UNASSIGNED: Competency frameworks are essential for analyzing capabilities of Schools of Public Health to adequately prepare public health (PH) professionals to address contemporary challenges. This study maps the competency profiles of PH training programs in Israel using a novel curriculum mapping tool.
UNASSIGNED: This study assessed all five Israeli Health Education Institutions (HEIs) offering MPH or Bachelors in Public Health (BPH) degrees across 57 competencies in six domains to determine the extent to which competencies were addressed in the curriculum. The competencies list was based on the Association of Schools of Public Health in the European Region (ASPHER) List of Core Competences for the Public Health Professional, adapted for Israeli HEIs.
UNASSIGNED: The core curricula in the four MPH programs addressed 45-84% of all competencies. The BPH program addressed 79% of competencies. In MPH programs, the core curricula addressed most or all competencies in the Methods and the Socioeconomic Determinants of Health domains. Competencies in the domains of Environmental Determinants of Health, Health Policy, Economics & Organization, and Health Promotion and Prevention were less comprehensively addressed in most core curricula. Students\' opportunities to broaden their exposure to competencies outside the core curricula were context dependent.
UNASSIGNED: The curriculum competencies mapping tool that was developed served to assess both strengths and shortcomings in PH education in Israel. The findings demonstrate a highly variable array of PH curriculum models in Israeli HEIs, as well as overall shortcomings in the Environmental, Health Policy Economics and Organization, and Health Promotion and Prevention domains. This analysis has already led to reassessment of the curriculum, and will continue to guide the next steps to increase the harmonization of PH training curricula and to better meet PH challenges in Israel.

UNASSIGNED: The COVID-19 pandemic highlighted gaps in the public health workforce\'s capacity to deploy digital technologies while upholding ethical, social justice, and health equity principles. Existing public health competency frameworks have not been updated to reflect the prominent role digital technologies play in contemporary public health, and public health training institutions are seeking to integrate digital technologies in their curricula.
UNASSIGNED: As a first step in a multiphase study exploring recommendations for updates to public health competency frameworks within the Canadian public health context, we conducted a rapid review of literature aiming to identify recommendations for digital competencies, training approaches, and inter- or transdisciplinary partnerships that can enhance public health practitioners\' capacity to support the digital transformation of public health.
UNASSIGNED: Following the World Health Organization\'s (2017) guidelines for rapid reviews, a systematic search was conducted on Ovid MEDLINE, Ovid Embase, ERIC (Education Resources Information Center), and Web of Science for peer-reviewed articles. We also searched Google Scholar and various public health agency and public health association websites for gray literature using search terms related to public health, digital health, practice competencies, and training approaches. We included articles with explicit practice competencies and training recommendations related to digital technologies among public health practitioners published between January 2010 and December 2022. We excluded articles describing these concepts in passing or from a solely clinical perspective.
UNASSIGNED: Our search returned 2023 titles and abstracts, of which only 12 studies met the inclusion criteria. We found recommendations for new competencies to enable public health practitioners to appropriately use digital technologies that cut across all existing categories of the core competencies for public health framework of the Public Health Agency of Canada. We also identified a new competency category related to data, data systems management, and governance. Training approaches identified include adapted degree-awarding programs like combined public health and informatics or data science degree programs and ongoing professional certifications with integration of practice-based learning in multi- and interdisciplinary training. Disciplines suggested as important to facilitate practice competency and training recommendations included public health, public health informatics, data, information and computer sciences, biostatistics, health communication, and business.
UNASSIGNED: Despite the growth of digital technologies in public health, recommendations about practice competencies and training approaches necessary to effectively support the digital transformation of public health remain limited in the literature. Where available, evidence suggests the workforce requires new competencies that cut across and extend existing public health competencies, including new competencies related to the use and protection of new digital data sources, alongside facilitating health communication and promotion functions using digital media. Recommendations also emphasize the need for training approaches that focus on interdisciplinarity through adapted degree-awarding public health training programs and ongoing professional development.

