to find it difficult to properly assess this competence in a clinical setting. Further studies with larger samples are needed to better evaluate this concept to improve the complex management of these patients.

Standardised capacity measures and cognition in the assessment of capacity in children and adolescents: a systematic review

While there is increasing use of standardised tools to assist in determining decision-making capacity in adults, there is limited literature evaluating these tools in children/adolescents. The current PRISMA guided systematic review aimed to evaluate standardised capacity assessment tools used in the child/adolescent population, and to examine the relationship between these capacity assessment tools and cognition. Inclusion criteria comprised: (1) validation of a new/existing tool to assess capacity or competence; (2) participants < 18 years; (3) involved validation on normative or non-normative populations; (4) published in English in a peer review journal. Ten studies were included. The majority applied a version of the Macarthur Competence Assessment Tool. Findings suggest capacity assessment tools demonstrate sound psychometric properties, but research into capacity assessment in children is still in its infancy. Limitations include the lack of diagnostic gold standard of capacity and the inconsistent and minimal incorporation of cognitive functioning into standardised capacity assessment.

Effect of digital competence on scan time and scan error in intraoral scanning

Objectives: This study aimed to test whether the digital competence of dental hygienists can affect their intraoral scanning potential in terms of scan time and error. Methods: Dental hygienists and dental hygiene students who had never used an intraoral scanner were surveyed to determine their digital competence. Individual data collected using an intraoral scanner was compared with reference data collected using a model scanner to identify scanning errors, and participants’ scanning times were measured. Results: A significant decrease in scanning time was observed as the overall level of digital competence increased. The increase in digital skills and digital knowledge led to a decrease in scanning time by 3.73 and 3.98 minutes, respectively. Conclusions: This study found that digital competence was associated with reduced scan times, but less so with scan errors. This may be due to recent advances in scanning software, and future studies may need to develop a digital competence assessment tool that is more appropriate for the dental field.

The Importance of a Champion in Leading Major Improvements in Residency Programs.

Residency programs are expected to meet many requirements in training their residents, including providing adequate numbers of pediatric visits and procedures opportunities. In the residency program studied here, these numbers were inadequate, despite the efforts of faculty members over the years. A self-designated faculty champion (with traits including vision, persuasiveness, proactivity, and tenacity) launched a series of clinical initiatives to combat these problems. The number of pediatric visits in the Family Medical Center (FMC) were tracked and compared from 2012, prior to the intervention led by the faculty champion, through 2023. The number of procedures performed in the FMC were tracked and compared from 2015, when the procedures-only clinic was launched by the faculty champion, through 2023. The number of pediatric visits in the FMC in 2012-2013 was a total of 12. By 2022-2023, that number had grown to 1,454. The number of procedures in the FMC was four in 2015-2016, but by 2022-2023 had grown to 470. The improved numbers support competency-based medical education, with increased faculty observation, teaching, and evaluation. For procedures training, the improved numbers support faculty members in using the Procedural Competency Assessment Tools to evaluate resident performance. A faculty champion who is interested, self-motivated, persistent, and focused on leading the project from beginning to end can bring about significant improvements in a residency program, despite the program's track record of difficulty in making such improvements.

Nursing Informatics Competency among Nurses at a Teaching Hospital in Malaysia

Nursing informatics merges nursing science with information and analytical sciences to identify, describe, manage, and disseminate nursing data, information, knowledge, and wisdom. Identifying nurses’ informatics competency will help improve information technology utilisation in clinical practice. The aim of this study was to assess basic competency in nursing informatics and related factors influencing nurses working in a university teaching hospital. Thus, a cross-sectional study was conducted. A stratified random sampling of the total population of 1,136 nurses with sample size of 316 nurses participated in this study. The data was collected using a self-reported questionnaire utilising the Nursing Informatics Competency Assessment Tool (NICAT) reaching targeted sample by convenient approach. The results of this study showed that 85% (n = 269) nurses were competent in nursing informatics competency. There was a significant relationship between basic nursing informatics competency and sociodemographic of age (t = 4.194, p = 0.000), gender (t = –2.558, p = 0.011), educational level (F [2,313] = 5.094, p = 0.007) and working discipline (F [6,309] = 8.309, p = 0.000). There was also a significant relationship between basic nursing informatics competency and working experience (ρ = –0.231, n = 316, p = 0.000). However, the study is based on self-reporting and does not measure the actual performance of nursing informatics competency. Overall, the findings indicated the need for improvement in nursing informatics by exposure or awareness for potential age group and particular clinical setting for training and educational of nursing informatics.

