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Objective:To explore the effects of practice teaching based on Gagne's teaching theory combined with scene teaching method on core competency of nursing students in department of respiratory and critical care medicine.Methods:A total of 42 nursing students from the Respiratory and Critical Care Medicine Department of Beijing Jishuitan Hospital were enrolled and divided into observation group (21 cases) and control group (21 cases) using a random number table. Traditional teaching method was used in the control group, while Gagne's teaching theory combined with scene teaching method was used for teaching the observation group. After teaching, theoretical knowledge and actual operation ability of nursing students were assessed. The core competency of nursing students was evaluated by core competency assessment scale. The independent learning ability of nursing students was evaluated using an assessment tool. The self-evaluation of teaching effect in the two groups was compared. The t test or chi-square test was performed in SPSS 22.0. Results:The scores of theoretical knowledge and actual operation ability in the observation group were (88.10±7.52) and (90.81±4.88), respectively. These scores were significantly higher than those in the control group [(83.62±6.58) and (72.57±8.94), t=2.06, 8.21, P<0.05]. The scores of core competency and independent learning ability were significantly higher in the observation group than in the control group [(185.53±20.19) and (129.09±16.14) vs. (170.52±20.32) and (105.86±12.23), t=2.40, 5.10, P<0.05]. The score of self-evaluation on teaching effect was significantly higher in the observation group than in the control group [28 (25, 29) vs. 21 (20, 22), Z=5.39, P<0.05]. Conclusion:Gagne's teaching theory combined with scene teaching method in practice teaching of nursing students in the department of respiratory and critical care medicine should be promoted because this combined method improves the mastery of theoretical knowledge and actual operation skills, the independent learning ability and core competency of nursing students, and the effect of nursing teaching.
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Objective:To explore the application effect of progressive case teaching method based on core competency in standardized nursing training.Methods:A total of 63 nursing students rotated in department of neurosurgery from June 2020 to June 2022 were selected as the research objects and randomized into experimental group ( n=31) and control group ( n=32). The experimental group adopted the progressive case teaching method based on core competency, and the control group adopted the conventional teaching mode. The data was analyzed using SPSS 26.0 to conduct t-test or non-parametric test based on the data normality for comparing the theory results, objective structure clinical examination (OSCE) scores, core competency, self-directed learning ability scores, teaching satisfaction and nursing satisfaction of patients in two wards between the two groups. Results:The theoretical results ( t=4.74, P<0.001) and OSCE scores ( t=3.81, P<0.001) of the experimental group were better than those of the control group. The scores of core competency and autonomous learning ability ( t=4.32, P<0.001) of the experimental group were better than those of the control group. The teaching satisfaction score ( t=2.21, P=0.044) and patient satisfaction score ( t=2.92, P=0.011) of the observation group were better than those of the control group. Conclusion:The progressive case teaching method based on core competency can improve the post competency of nurses, and also improve the teaching satisfaction rate and patient satisfaction rate, which is worthy of being carried out in the subsequent teaching activities.
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Objective:To recognize the overall situation of the core competency of medical professional postgraduate, analyze the advantages and disadvantages of the training process, and provide basis for better optimization and revision of training objectives and training plans.Methods:An anonymous online questionnaire was conducted among 264 postgraduates majoring in clinical medicine to recognize the cognition and self-evaluation of core competence, and analyze the differences in scores of different grades and types. SPSS 23.0 was used for independent-samples t test; and one-way analysis of variance to analyze categorical variables. Results:The doctoral degree students' core competency results were higher than those of master degree students, and those of the senior students were higher than junior students ( P<0.05). "System Improvement Ability" [master degree students (2.94±1.07), first-year students (2.82±0.97)], "Patient Management" [(first-year students (2.77±1.22)], "Academic Research" [first-year students (2.90±1.03)], and 4 other indicators were the weakness of students (all less than 3 scores). Conclusion:The students have a good sense of professional identity for doctors. The different depth of the clinical practice education is the possible cause which brings about the differences among students with different degrees. We should focus on strengthening the training for the "shortcomings" in the core competence of students.
