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Virtual reality for developing intercultural communication competence in Mandarin as a Foreign language
Intercultural communicative competence (ICC) is the ability to interact and communicate appropriately with people from different cultures. The lack of ICC among non-native speakers has resulted in misunderstandings during interactions. Although Malaysia is a multicultural country, there has not been much emphasis in developing ICC in the curriculum. Students in higher education institutions have low levels of ICC. This is also true among students taking Mandarin as a Foreign Language (MFL) in Malaysian polytechnics. Virtual reality (VR) can engage students in the cognitive and affective domains. There is a potential for using VR to improve students’ ICC, particularly when students are engaged in producing their own immersive VR environments. Hence, a quasi-experimental research was designed to determine whether utilizing and developing VR environments related to Chinese culture could improve the level of ICC among students. The participants were 31 students enrolled in a MFL course at a polytechnic. The findings indicated a significant increase in the measures of ICC after the implementation and was verified from student feedback through surveys and interviews. VR has the potential for improving ICC levels as it could be used to develop positive attitudes towards another culture. Further studies could be done to investigate whether VR could be used to develop ICC and engage other Malaysian students. ICC is important and needed for cross-cultural collaborations and interactions to promote respect and compassion for other cultures in a community.
Journal Article
The notebook of a new clinical neuropsychologist : stories from another world
\"Have you ever looked at a heavy volume on neuropsychology and wondered what it would actually be like to become a professional clinician, working every day with neurological patients in a busy hospital while simultaneously learning your craft? This book tells the story of that journey. a The Notebook of a New Clinical Neuropsychologist vividly details the experience of starting work in clinical neuropsychology, exploring early-career learning and development through an intimate, case-based approach. Topics include the learning of basic clinical skills and knowledge, counter-transference, the clinician's emotional experiences, ethical and moral dilemmas, and the development of clinical reasoning. The book is structured around individual studies from the author's early caseload, with each vignette containing the relevant neuropathology, clinical presentation, history, neuropsychological test finding and other clinical data. Chapters are also organized around key neuropathological conditions, including traumatic brain injury, stroke, and brain infections, which provide a broader context for the narrative focus of the book. A few academic books explore the personal, intellectual and ethical dilemmas that face a new clinician working with patients in a neuropsychological setting. Tailored to facilitate experiential learning via case studies, reflective practice and problem based-learning, the book will be of interest to students and professionals working within the broad area of neuropsychology and brain injury services.\"--Publisher description.
Book
Developing scales for clinical emotional intelligence and clinical competency and initial testing in a randomized controlled trial with hybrid simulation
This study aimed to develop two scales to measure nursing students' clinical emotional intelligence (Clin-EI) and clinical competency (Clin-COM) and evaluate the effects of hybrid simulation on their clinical EI and competency.
Hybrid clinical simulation training prepares learners for a complex and demanding clinical environment, facilitates practice readiness and develops a sense of emotional stability. Low emotional intelligence (EI) can compromise patient safety and quality of care.
This study applied experimental research design and a randomized controlled trial was conducted.
Two hundred and twelve nursing students were randomly selected, dividing them into group A (exposed to traditional clinical training) and group B (exposed to hybrid simulation along with traditional clinical training).
Exploratory Factor Analysis results revealed a three-factor model for the Clin-EI tool and a one-factor model for Clin-COM. Internal consistency indicators by factor level of Clin-EI (⍺ = 0.86–0.95) and Clin-COM (⍺ = 0.98) indicate good to excellent. The acquired clinical EI, clinical competency and OSCE performance of group B were higher compared with group A with mean differences of −0.889, −0.887 and −7.08 respectively, p-values were all < .001. The factors effect sizes appeared negatively Clin-EI (-0.830), Clin-COM (-0.757) and OSCE (-0.606). All variables have strong significant correlations (p-values <0.001) within both groups.
The combination of traditional clinical teaching and hybrid simulation has positively influenced the acquired EI, clinical competency and OSCE performance of nursing students. Developing a high level of clinical EI and competency ensures safe nursing practice.
●Hybrid simulation is a powerful clinical training strategy to improve EI and competency, ensuring practice readiness.●A combination of traditional clinical teaching and hybrid simulation positively influenced EI and clinical competency.●A high level of EI through hybrid simulation training facilitates clinical competency, ensuring safe nursing practice.
