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Journal articles on the topic 'Core competencies'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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1

Moore, Margaret E., and Julia Shaw-Kokot. "Core Competencies." Medical Reference Services Quarterly 19, no. 4 (December 2000): 99–103. http://dx.doi.org/10.1300/j115v19n04_09.

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2

Stafford, Cecilia D., and William M. Serban. "Core Competencies:." Journal of Library Administration 13, no. 1-2 (November 7, 1990): 81–97. http://dx.doi.org/10.1300/j111v13n01_07.

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3

Rajagopal, K. "Retain core competencies." Manufacturing Engineer 82, no. 2 (April 1, 2003): 28–30. http://dx.doi.org/10.1049/me:20030211.

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4

Kwon, Jungson. "Analysis of the University’s Core Competency Awareness Through IPA Techniques." Korean Society of Culture and Convergence 44, no. 7 (July 31, 2022): 155–69. http://dx.doi.org/10.33645/cnc.2022.7.44.7.155.

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The purpose of this study was to investigate and analyze members’ perceptions of the university’s core competencies in order to improve and supplement the core competencies of K University. To this end, a survey was conducted for the members of K University on the degree of conformity and achievement of the university’'s talent awards, the importance and achievement of core competencies and sub-competencies. Corresponding sample t-test was used to analyze the difference in the degree of conformity and achievement of university talents, and IPA analysis was performed using the average values for the importance and achievement of core competencies and sub-competences. As a result of IPA analysis, competencies requiring intensive improvement were not found in all groups, and global competency was selected as competency requiring gradual improvement. Practical competency and communication competency were found as competencies corresponding to the maintenance area, and empathy competency was found as an area that was over-invested. Based on these results, K university needs to develop an effective improvement plan by decentralizing empathyoriented support and investment into global capabilities.
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5

Conley, Chris. "Leveraging Design's Core Competencies." Design Management Review 15, no. 3 (June 10, 2010): 45–51. http://dx.doi.org/10.1111/j.1948-7169.2004.tb00171.x.

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Gittinger, John W. "Core Competencies in Ophthalmology." Survey of Ophthalmology 54, no. 3 (May 2009): 319. http://dx.doi.org/10.1016/j.survophthal.2009.02.018.

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Hinshaw, Molly A., and Erik J. Stratman. "Core competencies in dermatopathology." Journal of Cutaneous Pathology 33, no. 2 (February 2006): 160–65. http://dx.doi.org/10.1111/j.0303-6987.2006.00442.x.

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Lumb, Philip D. "Core Competencies and Transition." Journal of Critical Care 36 (December 2016): viii. http://dx.doi.org/10.1016/s0883-9441(16)30650-5.

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Jackson, Christina. "The AHNCC Core Competencies." Holistic Nursing Practice 29, no. 2 (2015): 117–18. http://dx.doi.org/10.1097/hnp.0000000000000079.

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Smith, Susan. "Orthopaedic Nursing Core Competencies." Orthopaedic Nursing 18, no. 5 (September 1999): 97???100. http://dx.doi.org/10.1097/00006416-199909000-00012.

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Ha, Ji-hoon, and Youngjoon Shin. "Analysis of Awareness of Teachers for Core Competencies and Scientific Core Competencies." Journal of Korean Elementary Science Education 35, no. 4 (November 30, 2016): 426–41. http://dx.doi.org/10.15267/keses.2016.35.4.426.

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12

Kathenya, Dr Luke Murithi. "Junior Secondary School Administrative Management and Achievement of Competence Based Curriculum Core Competencies in Tharaka-Nithi County, Kenya." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 2980–87. http://dx.doi.org/10.47772/ijriss.2024.804278.

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The study investigated influence of junior secondary school administrative management on achievement of competence-based curriculum (CBC) core competencies in Tharaka-Nithi County, Kenya. Junior secondary schools (JSS) in Kenya are all domiciled in primary schools. The existing primary schools and junior secondary schools form comprehensive schools comprising: Early childhood education and development (ECDE), primary schools and junior secondary schools all under the same administrative management. The ministry of education Kenya emphasizes development of practical skills, knowledge and core competences in learners’ reallife situation in all comprehensive schools. However, junior secondary school administrative management is insufficiently implemented; rising concern on acquisition of core competences by JSS learners in Kenyan comprehensive schools. The objective of the study was to determine influence of junior secondary school administrative management on learners’ achievement of CBC core competencies in Tharaka-Nithi County, Kenya. It involved 367 respondents selected from 8000 study population using purposive and simple random techniques. The study employed descriptive design. The study respondents were: Junior secondary school teachers, comprehensive school head teachers and junior secondary school learners. The research tools utilized were questionnaires for junior secondary school teachers, comprehensive school head teachers and junior secondary school learners. Inferential data was analyzed using Pearson Chi-square test. The study established that junior secondary school administrative management had statistical significant influence on learners’ achievement of competence-based curriculum core competencies in Tharaka-Nithi County, Kenya. Following study findings, the researcher concluded that junior secondary school administrative management is a valuable element in learners’ achievement of competence-based curriculum core competencies in Kenya. Therefore, the researcher recommended that ministry of education should promote effective junior secondary school administrative management for proper learners’ achievement of competence-based curriculum core competencies in Tharaka-Nithi County, Kenya.
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13