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Objective@#To construct a core competency training indicator system for high-level public health talents using the Delphi method, so as to provide insights into optimization of high-level public health talents training.@*Methods@#Based on review of publications pertaining to core competency training for high-level public health talents, in combination with public health priorities and development needs in China, a preliminary indicator system was constructed. Twenty public health experts were invited for two rounds of Delphi expert consultation. Indicators were screened based on the frequency of full marks, mean score and coefficient of variation (CV), and the weight of indicators was determined using the Entropy weight method. The effectiveness of the Delphi expert consultation was evaluated using the active degree, authority coefficient and the consistency degree. @*Results@#Twenty experts participated in the consultation, including 12 men, and there were 6 experts at ages of 30 to 39 years, 8 at ages of 40 to 49 years, and 6 at ages of 50 years and older. There were 17 experts with an educational level of master and above, 19 with senior professional titles and all experts had working experiences for 10 years and longer. The active degrees were 95.24% and 100.00% for two rounds of consultations, and the overall authority coefficient was 0.87. Following two rounds of consultations, all CVs were reduced to below 0.25, and the coordination coefficients were all statistically significant (P<0.05), with a higher coordination coefficient in the second round of consultation than in the first round. The constructed core competency training indicator system for high-level public health talents included four primary indicators, including health protection, health service improvement, health promotion, and essential quality, with weights of 0.388, 0.310, 0.122 and 0.180, 11 secondary indicators, with high weights seen for protection of human health from threats (0.178), monitoring and assessment of health service utilization (0.157) and promotion of health service quality and access (0.112), and 70 tertiary indicators, with high weights seen for Chinese writing (0.038), capability for health policy suggestions (0.034) and global perspective (0.030).@*Conclusion@#The core competency training indicator system for high-level public health talents constructed in this study may provide insights into training of high-level public health talents.
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Objective:Based on the core competence of stroke certified registered nurses, this study construct the theoretical raining curriculum system for stroke certified registered nurses and made a preliminary evaluation.Methods:Using Delphi expert consultation method and based on literature research, the first draft of training course for stroke certified registered nurses was formed. In the form of Email, 14 experts in the field of stroke care who met the selection criteria were sent a questionnaire, and two rounds of consultation were conducted. The theoretical raining curriculum system for the training of stroke specialist nurses was constructed; the purpose sampling method was used to evaluate the application effect of the stroke specialist nursing theoretical training curriculum system through the theoretical performance and satisfaction evaluation of 127 trainees who participated in the first phase of the stroke specialist nursing theoretical training curriculum.Results:The recovery rate and effective rate of the two rounds of expert consultation questionnaire were 14/14, the authority coefficient of the second round of expert consultation was 0.94, and the expert Kandall coordination coefficients of the first, second and third-level indexes were 0.356, 0.216, 0.207 respectively ( P<0.05). The training curriculum of stroke specialist nurses finally formed included 5 primary indicators (Professional practice concept, general nursing knowledge, stroke diagnosis and treatment, acute stroke nursing management, secondary prevention of cerebrovascular disease), 21 secondary indicators and 63 tertiary indicators. The Analytic hierarchy process was used to determine the weight coefficients of all levels of indicators, and the consistency Ratio <0.1. Based on the curriculum system as the content framework, theoretical courses were set up to train stroke specialist nurses. 109 trainees completed the post-training assessment. Before training, the qualified rate of theoretical performance of stroke certified registered nurses was 77.95% (99/127), and after training, the qualified rate of theoretical performance of stroke certified registered nurses was 100% (109/109). The difference was statistically significant ( χ 2=27.60, P<0.01). The excellent rate of theoretical performance of stroke certified registered nurses before training was 35.43% (45/127), and 100% (109/109) after training, the difference was statistically significant ( χ 2=24.17, P<0.01).The average score of the trainees′ satisfaction was (38.90±2.55) points. Conclusions:The theoretical raining curriculum system for stroke certified registered nurses setting constructed in this study standardizes the training system of stroke nurses to a certain extent, and provides a basis for the construction of homogeneous training courses in China in the future.