UNASSIGNED: In occupational therapy, leadership development is a fundamental skill and social process needed to advance the profession. However, there is scant literature on leadership development. Further examination of leadership development in the occupational therapy literature may provide helpful insights and strengthen the opportunity to study this concept and its efficacy.
UNASSIGNED: The focus of this concept analysis was to conduct a review of the historical and contemporary occupational therapy literature to evaluate how the profession distinguishes the concept of leadership development.
UNASSIGNED: A principle-based concept analysis provides holistic perspectives of a concept by examining its historical and linguistic foundations.
UNASSIGNED: Dialogue about leadership development was primarily situated in grey literature with few articles found in empirical-focused, peer-reviewed journals. The analysis revealed that leadership development was understood as both a process and an outcome and was intended to support the promotion of the profession.
UNASSIGNED: Despite using similar language to describe the concept, the literature did not yield one cohesive definition of leadership development.
UNASSIGNED: A definition was proposed that integrated the various perspectives to support future empirical research around a centralized understanding of the concept of leadership development.
The concept analysis revealed that occupational therapy leadership development is seen as a process and an outcome. Key themes from an epistemological perspective showed that leadership development is a social and mentored process and can be achieved through engagement in various strategies and contexts.Little empirical evidence exists on the outcome of leadership development strategies in occupational therapy, thus providing a challenge in operationalizing the concept. More research is needed to determine the outcome of occupational therapy leadership development approaches.Based on the existing literature, a theoretical definition of leadership development was proposed with the anticipation to serve as a basis for future research.

The organization of a therapeutic stay by four mental health caregivers was a rich learning experience. This experience, a first for them, enabled them to expand their knowledge and adapt their professional posture over the long term. It also helped them to get to know themselves better on a personal level, to be more attuned to their emotions and aware of their limits. Here\'s a testimonial.

BACKGROUND: Improving the professional competency of nursing students during the internship is critical. This study aimed to compare the professional competency and anxiety of nursing students trained based on two internship models.
METHODS: This is a two-group posttest-only quasi-experimental design study. One hundred nursing students who passed internship models A (a previous internship model) and B (an intervention with more educator support and a more planned and programmed process) were randomly enrolled in this study. Internship model groups A and B were conducted for the students in semesters 7 and 8. The outcomes assessed in both groups were \"The Competency Inventory for Registered Nurses\" and Spielberger \"State-Trait Anxiety Inventory\". T-test and MANOVA were used to analyze the data.
RESULTS: The mean scores of competency were 134.56 (SD = 43.23) and 160.19 (SD = 35.81) for the nursing students in the internship model groups A and B, respectively. The mean scores of nursing students\' anxiety were 92.14 (SD = 15.36) and 80.44 (SD = 18.16) in the internship model groups A and B, respectively. MANOVA test showed a significant difference between the groups regarding professional competency (F = 10.34, p = 0.002) and anxiety (F = 11.31, p = 0.001).
CONCLUSIONS: The internship model group B could improve the professional competency of nursing students to a great extent and they experienced mild anxiety; it is suggested that this intervention should be done for nursing students. Conducting more studies to evaluate the effect of this model on the nursing students\' competency and anxiety after graduation and as a novice nurse is suggested.

OBJECTIVE: To investigate the relationships among communication competence, professional autonomy and clinical reasoning and to identify the factors that influence clinical reasoning competence in oncology nurses.
METHODS: Cross-sectional descriptive design.
METHODS: Participants included 147 oncology nurses with more than a year of clinical experience in cancer wards. The Global Interpersonal Communication Competence Scale, Schutzenhofer Professional Autonomy Scale and Nurses Clinical Reasoning Scale (NCRS) were used to collect data. Data were analysed using descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation analysis and hierarchical multiple regression analysis.
RESULTS: Communication competence (r = 0.59) and professional autonomy (r = 0.46) showed significant positive relationships with clinical reasoning competence. Clinical experience, communication competence, age and professional autonomy were statistically significant predictors and explained 48.6% of clinical reasoning competence.
CONCLUSIONS: The clinical reasoning competence of oncology nurses increases proportionally with their communication competence and professional autonomy. Therefore, oncology nurses must reinforce their communication competence and professional autonomy to enhance their clinical reasoning competence.
UNASSIGNED: The reinforcement of communication competence and professional autonomy is necessary for oncology nurses to enhance their clinical reasoning competence. In order to improve nurses\' communication competence, practical-focused communication education programmes must be designed and deployed systematically and periodically. In addition, to increase nurses\' professional autonomy, it is necessary to expand their clinical experiences through the regular rotation of working units and to make institutional efforts to retain experienced nurses.
UNASSIGNED: We have adhered to STROBE checklist.
UNASSIGNED: Participants in the study were recruited online. They were informed of the study\'s purpose, method and usability and the survey could only be conducted if they consented to participate voluntarily.