Reliability of the Mental Health Nurse Competency Assessment Tool (ECOEnfSM): A pilot study

AimTo evaluate the reliability of the ECOEnfSM scale as a tool to assess the professional competencies of Mental Health Nurse Practitioners (MHNP) in their clinical practice. MethodA pilot study, observational, descriptive and cross-sectional, focuses on MHNP who have completed their Specialized Health Training Program (SHTP) in Spain. The data were collected by general and collaborators mentors of the Multiprofessional Teaching Units (MTUs). The Mental Health Nursing Competency Assessment Tool (ECOEnfSM) was used, which consists of three subscales and eight Competence Units (CU). A reliability and validity analysis were conducted (Cronbach's alpha and Spearman's correlation coefficient). ResultsThe Rotation Assessment subscales showed excellent reliability (r > 0.90) with high and very high correlations (r > 0.6) in all UCs with high levels of significance (P < .01). The Annual Assessment subscale showed good reliability (r > 0.80) with a medium and very high correlation (r > 0.4) with high levels of significance (P < .01). All UCs showed a good to excellent consistency (r > 0.80). The “Home Visits” assessment criterion showed heterogeneity of data due to there are few MTUs that fully develop it. ConclusionThe ECOEnfSM scale showed very high reliability in MHNP during their training program in Spain. The ECOEnfSM is considered the only objective tool in Spain to assess the professional competencies in this population.

807 Reliability of Simulation-Based Assessment of Surgical Technical Skills

Abstract Aim To examine the reliability of surgical trainees’ assessment data from a structured simulation training and assessment programme. Method The General Surgical Skills Programme is a simulation-based surgical training programme integrated within the clinical training pathway for surgical trainees across London. It is tailored to each trainee’s level of training and subspecialty. The ‘Junior’ pathway involves nine training sessions and one assessment session performing three procedures (Inguinal hernia [IH], laparoscopic cholecystectomy [LC] and small bowel anastomoses [SBA]). Within the scope of the Programme, skills assessment data collection was initiated in 2012. Data collected includes demographics and training data (grade/subspecialty/case numbers). Each procedure is assessed by two consultant surgeons using two procedure specific assessment tools, a visual analogue scale (VAS) and competency assessment tool (CAT). Reliability analyses were performed using SPSS for ‘Junior’ data over a four-year period. Results In total, 355 surgical trainees (Male = 199, Female = 154, Missing = 2) were assessed from 2014 to 2017 (2014 n=105; 2015 n=92; 2016 n=89; 2017 n=69). Both assessment tools showed satisfactory inter-item reliability (IH-CAT α=.794-.903, LC-CAT α=.837–910, IH-VAS α=.851-.991, LC-VAS α=.831-.986, SBA-VAS α=.778-.984). Inter-rater reliability, ICC (1,2), was good to poor across all tools. (IH-CAT .345-.510, IH-VAS .243-.600, LC-CAT .271-.766, LC-VAS .157-.678, SBA-VAS .225-.278). Conclusions The assessment tools used within the Programme both demonstrate satisfactory inter-item reliability. Inter-rater reliability is variable, highlighting a potential utility for assessor training within the Programme.

Fiabilidad de la escala de Evaluación de Competencias Enfermeras en Salud Mental: estudio piloto

AimTo evaluate the reliability of the ECOEnfSM scale as a tool to assess the professional competencies of Mental Health Nurse Practitioners (MHNP) in their clinical practice. MethodA pilot study, observational, descriptive and cross-sectional, focuses on MHNP who have completed their Specialized Health Training Program (SHTP) in Spain. The data were collected by general and collaborators mentors of the Multiprofessional Teaching Units (MTUs). The Mental Health Nursing Competency Assessment Tool (ECOEnfSM) was used, which consists of three subscales and eight Competence Units (CU). A reliability and validity analysis were conducted (Cronbach's alpha and Spearman's correlation coefficient). ResultsThe Rotation Assessment subscales showed excellent reliability (r > 0.90) with high and very high correlations (r > 0.6) in all UCs with high levels of significance (p <0.01). The Annual Assessment subscale showed good reliability (r > 0.80) with a medium and very high correlation (r > 0.4) with high levels of significance (p <0.01). All UCs showed a good to excellent consistency (r > 0.80). The “Home Visits” assessment criterion showed heterogeneity of data due to there are few MTUs that fully develop it. ConclusionThe ECOEnfSM scale showed very high reliability in MHNP during their training program in Spain. The ECOEnfSM is considered the only objective tool in Spain to assess the professional competencies in this population.

