Background: There are professional expectations for public health nurses to engage in and develop competencies in evidence-informed decision-making (EIDM). The purpose of this research study was to develop and psychometrically test a measure to assess competence in EIDM among public health nurses. Methods: Guided by the Standards for Educational and Psychological Testing (American Educational Research Association, American Psychological Association, & National Council on Measurement in Education, 2014), a three stage study was employed to develop and psychometrically evaluate the new self-report EIDM Competence Measure: 1) Stage one: a systematic review of existing measures assessing four EIDM competence attributes of knowledge, skills, attitudes/beliefs, and behaviours; 2) Stage two: item development for the EIDM Competence Measure comprised of four subscales (knowledge, skills, attitudes/beliefs, and behaviours); and 3) Stage three: psychometric testing (reliability, validity, acceptability) which included item reduction from an original 40-item to a final 27-item tool. Results: The EIDM Competence Measure consists of 27 items aligning with a four-factor model of EIDM knowledge, skills, attitudes/beliefs, and behaviours establishing internal structure validity. Cronbach’s alpha for these four factors was 0.96, 0.93, 0.80, and 0.94, respectively. Significant associations between EIDM competence subscale scores and education, EIDM training/project involvement, and organizational culture established validity based on relationships to other variables. For the original 40-item tool, missing data was minimal as 93% of participants completed all items and mean completion time was 7 minutes and 20 seconds. Conclusions: The EIDM Competence Measure is a conceptually and psychometrically robust instrument that has potential for use in public health nursing practice. / Dissertation / Doctor of Philosophy (PhD) / Nurses who work in public health have professional expectations to participate in evidence-informed decision-making (EIDM). Because of this, it is important to measure how competent they are in EIDM. The purpose of this study was to develop and test a tool that measures EIDM competence among public health nurses using a three-stage study. The first stage involved reviewing literature on existing tools that measure different components of EIDM competence including EIDM knowledge, skills, attitudes/beliefs, and behaviours among nurses. The second stage involved using existing tool items and developing new items for a new tool named the EIDM Competence Measure. In the third stage, the EIDM Competence Measure was tested to assess its validity, reliability, and acceptability among public health nurses in Ontario. The EIDM Competence Measure was found to have strong validity, reliability, and acceptability, showing that there is potential for its use in public health nursing practice.

Made available in DSpace on 2016-04-25T16:44:26Z (GMT). No. of bitstreams: 1 Edna Alves Bezerra de Souza.pdf: 1029041 bytes, checksum: 5f7b85b10a954d4cefe50e6edd8b09c4 (MD5) Previous issue date: 2011-11-09 / As an answer to changes stemming from the scene of fierce competitiveness of business, which characterized the turn of the twenty-first century, organizations begin to take into account the perspective of its employees´ competences. This research aims at identifying how the process of evaluating core competencies in an organization takes place. The starting point is to perceive how individual and organizational skills are defined. By the use of a qualitative research approach, the methodology united both content analysis of public data from a state enterprise and the analysis of data obtained through interviews and questionnaire to employees from strategic areas within the company. The results of this analysis indicate that, when assessing the performance of its employees, through a perspective of personnel management, the company might benefit from better organizational results in terms of quality and productivity and is also enabled it to be able to align their business goals and skills to the company´s see developed in their staff. Developing a deeper knowledge about business practices with respect to skills assessment provides a basis for future discussions dealing with the academic skills assessment as a business practice and at the same time, allows managers to incorporate this practice, with the possibility that it may provide better results to their organizations / Em resposta às mudanças decorrentes do cenário de acirrada competitividade dos negócios, que caracteriza a virada do Século XXI, as organizações passam a levar em consideração a perspectiva da competência de seus colaboradores. Esta pesquisa tem como objetivo geral identificar como ocorre o processo de avaliação de competências essenciais a uma organização, partindo da percepção de como são definidas as competências individuais e organizacionais. Em uma abordagem qualitativa, a metodologia conciliou análise de conteúdo dos dados públicos de uma empresa estatal à análise de dados obtidos por meio da realização de entrevista e aplicação de questionário a funcionários de áreas estratégicas da empresa. Os resultados dessa análise permitem concluir que, ao avaliar o desempenho de seus funcionários, através de uma perspectiva de Gestão de Pessoas, a empresa pode vir a usufruir de melhores resultados organizacionais, em termos de qualidade e produtividade, por poder alinhar suas metas empresariais às competências que procura ver desenvolvidas em seu quadro de colaboradores. O conhecimento mais aprofundado sobre as práticas empresariais no tocante a avaliação de competências traz subsídios para futuras reflexões acadêmicas que tratem da avaliação de competências como prática empresarial e, ao mesmo tempo, permitirá a gestores incorporarem essa prática, contando com a possibilidade de que venha a propiciar melhores resultados para suas organizações