The quality of Japanese forensic experts has been widely recognized around the world, which cannot be separated from the \"ripple effect\" caused by the rapid rise of the modern forensic education in Japan. By continuously adopting foreign forensic education resources and teaching experience, it has finally formed a forensic professional talent training model with a clear hierarchy of basic education and professional training, as well as classroom teaching and case studies complementing each other; and it continuously improves the comprehensive quality of practitioners through domestic training and international exchange and cooperation, providing talented professionals for the development of the Japanese forensic industry. In this context, this article takes the development history of Japanese forensic medicine as the starting point to study how it gradually formed the embryonic form of forensic education in modern times. Based on this, it analyzes the characteristics of Japan\'s modern forensic medicine talent training model, summarizes excellent experiences for localized transformation, such as emphasizing the role of practical teaching, exerting the effectiveness of vocational skills training, and promoting international exchange and cooperation, to provide reference and inspiration for the training of relevant professional talents in China.
日本法医鉴定人员素质在世界范围内得到普遍认可。日本近代法医学教育事业迅速崛起源于不断吸收外域法医学教育资源与教学经验，最终形成基础教育与专业培训层级分明、课堂教学与案例研讨相辅相成的法医学专业人才培养模式，并通过国内培训与国际交流协作不断提升从业人员的综合素质，为日本法医行业发展输送专业人才。据此，本文以日本法医学专业发展史为切入点，研究其如何在近代逐渐形成法医学教育事业发展雏形，并在此基础上分析日本现代法医学专业人才培养模式的特点，提炼其中的优秀经验予以本地化改造，如强调实践教学环节作用、发挥职业技能培训效能以及促进国际交流合作等，以供我国相关专业人才培养所参考与借鉴。.

BACKGROUND: The purpose of this article is to study the core competencies of future coaches, as well as the effectiveness of their development under the conditions of the Tuning Project in higher education in China.
METHODS: A survey was conducted in three groups using a random sample of participants (96 student-athletes, 29 teachers and 35 employers of the School of Physical Education of Chongqing University) created by the authors to assess 30 competencies included in the Tuning Project and correlations between the groups\' assessments were examined.
RESULTS: According to the ranking and rating results of 30 competencies included in the Tuning Project, there were significant differences between the answers of these three clusters. The competence \"Ability to apply knowledge in practice\" had the highest correlation of the results in all the clusters of the respondents (students, teachers, employers) for both importance (0.2976) and effectiveness (0.2845). \"Problem-solving skills\" - (0.2453) and \"Will to succeed\" - (0.2152) were the next two competencies that the respondents had rated highly according to the both evaluation criteria.
CONCLUSIONS: This paper can be used for further studies of the Tuning Project in the educational processes of China, in particular, in higher sports education.

暂无摘要。

UNASSIGNED: Simulation training has become an integral component of nursing education, offering students opportunities to develop and refine their clinical skills in a controlled and safe environment.
UNASSIGNED: This study aimed to evaluate the clinical skill competence and professional behaviors of undergraduate nursing students following simulation training.
UNASSIGNED: A descriptive cross-sectional design was employed for this study.
UNASSIGNED: The study was conducted in the simulation center at the University of Tabuk using the Clinical Competency Questionnaire (CCQ), with data collected between January 1, 2023 and February 28, 2023. Participants were enrolled using a convenience sampling method, including nursing students in the 3rd and 4th years who trained in the simulation center and agreed to participate.
UNASSIGNED: The study results indicate that a majority of students demonstrated strong theoretical knowledge and practical competence in performing sterile techniques and administering oral medications with minimal or no supervision, with percentages of 74.7% and 73.3%, respectively. A significant proportion of students reported uncertainty or lack of skill in performing shift reports using SBAR (38.4%) and assessing gastrostomy tube placement (32.9%). Students exhibited satisfactory knowledge and competence in maintaining appropriate appearance, attire, and conduct (71.2%), understanding, and supporting group goals (71.2%), and comprehending patients\' rights (69.9%).
UNASSIGNED: The findings suggest that nursing students attain a relatively high level of clinical competence and self-confidence after simulation training. This study recommends incorporating simulation training in nursing education, which enhances professional behaviors like appearance, group goals, and patient rights, but requires improvement in constructive criticism, problem prevention, and cultural competence.