scholarly journals Aligning community-engaged research competencies with online training resources across the Clinical and Translational Science Award Consortium

2020 ◽  
pp. 1-8
Author(s):  
Rebecca J. Piasecki ◽  
Elisa D. Quarles ◽  
Mona N. Bahouth ◽  
Anwesha Nandi ◽  
Alicia Bilheimer ◽  
...  
Keyword(s):  
Core Competencies ◽  
Core Competency ◽  
Online Resources ◽  
Translational Science ◽  
Community Engaged Research ◽  
Research Competencies ◽  
Resource Classification ◽  
Competency Domain ◽  
Training Resources ◽  
Competency Domains

Abstract Introduction: The extent to which Clinical and Translational Science Award (CTSA) programs offer publicly accessible online resources for training in community-engaged research (CEnR) core competencies is unknown. This study cataloged publicly accessible online CEnR resources from CTSAs and mapped resources to CEnR core competency domains. Methods: Following a search and review of the current literature regarding CEnR competencies, CEnR core competency domains were identified and defined. A systematic review of publicly accessible online CEnR resources from all 64 current CTSAs was conducted between July 2018 and May 2019. Resource content was independently reviewed by two reviewers and scored for the inclusion of each CEnR core competency domain. Domain scores across all resources were assessed using descriptive statistics. Results: Eight CEnR core competency domains were identified. Overall, 214 CEnR resources publicly accessible online from 35 CTSAs were eligible for review. Scoring discrepancies for at least one domain within a resource initially occurred in 51% of resources. “CEnR methods” (50.5%) and “Knowledge and relationships with communities” (40.2%) were the most frequently addressed domains, while “CEnR program evaluation” (12.1%) and “Dissemination and advocacy” (11.2%) were the least frequently addressed domains. Additionally, challenges were noted in navigating CTSA websites to access CEnR resources, and CEnR competency nomenclature was not standardized. Conclusions: Our findings guide CEnR stakeholders to identify publicly accessible online resources and gaps to address in CEnR resource development. Standardized nomenclature for CEnR competency is needed for effective CEnR resource classification. Uniform organization of CTSA websites may maximize navigability.

scholarly journals 4366 Aligning community-engaged research competencies with online training resources across the Clinical and Translational Science Award Consortium

2020 ◽  
Vol 4 (s1) ◽  
pp. 78-78
Author(s):  
Rebecca Jane Piasecki ◽  
Rebecca J Piasecki ◽  
Lisa D Quarles ◽  
Mona N Bahouth ◽  
Anwesha Nandi ◽  
...  
Keyword(s):  
Program Evaluation ◽  
Resource Sharing ◽  
Core Competencies ◽  
Past Research ◽  
Translational Science ◽  
School Of Nursing ◽  
Community Engaged Research ◽  
Project Coordinator ◽  
Training Resources ◽  
Funding Information

OBJECTIVES/GOALS: The extent that Clinical and Translational Science Award (CTSA) programs offer resources accessible online for training in community-engaged research (CEnR) core competencies is unknown. This study cataloged CEnR resources accessible online from CTSAs and mapped resources to CEnR core competencies. METHODS/STUDY POPULATION: Eight domains of CEnR core competencies were identified: knowledge/perceptions of CEnR; personal traits necessary for CEnR; knowledge of/relationships with communities; training for performing CEnR; CEnR methods; program evaluation; resource sharing and communication; and dissemination and advocacy. A systematic review of CEnR resources accessible online from CTSAs was conducted between July 2018 and May 2019. Resource content was independently reviewed by two reviewers and scored for inclusion of each domain of CEnR core competencies. Domain scores across all resources and inter-rater reliability in scoring domains were assessed using descriptive statistics and Cohen’s kappa coefficients. RESULTS/ANTICIPATED RESULTS: Overall, 214 resources available from 24 CTSAs were eligible for full review. Scoring discrepancies for at least one domain within a resource initially occurred in 51% of resources. “CEnR methods” (50.5%; 108 of 214) and “Knowledge of/relationships with the community” (40.2%; 86 of 214) were most frequently addressed and “Program evaluation” (12.1%; 26 of 214) and “Dissemination and advocacy” (11.2%; 24 of 214) were least frequently addressed domains. Additionally, challenges were noted in navigating CTSA websites to access CEnR resources, and CEnR competency nomenclature was not standardized. DISCUSSION/SIGNIFICANCE OF IMPACT: Our findings guide CEnR stakeholders to identify CEnR resources accessible online and gaps to address in CEnR resource development. Standardized nomenclature for CEnR competencies is needed for effective CEnR resource classification. Uniform organization of CTSA websites may maximize navigability. CONFLICT OF INTEREST DESCRIPTION: In addition to the funding information listed previously (see above), within the last three years, R.J. Piasecki has been employed as: Project Coordinator, CEnR Online Learning Project, Johns Hopkins University School of Nursing (Current) Temporary Employee (Doctoral Student Intern), Michigan State University Institute for Health Policy (Current) Clinical RN, Intrastaff at the Johns Hopkins Health System (Past) Research Data Analysis Assistant, Maryland Institute for Emergency Medical Services (Past - contracted)

