La evaluación de los aprendizajes por competencias debe ser vista como un proceso de valorización de la enseñanza, que le permite, al docente y estudiante, revisar continuamente los contenidos ...programáticos, a través de estrategias contextualizadas, donde exista coherencia entre lo que se enseña y se aprende. Surge de allí la motivación de este artículo, en el que se presenta una discusión teórica sobre la evaluación de los aprendizajes por competencias en instituciones educativas colombianas del nivel de básica secundaria. En ese sentido, se realizó la investigación documental de la categoría de estudio, bajo un enfoque cualitativo, revisando fuentes primarias, secundarias en español desde el año 2000 a la fecha, en buscadores como: Scopus, Redalyc, Scielo, Latindex, Google académico, entre otros. Entre los resultados se destaca la relevancia que tiene la evaluación por competencias como un enfoque que promueve el aprendizaje significativo en los estudiantes y docentes posibilitando el mejoramiento de la praxis pedagógica. Asimismo, se concluye que en este proceso es imperante la participación de todos sus actores, principalmente por la relevancia que orienta a los cambios en la enseñanza y por ende en las prácticas evaluativas que serán fundamentales para la prosecución de estudios de educación superior.
Knowledge translation (KT) is the broad range of activities aimed at supporting the use of research findings leading to evidence-based practice (EBP) and policy. Recommendations have been made that ...capacity building efforts be established to support individuals to enact KT. In this study, we summarized existing knowledge on KT competencies to provide a foundation for such capacity building efforts and to inform policy and research. Our research questions were "What are the core KT competencies needed in the health sector?" and "What are the interventions and strategies to teach and reinforce those competencies?"
We used a scoping review approach and an integrated KT process by involving an Advisory Group of diverse stakeholders. We searched seven health and interdisciplinary electronic databases and grey literature sources for materials published from 2003 to 2017 in English language only. Empirical and theoretical publications in health that examined KT competencies were retrieved, reviewed, and synthesized.
Overall, 1171 publications were retrieved; 137 were fully reviewed; and 15 empirical and six conceptual academic, and 52 grey literature publications were included and synthesized in this scoping review. From both the academic and grey literature, we categorized 19 KT core competencies into knowledge, skills, or attitudes; and identified commonly used interventions and strategies to enhance KT competencies such as education, organizational support and hands-on training.
These initial core KT competencies for individuals provide implications for education, policy, knowledge brokering, and future research, and on the need for future evaluation of the KT competencies presented. We also discuss the essential role of organizational support and culture for successful KT activities/practice.
Religion and spirituality (R/S) are important aspects of human diversity that should be explicitly addressed in the field of psychology. The field has already included R/S in its definitions of ...multiculturalism, but while multicultural training is routinely included in doctoral level psychology course work and internship programs, it rarely includes specific training in R/S diversity. Polls of the American public indicate that religion and spirituality are important in most people's lives, and hundreds of studies demonstrate empirical links between R/S and psychological health and well-being. In clinical practice, there is evidence that clients would prefer to have their R/S addressed in psychotherapy. However, R/S issues are typically neither discussed in psychotherapy nor included in assessment or treatment planning. In research, religion and spirituality are often assessed with a single item on religious affiliation. Psychologists receive little or no training in R/S issues, in part because no agreed upon set of spiritual competencies or training guidelines exist. This article summarizes the rationale for including religious and spiritual competencies in psychology training and practice, reviews research establishing a set of religious and spiritual competencies (attitudes, knowledge, and skills) that we propose all psychologists should demonstrate, and provides practical recommendations for inquiring about religion and spirituality.
Public Significance StatementThis article reviews links between mental health and religion/spirituality (R/S) and recommends specific ways that psychologists and other mental health professionals can ethically and effectively address R/S diversity in the practice of psychology.
Digital transformation requires hospitality and tourism organizations to build and sustain digital business capabilities such as digital customer engagement, digital customer experience management, ...digital innovation, digital leadership, and others. These organization digital business capabilities, in turn, require corresponding digital transformation and digital business management competencies. This has important implications for required hospitality management competencies. We identify the specific digital transformation and digital business management competencies required by hospitality managers. Then, given a disconnect between these competencies and previously identified hospitality management digital technology competencies, we propose a framework integrating digital transformation and digital business management competencies with previously identified digital technology competencies required by hospitality managers. The proposed framework has important implications for curricula design and managerial practice. These implications as well as future research ideas are discussed.