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Objective:To construct the evaluation index system of the core competence of neonatal specialist nurses, so as to provide reference for clinical training of neonatal specialist nurses.Methods:From January 2020, through literature review, theoretical analysis, interview, Delphi method and superiority chart, the evaluation index and weight of core competence of neonatal specialist nurses were determined.Results:Totally 28 experts in China were invited for 3 rounds of consultation. The effective recovery rate of the questionnaires was 93.33%(28/30) in the first round. The effective recovery rate of the questionnaires was 100.00%(28/28) in the second and third rounds. The authority coefficient of the experts was 0.85 in the third round. The Kendall′s coefficients of concordance of the first-level indexes, second-level indexes and third-level indexes were 0.150, 0.221 and 0.161, respectively. The final evaluation index system of the core competence of neonatal specialist nurses included 5 first-level indicators, 17 second-level indicators and 58 third-level indicators.Conclusions:The evaluation index system of the core competence of neonatal specialist nurses constructed in this study has certain scientific, reliable and clinical application value, which is conducive to the training of newborn specialized nurses in China.
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Objective:To explore the core competency of doctors in tertiary public hospitals in regions of different income levels in China, and provide reference for promoting such competency and related policy formulation.Methods:Using multi-stage stratified cluster sampling method, 195 tertiary public hospitals in 16 provinces of China were selected from November 2021 to March 2022. 200 doctors were sampled from each hospital. A self-designed questionnaire was used to investigate the status of doctors′ core competencies, as well as the status of their postgraduate medical education and continuing medical education. According to the per capita gross regional product of each province in China Statistical Yearbook 2022, each province was divided into high, middle and low income regions, and the questionnaire data were descriptively analyzed, while χ2 test was used to compare the differences between groups. Results:A total of 32 673 valid questionnaires were collected. There were 12 135 doctors (37.14%) in China who had received comprehensive education and training of core competency in all dimensions. Among the dimensions of self-rated core competency of the surveyed doctors, there were 10 019 doctors (30.66%) with insufficient teaching ability and 438 (1.34%) with insufficient professional quality, and there was no significant difference between regions ( P>0.05). There were 2 385 (27.08%), 2 528 (27.55%) and 3 646 (24.82%) doctors in high-, middle- and low-income regions with insufficient lifelong learning ability, respectively. The proportion of doctors in middle- and high-income regions was higher than that in low-income ones ( P<0.05). There were 1 317 (15.57%), 1 290 (14.06%) and 2 719 (18.51%) doctors with insufficient knowledge and skills in high-, middle- and low-income areas, respectively. The proportion of doctors in low-income regions was higher than that in middle- and high-income regions ( P<0.05). The proportion of doctors who did not receive any kind of postgraduate medical education or continuing medical education in low-income regions was 7.33% (1 077 people), higher than that in high-income and middle- income ones ( P<0.05); 50.44% (4 442 people) of surveyed doctors in high-income regions believed that for standardized training of resident physicians (hereinafter referred to as residential training), the clinical teachers were " overworked to take this job", which was higher than that in middle- and low-income regions ( P<0.001); In middle-income regions, 46.16% (4 235 people) and 43.46% (3 987 people) believed that the salary residents and specialized physicians in standardized training (hereinafter referred to as specialized training) was too low, while 42.47% (3 897 people) and 30.44% (2 793 people) believed that the clinical practice opportunities of students were limited, both of which were higher than those in high-income and low-income regions ( P<0.001); 34.91% (5 128 people) of surveyed doctors in low-income regions believed that the investment was insufficient for training bases of residential training, 27.81% (4 085 people) of those held that training bases for specialized training were unevenly distributed, and 33.19% (4 876 people) of those held that continuing medical education was plagued by " insufficient promotion coverage, and insufficient opportunities for primary doctors", all of which being higher than those in high- and middle-income regions ( P<0.001). Conclusions:There is an obvious need to improve the core competence of doctors in the teaching ability dimension of tertiary public hospitals in China, especially in middle- and high-income regions for lifelong learning, and in low-income regions for knowledge and skills; There are differences between postgraduate medical education and continuing medical education systems in regions of different income levels in China. It is necessary to improve the competency oriented postgraduate medical education and continuing medical education systems.