Seram, Niromi, Julian Nanayakkara, and Gamini Lanarolle. "Organization’s core competencies and front-end decision-making in the apparel innovation." Research Journal of Textile and Apparel 23, no. 4 (December 2, 2019): 355–70. http://dx.doi.org/10.1108/rjta-03-2019-0010.

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Purpose Organization’s core competencies are acknowledged as most valuable assets and skills which contribute to enhance the ability of innovation, the competitive advantage and commercial success of the business. Although several researchers have studied the effects of core competencies on the success of an organization, no enough work has been carried out to investigate the effect of core competencies onfront-end decision-making. Apparel-specific studies in the area of core competencies relating to front-end decision-making are rarely found. Therefore, this paper aims to determine the impact of organizational core competencies on front-end decision-making in the apparel innovation. Design/methodology/approach A conceptual framework was developed focusing four groups of competencies; technological/ technical, customer, network/ partnership and financial competences and hypothesis were derived. Sixty participants in different companies across Sri Lanka were randomly selected based on their involvement in the front-end of the apparel innovation for questionnaire survey. The data were analyzed using the SPSS version 20 statistical software package. Spearman's rho correlation and Linear regression analysis were used to quantify the impact of the competencies on front-end decisions. Findings The factors of network competencies are found to be the most influentialon effective front-end decision-making in apparel innovation in Sri Lanka. These results strongly suggests strengthening companies’ ability to interact with partners who possess raw materials, machineries and technology know-how to facilitate efficient front-end decision-making. The next most influential are the factors of technological competencies. It highlights the importance of strengthening the companies’ own technical/ technological competencies to facilitate effective front- end decision-making in apparel innovation. Originality/value The findings of this research are of main interest to extend the current understanding on how different factors of organization’s core competencies influence on effective front-end decision-making in apparel innovation. Particularly, apparel domain practitioners will be motivated in implementing and nurturing these important/ and most influential competencies within their firms to facilitate front-end decision-making to achieve better results consistently.
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Hughes, Ronda, M. T. Meadows, and Robyn Begley. "AONL Nurse Leader Competencies: Core Competencies for Nurse Leadership." Nurse Leader 20, no. 5 (October 2022): 437–43. http://dx.doi.org/10.1016/j.mnl.2022.08.005.

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15

Gupta, R. K. "Core Competencies: Concept and Relevance." Prabandhan: Indian Journal of Management 6, no. 2 (February 1, 2013): 48. http://dx.doi.org/10.17010//2013/v6i2/59974.

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Gupta, R. K. "Core Competencies: Concept and Relevance." Prabandhan: Indian Journal of Management 6, no. 2 (February 1, 2013): 48. http://dx.doi.org/10.17010/pijom/2013/v6i2/59974.

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17

Weissman, Sidney H. "Core Competencies for Psychiatric Practice." Journal of Clinical Psychiatry 64, no. 9 (September 15, 2003): 1135. http://dx.doi.org/10.4088/jcp.v64n0922a.

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18

Hartenbaum, Natalie P., Beth A. Baker, Jeffrey L. Levin, Kenji Saito, Yusef Sayeed, and Judith Green-McKenzie. "ACOEM OEM Core Competencies: 2021." Journal of Occupational & Environmental Medicine 63, no. 7 (July 2021): e445-e461. http://dx.doi.org/10.1097/jom.0000000000002211.

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19

LaMantia, J. "Core Competencies Conference: Executive Summary." Academic Emergency Medicine 9, no. 11 (November 1, 2002): 1213–15. http://dx.doi.org/10.1197/aemj.9.11.1213.

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20

Wiener-Kronish, Jeanine P., and Marcos F. Vidal Melo. "New Investigations of Core Competencies." Anesthesiology 122, no. 4 (April 1, 2015): 723–24. http://dx.doi.org/10.1097/aln.0000000000000606.

