Skills-based competency programs evaluate whether participants can demonstrate knowledge, skills, and professional behaviors associated with a skill in a simulated or actual clinical setting. Critical elements for program development include accurate and precise outcome statements that delineate the skill to be performed and valid and reliable evaluation criteria that identify the critical behaviors necessary for safe and competent performance.
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Using capacity assessments and tailored technical assistance to advance trauma informed care integration at the organizational level.
BMC Health Serv Res
January 2025
Cicatelli Associates Inc. (CAI), 505 8th Avenue, New York, NY, 10018, USA.
Background: The prevalence of trauma among individuals with HIV has prompted efforts to integrate trauma-informed care (TIC) into HIV care and treatment to improve health outcomes. A TIC Implementation Model, developed by a US capacity-building organization focuses on organizational changes, aligning cultural and physical environments, emphasizing values like safety and trustworthiness, engaging leadership, and training staff in skills-based TIC services. Despite growing research, gaps remain in understanding the relationship between organizational capacity, provider knowledge, and the dosage of technical assistance (TA) required to sustain TIC integration.
View Article and Find Full Text PDFEducating the educated: The impact of educational interventions on knowledge, attitudes and confidence of healthcare professionals in caring for patients with intellectual disability: A systematic review.
J Intellect Dev Disabil
June 2024
School of Medicine, The University of Notre Dame, Australia.
Background: The attitudes, perceptions and inherent biases of healthcare professionals (HCPs) have the potential to influence and inform health outcomes of people with intellectual disability. This review aimed to identify what educational interventions have been conducted to improve the attitude, knowledge, and confidence of HCPs in caring for people with intellectual disability.
Method: A systematic literature review was conducted using Medline, ERIC and PsycINFO.
Preparing Australian diabetes educators for practice: workforce perceptions of the credentialling pathway.
BMC Med Educ
January 2025
Curtin School of Population Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
The Australian Credentialled Diabetes Educator (CDE) registered trademark signifies quality care and education to those with diabetes. A review of the Australian Diabetes Educators Association (ADEA) CDE pathway was undertaken to ensure the quality of the CDE credential. The purpose of this study was to examine perceptions of the diabetes education workforce on the current pathway for educating and qualifying CDEs for practice.
View Article and Find Full Text PDFAge- and sex-related differences in social competence and emotion labeling in pre-adolescence.
Dev Cogn Neurosci
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Department of Psychiatry, UMC Utrecht Brain Center, University Medical Center Utrecht, Utrecht University, Utrecht, the Netherlands; Department of Experimental Psychology, Helmholtz Institute, Utrecht University, Utrecht, the Netherlands.
Identification of facial expressions is important to navigate social interactions and associates with developmental outcomes. It is presumed that social competence, behavioral emotion labeling and neural emotional face processing are related, but this has rarely been studied. Here, we investigated these interrelations and their associations with age and sex, in the YOUth cohort (1055 children, 8-11 years old).
View Article and Find Full Text PDFAdvancing Surgical Precision in Z-Plasty and Melanoma Excision Through Quality Improvement Initiatives in Rural Settings.
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maxSIMhealth Group, Ontario Tech University, Oshawa, CAN.
Rural healthcare provider shortages have a severe impact on Canadians who seek care in rural and remote (R&R) settings, often arriving with poor health or medical emergencies. Healthcare providers working in such settings often face significant challenges in accessing skills development and maintenance courses to meet the unique medical demands of rural communities. As a result, it is vital to provide R&R healthcare providers with the appropriate simulation-based skills training.
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