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@#Objective To explore competency of professionals in rehabilitation psychology using Rehabilitation Competency Framework (RCF) and develop the curriculum system of rehabilitation psychology at graduate level.Methods Using RCF and Rehabilitation Competency Framework to a specific context, we constructed competency of professionals in rehabilitation psychology and education programme with the functioning framework of International Classification of Functioning, Disability and Health in accordance with disciplinary development and vocational need.Results A competency framework for professionals in rehabilitation psychology based on RCF was constructed; the educational goals based on competency-based education (CBE) in accordance with vocational competency and job responsibilities had been formulated; the curriculum system of rehabilitation psychology was developed in rehabilitation psychology at graduate level based on RCF and CBE, to develop professionals of rehabilitation psychology work in a team.Conclusion Disciplinary development and vocational requirement are integrated in competency of professionals in rehabilitation psychology based on RCF, which provide theories and methods to develop graduate programme and curriculum in rehabilitation psychology.
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BACKGROUND: Recently, competency-based education has been reorganized in the dental hygiene curriculum. In education, non-cognitive factors are emphasized. Grit, the non-cognitive ability to persevere to achieve an individual’s long-term goals, is emerging. This study aims to identify the degree of grit and core competencies in students and to investigate the relationship between them and the factors that affect these core competencies. METHODS: This study was conducted using 350 dental hygiene students who were randomly assigned a structured questionnaire to complete. The final analysis included 321 students. The survey contents evaluated grit, core competencies, and general characteristics. The difference in the degree of grit and core competencies in conjunction with the general characteristics of the subjects was analyzed using the t-test/Mann Whitney U-test and the ANOVA/Kruskal-Wallis H test. Multiple regression analysis was then conducted to determine the factors affecting the core competencies of the subjects. RESULTS: The difference of ‘grit’ according to general characteristics was statistically significant in ‘major satisfaction’, ‘relationship’, ‘perceived academic achievement’, ‘grade point average (GPA)’. The difference in ‘core competency’ according to general characteristics was statistically significant in ‘grade’, ‘department selection’, ‘major satisfaction’, ‘relationship’, ‘perceived academic achievement’, ‘GPA’. Among the sub-areas of ‘grit’, ‘perseverance of effort’ showed a high correlation with ‘core competency’ and was statistically significant. As a result of regression analysis, ‘major satisfaction’, ‘perceived academic achievement’ and ‘grit’ of dental hygiene students had a statistically significant influence on ‘core competency’. Meanwhile, ‘GPA’ was not seen to be statistically significant in ‘core competency’. CONCLUSION: Grit, a non-cognitive factor, had a statistically significant effect on core competency, while the effects on GPA, a cognitive factor, were not statistically significant. Among the sub-factors of grit, ‘perseverance of effort’ had a statistically significant effect on ‘problem-solving competency’ and ‘academic competency’, which are ‘core competency’ sub factors.
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Humans , Competency-Based Education , Curriculum , Education , Oral HygieneABSTRACT
One of the effective strategies to decrease maternal mortality rate is to improve midwifery core competencies, and midwifery education is the principal approach to cultivate core competency of midwife candidates. As the basis of midwifery care, to evaluate the core competencies of midwifery graduates helps estimate the outcome of midwifery education. This article is to review the concepts, evaluation indicators and methods of midwifery graduates core competencies, thereby providing reference for development of higher education in midwifery in China.
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One of the effective strategies to decrease maternal mortality rate is to improve midwifery core competencies, and midwifery education is the principal approach to cultivate core competency of midwife candidates. As the basis of midwifery care, to evaluate the core competencies of midwifery graduates helps estimate the outcome of midwifery education. This article is to review the concepts, evaluation indicators and methods of midwifery graduates core competencies, thereby providing reference for development of higher education in midwifery in China.
