Integrative Medicine ; Professional Competence

No abstract available.
*Faculty ; Humans ; *Professional Competence ; *Teaching

No abstract available.
*Faculty ; Humans ; *Professional Competence ; *Teaching

PURPOSE: This study was conducted to identify and define the concept of job-esteem of the hospital nurses. METHODS: Data were analyzed using the hybrid model, introduced by Schwartz-Barcott and Kim. Data were obtained from a relevant literature review and also from the in-depth interviews of twelve nurses with clinical experience of more than 3 years. RESULTS: The concept of job-esteem of the hospital nurses was finally analyzed with 5 attributes and 13 indicators of 3 dimensions. The attributes of the personal dimension were professional self-awareness, professional competence, the attribute of organizational dimension was respect and recognition of the organization, the attributes of social dimension were social trust and respect, driving forces of job retention. CONCLUSION: The job-esteem of hospital nurses is defined as beliefs and values used to evaluate or as expectations of self in the job through which hospital nurses van find professional self-awareness and competence, identify respect and recognition of the organization, recognize the driving forces of social trust, respect and job maintenance. This study is meaningful in that the concept of job respect of hospital nurses was analyzed and basic data for the development of a job-esteem scale for hospital nurses was provided.
Humans ; Mental Competency ; Professional Competence

Licensure, credentialling and academic institutions are seeking new innovative approaches to the assessment of professional competence. Central to these recent initiatives is the need to determine standards of performance, which separated the competent from the non-competent candidate. The goal of this study is to introduce the criterion referenced standard-setting methods to medical Schools. The authors used Angoff and Jaeger method, which are the simplest absolute standard setting methods. In this study, the cut-off score estimated by Jaeger method was higher than that of Angoff method.
Humans ; Licensure ; Professional Competence ; Schools, Medical

No abstract available.
Adenoma/*diagnosis ; Colorectal Neoplasms/*diagnosis ; Female ; Humans ; Male ; *Professional Competence

PURPOSE: This study was conducted to investigate the relationships among communication competence, professional self-concept, and stress in clinical practice of nursing students. METHODS: The study participants were 308 senior year nursing students in D city and K province. Collected data were analyzed using t-tests, analysis of variance, Pearson's correlation coefficient, and stepwise multiple regression with the SPSS Version 20.0. RESULTS: There were significant differences in participants' stress of clinical practice based on their level of satisfaction on clinical practice, self-confidence of nursing and difficulty with relationships in clinical practice. A negative correlation was detected between stress in clinical practice and the professional self-concept of nursing students. Significant predictors of the perceived stress of clinical practice were satisfaction in clinical practice and pride in nursing. These accounted for 18% of the perceived stress of clinical practice in a regression model. CONCLUSION: The results may serve as basic data in support of the need to the develop effective systematic stress management programs and clinical training courses in order to attenuate the stress experienced during clinical practice of nursing students.
Humans ; Mental Competency* ; Nursing* ; Professional Competence* ; Students, Nursing*

PURPOSE: The aim of this study was to set the school-level educational goals and objectives, based on the needs analysis, by modified Delphi method. METHODS: A needs analysis and workshops were performed to establish educational goals and objectives. The needs analysis comprised 3 rounds of questionnaires and a panel and reference group that compared the results. Various workshops were held to set, outline, develop, and promote the educational goals and objectives and perform a satisfaction survey. RESULTS: In the needs analysis, we identified 8 keywords for 'ends' and 12 for 'means' with regard to educational goals and 25 keywords for educational objectives, which were summarized in 5 factors (categories). There were significant differences between the panel and reference groups. Through the workshops, we established new educational goal and objectives that met with high satisfaction among members. CONCLUSION: The developmental process with which the educational goals and objectives were established through a needs analysis and workshops was effective, efficient, and supportive in medical education.
Education, Medical ; Factor Analysis, Statistical ; Professional Competence ; Surveys and Questionnaires

PURPOSE: The implementation of medical professionalism education and evaluation is a recent trend in medical education. Although many studies on this subject have been performed, they have focused specifically on the level of medical student professionalism the perception gaps between medical students and professors on this topic are unresolved. This study attempts to determine whether such gaps exist. METHODS: Three hundred ninety fourth-year medical students and 250 professors who were randomly selected from 41 medical schools were asked to complete a survey on the level of the professionalism of medical students. Using the 31 core professionalism elements that are required for Korean medical students, students self-assessed their level of professionalism, and the professors evaluated the professionalism level of medical students who were graduating. RESULTS: Of the 31 core elements, significant perception gaps were found in 28 elements. The three domains into which the 31 core elements were divided-professional knowledge, professional skills, and professional attitude-all contained perception gaps, and professors' ratings generally were higher than those of the students, a noteworthy observation CONCLUSION: Medical professors need to encourage their students in elevating their professionalism, and what the faculty think they have taught regarding professionalism may not be fully assimilated by students. Further research is necessary to investigate why such gaps exist.
Education, Medical ; Humans ; Professional Competence ; Schools, Medical ; Students, Medical

OBJECTIVETo test the reliability and the validity of Comprehensive Work Ability Index (CWAI) scales.

METHODSFor evaluating the reliability and validity of CWAI scales, 1959 subjects employed in various kinds of occupations were selected with the random cluster sampling method. 245 subjects of them were retested at intervals of 2 to 4 weeks in order to assess the test-retest reliability. The sample for criterion validity consisted of 86 subjects. The inter-item consistency (Cronbach's alpha coefficient, Spearman-Brown coefficient, theta coefficient and Omega coefficient), test-retest reliability (intra-class correlation coefficient) and Pearson correlation were calculated to assess the reliability of CWAI scales. Pearson correlation analysis, and factor analysis were used to assess the validity of CWAI scales.

RESULTSThe reliability analysis showed that CWAI was significantly correlated with the item scores (P < 0.01), and most of the correlation coefficients were higher than 0.30. Generally speaking, Cronbach's alpha coefficients (ranging from 0.701 to 0.808), theta coefficient (ranging from 0.703 to 0.845) and Omega coefficient (ranging from 0.802 to 0.942) and Spearman-Brown coefficient (0.860) conformed to the requirements of psychometric study. The intra-class correlation coefficient (ranging from 0.597 to 0.897) suggested that the test-retest consistency was good at intervals of 2 to 4 weeks. In point of the theoretic concept and development method, the content validity of CWAI scales was satisfactory. The intra-class correlation coefficient for the concurrent validity was 0.650 (P < 0.01) when WAI scales were taken as the criterion. Factor analysis revealed that when eight common factors were drawn from the 17 items of CWAI scales, the cumulative variance of eigenvalues amounted to 71.894%. Each item had communality over 0.60 and its factor loading (0.538 approximately 0.948) attached to the relevant common factor was over 0.40. The common factors with higher factor loading were basically consistent with the theoretic concept of CWAI scales.

CONCLUSIONCWAI scales are reliable and valid.