The roles of pharmacists have changed in the last decades requiring pharmacists to keep up with, and even anticipate, the changes in practice to continue to be competent healthcare professionals. Competency or professional development frameworks have been developed and validated to support pharmacists with their learning and development. However, such a tool has not been developed for pharmacy undergraduate students and it is sensible to think that such a framework might also help pharmacy students in their learning and competency development. Thus, the aim of this research was to identify competencies required of pharmacy undergraduate students and to develop, and evaluate the use of, a professional development framework for these students. A mixed methods approach was adopted in the two-phased study. A cross-sectional design was employed in the first phase. Literature on pharmacy students’ competencies was reviewed and a series of workshops, focus groups and interviews with pharmacy students and academics, and stakeholders in pharmacy were conducted to identify the competencies required of pharmacy students during their degree and to develop the framework. The findings of previous rounds of data collection fed into the subsequent rounds. After five iterations 17 competencies were identified and divided in two clusters: Professional; and Delivery of Patient Care Competencies. A longitudinal design was used in the second phase. The use of the framework was evaluated with third and fourth year pharmacy students who self-assessed their competencies three times in two schools of pharmacy over the academic year of 2009-2010. The students’ self-assessed competencies increased over the year and correlated positively with their examination results and perceived self-directedness towards learning. This research provides evidence that the framework captures pharmacy undergraduate students’ development of their competencies during the academic year based on their self-assessed competence. Thus, the framework can be used as a self-assessment tool to support their learning.

>Magister Scientiae - MSc / The pharmaceutical manufacturing sector operates within a highly regulated environment, with companies accountable to South African statutory bodies. The responsible pharmacist (RP) is responsible for their company’s adherence to the legislation requirements. Whilst the Pharmacy and the Medicines Acts outline the RP’s, there is no mandatory training requirement prior to registration as an RP, nor thereafter. This study investigated the role and competencies required of newly registered RPs in meeting their professional responsibilities in the pharmaceutical manufacturing sector. An online survey questionnaire elicited responses from RPs (n=102) about views and perceptions pertaining to their role and responsibilities. In addition, semi-structured interviews were conducted with statutory (n=3) and non-statutory representatives (n=5). Survey findings indicated that the majority (89,5%) of RPs felt competent and that they possessed the necessary skills and training. Almost two-thirds of respondents (63,2%) were experienced RPs who shared some reservations, that RPs may be excluded from far-reaching decisions with potential consequences for the company and patients. They added that RP performance monitoring was not regular, which may indicate that some companies view the RP as an appointment of convenience. The majority of respondents (89,5 %) were in favour of the development of training guidelines Findings from the semi-structured interviews indicated that RPs were not fully aware of their scope of duties and the implications thereof. The interviewees were also concerned that some companies, by not giving the RP role the level of importance and authority it required, were practicing tokenism. Further, that not all RPs had the necessary in-depth knowledge of the applicable laws, regulations, guidelines and codes. A competency framework for newly appointed RPs is needed to streamline their roles and responsibilities in the pharmaceutical manufacturing sector

No / Purpose – The purpose of this paper is to discuss the development of a competency framework for staff working in a specialist service for people with dementia. Design/methodology/approach – A qualitative and purposive methodology was used and included focus groups, questionnaires and interviews. Content analysis together with synthesis of literature was used to generate the competency framework. Findings – A competency framework was developed with eight main clusters. These were: skills for working effectively with people with dementia and their families; advanced assessment skills; enhancing psychological well-being; understanding behaviours; enhancing physical well-being; clinical leadership; understanding ethical and legal issues; and demonstrating skills in personal and professional development. Research limitations/implications – Further research is needed to include service user perspectives. Practical implications – The framework could be implemented in practice by managers, health care professionals and training providers as a tool to identify strengths and limitations in knowledge skills and attitudes and to identify areas for competency development through specific training. Originality/value – The competency framework contributes to the development of a training curriculum for staff working within a specialist service.