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21

Dresselhaus, Angela, Rebecca Tatterson, and Eleanor I. Cook. "Core Competencies at Every Stage." Serials Librarian 76, no. 1-4 (May 7, 2019): 134–40. http://dx.doi.org/10.1080/0361526x.2019.1588620.

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22

Kippenberger, T. "The hunt for core competencies." Antidote 2, no. 1 (February 1997): 17–19. http://dx.doi.org/10.1108/eum0000000006328.

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23

Durette, Barthélémy, Marina Fournier, and Matthieu Lafon. "The core competencies of PhDs." Studies in Higher Education 41, no. 8 (October 27, 2014): 1355–70. http://dx.doi.org/10.1080/03075079.2014.968540.

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24

Band, David C., and Gerald Scanlan. "Strategic control through core competencies." Long Range Planning 28, no. 2 (April 1995): 102–14. http://dx.doi.org/10.1016/0024-6301(95)98593-h.

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25

Porcel, José Manuel, Jordi Casademont, Pedro Conthe, Blanca Pinilla, Ramón Pujol, and Javier García-Alegría. "Core competencies in Internal Medicine." European Journal of Internal Medicine 23, no. 4 (June 2012): 338–41. http://dx.doi.org/10.1016/j.ejim.2012.03.003.

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26

Parker, Nathaniel W. "Core Clinical Competencies in Anesthesiology." Anesthesia & Analgesia 112, no. 6 (June 2011): 1515. http://dx.doi.org/10.1213/ane.0b013e318207b37f.

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27

COOKE, LIZ, ROBIN GEMMILL, and MARCIA GRANT. "Advanced Practice Nurses Core Competencies." Clinical Nurse Specialist 22, no. 5 (September 2008): 218–25. http://dx.doi.org/10.1097/01.nur.0000325366.15927.2d.

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28

Alharbi, Talal, Meredith McIntyre, Nikos Thomacos, and Gayle McLelland. "Core competencies for diabetes educators." JBI Database of Systematic Reviews and Implementation Reports 16, no. 6 (June 2018): 1381–86. http://dx.doi.org/10.11124/jbisrir-2017-003503.

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29

Hamurcu, Çağrı. "Core Professional Coaching Competencies Scale." Performance Improvement 57, no. 9 (October 2018): 36–47. http://dx.doi.org/10.1002/pfi.21806.

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30

Byoun, Suyoun, and Woojin Han. "An Analysis of Korean College Students’ needs for Core Competency Education in Universities." Korean Association of General Education 16, no. 3 (June 30, 2022): 101–16. http://dx.doi.org/10.46392/kjge.2022.16.3.101.

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This study was conducted to identify the core competencies that college students expect their universities to develop. A survey was given asking the importance of 14 core competencies and the current educational level to 1,110 undergraduate students from a four-year comprehensive university with the majority of humanities and social sciences majors located in the local area. Following the IPA, Borich's needs assessment model and the Locus for Focus model analysis were performed. As a result, four competences, namely, problem-solving skills, critical thinking skills, interpersonal collaboration skills, ethical awareness and civic consciousness were identified as the competencies most important but in need of improvement. Based on the results of this study, policy implications on competency-based higher education in the future were presented.
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31

Putri, Sanianajiba Nugroho. "ANALISIS KESESUAIAN BUKU TEKS MATEMATIKA KELAS VII DENGAN KOMPETENSI INTI DAN KOMPETENSI DASAR KURIKULUM 2013." Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan 2, no. 2 (October 28, 2021): 85–97. http://dx.doi.org/10.35672/afeksi.v2i2.34.

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This study aims to describe the level of conformity between Class VII Mathematics Textbooks with Core Competencies and Basic Competencies of Curriculum 2013. Starting from the suitability of Basic Competencies from Core Competencies 1, Core Competencies 2, Core Competencies 3, and Core Competencies 4. The research method used is qualitative descriptive approach The primary data source used is the Mathematics Textbook for Class VII Semester 2 Revised 2017 Edition published by the Ministry of Education and Culture. While the secondary data sources are journals and relevant previous research results. The data collection used is a document content analysis (content analysis). To check the validity of this research data by increasing persistence. This descriptive research is intended to describe and analyze the level of conformity of the book with the Core Competencies and Basic Competencies. The results of this study, the level of conformity of the Mathematics Textbook for Class VII Semester 2 Revised 2017 Edition with the Implementation of Core Competencies and Basic Competencies of the 2013 Curriculum obtained a score of 86.5% in the "very good" category. The level of conformity of Basic Competency 1 from Core Competency 1 is 60% (Good Enough). The level of conformity of Basic Competency 2 from Core Competency 2 is 100% (Very Good). The level of conformity of Basic Competency 3 from Core Competency 3 is 93% (Very Good). The level of conformity of Basic Competency 4 from Core Competency 4 is 93% (Very Good).
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32

Edgar, William B., and Chris A. Lockwood. "Corporate Core Competencies’ Essence, Contexts, Discovery, and Future: A Call to Action for Executives and Researchers." SAGE Open 11, no. 1_suppl (October 2021): 215824402110517. http://dx.doi.org/10.1177/21582440211051789.

