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Competence (human resources)

About: Competence (human resources) is a research topic. Over the lifetime, 53557 publications have been published within this topic receiving 988884 citations. The topic is also known as: competence (human resources) & Competency.


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Journal ArticleDOI
TL;DR: The results of the SOAP approach supports the premise that quality clinical assessment requires nursing students' exposure to complex challenges undertaken in authentic clinical contexts, observed by registered nurses who are trained as assessors and have a strong educational and clinical background.

159 citations

Journal ArticleDOI
TL;DR: The authors examine the current status of multicultural training in counselor education and identifies leading multicultural training programs that are identified and described.
Abstract: The authors examine the current status of multicultural training in counselor education. Leading multicultural training programs are identified and described, and specific guidelines for improving multicultural training are provided.

159 citations

Journal ArticleDOI
TL;DR: In this paper, the authors outline two different paradigms which influence school health education and advocate the democratic health education as a valuable alternative to the moralistic paradigm, which is argued to be an obstacle for developing a democratic school in a democratic society.
Abstract: The article outlines two different paradigms which influence school health education. The first of these is the moralistic paradigm which is dominant in many current health education programmes in schools. It will be argued that the moralistic and totalitarian paradigm may actually be an obstacle for developing a democratic school in a democratic society. The second paradigm focuses on democratic health education and is advocated in this paper as a valuable alternative to the moralistic paradigm. An overview of the major characteristics of the two paradigms is followed by an analysis of several concepts which characterize democratic health education, including 'action competence', 'action' and 'holism'. These concepts illustrate that health and environment have to be closely linked in teaching if students are to acquire a coherent understanding of the dynamics behind health issues and health problems. Finally, the 'IVAC approach is suggested as a way of developing action competence in relation to health and environmental issues. Experiences and examples from the Danish Network of Health Promoting Schools are used to illustrate the thesis presented in this paper.

158 citations

Journal ArticleDOI
01 Jan 2017-BMJ Open
TL;DR: In this paper, a rapid review of the literature to understand how prepared UK medical graduates are for practice and the effectiveness of workplace transition interventions is presented, where the authors highlight individual skills/knowledge, interactional competence, systemic/technological competence, personal preparedness, demographic factors and transitional interventions.
Abstract: Objective To understand how prepared UK medical graduates are for practice and the effectiveness of workplace transition interventions. Design A rapid review of the literature (registration #CRD42013005305). Data sources Nine major databases (and key websites) were searched in two timeframes (July–September 2013; updated May–June 2014): CINAHL, Embase, Educational Resources Information Centre, Health Management Information Consortium, MEDLINE, MEDLINE in Process, PsycINFO, Scopus and Web of Knowledge. Eligibility criteria for selecting studies Primary research or studies reporting UK medical graduates' preparedness between 2009 and 2014: manuscripts in English; all study types; participants who are final-year medical students, medical graduates, clinical educators, patients or NHS employers and all outcome measures. Data extraction At time 1, three researchers screened manuscripts (for duplicates, exclusion/inclusion criteria and quality). Remaining 81 manuscripts were coded. At time 2, one researcher repeated the process for 2013–2014 (adding six manuscripts). Data were analysed using a narrative synthesis and mapped against Tomorrow's Doctors (2009) graduate outcomes. Results Most studies comprised junior doctors' self-reports (65/87, 75%), few defined preparedness and a programmatic approach was lacking. Six themes were highlighted: individual skills/knowledge, interactional competence, systemic/technological competence, personal preparedness, demographic factors and transitional interventions. Graduates appear prepared for history taking, physical examinations and some clinical skills, but unprepared for other aspects, including prescribing, clinical reasoning/diagnoses, emergency management, multidisciplinary team-working, handover, error/safety incidents, understanding ethical/legal issues and ward environment familiarity. Shadowing and induction smooth transition into practice, but there is a paucity of evidence around assistantship efficacy. Conclusions Educational interventions are needed to address areas of unpreparedness (eg, multidisciplinary team-working, prescribing and clinical reasoning). Future research in areas we are unsure about should adopt a programmatic and rigorous approach, with clear definitions of preparedness, multiple stakeholder perspectives along with multisite and longitudinal research designs to achieve a joined-up, systematic, approach to understanding future educational requirements for junior doctors.

158 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20242
20237,039
202215,191
20213,301
20204,067
20193,818