Reliability and Validity of the Turkish Version of the Adolescent Sexual and Reproductive Competency Assessment Tool

Reliability and Validity of the Turkish Version of the Adolescent Sexual and Reproductive Competency Assessment Tool

Surgical quality assessment of critical view of safety in 283 laparoscopic cholecystectomy videos by surgical residents and surgeons.

Surgical quality assessment has improved the efficacy and efficiency of surgical training and has the potential to optimize the surgical learning curve. In laparoscopic cholecystectomy (LC), the critical view of safety (CVS) can be assessed with a 6-point competency assessment tool (CAT), a task commonly performed by experienced surgeons. The aim of this study is to determine the capability of surgical residents to perform this assessment. Both surgeons and surgical residents assessed unedited LC videos using a 6-point CVS, a CAT, using an online video assessment platform. The CAT consists of the following three criteria: 1. clearance of hepatocystic triangle, 2. cystic plate, and 3. two structures connect to the gallbladder, with a maximum of 2 points available for each criterion. A higher score indicates superior surgical performance. The intraclass correlation coefficient (ICC) was employed to assess the inter-rater reliability between surgeons and surgical residents. In total, 283 LC videos were assessed by 19 surgeons and 31 surgical residents. The overall ICC for all criteria was 0.628. Specifically, the ICC scores were 0.504 for criterion 1, 0.639 for criterion 2, and 0.719 for the criterion involving the two structures connected to the gallbladder. Consequently, only the criterion regarding clearance of the hepatocystic triangle exhibited fair agreement, whereas the other two criteria, as well as the overall scores, demonstrated good agreement. In 71% of cases, both surgeons and surgical residents scored a total score either ranging from 0 to 4 or from 5 to 6. Compared to the gold standard, i.e., the surgeons' assessments, surgical residents are equally skilled at assessing critical view of safety (CVS) in laparoscopic cholecystectomy (LC) videos. By incorporating video-based assessments of surgical procedures into their training, residents could potentially enhance their learning pace, which may result in better clinical outcomes.

The design and operationalization of the teacher competence management framework: The method and practical tools to identify and close teacher competence gaps for the teaching of 21st century skills

The aim of the Framework for Teacher Competence Management is to provide school leadership with an empirically tested protocol on how to determine teachers’ professional development needs for teaching 21st century skills. Both quantitative and qualitative research methods were applied to collect and analyze data through three cycles of design-based implementation research over a period of three years, from 2017 to 2019, and by collaborating with staff from 15 schools. The Framework for Teacher Competence Management was developed through adapting a competence management model from the business environment to the school setting. The framework includes three steps: Competence identification, assessment and development; school developmental goals and education reform priorities; and the action and information flows between teachers and school leadership team members. The Framework for Teacher Competence Management has been operationalized through the design and validation of a method to identify teachers’ professional development needs and competence assessment tools, such as performance level descriptors, knowledge tests, and self-assessment questionnaires. The research outlines significant differences in teacher performance within a single school, emphasizing the necessity of gathering school-based evidence for planning more personalized professional development solutions to address professional development needs for different teacher groups.

PERSPECTIVE ON OBJECTIVE STRUCTURED CLINICAL EXAMINATION AMONG UNDERGRADUATE NURSING STUDENTS

An important trend in nursing education has been the move to an OUTCOME or COMPETENCY-BASED model, where the learning outcomes are defined and decisions about the curriculum are based on these. The aim of the study was to explore the perspectives of the students regarding OSCE (Objective structured clinical examination). A descriptive survey using 19 item three-point Likerts scale questionnaire was conducted. The study sample consisted of 190 B.Sc., (N) students. 76.31% students were agreed that OSCE is well structured and sequenced, 76.31% students agreed that OSCE represented an objective evaluation method of psychomotor skills and 76.42% students perceived their OSCE experience positively than traditional examination. In conclusion, the OSCE appears to be single gold-standard assessment tool for clinical competency. In combination with other assessment methods in the clinical settings, OSCE will provide a more comprehensive student psychomotor skill evaluation. OSCE experience gave new nursing graduates confidence to work as registered nurses in health care settings.

Self-reported cultural competence among Czech and Slovakian nurses: A comparative correlation study.

