Developing nurse preceptor competency domain guide tool: A Delphi study

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.

Examining concurrent validity between COMLEX-USA Level 2-Cognitive Evaluation and COMLEX-USA Level 2-Performance Evaluation

Context The Comprehensive Osteopathic Medical Licensing Examination of the United States of America (COMLEX-USA) is a three level examination used as a pathway to licensure for students in osteopathic medical education programs. COMLEX-USA Level 2 includes a written assessment of Fundamental Clinical Sciences for Osteopathic Medical Practice (Level 2-Cognitive Evaluation [L2-CE]) delivered in a computer based format and separate performance evaluation (Level 2-Performance Evaluation [L2-PE]) administered through live encounters with standardized patients. L2-PE was designed to augment L2-CE. It is expected that the two examinations measure related yet distinct constructs. Objectives To explore the concurrent validity of L2-CE with L2-PE. Methods First attempt test scores were obtained from the National Board of Osteopathic Medical Examiners database for 6,639 candidates who took L2-CE between June 2019 and May 2020 and matched to the students’ L2-PE scores. The sample represented all colleges of osteopathic medicine and 97.5% of candidates who took L2-CE during the complete 2019–2020 test cycle. We calculated disattenuated correlations between the total score for L2-CE, the L2-CE scores for the seven competency domains (CD1 through CD7), and the L2-PE scores for the Humanistic Domain (HM) and Biomedical/Biomechanical Domain (BM). All scores were on continuous scales. Results Pearson correlations ranged from 0.10 to 0.88 and were all statically significant (p<0.01). L2-CE total score was most strongly correlated with CD2 (0.88) and CD3 (0.85). Pearson correlations between the L2-CE competency domain subscores ranged from 0.17 to 0.70, and correlations which included either HM or BM ranged from 0.10 to 0.34 with the strongest of those correlations being between BM and L2-CE total score (0.34) as well as between HM and BM (0.28).The largest increase between corresponding Pearson and disattenuated correlations was for pairs of scores with lower reliabilities such as CD5 and CD6, which had a Pearson correlation of 0.17 and a disattenuated correlation of 0.68. The smallest increase in correlations was observed in pairs of scores with larger reliabilities such as L2-CE total score and HM, which had a Pearson correlation of 0.23 and a disattenuated correlation of 0.28. The reliability of L2-CE was 0.87, 0.81 for HM, and 0.73 for BM. The reliabilities for the L2-CE competency domain scores ranged from 0.22 to 0.74. The small to moderate correlations between the L2-CE total score and the two L2-PE support the expectation that these examinations measure related but distinct constructs. The correlations between L2-PE and L2-CE competency domain subscores reflect the distribution of items defined by the L2-PE blueprint, providing evidence that the examinations are performing as designed. Conclusions This study provides evidence supporting the validity of the blueprints for constructing COMLEX-USA Levels 2-CE and 2-PE examinations in concert with the purpose and nature of the examinations.

Student’s environmental literacy based on Adiwiyata and non-Adiwiyata at senior high school in Sleman, Yogyakarta

Environmental problems in Indonesia increase the government's efforts in shaping students' environmental care character through the Adiwiyata program. This study was conducted to determine differences in environmental literacy between Adiwiyata and non-Adiwiyata schools in Senior High School (SHS) in Sleman Regency, Yogyakarta. This survey research using a conventional sampling technique. The sample involved in this study was 1,568 students from nine schools in Sleman Regency. The data collection instrument refers to the instrument developed by the North American Association for Environmental Literacy (NAAEE) and is supported by interviews and observations. Measurement of environmental literacy in this study was carried out in two domains: competence and disposition. Comparative data analysis used the Mann Whitney test assisted by SPSS 25 for windows. The results showed that students' environmental literacy in the Sleman Regency was included in the good category in the competency and disposition domain. Environmental literacy abilities in Adiwiyata and non-Adiwiyata schools differ, both in the competency domain which includes competence (sig <0.05) and environmental literacy (sig 0.002), and in the disposition domain with sig <0.05. These results concluded that there were differences in students' environmental literacy skills between Adiwiyata and non-Adiwiyata schools. This research recommends that schools initiate programs to strengthen environmental literacy through strengthening the character of caring for the environment.

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

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.