•Hospitality and tourism managers need to effectively participate in their organizations' digital transformation agendas.•To do so, they require corresponding digital transformation and digital business-related competencies.•The specific digital transformation and digital business-related competencies they require are identified.•A framework is proposed for integrating and enhancing understanding of required managerial digital technology competencies.
Ensuring the current public health workforce has appropriate competencies to fulfill essential public health functions is challenging in many low- and middle-income countries. The absence of an ...agreed set of core competencies to provide a basis for developing and assessing knowledge, skills, abilities, and attitudes contributes to this challenge. This study aims to identify the requisite core competencies for practicing health professionals in mid-level supervisory and program management roles to effectively perform their public health responsibilities in the resource-poor setting of Uttar Pradesh (UP), India.
We used a multi-step, interactive Delphi technique to develop an agreed set of public health competencies. A narrative review of core competency frameworks and key informant interviews with human resources for health experts in India were conducted to prepare an initial list of 40 competency statements in eight domains. We then organized a day-long workshop with 22 Indian public health experts and government officials, who added to and modified the initial list. A revised list of 54 competency statements was rated on a 5-point Likert scale. Aggregate statement scores were shared with the participants, who discussed the findings. Finally, the revised list was returned to participants for an additional round of ratings. The Wilcoxon matched-pairs signed-rank test was used to identify stability between steps, and consensus was defined using the percent agreement criterion.
Stability between the first and second Delphi scoring steps was reached in 46 of the 54 statements. By the end of the second Delphi scoring step, consensus was reached on 48 competency statements across eight domains: public health sciences, assessment and analysis, policy and program management, financial management and budgeting, partnerships and collaboration, social and cultural determinants, communication, and leadership.
This study produced a consensus set of core competencies and domains in public health that can be used to assess competencies of public health professionals and revise or develop new training programs to address desired competencies. Findings can also be used to support workforce development by informing competency-based job descriptions for recruitment and performance management in the Indian context, and potentially can be adapted for use in resource-poor settings globally.
Purpose
The purpose of this article is to examine the Emotional, Behavioural and Psychological impact, and impact of explosion of Technology-led complexity on Managerial Competencies. The article ...offers a new training and development agenda that can mitigate these impacts, and improve employee productivity and well-being.
Design/methodology/approach
After exploring the theoretical underpinning of management competencies, and dimensions that could impact them, discussions with senior industry experts from different sectors were carried out to understand the impact and suggest ways to mitigate them.
Findings
COVID-19 shock and experiences may have impacted the Intrapersonal skills, Interpersonal skill and Leadership skills. Technology explosion may have impacted all these and Business skills as well. A new Learning and Development agenda is suggested to mitigate the emotional and technology impact on each of the managerial competencies, thus improving on-job productivity.
Practical implications
A strategic development program can be created to mitigate the recent emotional, psychological and technology impact on different managerial competencies. This granular training program that understands the cause, and offers a specific solution will greatly benefit the organizations and employees.
Originality/value
The paper combines the understanding of managerial competencies with recent social and workplace developments, and draws on the learnings from industry experts to make practical suggestions for talent development.
Future teachers need to be confidently equipped to teach 21st century ICT skills. We investigated teaching self-efficacy (TSE) in ICT competencies among teacher students. We confirmed distinct ICT ...competencies among two cohorts from teacher training programs (n = 347; n = 428): practical (i.e., device and data management), and algorithmic (i.e., programming, and data security). Regression analyses indicated TSE-biases regarding younger age, male gender, and a background in natural sciences, with significant interactions between age, gender, and having learned such ICT-skills already in school. The findings point to a need for tailored strategies in teacher education to mitigate TSE disparities.
•Two dimensions confirmed regarding teaching self-efficacy in ICT competencies.•Younger age, male gender and STEM-background related to (teaching) self-efficacy in practical and algorithmic competencies.•Females reported a stronger positive relation of previous schooling to algorithmic self-efficacy compared to males.•ICT competencies display gendered self-efficacy biases, unlike other 21st century skills.•Teachers need more resources to support their students digital and algorithmic literacy competencies.