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Research and managerial literatures on core competencies present them as essential to corporations because these competencies, proposed by the literatures to be difficult to acquire and imitate, are applied repeatedly to produce products and services delivering value to customers and wealth to corporations. Indeed, researchers and managers consider the significance of core competencies to be immense as they are the central intellectual means through which corporations produce valuable products and services. Paradoxically, though, rather than providing a clear, focused description, or picture, of what core competencies are and how they contribute to their host corporations, these same literatures present a sprawling, even fragmented picture of core competencies’ essence and contribution.In contrast, this book presents a clear empirical model of corporations’ core competencies’ essence; provides a clear conceptual treatment of how core competencies’ contextual, corporate contributions occur; presents valid methodologies for discovering and understanding corporations’ specific core competencies; and delineates an agenda for executives and researchers to collaborate in learning about core competencies and in using them to provide value for corporate stakeholders, especially customers. The book also places core competencies within their historical and social context, and it presents conceptual and methodological tools to assist in managing and discovering them.
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Gorman, G. E., and B. J. Corbitt. "Core competencies in information management education." New Library World 103, no. 11/12 (December 1, 2002): 436–45. http://dx.doi.org/10.1108/03074800210452969.

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Core competencies have long been discussed and developed in the literature of library science education and information systems education. However, for information management, a blending of these two disciplines, there has been much less discussion of core competencies. The purpose of this paper is to consolidate the sparse literature on information management educational competencies and to suggest a set of core competencies and educational outcomes that might be applied to curricula in both developed and developing countries.
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Mun, Han-Nah, and Hae-Jung Chon. "Core Competency Analysis of Beauty Specialized High School Students." Korean Society of Beauty and Art 24, no. 1 (March 20, 2023): 277–91. http://dx.doi.org/10.18693/jksba.2023.24.1.277.

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The purpose of this study is to propose core competencies through an importance-execution analysis (IPA) of core competencies by high school students specializing in beauty, and to provide basic data when designing future beauty curricula and methods. First, as a result of examining the importance and execution of core competencies of high school students specializing in beauty, communication competencies were recognized as important competencies. Second, as a result of examining the difference between the importance and execution of core competencies, self-management competencies were recognized as important competencies. Third, self-management appeared as an area requiring intensive improvement in the IPA matrix. Based on these results, it is considered necessary to develop a curriculum that applies core competency education to prepare students for the future.
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Seomun, GyeongAe, Kyung-Sook Bang, Hee Sook Kim, Cheong Sook Yoo, Woon Kyung Kim, and Jin Kyung Park. "The development of nurses’ core competencies and the analysis of validity and importance-performance." Journal of Korean Academic Society of Nursing Education 27, no. 1 (February 28, 2021): 16–28. http://dx.doi.org/10.5977/jkasne.2021.27.1.16.

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Purpose: The purpose of this study was to develop nurses’ core competencies and sub-competencies and to verify the validity and importance-performance of core competencies.Methods: The core competencies of nurses were derived through an analysis of strengths, weaknesses, opportunities, and threats, as well as a literature analysis of domestic and foreign accreditation institutions. Validity and importance-performance analyses were conducted on the core competencies derived from nursing colleges nationwide.Results: Six core competencies of nurses were revealed: integration of knowledge and nursing skills, critical thinking, communication, leadership, safety management, and global competency. Further, eighteen sub-competencies were derived. The content validity ratio values for the core competencies were higher than 0.74. Communication skills among multidisciplinary teams and communication skills among nursing teams were shown to be the most important competencies to be improved.Conclusion: The results of this study are meaningful in terms of how the core competencies of nurses were derived and evaluated for the fourth cycle of nursing education accreditation according to the changes of time and culture.
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Babić, Lepa. "The development and preliminary validation of the Core Competencies for Employment Scale (CCES)." Andragoske studije, no. 2 (2023): 133–51. http://dx.doi.org/10.5937/andstud2302133b.