This study aimed to compare the level of cultural competence among nurses working in clinical practice in Slovakia and the Czech Republic. Demographic changes have greatly affected the health sector in Slovakia and the Czech Republic. By identifying the level of nurses' cultural competence, many of the complications encountered in caring for patients from different cultures can be avoided. However, few studies have explored the cultural competence of nurses in clinical practice in these countries. This study was cross-sectional, descriptive, and comparative. It followed the STROBE checklist and used the Cultural Competence Assessment Tool questionnaire to collect data. Descriptive and inferential statistical tests were utilized for data analysis, using SASD 1.5.8 and IBM SPSS Statistics version 28.0.0. The sample comprised 424 nurses, with 202 from the Czech Republic and 222 from Slovakia, primarily female. Most nurses in both countries have not received cultural diversity training. Nevertheless, nurses in both countries indicate the necessity of conducting a cultural impact assessment of patients' health. Cultural diversity training significantly increases the level of cultural competence in nurses. Lower cultural competence scores can negatively impact nursing care for patients from different cultures, leading to additional cultural challenges. The findings highlight the need for enhanced cultural competence among nurses. Nurses need to learn and utilize cultural information to help maximize healthcare for patients from different cultures. By providing nurses with cultural knowledge and skills, they will be able to deliver more effective and culturally competent care to patients from varied cultural backgrounds.

Nationwide Association of Surgical Performance of Minimally Invasive Esophagectomy With Patient Outcomes

Suboptimal surgical performance is hypothesized to be associated with less favorable patient outcomes in minimally invasive esophagectomy (MIE). Establishing this association may lead to programs that promote better surgical performance of MIE and improve patient outcomes. To investigate associations between surgical performance and postoperative outcomes after MIE. In this nationwide cohort study of 15 Dutch hospitals that perform more than 20 MIEs per year, 7 masked expert MIE surgeons assessed surgical performance using videos and a previously developed and validated competency assessment tool (CAT). Each hospital submitted 2 representative videos of MIEs performed between November 4, 2021, and September 13, 2022. Patients registered in the Dutch Upper Gastrointestinal Cancer Audit between January 1, 2020, and December 31, 2021, were included to examine patient outcomes. Hospitals were divided into quartiles based on their MIE-CAT performance score. Outcomes were compared between highest (top 25%) and lowest (bottom 25%) performing quartiles. Transthoracic MIE with gastric tube reconstruction. The primary outcome was severe postoperative complications (Clavien-Dindo ≥3) within 30 days after surgery. Multilevel logistic regression, with clustering of patients within hospitals, was used to analyze associations between performance and outcomes. In total, 30 videos and 970 patients (mean [SD] age, 66.6 [9.1] years; 719 men [74.1%]) were included. The mean (SD) MIE-CAT score was 113.6 (5.5) in the highest performance quartile vs 94.1 (5.9) in the lowest. Severe postoperative complications occurred in 18.7% (41 of 219) of patients in the highest performance quartile vs 39.2% (40 of 102) in the lowest (risk ratio [RR], 0.50; 95% CI, 0.24-0.99). The highest vs the lowest performance quartile showed lower rates of conversions (1.8% vs 8.9%; RR, 0.21; 95% CI, 0.21-0.21), intraoperative complications (2.7% vs 7.8%; RR, 0.21; 95% CI, 0.04-0.94), and overall postoperative complications (46.1% vs 65.7%; RR, 0.54; 95% CI, 0.24-0.96). The R0 resection rate (96.8% vs 94.2%; RR, 1.03; 95% CI, 0.97-1.05) and lymph node yield (mean [SD], 38.9 [14.7] vs 26.2 [9.0]; RR, 3.20; 95% CI, 0.27-3.21) increased with oncologic-specific performance (eg, hiatus dissection, lymph node dissection). In addition, a high anastomotic phase score was associated with a lower anastomotic leakage rate (4.6% vs 17.7%; RR, 0.14; 95% CI, 0.06-0.31). These findings suggest that better surgical performance is associated with fewer perioperative complications for patients with esophageal cancer on a national level. If surgical performance of MIE can be improved with MIE-CAT implementation, substantially better patient outcomes may be achievable.

디지털전환 시대의 직업훈련 교･강사 역량체계 개발 연구

The purpose of this study is to derive common core competencies of vocational training teachers and instructors and develop a competency framework that reflects changes in industrial and occupational trends due to digital transformation. The research procedure is carried out in three stages. In the initial phase, a preliminary competency framework for training instructors was developed through an analysis of prior research. Subsequently, validation was conducted via an expert Delphi survey, leading to the presentation of a competency framework for vocational training instructors. The research findings delineated five major competency domains comprising fundamental competencies, teaching, learning, and assessment competencies, learner support competencies, administrative competencies, and organizational management competencies. Across these five main domains, 23 sub-competencies were identified, each accompanied by operational definitions. This study establishes the groundwork for the development of competency assessment tools, incorporating contemporary demands such as AI and digital competencies within the framework for vocational training instructors. Future efforts should concentrate on aligning competency assessment tools with educational programs to enhance competencies based on this research. Additionally, ongoing updates to the competency framework are recommended for further investigation.