scholarly journals The DIAMOND portal: An innovative platform for sharing translational research workforce training and assessment resources

2020 ◽  
Vol 4 (6) ◽  
pp. 480-484
Author(s):  
Phillip A. Ianni ◽  
Thomas E. Perorazio ◽  
Elias M. Samuels ◽  
Brenda L. Eakin ◽  
Carolynn T. Jones ◽  
...  
Keyword(s):  
Core Competency ◽  
Electronic Record ◽  
Workforce Training ◽  
Small Subset ◽  
Educational Materials ◽  
Online Catalog ◽  
Training Resources ◽  
Research Workforce ◽  
Competency Domains ◽  
Research Professionals

AbstractAlthough several initiatives have produced core competency domains for training the translational science workforce, training resources to help clinical research professionals advance these skills reside primarily within local departments or institutions. The Development, Implementation, and AssessMent of Novel Training in Domain (DIAMOND) project was designed to make this training more readily and publicly available. DIAMOND includes a digital portal to catalog publicly available educational resources and an ePortfolio to document professional development. DIAMOND is a nationally crowdsourced, federated, online catalog providing a platform for practitioners to find and share training and assessment materials. Contributors can share their own educational materials using a simple intake form that creates an electronic record; the portal enables users to browse or search this catalog of digital records and access the resources. Since September 2018, the portal has been visited more than 5,700 times and received over 280 contributions from professionals. The portal facilitates opportunities to connect and collaborate regarding future applications of these resources. Consequently, growing the collection and increasing numbers of both contributors and users remains a priority. Results from a small subset of users indicated over half accomplished their purpose for visiting the site, while qualitative results showed that users identified several benefits and helpful features of the ePortfolio.

scholarly journals Ready or not? Observations from a long-standing community engagement advisory board about investigator competencies for community-engaged research

2018 ◽  
Vol 2 (3) ◽  
pp. 129-134 ◽  
Author(s):  
Alicia K. Matthews ◽  
Amparo Castillo ◽  
Emily Anderson ◽  
Marilyn Willis ◽  
Wendy Choure ◽  
...  
Keyword(s):  
Community Engagement ◽  
Core Competencies ◽  
Educational Programs ◽  
Advisory Board ◽  
Translational Science ◽  
Important Work ◽  
University Of Illinois ◽  
Community Engaged Research ◽  
Competency Based ◽  
The University

Preparing investigators to competently conduct community-engaged research is critical to achieving Clinical and Translational Science Award (CTSA) program goals. The purpose of this study is to describe the perspectives of members of a long-standing community engagement advisory board (CEAB) on investigators’ readiness to engage communities and indicators of investigator competence in community-engaged research, in order to suggest core competencies to guide the development of CTSA-sponsored educational programs. Two 90-minute focus groups were conducted with a subset of members of a CEAB (n=19) affiliated with the Center for Clinical and Translational Science at the University of Illinois at Chicago. CEAB members identified a range of investigator skills and practices that demonstrate readiness to engage in community-engaged research. Eight competencies were identified that should be incorporated in providing education to enhance the readiness and competency of CTSA-affiliated researchers planning to engage communities in research. CEAB observations demonstrate the necessity of developing competency-based educational programs that prepare clinical and translational scientists at all levels for the important work of community-engaged research.

scholarly journals Core informatics competencies for clinical and translational scientists: what do our customers and collaborators need to know?