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Past authors produced a framework to outline the core competencies needed for employment in the 21 st-century workforce. However, this framework was not implemented for developing personalised educational plans to nurture competencies in students. This study developed and validated the Core Competencies for Employment Scale (CCES) to identify core competencies that final-year students should develop to become employable in the 21 st century. The sample included 521 final-year undergraduate students , who assessed their possession of 24 core competencies and their perceptions of how employers value them. Differences in scores in these two assessments helped gauge the areas of core competencies improvement. Exploratory factor analysis grouped the 24 competencies into four factors: Skills, Capacity for Change, General Literacy, and Digital Literacy. The four-factor structure was confirmed. The study concluded that the CCES can help educators identify core competencies that students should develop before employment.
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Son, Jong-Hyun. "Criticism of the Educational Validity of Compentency-based Liberal Education." Korean Association of General Education 16, no. 2 (April 30, 2022): 11–30. http://dx.doi.org/10.46392/kjge.2022.16.2.11.

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This research aims to reconsider the idea that liberal education cultivating core competencies is an acceptable one in terms of the ‘educational validity question’. This research focuses on the identity of liberal education in a university in relation to the concept of core competencies. This study critically examined whether the usage of the ‘establishment of a liberal education to enhance core competencies’ or the ‘organization and operation of the liberal education curriculum’ to improve core competencies is suitable and valid. This research looks into the problems that university liberal education is facing in our society ‘now and here’. The conclusions are as follows: The discourse of core competencies can not go along with the essence of liberal education. However, core competencies can go along with a student’s major. Core competencies may be covered in vocational education and in major education at a university. In fact, the phrase ‘core competency’ is mostly related to certain capabilities that are to be developed in the major departments of a university. Major education is already aimed at developing a student’s chosen major capabilities, including the core competencies of their chosen major. However, the goal of liberal education is to develop ‘cultural capabilities’. Liberal education does not develop core competencies but various types and kinds of learning abilities. These abilities should be cultivated in liberal education at a university. We need to reconsider how to cultivate these competencies once more.
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38

Loima, Jyrki. "Innovation, Recreation, Interpretation? A Case Study on the Origins and Implementation of Transversal Core Competencies in Finnish Basic Education Core Curriculum Reform 2016." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 180. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.180.

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This qualitative study on the Finnish basic education curriculum (2016) had two goals. First, to survey the origins of first two new curriculum competences: 1) thinking and learning to learn, and, 2) cultural competences. Second, to analyse the local curricular implementation and comprehension in a rapid socio-cultural change. To reveal the possible data trends, two research questions were addressed: 1. What was the background of first two 2016 transversal core competencies? 2. How were those competencies implemented into a local curriculum 2016-19? The Data included basic education curricula (1985-2016), and a local curriculum. Relevant legislation, official information (e.g. PISA), parental feedback, and a questionnaire to an anonymous implementing principal comprised the curricular data. The Data triangulation was completed with a wide range of educational, cultural and ideological research. Regarding ethics, the individual sources and educational provider remained anonymous. Findings were surprising. “Modern” thinking and learning skills were created in early 20th century American society by Deweyan comprehension. However, an immigration had changed the long-lasting interpretation on the origins of Finnish culture. Moreover, local curriculum implementation was more successfully comprehended and supported. Conclusions were obvious: more identifiable research and teachers’ training were needed for curricular reforms and competences. The socio-cultural comprehension in the era of AI asked for sound arguments.
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Peng, Wen. "The Integration of Interdisciplinary Knowledge and the Cultivation of Adolescents' Future Core Competencies in Project-Based Learning." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 920–25. http://dx.doi.org/10.54097/kfhfpr29.

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This paper reviews the modern social context of the times and analyzes the requirements of the future core literacy of young people and the relevant connotation and practice of the project-based learning model. Through literature review, the main arguments of this paper were: 1)The core competencies that enable adolescents to be life-time learners and problem solvers are reading, thinking, expressing, cooperating and leadership; 2)The integration of interdisciplinary knowledge can strengthen the learning ability of adolescents; 3)Project-based learning is an effective way for the integration of interdisciplinary knowledge and future core competencies. The contribution of this paper is to put forward the core competencies that adolescents need to have in order to cope with the challenges of the future society in the context of the times, and how to build up the above competencies in project-based learning, as well as to put forward further reflections on the optimization of the project-based learning mode in the future.
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Wagiran, Wagiran, Pardjono Pardjono, Wardan Suyanto, Herminarto Sofyan, Sunaryo Soenarto, and Afri Yudantoko. "COMPETENCIES OF FUTURE VOCATIONAL TEACHERS: PERSPECTIVE OF IN-SERVICE TEACHERS AND EDUCATIONAL EXPERTS." Jurnal Cakrawala Pendidikan 38, no. 2 (June 30, 2019): 387–97. http://dx.doi.org/10.21831/cp.v38i2.25393.