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OBJECTIVE： To set up a standard for evaluating core competency of clinical pharmacists， and to provide reference for competency training and evaluation of clinical pharmacists. METHODS： By Delphi method， the first-level and second-level indicators were summarized and sorted out in three dimensions as research ability， professional ability and comprehensive ability that clinical pharmacists should possess. The second-level indicators were designed as questionnaire items， so as to consult their importance according to Likert 5 grade scoring method. During Jun.-Oct. 2017， 35 experts were selected for the first round of questionnaire consultation， and then the corresponding items were deleted， merged and added. Then the second round of questionnaire consultation was conducted. SPSS 20.0 software was used to input the data of the questionnaire and establish the database， and the experts’ enthusiasm degree， the authority degree and opinion coordination degree were analyzed statistically. RESULTS： The positive coefficients of expert consultation in the first and second rounds of questionnaire consultation were 100％ and 92.9％； the authority degrees of experts were 0.878 6 and 0.901 9； the coordination coefficients of experts were 0.298 and 0.681， respectively. The evaluation standard for core competency of clinical pharmacists was established finally， involving 16 first-level indicators and 41 second-level indicators. The dimension of research ability contained 5 first-level indexes and 8 second-level indexes （3 “extremely important” indexes in latter ones）； the dimension of professional ability contained 5 first-level indexes and 21 second-level indexes （9 “extremely important” indexes in latter ones）； the dimension of comprehensive ability included 6 first-level indexes and 12 second-level indexes （4 “extremely important” indexes in latter ones）. CONCLUSIONS： The most important core competence of clinical pharmacists is professional competence， and the most important responsibility orientation and work assessment focus is to participate in clinical treatment of patients. Clinical pharmacists should pay attention to communication with medical staff and patients， and establish the concept of lifelong learning. The experts in this consultation and research are highly motivated and authoritative， and have good coordination of opinions. The core competence evaluation criteria can provide a basis for the training and evaluation of clinical pharmacists.
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Background: For enhancing nursing education, we conducted concept synthesis and empirical validation of the essential genetic/genomic nursing competencies on cancer medicine for all nurses. Methods: First, 41 articles were reviewed to produce a prototype concept of the essential genetic/genomic nursing competencies on cancer medicine (Study A). Second, focus group interviews were conducted with 21 standard-level nurses in cancer care, genetic/genomic nursing practices were extracted, and these were synthesized into Study A results. Consequently, although two new nursing practices were generated, analysis was terminated because no new concepts were created (Study B). Lastly, two experts performed empirical validation for all subjects. Results: The following seven concepts were identified: "Utilization of genetic/genomic information," "Prevention of cancer including family members," "Adjustment of genome-related resources," "Attitude toward diversity in individuals," "Fulfillment of basic responsibilities," "Acquisition of specific medical knowledge," and "Awareness of the contribution of genetic/genomic medicine." Discussion: Compared with the existing genetic nursing core competencies, cancer management systems and technological reforms have led to the addition of "administration management of molecularly targeted drugs" and "harmonization with organizational and regional policies." Thus, the nursing practice behind the concept has shifted from the legally prescribed "medical treatment for injured and ill persons" to "assistance in medical care" involving family members. Others concepts included core competences of general genetic/genomic nursing similar to cancer care.
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Objective To explore the effect of core competence oriented advanced course in wound ostomy specialist nurse training.Methods A total of 101 Chongqing municipal wound ostomy specialist nurse training students from September 2016 to June 2017 were selected.Among them,50 students in 2016 served as the control group and trained by traditional training methods;51 students in 2017 served as the observation group and adopted the core competence oriented advanced courses for conducting the training.Then the effects after training were compared between the two groups.Results The core competence score after training in the observation group [(3.11±0.11) point]was higher than that in the control group [(2.87±0.13) point],the difference was statistically significant (P＜0.05).Conclusion The core competency oriented advanced course is effective for training the wound ostomy nurses.
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Objective To construct a core competency-based curriculum for master of geriatric nursing specialist. Methods On the basis of literature review and theoretical analysis,the curriculum for master of geriatric nursing specialist was set up,and through 6 experts'modification with Delphi method,the final entries were confirmed.Results Through two-round consultation,the training course system formaster of geriatric nursing was established to consist of 9 entries and 33 sub-entries.The response coefficients of the two-round consultations were 100%,and the authority coefficients of the experts were 0.86 and 0.92 respectively.The coordination coefficients for overall entries were 0.534 and 0.593 respectively with P<0.001,indicating statistically significant differences. Conclusion The curriculum for master of geriatric nursing is reliable and valid,which can provide practical basis.
