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Competency and Human Resource Management

Cernu?ca, Lucian; Dima, Cristina
Tipo: Artigo de Revista Científica
Publicado em 14/03/2008 Português
Relevância na Pesquisa
27.23%
O relatório explica o conceito de competência e como a competência está ligada à performance e à evolução na carreira de cada indivíduo. Os autores também estudaram alguns modelos de mapas de competências e instrumentos de avaliação na gestão de desempenhos. Uma empresa pode ter uns recursos humanos muito competentes e mesmo assim estes, não responderem às necessidades da empresa. É aqui que os mapas de competências e os instrumentos de avaliação podem dar uma ajuda aos responsáveis de recursos humanos, na medida em que os ajudam a escolher as pessoas certas para os lugares certos. The essay explains the concept of competency and how competency is linked to performance and one’s career development. The authors also look into some models of competency mapping and appraisal tools for performance management. A business might possess extremely capable human resources, but they might not work on the position that suits them. This is where competency mapping and the appraisal tools come to help the HR experts choose who should work on what position.

Competency-based curriculum and active methodology: perceptions of nursing students; Currículo por competência e metodologia ativa: percepção de estudantes de enfermagem; Currículo por competencia y metodología activa: percepción de estudantes de enfermería

PARANHOS, Vania Daniele; MENDES, Maria Manuela Rino
Fonte: Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo Publicador: Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
36.97%
This study identifies the perceptions of undergraduate students at the University of São Paulo at Ribeirão Preto, Brazil, College of Nursing (EERP-USP) concerning the teaching-learning process in two courses: “Integrated Seminar: Health-Disease/Care Process in Health Services Policies and Organization”, which was offered to first-year students in 2005 and 2006 and “Integrality in Health Care I and II”, which was offered to second-year students in 2006. The courses’ proposal was to adopt active methodology and competency-based curriculum. Data were collected from written tests submitted to 62 students at the end of the curse, focusing on the tests’ pertinence, development of performance, structure and pedagogical dynamics, organization and settings. Thematic analysis indicated that students enjoyed the courses, highlighted the role of the professor/facilitator at points of the pedagogical cycle and learning recorded in students’ portfolios. Students valued their experience in the Primary Health Care setting, which was based on, and has since the beginning of the program been based on, the theory-professional practice interlocution and closeness to the principles of the Unified Health System (SUS).; Objetivou-se identificar a percepção dos estudantes do bacharelado na EERP/USP...

Competências e performance organizacional: um estudo empírico.; Organizational competence and performance: an empirical investigation.

Fernandes, Bruno Henrique Rocha
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 05/03/2004 Português
Relevância na Pesquisa
27.23%
Partindo dos princípios da Visão da Empresa baseada em Recursos (VBR), o presente estudo examina a questão: ?que recursos afetam a performance organizacional em uma dada situação, considerando a performance segundo as quatro perspectivas do modelo do balanced scorecard?? Na investigação, foi escolhida uma companhia de saneamento paranaense. Foram seguidos os procedimentos metodológicos: a) desenho da arquitetura de competências e recursos e de mapas causais percebidos; b) coleta das informações relevantes; c) análise fatorial para identificar fatores subjacentes que explicassem a maior parte da variância em cada perspectiva; d) análise de regressão para encontrar associações entre fatores e recursos; e) modelagem de equações estruturais para avaliar caminhos alternativos; f) análise de cluster para verificar como indicadores de recursos e performance se agrupam. Como variáveis independentes (recursos) o estudo focou nível de competência humana, satisfação dos funcionários, ativos, desempenho dos fornecedores e uma variável de controle, realização das previsões de demanda. Como variáveis dependentes, foram escolhidas: metas de água para processos internos, satisfação dos consumidores na perspectiva clientes...