Menyusun Soal Literasi Saintifik Topik Gerak Lurus untuk Sekolah Menengah

Descriptive work type of cross-sectional survey through 18 of questions items were aimed at assessing the quality of the scientific literacy’s instrument in competency domain for junior high school students on the topic of straight motion. The validity of the instrument assessed based on obtain judgement expert and reliability of the instrument assessed by internal consistency. The research reports that 14 items question is very good and 4 items question is good with reliability coefficient (α) by 0.72. The results earned shows that instrument can be used as a one of reference for analyzing the difficulties of scientific literacy’s students on the topic of linear motion in junior high school.

Programmatic Assessment in Emergency Medicine: Implementation of Best Practices

ABSTRACT Background Programmatic assessment is the intentional collection of key data from multiple sources for both assessment of learning and assessment for learning. Objective We developed a system of programmatic assessment (PA) to identify competency progression (summative) and assessment for learning to assist residents in their formative development. Methods The programmatic assessment was designed iteratively from 2014 through 2016. All assessments were first categorized by competency domain and source of assessment. The number of assessment modalities for each competency domain was collected. These multisource assessments were then mapped by program leadership to the milestones to develop a master PA blueprint. A resident learning management system provided the platform for aggregating formative and summative data, allowing residents and faculty ongoing access to guide learning and assessment. A key component of programmatic assessment was to support resident integration of assessment information through feedback by faculty after shifts and during monthly formal assessments, semiannual resident reviews, and summative judgments by the Clinical Competency Committee. Results Through the PA, the 6 competency domains are assessed through multiple modalities: patient care (22 different assessments), professionalism (18), systems-based practice (17), interprofessional and communication skills (16), medical knowledge (11), and practice-based learning and improvement (6). Each assessment provides feedback to the resident in various formats. Our programmatic assessment has been utilized for more than 2 years with iterative improvements. Conclusions The implementation of programmatic assessment allowed our program to organize diverse, multisourced feedback to drive both formative and summative assessments.

A national survey of Canadian emergency medicine residents’ comfort with geriatric emergency medicine

BackgroundGeriatric patients represent a large and complex subgroup seen in emergency departments (EDs). Competencies in geriatric emergency medicine (EM) training have been established. Our objectives were to examine Canadian postgraduate year (PGY)-5 EM residents’ comfort with the geriatric EM competency domains, assess whether Canadian EM residents become more comfortable through residency, and determine whether geriatric educational exposures are correlated with resident comfort with geriatric EM.MethodsA national, cross-sectional study of PGY-1 and PGY-5 Royal College EM residents was conducted to determine their comfort in geriatric EM clinical competency domains. Residents reported their level of comfort in satisfying each competency domain using a seven-point Likert scale. Residents were also asked about the location of their medical education as well as the type and number of different geriatric exposures that they had received to date.ResultsOf the 141 eligible residents from across Canada, 77% (109) consented to participate. None of the PGY-1 EM residents and 34% (14) of PGY-5 EM residents reported that they were comfortable with all eight geriatric EM competency domains. PGY-5 EM residents were significantly more comfortable than PGY-1 EM residents. Residents reported a highly variable range of geriatric educational exposures obtained during training. No relationship was found between resident-reported comfort and the nature or number of geriatric exposures that they had received.ConclusionCurrent Royal College EM residency training in Canada may not be adequately preparing graduates to be comfortable with defined competencies for the care of older ED patients.

Supporting the Health and Wellness of Individuals With Psychiatric Disabilities

Purpose: Psychiatric rehabilitation is recognized as a field with specialized knowledge and skills required for practice. The certified psychiatric rehabilitation practitioner (CPRP) credential, an exam-based certification process, is based on a regularly updated job task analysis that, in its most recent iteration, identified the new core competency domain of “supporting health and wellness.” This article explains the relevance of this domain to the current practice of psychiatric rehabilitation.Methods: We present a multidimensional foundation model of wellness that describes the job tasks highlighted in the newest CPRP competency domain and examines implications for rehabilitation educators and practitioners who do not hold the CPRP credential but still provide rehabilitation services to individuals with psychiatric disabilities.Results: The health and wellness competencies identified for CPRPs may not translate directly into competencies needed by service providers in other roles; however, practices that involve experiencing personal goal setting and action plan implementation, especially around wellness goals, can be included across service domains.Conclusion: Attending to the health and wellness of people with psychiatric disabilities is imperative. Rehabilitation practitioners who embrace the multidimensional foundation model of wellness can effectively provide services that are holistic and promote recovery and achievement of rehabilitation goals.