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Workforce in the 21st century has been marked by the acceleration of disruptive moves as the Industrial Revolution 4.0 and Society 5.0. This era requires human resources with new competencies that may be far different from current competencies. To present vocational education that is able to facilitate future human resource to learn compentencies that meet the need of future changes, vocational teachers should master new competencies comprehensively. This study aims to formulate the core vocational teacher competencies, hard skills and soft skills, which are in line with the various demands of the future. This qualitative research involved active vocational teachers and vocational education experts in several Focus Group Discussions and questionnaire completion. Research questions are focused on reflection of current teacher competencies and perceptions of teacher competencies in the future. The results lead to a conclusion that for future teachers, the core competencies are the pedagogic, content, and ICT competencies. These competences are relevant to hard skills aspects categorised as curriculum and content. In the aspect of soft skills, category living in the world is dominant. The three aspects considered very important for future vocational teachers are able to be exemplary, honest, and discipline. As a consequence, this research suggests to teacher educational institutes that produce vocational teachers to develop the teacher education curricula that integrates these key competencies in their vocational education teacher standards.
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41

Özkahraman Koç, Şükran. "DETERMINATION OF LEVELS OF CORE COMPETENCIES OF MIDWIFERY STUDENTS." E-journal of New World Sciences Academy 14, no. 2 (April 29, 2019): 1–10. http://dx.doi.org/10.12739/nwsa.2019.14.2.e0044.

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42

González García, Alberto, Arrate Pinto-Carral, Jesús Sanz Villorejo, and Pilar Marqués-Sánchez. "Nurse Manager Core Competencies: A Proposal in the Spanish Health System." International Journal of Environmental Research and Public Health 17, no. 9 (May 2, 2020): 3173. http://dx.doi.org/10.3390/ijerph17093173.

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Nurses who are capable of developing their competencies appropriately in the field of management are considered fundamental to the sustainability and improvement of health outcomes. These core competencies are the critical competencies to be developed in specific areas. There are different core competencies for nurse managers, but none in the Spanish health system. The objective of this research is to identify the core competencies needed for nurse managers in the Spanish health system. The research was carried out using the Delphi method to reach a consensus on the core competencies and a Principal Component Analysis (PCA) to determine construct validity, reducing the dimensionality of a dataset by finding the causes of variability in the set and organizing them by importance. A panel of 50 experts in management and healthcare engaged in a four-round Delphi study with Likert scored surveys. We identified eight core competencies from an initial list of 51: decision making, relationship management, communication skills, listening, Leadership, conflict management, ethical principles, collaboration and team management skills. PCA indicated the structural validity of the core competencies by saturation into three components (α Cronbach >0.613): communication, leadership and decision making. The research shows that eight competencies must be developed by the nursing managers in the Spanish health system. Nurse managers can use these core competencies as criteria to develop and plan their professional career. These core competencies can serve as a guideline for the design of nurse managers’ development programs in Spain.
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Kurek, Sławomir, and Tomasz Rachwał. "Założenia i wstępne wyniki europejskiego projektu badawczego FIFOBI w zakresie kształtowania kompetencji uczniów gimnazjum do prowadzenia działalności gospodarczej." Przedsiębiorczość - Edukacja 6 (January 1, 2010): 472–85. http://dx.doi.org/10.24917/20833296.6.36.

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The article aims at the presentation of guidelines and preliminary results of European research project „Fit for Business: Developing Business Competencies in School (FIFOBI)” in developing competencies among pupils in lower secondary school (gymnasium) for running business activity, based on premises associated with modern changes in world economy as well as with changes on the labour market. The analysis of core school curriculum, conducted within the first stage of research work, showed that a Polish pupil ought to be equipped with basic economic knowledge to a relatively large degree. However, it should be noticed that there are significant gaps in developing competences for running own business, particularly in management as well as in social competences, especially connected with solving conflicts and doing teamwork, and in personal competences, associated with entrepreneurial attitude (the records of the core curriculum are narrowed to planning further education and describing traits of an entrepreneurial person).
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Wang, Yu-mei, Changsong Xue, and Tong Hua. "University Student Core Competencies – China’s Experience." International Journal of Education 13, no. 3 (September 24, 2021): 64. http://dx.doi.org/10.5296/ije.v13i3.19057.

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Recent years have witnessed China’s great efforts in promoting student core competencies with the purpose of raising the quality of university graduates. To remain competitive in the global economy, the education system in China is expected to supply highly qualified and highly talented university graduates to the labor market. The present study is designed to investigate university student development of core competencies in China. The purpose of this study is to provide a basic profile of where university students are standing in the development of core competencies. Findings of the research are discussed. Information and insights gleaned through this study are helpful in developing strategies in cultivating university student core competencies to meet challenges of 21st century.
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Madsen, Wendy, and Tanya Bell. "Using health promotion competencies for curriculum development in higher education." Global Health Promotion 19, no. 1 (March 2012): 43–49. http://dx.doi.org/10.1177/1757975911428818.