Os sentidos da avaliação do desempenho do estudante em um currículo por competência; The meaning of the student performance evaluation in a competency-based curriculum

Braccialli, Luzmarina Aparecida Doretto
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 17/12/2009 Português
Relevância na Pesquisa
36.97%
O propósito deste trabalho foi analisar o processo de avaliação da aprendizagem do estudante em um currículo integrado, orientado por competência, nos Cursos de Graduação em Enfermagem e Medicina da Faculdade de Medicina de Marília (FAMEMA). Essa análise incide particularmente sobre o Exercício de Avaliação da Prática Profissional (EAPP), em que a avaliação do desempenho do estudante recai sobre aspectos cognitivos, habilidades e atitudes. Realizou-se uma pesquisa qualitativa com os objetivos de descrever o processo avaliativo do EAPP na área do cuidado individual nas diferentes séries dos Cursos de Enfermagem e Medicina da FAMEMA; analisar a avaliação do desempenho do estudante, cotejando-a com o currículo prescrito e o apresentado aos professores e analisar as tendências convergentes e divergentes em relação aos sentidos do processo avaliativo encontrados no currículo prescrito, no currículo apresentado apresentados aos professores e nos currículos moldado e em ação pelos professores. Foram analisados 694 registros dos formatos de avaliação dos Cursos de Enfermagem e Medicina e realizadas 16 observações dos EAPPs, filmadas e transcritas. Procedeu-se ainda à análise documental dos projetos e manuais da FAMEMA...

A formação de professores para o ensino de Administração baseado em competências: possibilidades e desafios; The teacher training for Business Administration competency-based learning: possibilities and challenges

Vieira, Amanda Ribeiro
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 04/12/2014 Português
Relevância na Pesquisa
37.13%
O ensino superior brasileiro vem passando por um processo de expansão nas últimas décadas, com destaque para os cursos superiores na área de Administração que possuem mais de um milhão de alunos matriculados. No entanto, esta expansão quantitativa não reflete uma expansão qualitativa. Há divergências entre o perfil do egresso destes cursos e as exigências impostas pelo mercado de trabalho. Neste contexto, o modelo de ensino baseado em competências surge como uma tentativa de dirimir este conflito, sendo a opção pedagógica adotada no Espaço Europeu de Educaçao Superior, que inclui a Espanha. Este modelo de ensino altera as práticas docentes exigindo uma formação pedagógica mais adequada do professorado universitário. As universidades espanholas, por meio de seus Institutos de Ciências da Educação, passaram a oferecer programas de formação pedagógica inicial e continuada a seus professores. No Brasil, a Lei de Diretrizes e Bases da Educação Nacional determina que a preparação para o exercício do magistério superior deve ocorrer prioritariamente nos programas de mestrado e doutorado. Todavia, os programas de pósgraduação stricto sensu privilegiam a formação do pesquisador em detrimento da formação do professor. Desta forma...

COMPETENCY-BASED TRAINING IN NURSING: LIMITS AND POSSIBILITIES

Tonhom,Silvia Franco da Rocha; Costa,Maria Cristina Guimarães da; Hamamoto,Cássia Galli; Francisco,Anete Maria; Moreira,Haydée Maria; Gomes,Romeu
Fonte: Universidade de São Paulo, Escola de Enfermagem Publicador: Universidade de São Paulo, Escola de Enfermagem
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/12/2014 Português
Relevância na Pesquisa
37.36%
Objective To analyze the possibilities and limits of competency-based training in nursing. Method An integrative review of the literature on the subject was carried out, and an analysis was made of the results of a survey evaluating a nursing course based on areas of competency. A dialog was then established between the review and the results of the research. Results On the question of which theoretical type of competency the articles from the literature relate to, there is a predominance of the constructivist perspective, followed by the functionalist approach and the dialog-based approach. In the dialog between the literature and the research, limits and possibilities were observed in the development of a training by areas of competency. Conclusion The dialog-based approach to competency is the proposition that most approximates to the profile defined by the National Curriculum Guidelines for training in nursing, and this was also identified in the evaluation survey that was studied. However, it is found that there are aspects on better work is needed, such as: partnership between school and the workplace, the role of the teacher, the role of the student, and the process of evaluation.