For several decades, the field of nursing has focused on the integration of cultural competence content into its prelicensure educational programs. Despite this focus, little is known about the cultural competence of nurses extending their education past initial licensure into an advanced practice nursing specialty, such as nurse anesthesia. Researchers in other fields have found that provider race and previous cultural competence training are associated with higher levels of cultural competence. This research, guided by the culture care diversity and universality theory, sought to determine the relationship between the two subscales, Cultural Awareness and Sensitivity (CAS) and the Cultural Competence Behavior (CCB) of the Cultural Competence Assessment (CCA) tool, and describe the relationships that exist between selected demographic variables and the total cultural competence scores for nurse anesthetists. One hundred and fifty-eight members of the American Association of Nurse Anesthetists participated in the study. The total CCA score for the population was 4.98 out of a potential total score of 7 (SD = .79). Mean scores were 5.64 (SD = .73) and 4.38 (SD = 1.19) for the CAS and CCB subscales, respectively. Hierarchical multiple regression analysis confirmed a positive relationship between post graduate diversity training and total CCA score (B = .28, p < .05). Identifying the cultural competence of this population and the characteristics that are associated with high levels of cultural competence could lead to better provider awareness of their own interactions and perceptions of patients and improved patient-centered care for patients in minority populations who are served by certified registered nurse anesthetists, resulting in positive social change.

<p>Both international and local authors argue strongly that state education systems have an important role to play in the development and nurturing of positive values and attitudes in learners. In some instances, as is the case in South Africa, the education system may even prescribe the values that ought to be taught in the institutions of learning. While I agree that education institutions have a responsibility to teach positive values to learners, it is my contention that it is unlikely that educators will be able to fulfil this role in any meaningful way, without an informed understanding of how to reconcile the tensions between personal and common values, the nature of values knowledge and the complexities and challenges that surround the teaching and assessment of values. This study begins to explore some of these complexities by addressing the historical events, education initiatives and policy decisions that have informed and shaped values education policies in South Africa. I conclude that while the inclusion of values in the curriculum is a commendable education initiative to root democratic values in society, it must be acknowledged that values education inevitably, has a political role to fulfil. The teaching of values knowledge cannot be limited to behaviourist approaches. Learners deserve an education that offers opportunities to them to develop into responsible, caring and morally just citizens. A central aim of values education should thus be to provide learners with opportunities and tools to construct meaning around moral concepts and positive values. I strongly believe that it is unlikely that this will occur if educators are not appropriately capacitated to provide such opportunities to their learners.</p>

<p>Both international and local authors argue strongly that state education systems have an important role to play in the development and nurturing of positive values and attitudes in learners. In some instances, as is the case in South Africa, the education system may even prescribe the values that ought to be taught in the institutions of learning. While I agree that education institutions have a responsibility to teach positive values to learners, it is my contention that it is unlikely that educators will be able to fulfil this role in any meaningful way, without an informed understanding of how to reconcile the tensions between personal and common values, the nature of values knowledge and the complexities and challenges that surround the teaching and assessment of values. This study begins to explore some of these complexities by addressing the historical events, education initiatives and policy decisions that have informed and shaped values education policies in South Africa. I conclude that while the inclusion of values in the curriculum is a commendable education initiative to root democratic values in society, it must be acknowledged that values education inevitably, has a political role to fulfil. The teaching of values knowledge cannot be limited to behaviourist approaches. Learners deserve an education that offers opportunities to them to develop into responsible, caring and morally just citizens. A central aim of values education should thus be to provide learners with opportunities and tools to construct meaning around moral concepts and positive values. I strongly believe that it is unlikely that this will occur if educators are not appropriately capacitated to provide such opportunities to their learners.</p>