MacCAT-T between Claim and Practice - Challenges of Assessing Capacity for Consent in Dementia

Consent is a prerequisite for medical diagnostic and therapeutic action. There is no standardised procedure for assessing the ability to give consent. The most widely used tool for structured assessment is the MacArthur Competence Assessment Tool for Treatment (MacCAT-T). People with dementia have impaired capacity to consent because of their disease. In order to answer the question to what extent structured assessment procedures can be usefully applied to people with dementia, we analyse the function, strengths and weaknesses of structured assessment procedures with a focus on the MacCAT-T and discuss suggestions for modification and further development of the tool. Using the PubMed literature database, a systematic literature search and analysis was conducted on papers published since 2010, following PRISMA guidelines.Results Although the MacCAT-T is a valid and reliable tool, it cannot comprehensively address memory problems in people with dementia. It primarily measures cognitive functions. However, Decisions based on emotions, intuitions and values, are not captured by the MacCAT-T. Communicative limitations in people with dementia are not taken into account. It is recommended to provide information in simple language, written down and visualised for people with dementia. The development and elaboration of a graduated procedure for the examination of capacity to consent is indicated. The gradations of the scope and depth of the assessment to be determined should be based on the severity of the cognitive impairment, the benefit/risk ratio of the proposed medical intervention and the individual profile of affective functions and value-based imprints.

Supporting self-regulated-learning in colonoscopy training—A comparison cohort trial

AimThis study aimed to demonstrate that using a self-regulated learning (SRL) approach can improve colonoscopy performance skills. BackgroundColonoscopy is the gold standard for detecting colorectal cancer and removing its precursors: polyps. Acquiring proficiency in colonoscopy is challenging, requiring completion of several hundred procedures. SRL seems to be beneficial to help trainees acquire competencies in regulating their future learning processes and enhance the outcomes of current learning situations. SRL is a learner-centred approach that refers to a trainee's ability to understand and control their learning environment, including cognitions, motivations and emotions. The key abilities include self- and situational awareness, task analysis, and strategic planning. This study is the first to use an SRL approach for workplace-based colonoscopy training. MethodsIn this comparison cohort trial, participants used two SRL supports: a self-review of videotaped performance, and an online learning platform with procedural and conceptual knowledge about colonoscopy. In the control cohort, participants performed patient-based colonoscopy as usual in their departments. Improvement was monitored via three video-based ratings (study start, end of the study period, and follow-up) using the Gastrointestinal Endoscopy Competency Assessment Tool (GiECAT). Outcomes were analysed using two-way analysis of variance with repeated measurements. ResultsThis study recruited 21 participants (12, intervention cohort; nine, control cohort); 58 videos were recorded. The intraclass correlation coefficient was 0.88 (95% CI 0.61–0.98; p < 0.001). The global rating scale (GRS) and checklist (CL) in GiECAT were analysed separately. No statistically significant main effects of cohort (GRS: F(1,16) = 2.84, p = 0.11; CL: F(1,16) = 1.06, p = 0.32), test (GRS: F(2,32) = 2.56, p = 0.09; CL: F(2,32) = 0.76, p = 0.48), or interactions between cohort and test were observed (GRS: F(2,32) = 1.16, p = 0.33; CL: F(2,32) = 1.01, p = 0.37). ConclusionsSRL in patient-based colonoscopy is feasible; however, no clear effect on performance scores was observed.

Education in Interventional Pulmonology: How We Got Here and Where to Go from Here

Interventional pulmonology is a rapidly growing field with increasing demand. To meet this demand, training in interventional pulmonology is expanding. What started as a single training program without a standardized curriculum has grown to 40 accredited training programs with a well-defined curriculum that is now overseen by the Accreditation Council for Graduate Medical Education. As the field develops, research is being actively performed to develop validated competency assessment tools and describe the learning curves for pulmonary procedures. As research evolves, this information can be used to better standardize training in interventional pulmonology and move the field towards a competency-based training model.

Development of a tool for assessing the clinical competency of Chinese master’s nursing students based on the mini-CEX: a Delphi method study

ObjectiveTo construct a scientific and systematic competency evaluation tool for master of nursing specialists (MNS) and to provide a reference for the training, assessment and competency evaluation of MNS.MethodsA first...