Competency-based curriculum and active methodology: perceptions of nursing students

Paranhos,Vania Daniele; Mendes,Maria Manuela Rino
Fonte: Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo Publicador: Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/02/2010 Português
Relevância na Pesquisa
36.97%
This study identifies the perceptions of undergraduate students at the University of São Paulo at Ribeirão Preto, Brazil, College of Nursing (EERP-USP) concerning the teaching-learning process in two courses: ?Integrated Seminar: Health-Disease/Care Process in Health Services Policies and Organization?, which was offered to first-year students in 2005 and 2006 and ?Integrality in Health Care I and II?, which was offered to second-year students in 2006. The courses? proposal was to adopt active methodology and competency-based curriculum. Data were collected from written tests submitted to 62 students at the end of the curse, focusing on the tests? pertinence, development of performance, structure and pedagogical dynamics, organization and settings. Thematic analysis indicated that students enjoyed the courses, highlighted the role of the professor/facilitator at points of the pedagogical cycle and learning recorded in students? portfolios. Students valued their experience in the Primary Health Care setting, which was based on, and has since the beginning of the program been based on, the theory-professional practice interlocution and closeness to the principles of the Unified Health System (SUS).

Brazilian Portuguese version of the Patient Competency Rating Scale (PCRS-R-BR): semantic adaptation and validity

Zimmermann,Nicolle; Pereira,Ana Paula Almeida de; Fonseca,Rochele Paz
Fonte: Associação de Psiquiatria do Rio Grande do Sul Publicador: Associação de Psiquiatria do Rio Grande do Sul
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/03/2014 Português
Relevância na Pesquisa
36.97%
This study describes the adaptation of a revised Brazilian version of the Patient Competency Rating Scale (PCRS-R-BR), which focuses on executive, mnemonic, and attention functions. Evidence of content-based and external validity is also reported. The cross-cultural adaptation was conducted in five phases: 1) translations and back translations; 2) item analysis by authors; 3) classification by experts; 4) revisions and reformulations by authors; 5) pilot study with a sample of patients with mild and moderate/severe traumatic brain injury (TBI). Data were analyzed descriptively, and the PCRS-R-BR scores of groups with mild vs. moderate/severe TBI were compared using the Mann-Whitney test. Patients and their relatives were divided into groups and compared using repeated-measures analysis. The results of the PCRS-R-BR questionnaire for relatives and discrepancy scores of patients with moderate/severe TBI revealed significantly more impairment than that found in the group of patients with mild TBI. There were significant differences between item and total scores of both groups of patients and relatives. Results indicated a high level of item content agreement between experts. This study found initial evidence of PCRS-R-BR content-based and external validity when the questionnaire was applied to patients with mild and moderate/severe TBI and their relatives.

Wound-Associated Competency Factors Are Required for the Proximal Cell Responses of Soybean to the Phytophthora sojae Wall Glucan Elicitor.

Graham, M. Y.; Graham, T. L.
Tipo: text
Publicado em /06/1994 Português
Relevância na Pesquisa
27.23%
Intact soybean (Glycine max L. [Merr.]) tissues show distinct proximal and distal cell responses to the Phytophthora sojae (Kauf. and Gerde.) wall glucan elicitor. Proximal cells respond with accumulations of glyceollin and phenolic polymers, whereas distal cells respond with an increase of isoflavone conjugates. Comparison of the activities of the P. sojae glucan in the classical cut cotyledon and a cotyledon infiltration assay suggests that the proximal, but not the distal, responses to elicitor require tissue wounding. Washing the surface of cut cotyledons prior to elicitor treatment also greatly diminishes the proximal responses, which can be restored in a dose-dependent manner by prior treatment of the washed cells with wound exudate from cut "donor" cotyledons. Thus, discrete wound-associated factors, which we term elicitation competency factors, are required for the proximal cell response to the glucan elicitor. The wound factors induce a competent state that is transient in nature. Maximal elicitor response is seen 2 to 3 h after wounding, and cells become elicitor nonresponsive after 4 h. Competency is markedly affected by the age of tissues; cotyledons become more inherently competent as they approach senescence. The time course of attainment of the competent state and its duration are strongly affected by light and temperature. Since the wound-associated competency factors can also be obtained from washings of hypersensitive lesions...