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Health promotion core competencies are used for a variety of reasons. Recently there have been moves to gain international consensus regarding core competencies within health promotion. One of the main reasons put forward for having core competencies is to guide curriculum development within higher education institutions. This article outlines the endeavours of one institution to develop undergraduate and postgraduate curricula around the Australian core competencies for health promotion practitioners. It argues that until core competencies have been agreed upon internationally, basing curricula on these carries a risk associated with change. However, delaying curricula until such risks are ameliorated decreases opportunities to deliver dynamic and current health promotion education within higher institutions.
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46

Valente, Ana Augusta Motta Oliveira, and Milena Coelho Fernandes Caldato. "Matriz de Competências para Programas de Residência Médica em Endocrinologia e Metabologia." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 195–206. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20180103.

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ABSTRACT Introduction Medical competencies have become the focus of Medical Education at all levels around the world. In this context the Medical Residency Programs (MRP) in Brazil have begun to seek a competency-based curriculum to improve the specialist training. Objective To develop a proposed Competency Matrix for Medical Residency Programs in Endocrinology and Metabolism (MREM). Methodology The study was divided into four phases. The first phase consisted of a bibliographical review and construction of the Pilot Matrix. In the second phase the Pilot Matrix was applied to endocrinologists from Belém, with subsequent data analysis and construction of the Structured Matrix. The third phase started with the implementation of the Structured Matrix at the Brazilian Congress of Endocrinology and Metabolism – CBEM 2016 with a total of 49 responses. Based on the Delphi methodology, the 230 competencies of each one of the matrices were analyzed and a questionnaire containing competences with a discrepancy level greater than 10% was created, including some suggestions from the experts. In the fourth and last phase, also using Delphi methodology, the questionnaire was sent by email and data analysis and construction of the MREM proposal was performed. Results In the second, third and fourth phases, the response rate of Endocrinologists was 73.3%, 51% and 76.4%, respectively. With the Southeast region of Brazil presenting the largest number of participants. There are 219 competencies in the Pilot Matrix, 230 in the Structured Matrix and 244 in the final MREM proposal. The competency areas of Diabetes and Obesity, Metabolic Syndrome and Alterations of Appetite were those which showed major change and suggestions. In all phases, only 2 competencies were excluded. The suggestions made in the third phase were unanimously accepted. Conclusion The MREM proposal was concluded with 21 areas and 244 competencies, 33 classified as prerequisites, 157 as essential competencies, 36 as desirable and 18 as advanced. The competencies were distributed as follows in the MCPRMEM: “Fundamental” field with 100 competencies, with 15 prerequisites, 65 core competencies, 14 desirable and 6 advanced ones; “Specific Knowledge” field with 132 competences, with 18 prerequisites, 87 essential competences, 19 desirable and 8 advanced; and “Complementary Training” field with 12 skills, no prerequisites, 5 core competencies, 3 desirable and 4 advanced skills.
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Valente, Ana Augusta Motta Oliveira, and Milena Coelho Fernandes Caldato. "Competency Matrix for Medical Residency Programmes in Endocrinology and Metabolism." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 195–206. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20180103.ing.

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ABSTRACT Introduction Medical competencies have become the focus of Medical Education at all levels around the world. In this context the Medical Residency Programs (MRP) in Brazil have begun to seek a competency-based curriculum to improve the specialist training. Objective To develop a proposed Competency Matrix for Medical Residency Programs in Endocrinology and Metabolism (MREM). Methodology The study was divided into four phases. The first phase consisted of a bibliographical review and construction of the Pilot Matrix. In the second phase the Pilot Matrix was applied to endocrinologists from Belém, with subsequent data analysis and construction of the Structured Matrix. The third phase started with the implementation of the Structured Matrix at the Brazilian Congress of Endocrinology and Metabolism – CBEM 2016 with a total of 49 responses. Based on the Delphi methodology, the 230 competencies of each one of the matrices were analyzed and a questionnaire containing competences with a discrepancy level greater than 10% was created, including some suggestions from the experts. In the fourth and last phase, also using Delphi methodology, the questionnaire was sent by email and data analysis and construction of the MREM proposal was performed. Results In the second, third and fourth phases, the response rate of Endocrinologists was 73.3%, 51% and 76.4%, respectively. With the Southeast region of Brazil presenting the largest number of participants. There are 219 competencies in the Pilot Matrix, 230 in the Structured Matrix and 244 in the final MREM proposal. The competency areas of Diabetes and Obesity, Metabolic Syndrome and Alterations of Appetite were those which showed major change and suggestions. In all phases, only 2 competencies were excluded. The suggestions made in the third phase were unanimously accepted. Conclusion The MREM proposal was concluded with 21 areas and 244 competencies, 33 classified as prerequisites, 157 as essential competencies, 36 as desirable and 18 as advanced. The competencies were distributed as follows in the MCPRMEM: “Fundamental” field with 100 competencies, with 15 prerequisites, 65 core competencies, 14 desirable and 6 advanced ones; “Specific Knowledge” field with 132 competences, with 18 prerequisites, 87 essential competences, 19 desirable and 8 advanced; and “Complementary Training” field with 12 skills, no prerequisites, 5 core competencies, 3 desirable and 4 advanced skills.
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Irtaimeh, Hani J. "Impact of Strategic Leadership Competencies on Enhancing Core Competencies in Organizations: Applied Study on AlManaseer Group for Industrial & Trading." Modern Applied Science 12, no. 11 (October 29, 2018): 169. http://dx.doi.org/10.5539/mas.v12n11p169.