In a global environment, growing business corporations have recognized the role diversity plays in business development. However, the human resource development (HRD) profession charged with the responsibility for developing any organization's human resources, has not defined what cultural competence is and its role in improving the performance of HRD professionals. This study sought to define cultural competence and determine how it could be developed and assessed. The theoretical framework used was an intercultural perspective of intercultural competence, studies in HRD that focus on a training-culture context fit, and professional definitions of cultural competence. A mixed research method utilizing survey and personal interviews was employed to study Best Practice Learning and Diversity companies. Thirty-nine companies credited as American Society for Training and Development (ASTD) Best Award winners for workplace learning and performance were surveyed. The sample represented various sectors in the corporate industry such as information technology, financial services, manufacturing and retail. Due to a low response rate, eight senior global diversity officials from companies credited as Best Diversity companies by DiversityInc. were interviewed. Five of the companies studied were among the leading Top 10 global diversity companies. The other three ranked highly among the Top 50 diversity companies. The data collected was analyzed using grounded theory. Using this theory, the study identified attributes that describe cultural competence, and various approaches that are used to develop and assess it. Based on the study results, an HRD theory of cultural competence was developed. This theory includes: (a) a definition of cultural competence; (b) a cultural competence framework that provides performance indicators for HRD professionals; organizations, its leaders and employees; and (c) an assessment guide that provides a cultural competence inventory for HRD professionals. To ensure study validity, the survey instrument used in the study was pilot-tested among business scholars. In addition, the study addressed the issues of theoretical sensitivity such as the role of the literature reviewed, the researcher's biases, and the analytical process that was used for theory development. This study has implications for higher education and professional practice. The cultural competence framework developed in this study contributes to the standardization of HRD practices such as education, training and non-training HRD programs. The assessment guide provides a cultural competence inventory for HRD professionals. The results of this study would also be useful for companies that regularly benchmark their operations against best practices. In this way, the study contributes to the effort of aligning HRD practices to theory developed through HRD cross-cultural research

Philosophiae Doctor - PhD / Both international and local authors argue strongly that state education systems have an important role to play in the development and nurturing of positive values and attitudes in learners. In some instances, as is the case in South Africa, the education system may even prescribe the values that ought to be taught in the institutions of learning. While I agree that education institutions have a responsibility to teach positive values to learners, it is my contention that it is unlikely that educators will be able to fulfil this role in any meaningful way, without an informed understanding of how to reconcile the tensions between personal and common values, the nature of values knowledge and the complexities and challenges that surround the teaching and assessment of values. This study begins to explore some of these complexities by addressing the historical events, education initiatives and policy decisions that have informed and shaped values education policies in South Africa. I conclude that while the inclusion of values in the curriculum is a commendable education initiative to root democratic values in society, it must be acknowledged that values education inevitably, has a political role to fulfil. The teaching of values knowledge cannot be limited to behaviourist approaches. Learners deserve an education that offers opportunities to them to develop into responsible, caring and morally just citizens. A central aim of values education should thus be to provide learners with opportunities and tools to construct meaning around moral concepts and positive values. I strongly believe that it is unlikely that this will occur if educators are not appropriately capacitated to provide such opportunities to their learners. / South Africa