Competency Assessment in the Clinical Microbiology Laboratory

Sharp, Susan E.; Elder, B. Laurel
Fonte: American Society for Microbiology Publicador: American Society for Microbiology
Tipo: text
Publicado em /07/2004 Português
Relevância na Pesquisa
27.4%
The laboratory comprises an invaluable part of the total health care provided to patients. Competency assessment is one method by which we can verify that our employees are competent to perform laboratory testing and report accurate and timely results. To derive the greatest benefit from the inclusion of competency assessment in the laboratory, we must be sure that we are addressing areas where our efforts can be best utilized to optimize patient care. To be competent, an employee must know how to perform a test, must have the ability to perform the test, must be able to perform the test properly without supervision, and know when there is a problem with the test that must be solved. In some cases, competency assessment protocols may demonstrate areas of competence but can fail to disclose incompetence. For example, challenges of low-complexity tasks (such as reading the technical procedure manual) are inferior to challenges that measure understanding and execution of a protocol, and poorly designed competency challenges will probably not detect substandard laboratory performance. Thus, if we are to receive the greatest benefit from our competency assessment programs, which may be time-consuming for the supervisors and the staff as well...

Competency development in public health leadership.

Wright, K; Rowitz, L; Merkle, A; Reid, W M; Robinson, G; Herzog, B; Weber, D; Carmichael, D; Balderson, T R; Baker, E
Tipo: text
Publicado em /08/2000 Português
Relevância na Pesquisa
27.3%
The professional development of public health leaders requires competency-based instruction to increase their ability to address complex and changing demands for critical services. This article reviews the development of the Leadership Competency Framework by the National Public Health Leadership Development Network and discusses its significance. After reviewing pertinent literature and existing practice-based competency frameworks, network members developed the framework through sequential use of workgroup assignments and nominal group process. The framework is being used by network members to develop and refine program competency lists and content; to compare programs; to develop needs assessments, baseline measures, and performance standards; and to evaluate educational outcomes. It is a working document, to be continually refined and evaluated to ensure its continued relevance to performance in practice. Understanding both the applications and the limits of competency frameworks is important in individual, program, and organizational assessment. Benefits of using defined competencies in designing leadership programs include the integrated and sustained development of leadership capacity and the use of technology for increased access and quality control.

Inactivation of Nuclear Wnt-?-Catenin Signaling Limits Blastocyst Competency for Implantation

Xie, Huirong; Tranguch, Susanne; Jia, Xiangxu; Zhang, Hao; Das, Sanjoy K.; Dey, Sudhansu K.; Kuo, Calvin J.; Wang, Haibin
Tipo: text
Português
Relevância na Pesquisa
27.23%
The activation of the blastocyst, a process by which it gains competency to attach with the receptive uterus, is a prerequisite for successful implantation. However, the molecular basis of blastocyst activation remains largely unexplored. Combining molecular, pharmacological and physiological approaches, we show here that silencing of Wnt-?-catenin signaling does not adversely affect the development of preimplantation embryos to blastocysts and uterine preparation for receptivity, but remarkably blocks blastocyst competency to implantation. Using the physiologically relevant delayed implantation model and trophoblast stem cells in culture, we further demonstrate that a coordinated activation of canonical Wnt-?-catenin signaling with attenuation of the noncanonical Wnt-RhoA signaling pathway ensures blastocyst competency to implantation. These findings constitute novel evidence that Wnt signaling is at least one pathway that determines blastocyst competency for implantation.