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The aim of this study is to explore the impact of Strategic leadership competencies dimensions (Strategic Thinking Competencies, Leadership Competencies) on core competency in AlManaseer Group for Industrial & Trading. For this purpose, a questionnaire was developed to collect data from the study population which consists of 180 leaders. This is aimed at testing the hypotheses and achieving the objectives of the study. The most important results that the study achieved were that there was a statistically significant impact of Strategic leadership competencies with its dimensions (Strategic thinking competencies, leadership competencies) on core competency. The most important recommendations of the study were the necessity of AlManaseer Group should evaluate the core competencies; periodically and continuously in order to rebuild the critical resources which are the pillars of core competencies and in line with the requirements and conditions of strategic thinking and leadership competencies.
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Choi, Eun Jeong, and Myonghwa Park. "Preparing for the Trend of Aging in Place: Identifying Interprofessional Competencies for Integrated Care Professionals." Journal of Korean Gerontological Nursing 23, no. 3 (August 31, 2021): 273–84. http://dx.doi.org/10.17079/jkgn.2021.23.3.273.

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Purpose: The purpose of this study was to identify interprofessional competencies for the integrated community care of older people.Methods: This study used a methodological approach, and the specific process aimed to identify the components of interprofessional competencies for integrated community care using a scoping review and validating the identified competencies with the Delphi method. The scoping review first identified relevant studies through the following electronic databases: PubMed, CINAHL, Embase, and the Cochrane Library. We then selected studies that met the inclusion criteria and analyzed their results to identify a draft version of the competencies. Expert panels validated the list of competencies through two rounds of the Delphi survey.Results: The two rounds of the Delphi survey revealed consensus. Finally, we developed an interprofessional competency for integrated community care comprising 19 interprofessional core competencies, 20 integrated core care competencies for community care administrators, 13 integrated core care competencies for care coordinators, 13 integrated core care competencies for local service providers, and 12 integrated core care competencies for community health leaders.Conclusion: This study can help inform job descriptions, evaluate the relevant professionals’ performance, and develop a competency-based curriculum for better practice.
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Feldmann-Jensen, RN, DPPD, MPH, Shirley, Steven J. Jensen, DPPD, Sandy Maxwell Smith, RN, PhD, and Gregory Vigneaux, MS. "The next generation core competencies for emergency management." Journal of Emergency Management 17, no. 1 (January 1, 2019): 17. http://dx.doi.org/10.5055/jem.2019.0393.

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The Next Generation Core Competencies (NGCC) guide the professional development of future emergency managers. Once familiar roles are evolving as the world grows more interdependent; at the same time, disaster risk factors are intensified by the changing interactions between the social, built, and physical environments. The updated edition of emergency management core competencies is particularly important for refining the trajectory of the emergency management discipline and developing capacities requisite to reducing disaster risk and building resilient communities in the midst of a turbulent, complex, and uncertain future.The NGCC project was a multiphase study conducted by a FEMA-sponsored focus group. Oriented toward future needs, the competencies have been built on the current emergency management competencies, a review of related competencies and global risk trends, a multiphase Delphi study, and wider emergency management community listening sessions. Behavioral anchors and key actions for measurement accompany the new core competencies. The overarching goal of the work is to establish the next generation emergency management core competencies, which are likely to underpin the emergency management workforce of 2030 and beyond. The 13 core competencies fall into three nested categories that are interrelated, but have attributes that build the individual, the practitioner, or relationships.
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