2016 ◽  
Vol 23 (4) ◽  
pp. 835-839 ◽  
Author(s):  
Annette L Valenta ◽  
Emma A Meagher ◽  
Umberto Tachinardi ◽  
Justin Starren
Keyword(s):  
Big Data ◽  
Clinical Research ◽  
Biomedical Informatics ◽  
Core Competencies ◽  
Translational Science ◽  
Current Version ◽  
Health Records ◽  
Clinical Research Informatics ◽  
Competency Domains ◽  
Over Time

Abstract Since the inception of the Clinical and Translational Science Award (CTSA) program in 2006, leaders in education across CTSA sites have been developing and updating core competencies for Clinical and Translational Science (CTS) trainees. By 2009, 14 competency domains, including biomedical informatics, had been identified and published. Since that time, the evolution of the CTSA program, changes in the practice of CTS, the rapid adoption of electronic health records (EHRs), the growth of biomedical informatics, the explosion of big data, and the realization that some of the competencies had proven to be difficult to apply in practice have made it clear that the competencies should be updated. This paper describes the process undertaken and puts forth a new set of competencies that has been recently endorsed by the Clinical Research Informatics Workgroup of AMIA. In addition to providing context and background for the current version of the competencies, we hope this will serve as a model for revision of competencies over time.

scholarly journals Developing nurse preceptor competency domain guide tool: A Delphi study

2021 ◽  
Vol 12 (5) ◽  
pp. 33
Author(s):  
Mudhar Al Adawi ◽  
Ibtisam Al Siyabi ◽  
Nasra Al Hashmi ◽  
Fatma Mahmood AbdulRasool ◽  
Asma Al Harrasi ◽  
...  
Keyword(s):  
Delphi Study ◽  
Time Management ◽  
Teaching And Learning ◽  
Core Competency ◽  
Tertiary Hospital ◽  
Clinical Practices ◽  
Competency Domain ◽  
Competency Domains ◽  
Nurse Preceptors ◽  
Nurse Preceptor

Background and objective: One of the strategies used to prepare novice nurses for their professional journeys in clinical practice is by implementing the preceptorship teaching and learning model. Competencies such as knowledge, experience, abilities, and attributes need to be measured to ensure the desired outcomes of the preceptorship are achieved and consistent. This study aimed to develop a nurse preceptor competency domain guide tool at a tertiary hospital in Oman.Methods: Three-round Delphi iterative design with experts was used to develop the nurse preceptor competency domain guide tool. Following standard measures, eight expert opinions were combined until a group consensus was achieved. The level of consensus within the expert panel was defined as ≥ 75% scoring of items were selected as an essential required competency/item.Results: Eight experts from a main tertiary hospital were included in the panel. Five core competency domains and five subdomains were identified and considered to be relevant for nurse preceptors at the hospital with consensus levels varying from 75% to 100%. A total of 83 descriptive items were identified for the competency guide tool.Conclusions: This study found that the main core competency domains of the tool that nurse preceptors should acquire to be competent preceptors are inter-professional communication skills, appropriate teaching strategies, time management skills, building a learning atmosphere, and coaching critical thinking. This tool would improve nurse preceptors’ performance and equip them with the required prerequisite competencies to professionally start their journey in clinical practices. Follow-up research on tool implementation is highly recommended to evaluate its effectiveness.

Competency standards for newly graduated prosthetist/orthotists in Sweden

2018 ◽  
Vol 42 (4) ◽  
pp. 387-393 ◽  
Author(s):  
Nerrolyn Ramstrand ◽  
Simon Ramstrand
Keyword(s):  
Focus Groups ◽  
Workforce Development ◽  
Core Competencies ◽  
National Level ◽  
Core Competency ◽  
Professional Organizations ◽  
Modified Delphi ◽  
Modified Delphi Technique ◽  
Competency Domains ◽  
Level Of Agreement

Background: There are currently no national competency standards upon which to develop educational objectives for prosthetist/orthotists in Sweden. While standards have been developed in other countries, they cannot be applied without confirming their relevance in a Swedish context. Objectives: To describe and obtain consensus on core competencies required for newly graduated prosthetist/orthotists in Sweden. Study design: Modified Delphi process. Methods: A modified Delphi technique was carried out. Focus groups were initially used to identify core competency domains. Two consecutive questionnaires, containing a list of potential competency items, were sent to a group of stakeholders with ties to the prosthetic and orthotic profession. Stakeholders were requested to rate their level of agreement with each competency item and provide written comments. Finally, two focus groups were conducted to obtain feedback on the draft competency standards. Results: Forty-four competency items, listed under five key domains of practice, were identified as essential for newly graduated prosthetist/orthotists in Sweden. Conclusions: Many similarities exist in core competency descriptions for prosthetist/orthotists in Sweden when compared to other countries. Regional differences do however exist, and it is important to confirm the relevance of core competency items at a national level before they are applied. Clinical relevance Competency standards developed in this study can be used to guide development of learning objectives within an undergraduate prosthetic and orthotic program, provide a framework for workforce development, assist professional organizations in understanding the needs of their members, and prepare for international accreditation.