A Comparative Analysis of Competency Frameworks for Youth Workers in the Out-of-School Time Field

Vance, Femi
Fonte: Springer US Publicador: Springer US
Tipo: text
Português
Relevância na Pesquisa
27.3%
Research suggests that the quality of out-of-school time (OST) programs is related to positive youth outcomes and skilled staff are a critical component of high quality programming. This descriptive case study of competency frameworks for youth workers in the OST field demonstrates how experts and practitioners characterize a skilled youth worker. A comparative analysis of 11 competency frameworks is conducted to identify a set of common core competencies. A set of 12 competency areas that are shared by existing frameworks used in the OST field are identified. The age of youth being served, descriptions of mastery for each competency area, an emphasis on developing mid-level managers, and incorporating research emerge as factors that should be addressed in future competency frameworks.

Creative Solution for Implementation of Experiential, Competency-Based Palliative Care Training for Internal Medicine Residents

Ross, Douglas D.; Shpritz, Deborah W.; Wolfsthal, Susan D.; Zimrin, Ann B.; Keay, Timothy J.; Fang, Hong-Bin; Schuetz, Carl A.; Stapleton, Laura M.; Weissman, David E.
Tipo: text
Publicado em /09/2011 Português
Relevância na Pesquisa
27.3%
To graduate internal medicine residents with basic competency in palliative care, we employ a two-pronged strategy targeted at both residents and attending physicians as learners. The first prong provides a knowledge foundation using web-based learning programs designed specifically for residents and clinical faculty members. The second prong is assessment of resident competency in key palliative care domains by faculty members using direct observation during clinical rotations. The faculty training program contains Competency Assessment Tools addressing 19 topics distributed amongst four broad palliative care domains designed to assist faculty members in making the clinical competency assessments. Residents are required to complete their web-based training by the end of their internship year; they must demonstrate competency in one skill from each of the four broad palliative care domains prior to graduation. Resident and faculty evaluation of the training programs is favorable. Outcome-based measures are planned to evaluate long-term program effectiveness.

A single competency-based education and training and competency-based career framework for the Australian health workforce: discussing the potential value add

Brownie, Sharon Mary; Thomas, Janelle
Fonte: Kerman University of Medical Sciences Publicador: Kerman University of Medical Sciences
Tipo: text
Publicado em 24/09/2014 Português
Relevância na Pesquisa
27.3%
This brief discusses the policy implications of a research study commissioned by Health Workforce Australia (HWA) within its health workforce innovation and reform work program. The project explored conceptually complex and operationally problematic concepts related to developing a whole-of-workforce competency-based education and training and competency-based career framework for the Australian health workforce and culminated with the production of three reports published by HWA. The project raised important queries as to whether such a concept is desirable, feasible or implementable – in short what is the potential value add and is it achievable? In setting the scene for discussion, the foundation of the project’s genesis and focus of the study are highlighted. A summary of key definitions related to competency-based education and training frameworks and competency-based career frameworks are provided to further readers’ commonality of understanding. The nature of the problem to be solved is explored and the potential value-add for the Australian health workforce and its key constituents proposed. The paper concludes by discussing relevance and feasibility issues within Australia’s current and changing healthcare context along with the essential steps and implementation realities that would need to be considered and actioned if whole-of-workforce frameworks were to be developed and implemented.

Introducing a New Competency Into Nursing Practice

Calzone, Kathleen A.; Jenkins, Jean; Culp, Stacey; Caskey, Sarah; Badzek, Laurie
Tipo: text
Publicado em /04/2014 Português
Relevância na Pesquisa
27.36%
As science advances, new competencies must be integrated into nursing practice to ensure the provision of safe, responsible, and accountable care. This article utilizes a model for integrating a new complex competency into nursing practice, using genomics as the exemplar competency. Nurses working at 23 Magnet® Recognition Program hospitals participated in a 1-year new competency integration effort.The aim of the study was to evaluate nursing workforce attitudes, receptivity, confidence, competency, knowledge, and practices regarding genomics. Results were analyzed using descriptive statistical techniques. Respondents were 7,798 licensed registered nurses. The majority (89%) said it was very or somewhat important for nurses to become more educated in the genetics of common diseases. Overall, the respondents felt genomics was important, but a genomic nursing competency deficit affecting all nurses regardless of academic preparation or role was observed. The study findings provide essential information to help guide the integration of a new competency into nursing practice.