Organisational and individual Health and Safety (H&S) competence is an essential element to the successful completion of a construction project in a safe way and without hazards to the health of all workforce. Under the Construction (Design and Management) (CDM) Regulations 2007, the client should take reasonable steps to ensure that the appointed duty-holders and engaged people are H&S competent to design, build or co-ordinate the project. Although the CDM Regulations 2007 and its Approved Code of Practice (ACoP) have established ‘Core Criteria’ to guide the client to assess duty-holders’ H&S competence in the outset of a project, it is still difficult for most inexperienced clients to discharge the duty of making the key decisions in H&S competence assessment. In order to help the client implement H&S competence assessment, it is important to develop a tool that can effectively and efficiently support the client to make reasonable decisions in the selection of H&S competent duty-holders. According to the findings of the case study of existing formal H&S competence assessment schemes undertaken as part of this work, H&S competence assessment was characterised as a subjective, qualitative and non-linear regulation-compliance checking process. In addition, the case study helped identify the latent shortcomings in the ‘Core Critiera’ and the operational drawbacks in current practice of implementing H&S competence assessment. Based on a review of Information Technology (I.T.) and Artificial Intelligence (A.I.) applications in construction, Knowledge-Based System (KBS) is identified as being a suitable tool to support decision-making in H&S competence assessment, mainly due to its appropriateness to solve regulation-compliance checking problems and support subjective and qualitative decision-making process. Following a decision-making framework for H&S competence assessment, a KBS decision-support model was developed, applying three mechanisms to support the reasonable decision-making for H&S competence assessment. In order to develop an appropriate and practical KBS for H&S competence assessment, a textual knowledge base was developed, specifying the minimum satisfaction standards and a rating indicator system for ‘Core Criteria’. As a result, an online KBS was developed using Java Server Pages (JSP) technology and MySQL. The online KBS applied the textual knowledge base to support the screen, rating, ranking and reporting decision-supporting mechanisms. Simultaneously, the case inquiry and expert inquiry facilities were also included in the KBS for effective decision-making. Finally, construction experts and practitioners in H&S management evaluated the validity and usability of the KBS through a questionnaire survey. The prototype KBS was borne out to be an effective and efficient decision-support tool for H&S competence assessment and have the potential to be applied in practice.

The need to manage, map and develop a companies employees competencies is constantly increasing in today’s rapidly growing market. It is therefore incredibly importantto have a broad understanding of what competencies one’s employees possess and whichcompetencies the company potentially lacks. This thesis investigates how to assess, evaluate and map employees competencies in the best possible manner, followed by the potential effects this can have on the individuals undergoing the assessment. Lastly the thesis identifies how a competency management system could be implemented and whichfunctionalities said system should contain. This study began with a systematic literaturereview, for me to get a better understanding of the competency concept and competency assessment. The literature study was followed by a questionnaire distributed to all Etteplansemployees in Linköping and Norrköping, and lastly four interviews were conducted withemployees at the office in Linköping. To get a clearer understanding of the employeesthoughts regarding competency and the implementation of a new competency management system. One of the most important factors to take into consideration when applyinga competency management procedure is that these implementations takes time and mustbe carefully planned and executed to generate the best possible results. All companies areunique and require their own competency management procedure to succeed.

Background: Malnutrition is a major public health problem in Ethiopia contributing to half of infant and child mortality. The 2014 mini Ethiopian Demographic and Health Survey revealed that four out of ten children under five are stunted, nearly one out of ten are wasted, and a quarter are underweight. One of the factors that contributed to the high stunting rate is the shortage of capable providers who are competent to provide nutrition services. The purpose of this study was to assess graduating midwifery and nursing students’ nutrition competence and explore the factors that influence their competence. Methods: A cross-sectional survey was employed in June 2015. Students’ knowledge was assessed using objective written assessment questions; and their skills were assessed using a five-station objectively structured clinical examination. Students’ perception of the nutrition learning environment and their learning experience was obtained by administering a structured questionnaire using interviews. Bivariate and multivariable analysis, including Chi-square test and independent sample t-test, were used to detect statistically significant associations or differences. Results: A total of 113 students from four public universities in Ethiopia participated in the study. Only 38.1% of students demonstrated adequate competency in nutrition. The mean percentage score for nutrition knowledge and skills were 63.8% and 46.6% respectively. There was no statistically significant difference between midwifery and nursing students’ nutrition competence (P>0.05). Both cadres scored a mean value above 50% in the knowledge assessment, except in the competency areas of nutrition and HIV. However, both showed lesser competence in performing basic nutrition skills such as anthropometry. Midwives scored higher than nurses on counseling mothers on optimal breast feeding (p=0.001). The majority (98.2%) of students reported that they had no access to nutrition skills laboratory when they took the nutrition course. In multivariable analysis, students who perceived the practice sites as conducive for nutrition skills learning achieved higher levels of competence. Conclusions: The target students were deficient in nutrition competencies. The study suggests revision of midwifery and nursing curricula for adequacy and relevance of nutrition contents, learning and assessment techniques. Nutrition skills learning both in skills lab and at clinical and practical settings need to be strengthened.