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ICU nursing is a vitalpartof the development of specialized nursing in China, and the standardized training of the corecompetence of ICU nurses is the primary goal of the development of ICU nursing. This paper took the First Affiliated Hospital of Sun Yat-sen University in China and the Royal Free Hospital in London, the United Kingdom as example, and compared the hierarchical management and core competencies training status of ICU nurses in China and England to find out the similarities and differences, and then to put forward valuable suggestions for hierarchical management and the core competence training of ICU nurses in China.
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Objective To investigate the core competency of grass-roots nurses in Jiangsu Province,and to provide references for training grass-roots nurses.Methods The Competency Inventory for Registered Nurse(CIRN)was used to investigate 593 grass-roots nurses in Jiangsu Province.Results The overall score of importance judgement for core competency was 4.45±0.73.The overall execution frequency was 4.26±0.69.There were significant differences in the importance judgment of clinical care,interpersonal relationship,leadership,and professional development among nurses with different job titles(P＜0.05).There were significant differences in the execution frequency of clinical care,interpersonal relationship,ethical/legal practice,critical thinking and scientific research among nurses with different job titles (P＜0.05).There were certain differences in the importance judgment and the execution frequency for core competency among nurses with different job titles and nurses from different institutions.Conclusion The score for grass-roots nurses' core competency in Jiangsu Province was not high and unbalanced.There were differences between the importance judgment and the execution frequency.Hospital managers should take appropriate measures to address existing problems and improve the grass-roots nursers' core competency according to different characteristics.
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Objective To understand the status quo of midwives' core competency in Fujian Province and analyze its influencing factors.Methods A total of 374 midwives from 13 hospitals in Fujian Province were surveyed by the midwife core competency scale.Results The average score of midwives' core competency were(3.96±0.54).The scores of vocational literacy,postnatal care skills and health care skills during pregnancy were relatively high.The scores of public health care knowledge,public health care skills and women's health knowledge were relatively low.The scores of core competence for junior,senior and expert abilities for midwives were (4.03±0.55),(3.78±0.59)and (3.54±0.75),respectively.In seven dimensions,the scores for skills were all higher than those for knowledge.Multivariate stepwise regression analysis showed that years of working,hospital grade,marital status and form of employment were influencing factors of midwives' core competency (P＜0.05).Conclusion The core competence of midwives in 13 hospitals in Fujian Province was generally at the middle level.The junior ability was satisfactory,and the senior and expert abilities should be improved.Midwives who were newly employed,working in primary institutes,non-institution personnels should be paid more attention in order to promote midwives' core competency holistically.
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Objective To survey the current situation of core competence of wound ostomy continence nurses (WOCN),and provide reference for their training and core competence evaluation.Methods A total of 141 WOCN in the Chongqing Municipal training base participated in the questionnaire survey by adopting the purposive sampling and WOCN core competence questionnaire table.Then the score results of core competence were analyzed by using the descriptive analysis,one-way ANOVA and t test.Results The average total score of WOCN core competency self-evaluation in Chongqing City was (2.42± 0.83) points,the item scores of core competence from high to low were the communication ability,clinical practical ability,critical thinking,professional development ability and management ability;the scores had statistical differences in different qualification certification years,employment characteristics,whether participating in the nursing team and different job titles (P＜0.05).Conclusion The WOCN core competence in Chongqing City is in the middle level,which prompts that it is needed to strengthen the training of professional development ability and critical thinking to improve the core competence.
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Objective To evaluate the psychometric characteristics of the Inventory of Core Competency for Neonatal Nurses,and identified its applicability. Methods A total of 147 neonatal nurses from January 2017 to March 2017 were recruited using convenience sampling method.The Inventory of Core Competency for Neonatal Nurses was used to investigate. Results The difficulty scores of the items were 0.618-0.756 and their discrimination correlation coefficients were 0.314-0.712, all P < 0.01. The content validity index of the inventory was 0.936.Six factors were extracted after exploratory factor analysis,and their cumulative contribution was 68.7%.The results of confirmatory factor analysis were as follows:x2/df was 3.957, standardized residual root mean square was 0.043, root mean square error approximation was 0.047, incremental fitness index was 0.965,comparative fitness index was 0.971.The total scale Cronbach alpha was 0.874,and the retest reliability was 0.912. Conclusions The validity and reliability of the Inventory of Core Competency for Neonatal Nurses support the use of it in neonatal nurses.