Society for Endocrinology Competency Framework for Adult Endocrine Nursing: 2nd edition

Kieffer, Veronica; Davies, Kate; Gibson, Christine; Middleton, Morag; Munday, Jean; Shalet, Shashana; Shepherd, Lisa; Yeoh, Phillip
Fonte: Bioscientifica Ltd Publicador: Bioscientifica Ltd
Tipo: text
Publicado em 06/02/2015 Português
Relevância na Pesquisa
37.23%
This competency framework was developed by a working group of endocrine specialist nurses with the support of the Society for Endocrinology to enhance the clinical care that adults with an endocrine disorder receive. Nurses should be able to demonstrate that they are functioning at an optimal level in order for patients to receive appropriate care. By formulating a competency framework from which an adult endocrine nurse specialist can work, it is envisaged that their development as professional practitioners can be enhanced. This is the second edition of the Competency Framework for Adult Endocrine Nursing. It introduces four new competencies on benign adrenal tumours, hypo- and hyperparathyroidism, osteoporosis and polycystic ovary syndrome. The authors and the Society for Endocrinology welcome constructive feedback on the document, both nationally and internationally, in anticipation that further developments and ideas can be incorporated into future versions.

The transition to competency-based pediatric training in the United Arab Emirates

Ibrahim, Halah; Al Tatari, Hossam; Holmboe, Eric S
Fonte: BioMed Central Publicador: BioMed Central
Tipo: text
Publicado em 01/04/2015 Português
Relevância na Pesquisa
27.3%
Although competency-based medical education has become the standard for physician training in the West, many developing countries have not yet adopted competency-based training. In 2009 in the United Arab Emirates, the government regulatory and operational authorities for healthcare in Abu Dhabi mandated a wide-scale reform of the emirate’s postgraduate residency programs to the competency-based framework of the newly formed Accreditation Council for Graduate Medical Education-International (ACGME-I). This article briefly describes the rationale for competency-based medical education and provides an overview of the transition from traditional, time-based residency training to competency-based postgraduate medical education for the Pediatrics residency programs in Abu Dhabi. We will provide data on the initial impact of this transition on resident performance and patient outcomes in a Pediatrics residency program in an academic medical center in the United Arab Emirates.

Cultural competency of health-care providers in a Swiss University Hospital: self-assessed cross-cultural skillfulness in a cross-sectional study

Casillas, Alejandra; Paroz, Sophie; Green, Alexander R; Wolff, Hans; Weber, Orest; Faucherre, Florence; Ninane, Françoise; Bodenmann, Patrick
Fonte: BioMed Central Publicador: BioMed Central
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.13%
Background: As the diversity of the European population evolves, measuring providers’ skillfulness in cross-cultural care and understanding what contextual factors may influence this is increasingly necessary. Given limited information about differences in cultural competency by provider role, we compared cross-cultural skillfulness between physicians and nurses working at a Swiss university hospital. Methods: A survey on cross-cultural care was mailed in November 2010 to front-line providers in Lausanne, Switzerland. This questionnaire included some questions from the previously validated Cross-Cultural Care Survey. We compared physicians’ and nurses’ mean composite scores and proportion of “3-good/4-very good” responses, for nine perceived skillfulness items (4-point Likert-scale) using the validated tool. We used linear regression to examine how provider role (physician vs. nurse) was associated with composite skillfulness scores, adjusting for demographics (gender, non-French dominant language), workplace (time at institution, work-unit “sensitized” to cultural-care), reported cultural-competence training, and cross-cultural care problem-awareness. Results: Of 885 questionnaires, 368 (41.2%) returned the survey: 124 (33.6%) physicians and 244 (66.4%) nurses...