Information and Communications Technology play prominent roles in all aspects of human life today. School curricula is continually being revised to take advantage of the opportunities that ICTs offer to improve teaching and learning. Using the tool development type of design and development research, this study translates the UNESCO ICT Competency Framework for Teachers (UNESCO ICT-CFT) into an online survey that is capable of detecting if computer labs of teacher training colleges in developing countries have the capability to be used to train teachers to exhibit the UNESCO ICT competencies. By employing design and development techniques of expert review and field tests, an online tool was developed that was able to provide feedback on the capability of selected computer labs to be used as centers for training teachers on the UNESCO ICT-CFT. This report provides a detailed account of the tool development process, including expert review and field tests. / Ph. D.

This research explores the leadership constructs of global leaders and Chinese managers in multi-national corporations (MNCs) in order to understand whether their constructs are misaligned, and if so, in what ways. To address these questions, data was gathered via repertory grid test interviews with 31 global leaders and 59 Chinese managers in six MNCs’ China organizations. Analysis subsequently revealed that global leaders rely upon twelve key constructs to define global leadership capability and potential. These are: creative, drive to improve, communication skill, collaborative style, charisma, professional knowledge and experience, visionary, cross culture, flexibility, confidence, team development and emotional intelligence. Crucially however, half of the global leaders’ key constructs were not identified as important to Chinese managers; furthermore, most of the missing constructs resonate with charismatic and transformational leadership characteristics, indicating a gap between the two groups’ leadership concepts. Subsequently, both groups of leaders’ leadership constructs were compared with their respective companies’ Leadership Competency Frameworks. The results again revealed gaps, suggesting reliance upon headquarter-developed leadership frameworks to communicate leadership expectations and develop local leaders is either deficient, or inappropriate. The global leaders and Chinese managers’ perspectives on Chinese managers’ career barriers were also explored, with the evidence indicating that perceptions of both groups are influenced by their own cultural assumptions. As the global leaders’ perspectives aligned with their own leadership constructs but Chinese managers were not aware of the importance of those constructs, it seems to support the contention that a bias may exist when global leaders evaluate Chinese managers’ leadership capability and potential.

The diploma thesis with the competency framework for head teachers, aims to examine and describe which partial competencies and spheres of competencies are important for primary school head teachers, and whether the founders of the schools are familiar with their opinions. The study is divided into a theoretical and a practical part. The first chapter of the thesis deals with competencies, illuminates development of the term's usage in the Czech environment, and delineates the two primary levels of the concept - competency as an authority and competency as a set of knowledge, skills, experience etc. The second chapter explores competencies of the founders and their relationship with primary school head teachers. In this case, founders are represented by public authorities such as communities, community unions, or city districts. This chapter clarifies the concept of competency as a formal power/authority to make a decision and take responsibility in specific cases. The third chapter deals with competencies of primary school head teachers on both of the aforementioned levels. The chapter also presents the Czech competency framework for head teachers and compares it to its foreign equivalents. The biggest part of this chapter is dedicated to an analysis of partial competencies and spheres of competencies as...

Objectives. The transformation of the mental health system toward a recovery-orientation has created a growing demand for training and education to equip providers with recovery competencies. The purpose of this thesis is to develop a recovery competency framework addressing the most salient components of recovery competencies required for providers practicing in in-patient contexts and to construct and test an education program accordingly. Methods. This thesis involved three phases. Phase One used competency development strategies to develop a recovery competency framework. Data collection methods included a literature review and 15 key informant interviews. In Phase Two, based on the recovery competency framework, a recovery education program was constructed and validated. In Phase Three, a pilot study with a pre-test/post-test design was used to examine the effectiveness of the education program. Twenty-six in-patient providers from three hospitals were recruited. Outcome measures included the Recovery Knowledge Inventory, two investigator-developed questionnaires rating participants’ sense of recovery knowledge application and perceived recovery-related dilemmas, and a group evaluation. Results. Two conceptual models were developed in Phase One to address key tensions and enabling processes for in-patient providers. Derived from these two models, a recovery competency framework consisting of eight core competencies was developed. Phase Two was comprised of a two-part education program. Part One was a self-learning program introducing recovery concepts in the in-patient context and the recovery competency framework. Part Two was a group learning program focusing on real-life dilemmas relevant to the in-patient context and applying the Appreciative Inquiry approach to address these dilemmas. In Phase Three, providers who participated in the education program showed improvement in recovery knowledge and sense of recovery knowledge application after the self-learning program. Participant evaluations of the group learning program were positive. The results indicated that in-patient providers may benefit from this education program. Conclusions. This thesis addressed tensions related to recovery and highlighted the important role providers play in promoting recovery through the development and validation of the context-specific competency framework and education program. The broad dissemination of the study results will be an important step in promoting recovery in in-patient settings. / Thesis (Ph.D, Rehabilitation Science) -- Queen's University, 2012-02-21 10:22:05.808