•Developed and empirically tested a model of the drivers and impacts of organizational agility.•IT competence and innovation capacity independently and jointly impact organizational ...agility.•Complementarities between and IT and non IT competencies is important to enable firms to be agile.•Investing to build strong IS capabilities is critical for firms to be agile.
Business environments today are characterized as being very dynamic and hyper competitive. Organizations in these environments have to be agile in order to adapt their strategies and actions to be successful. While it is recognized that information technology can enable firms to be agile, there is a limited understanding of the mechanisms through and the contexts in which Information Technology (IT) enhances agility. This study examines two key antecedents of organizational agility, namely the IT competence of a firm and its innovation capacity and, examine their independent and joint effects on agility. We test our model using data collected from large firms in the US. The results provide strong support for our model. We found that firms with superior IS capabilities coupled with an aggressive IT investment orientation create digital platforms that enable them to be agile. We also found that the innovation capacity of the firm has a positive relationship with organizational agility and that firms with higher innovation capacity are better able to leverage their digital platforms to enhance agility. Our results indicate that organizational agility has a strong positive impact of firm performance. We interpret and discuss these results and their theoretical and practical implications.
The article outlines the main prerequisites for the transformation of modern competences in the training process of preschool education specialists (experience of the United Kingdom, Germany, ...Ukraine). Differences in the training of future preschool education specialists are found in the structure and content of educational programs (curriculums), namely: the bachelor’s training of preschool teachers is applied in Germany, as well as master’s programs for training of preschool education specialists; the development of new forms and methods of teaching occupies an important place in advancing of professional teacher education in the UK; they make it possible to create the future teachers’ ability for independent and critical thinking, the practical application of acquired knowledge and experience in educational research, role-based and simulation modeling, and creative search. In terms of professional competences, the most advanced training system of preschool teachers is revealed in the UK. However, in Germany, the process of training specialists in preschool education area was determined by institutional decisions, where preschool education was a form of childcare and part of social security. The United Kingdom is characterized by a longstanding tradition of a detailed, comprehensive framework of teacher’s competences for training of preschool teachers. Therefore, one of the core competences is professionalism and standards in combination with such competences, as: values, knowledge and skills. As opposed to Germany and the United Kingdom, in Ukraine the formation of key competences in the process of training specialists in preschool education is primarily based on professional basic knowledge and skills, values and attitudes, motives of pedagogical activity.
Abstract
Background
Nursing competency frameworks describe the competencies; knowledge, skills and attitudes nurses should possess. Countries have their own framework. Knowledge of the content of ...professional competency frameworks in different countries can enhance the development of these frameworks and international collaborations.
Objective
This study examines how competencies and task divisions are described in the current professional competency frameworks for registered nurses (RNs with a Bachelor’s degree) in the Netherlands, Belgium, the United Kingdom (UK), Canada and the United States (US).
Methods
Qualitative document analysis was conducted using the most recently published professional competency frameworks for registered nurses in the above-mentioned five countries.
Results
All the competency frameworks distinguished categories of competencies. Three of the five frameworks explicitly mentioned the basis for the categorization: an adaptation of the CanMEDS model (Netherlands), European directives on the recognition of professional qualifications (Belgium) and an adapted inter-professional framework (US). Although there was variation in how competencies were grouped, we inductively identified ten generic competency domains: (1) Professional Attitude, (2) Clinical Care in Practice, (3) Communication and Collaboration, (4) Health Promotion and Prevention, (5) Organization and Planning of Care, (6) Leadership, (7) Quality and Safety of Care, (8) Training and (continuing) Education, (9) Technology and e-Health, (10) Support of Self-Management and Patient Empowerment. Country differences were found in some more specific competency descriptions. All frameworks described aspects related to the division of tasks between nurses on the one hand and physicians and other healthcare professionals on the other hand. However, these descriptions were rather limited and often imprecise.
Conclusions
Although ten generic domains could be identified when analysing and comparing the competency frameworks, there are country differences in the categorizations and the details of the competencies described in the frameworks. These differences and the limited attention paid to the division of tasks might lead to cross-country differences in nursing practice and barriers to the international labour mobility of Bachelor-educated RNs.
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