Journal Article
The development of competency frameworks in healthcare professions: a scoping review
Competency frameworks serve various roles including outlining characteristics of a competent workforce, facilitating mobility, and analysing or assessing expertise. Given these roles and their relevance in the health professions, we sought to understand the methods and strategies used in the development of existing competency frameworks. We applied the Arksey and O’Malley framework to undertake this scoping review. We searched six electronic databases (MEDLINE, CINAHL, PsycINFO, EMBASE, Scopus, and ERIC) and three grey literature sources (greylit.org, Trove and Google Scholar) using keywords related to competency frameworks. We screened studies for inclusion by title and abstract, and we included studies of any type that described the development of a competency framework in a healthcare profession. Two reviewers independently extracted data including study characteristics. Data synthesis was both quantitative and qualitative. Among 5710 citations, we selected 190 for analysis. The majority of studies were conducted in medicine and nursing professions. Literature reviews and group techniques were conducted in 116 studies each (61%), and 85 (45%) outlined some form of stakeholder deliberation. We observed a significant degree of diversity in methodological strategies, inconsistent adherence to existing guidance on the selection of methods, who was involved, and based on the variation we observed in timeframes, combination, function, application and reporting of methods and strategies, there is no apparent gold standard or standardised approach to competency framework development. We observed significant variation within the conduct and reporting of the competency framework development process. While some variation can be expected given the differences across and within professions, our results suggest there is some difficulty in determining whether methods were fit-for-purpose, and therefore in making determinations regarding the appropriateness of the development process. This uncertainty may unwillingly create and legitimise uncertain or artificial outcomes. There is a need for improved guidance in the process for developing and reporting competency frameworks.
Journal Article
The power of connection : how to become a master communicator in your workplace, your head space and at your place
All success in life is based on your ability to connect. Connection is a pillar that supports every successful person and every meaningful pursuit. The Power of Connection offers a fresh, modern and holitsitc approach to building, maintaing and primpving your prfoeesional the personal connections through bettter communication, whether you're in the boardroom, the living room or the classroom.
Book
Organic farming: mapping the perceptual landscape of business competence
PurposeWith organic farming (OF) emerging as a pivotal and sustainable farm enterprise globally, its adoption – particularly through sustainable organic farming practices (SOFP) – underscores the crucial role played by the competencies of organic farmers. This study aims to conduct a comprehensive perceptual assessment of the competencies essential for SOFP in the unique agricultural landscape. The focus is on exploring the entrepreneurial, managerial, personal and technical competencies of farmers engaged in OF.Design/methodology/approachEmploying a sequential mixed-methods approach, this study began with a quantitative phase (structured questionnaire) and seamlessly transitioned into a qualitative phase (focus group interviews). A total of 513 usable responses were received in the quantitative phase, and data from seven focus group interviews (FGIs) were recorded in the qualitative phase. The respondents were registered organic farmers affiliated with various farmer producer organizations (FPOs) in the Kashmir Valley, India. Methodological triangulation was used to interpret the results.FindingsThrough perceptual analysis, the study systematically identified and assessed the competencies held by the organic farmers. The study uncovered that farmers in the Kashmir Valley demonstrate competencies across personal, entrepreneurial, managerial and technical domains. Despite an overall moderate competence level, technical and managerial competencies were perceived as low and are focal points for improvement.Research limitations/implicationsThe study sheds light on OF competencies in the Kashmir Valley, caution is warranted due to its regional focus. The reliance on self-reported data introduces potential bias in competency assessments. The sample, drawn from FPOs, can be a lacuna. The study’s static snapshot captures competencies at a specific time, limiting insights into potential temporal changes.Practical implicationsThe findings advocate for targeted competency development programs tailored to elevate varied competencies among farmers. Collaborative initiatives, market-oriented training and locally customized extension services are proposed to effectively address and bridge competence gaps. Policymakers are urged to consider incentivizing competency development and crafting integrated agricultural policies that comprehensively support competency enhancement.Originality/valueThis research contributes significantly to the existing theory and literature by advancing the understanding of competencies of organic farmers. It unveils perceptual assessment on four key competence dimensions that are very vital for SOFP and also explores the extent to which these competencies are evident. Furthermore, this study provides interventions for competence development for successful sustainable organic agri-ventures and entrepreneurial avenues.
Journal Article
A Meta-analysis of L2 Willingness to Communicate and Its Three High-Evidence Correlates
Willingness to communicate (WTC) has been considered an important part of the language learning and communication process, playing a pivotal role in the development of language learners’ communicative competence. Many studies have been conducted on the relationship between WTC and related variables in learning English as a foreign language. However, there is a lack of a comprehensive meta-analysis concerning the effect sizes of these studies. Thus, the present meta-analysis investigated the overall average correlation between L2 WTC and three key variables influencing foreign/second language learners’ WTC, specifically perceived communicative competence, language anxiety, and motivation. The results of the meta-analysis indicated that all three variables were moderately correlated with L2 WTC, with perceived communicative competence having the largest effect. Finally, tests of the heterogeneity of the effect sizes indicated the possibility of the presence of the moderators which might play an influential role in the relationship of WTC with anxiety, perceived communicative competence, and motivation.
Journal Article