This research explores the leadership constructs of global leaders and Chinese managers in multi-national corporations (MNCs) in order to understand whether their constructs are misaligned, and if so, in what ways. To address these questions, data was gathered via repertory grid test interviews with 31 global leaders and 59 Chinese managers in six MNCs’ China organizations. Analysis subsequently revealed that global leaders rely upon twelve key constructs to define global leadership capability and potential. These are: creative, drive to improve, communication skill, collaborative style, charisma, professional knowledge and experience, visionary, cross culture, flexibility, confidence, team development and emotional intelligence. Crucially however, half of the global leaders’ key constructs were not identified as important to Chinese managers; furthermore, most of the missing constructs resonate with charismatic and transformational leadership characteristics, indicating a gap between the two groups’ leadership concepts. Subsequently, both groups of leaders’ leadership constructs were compared with their respective companies’ Leadership Competency Frameworks. The results again revealed gaps, suggesting reliance upon headquarter-developed leadership frameworks to communicate leadership expectations and develop local leaders is either deficient, or inappropriate. The global leaders and Chinese managers’ perspectives on Chinese managers’ career barriers were also explored, with the evidence indicating that perceptions of both groups are influenced by their own cultural assumptions. As the global leaders’ perspectives aligned with their own leadership constructs but Chinese managers were not aware of the importance of those constructs, it seems to support the contention that a bias may exist when global leaders evaluate Chinese managers’ leadership capability and potential.

A unique characteristic of neonatal care is the unpredictability of illness at birth and a high-risk period of adaptation in the days thereafter. The majority of newborn infants will survive with little specialised care. However, there will always be a number of newborn infants who will need special care and if not managed properly, they may suffer serious damage or even die. Due to the high risk it is crucial for all levels of healthcare workers involved in the care of the neonates to be competent. In the South African context, nurses play a key role in neonatal practice but they have various levels of competency as they are trained through different programmes with different levels of knowledge and skills on completion. Professional development though is expected to enhance their competencies. A multi-method research design was used to explore and describe competencies for the professional development of different categories of nurses in neonatal practice; to develop a competency framework for professional development of these nurses and to validate the competency framework within the South African context. The theoretical underpinning of the research included the three competency domains (professional and ethical; clinical practice and quality of care) of the South African Nursing Council, as well as Benner’s novice-to-expert model. The result of this study is a competency framework for the professional development of different categories of nurses in neonatal practice. The competency framework for professional development is expected to improve quality and accountability of nurses in neonatal practice. / Thesis (PhD)--University of Pretoria, 2019. / Nursing Science / PhD / Unrestricted

Background: Evolving technology, practice boundaries, and models of service provision have changed what the diagnostic radiography workforce in Computed Tomography (CT) need to know and be able to do at different career stages. It is unknown whether existing UK educational and practice frameworks support CT roles, or how organisational role descriptors constitute CT competence. Aims: The study explores multiple stakeholder perspectives of competent practice in diagnostic radiography and CT using this information to generate and gain consensus on novel modality-specific skills for the four-tier radiography structure. Methods: Study 1: Document analysis of published UK educational and practice frameworks using content and framework analysis. Study 2: Document analysis of UK CT role descriptors using a context analytical approach. Study 3: Modified e-Delphi study to gain consensus on novel technical and clinical CT practice competencies. Results: Existing radiography competencies were classified into 3 themes: delivering person-centred care; applying technical principles, quality and efficiency; and ensuring best practice. Generic competencies endorsed by professional and regulatory bodies were not consistently replicated within organisational role descriptors. CT practice expectations are ambiguous and modified from radiographic competencies. Modified e-Delphi panellists provided judgement on 215 practice competencies and advanced capabilities which have been refined and organised into a coherent framework. Conclusions: The ComPACT framework formalises the tacit technical knowledge, clinical competencies and professional capabilities that specifically address the practice area of CT. Further work is required to validate the framework and define educational standards, but there is potential to influence future graduates, workforce development and national standards.