An Input–Process–Output Model of Pilot Core Competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 78-85 ◽  
Author(s):  
Heikki Mansikka ◽  
Don Harris ◽  
Kai Virtanen
Keyword(s):  
Path Analysis ◽  
Team Performance ◽  
Core Competencies ◽  
Core Competency ◽  
Principal Component ◽  
Analysis Model ◽  
Input Process ◽  
The Core ◽  
Performance Framework ◽  
Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

Exploring Library Core Competencies: A Text Mining Study of American Library Association’s Job Advertisements From 2006 Through 2017

2021 ◽  
pp. 089443932110272
Author(s):  
Qinghong Yang ◽  
Zehong Shi ◽  
Yan Quan Liu
Keyword(s):  
Language Processing ◽  
Work Experience ◽  
Core Competencies ◽  
Core Competency ◽  
Analytical Investigation ◽  
Market Demand ◽  
American Library ◽  
Job Titles ◽  
Job Advertisements ◽  
Processing Techniques

Are core competency requirements for relevant positions in the library shifting? Applying natural language processing techniques to understand the current market demand for core competencies, this study explores job advertisements issued by the American Library Association (ALA) from 2006 to 2017. Research reveals that the job demand continues to rise at a rate of 13% (2006–2017) and that the requirements for work experience are substantially extended, diversity of job titles becomes prevalent, and rich service experience and continuous lifelong learning skills are becoming more and more predominant for librarians. This analytical investigation informs the emerging demands in the American job market debriefing the prioritization and reprioritization of the current core competency requirements for ALA librarians.

scholarly journals Empathy Can Be Taught, and Patients Teach it Best

2021 ◽  
Vol 8 ◽  
pp. 238212052110003
Author(s):  
Sudhagar Thangarasu ◽  
Gowri Renganathan ◽  
Piruthiviraj Natarajan
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Core Competencies ◽  
Core Competency ◽  
Role Modeling ◽  
Residency Programs ◽  
Graduate Medical ◽  
Mixed Messages ◽  
Attending Physicians ◽  
Medical Education Curriculum

Empathy toward patients is an essential skill for a physician to deliver the best care for any patient. Empathy also protects the physician from moral injury and decreases the chances for malpractice litigations. The current graduate medical education curriculum allows trainees to graduate without getting focused training to develop empathy as a core competency domain. The tools to measure empathy inherently lack validity. The accurate measure of the provider’s empathy comes from the patient’s perspectives of their experience and their feedback, which is rarely reaching the trainee. The hidden curriculum in residency programs gives mixed messages to trainees due to inadequate role modeling by attending physicians. This narrative style manuscript portrays a teachable moment at the bedside vividly. The teaching team together reflected upon the lack of empathy, took steps to resolve the issue. The attending demonstrated role modeling as an authentic and impactful technique to teach empathy. The conclusion includes a proposal to include the patient’s real-time feedback to trainees as an essential domain under Graduate Medical Education core competencies of professionalism and patient care.

Development and Psychometric Testing of a Self-Rated Scale Based on National Nursing Core Competency Standards

2021 ◽  
pp. JNM-D-20-00049
Author(s):  
Al D. Biag ◽  
Vanessa L. Belen
Keyword(s):  
Psychometric Testing ◽  
Core Competency ◽  
Internal Consistency Reliability ◽  
Validity And Reliability ◽  
Leadership And Management ◽  
Five Dimensions ◽  
Leadership Management ◽  
Client Care ◽  
Research Competencies ◽  
Item Scale

Background and PurposeThe objectives of this study were to develop a National Nursing Core Competency Standards (NNCCS)-based instrument and determine its construct validity and internal consistency reliability.MethodsA methodologic research design was used to validate the 59-item scale based on the responses of 600 nurses. The scale items were culled from the client care, leadership and management, and research competencies identified in the NNCCS.ResultsThe results of the analyses confirmed 53 items and gave rise to a five-factor solution. The five dimensions are leadership, management, research, ethico-legal, and strategic competencies.ConclusionsThe seminal psychometric testing provided an evidence of acceptable validity and reliability of the proposed instrument. Further testing was recommended to accrue the psychometric soundness of the instrument.

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