Background In 2014,the Consortium of Universities for Global Health(CUGH)developed a global health competency framework and called for its validation.Given China’s increasing engagement in global health over the past...Background In 2014,the Consortium of Universities for Global Health(CUGH)developed a global health competency framework and called for its validation.Given China’s increasing engagement in global health over the past decade,there is a need for a tailored competency framework to enhance the capacity of its workforce.This study aimed to localize the CUGH global health framework within the Chinese context,offering guidance to public health professionals in China to bolster their capabilities for international endeavors.Methods Employing a modified Delphi consultation approach,this study adapted the CUGH global health competency framework through three consultation rounds and a panel discussion.A questionnaire employing a five-point Likert scale was developed to gather opinions from 37 experts on the significance and feasibility of each competency within the Chinese setting.Profiling information,judgment criteria,and familiarity with each competency were collected to assess experts’authority levels.Furthermore,a priority survey was administered to 51 experts to identify key competencies and provide recommendations for bolstering the capabilities of China’s public health professionals.Data analysis was performed using Microsoft Excel.Results The adapted framework comprises 10 domains and 37 competencies including:1.Global Burden of Disease;2.Social-economic,Environmental and Behavioral Determinants of Health;3.The Impact of Globalization on Population Health,Health Systems,and Healthcare;4.Major Global health initiatives and efforts;5.Ethics,Health Equity and Social Justice;6.Sociocultural,Political Awareness and Policy Promotion;7.Personal Competencies and Professional Practice;8.Capacity strengthening;9.Collaboration,Partnering and Communication;10.Programme Management.The priority survey underscored Domain 9,10,and 4 as the foremost concern for Chinese public health professionals,urging active learning,critical thinking,open communication,experiential learning,and case-based studies.Institutions were advised to enhance their capacity,foster partnerships,and discern China’s distinct role in the global health arena.Conclusions This study adapted the CUGH framework within the Chinese context,evaluating the significance and feasibility of each competency.The adapted framework can serve as a tool for developing global health curricula and delineating roles for Chinese public health professionals.To ensure contextual compatibility,testing of the framework with diverse public health professionals is recommended,enabling precise refinement of competencies based on empirical results.展开更多
The design of diabetes inpatient educational preparation should be based on the needs of the nurses involved in terms of skills in this area. The objective of this qualitative study is to identify the preparatory need...The design of diabetes inpatient educational preparation should be based on the needs of the nurses involved in terms of skills in this area. The objective of this qualitative study is to identify the preparatory needs of nurses working in the medical and surgical units of a Lebanese hospital in terms of Survival Skills Education for Hospitalized Diabetic Patients (SSEHDP). Method: The focus group method is used for data collection using a semi-structured interview guide. The needs expressed by the thirty-two participating nurses were classified into categories of the competency framework for providing self-management education to diabetic patients proposed by the American Diabetes Association. Results: By focusing on the themes of an SSEHDP, a list of preparatory needs was drawn up. The needs identified and analyzed are then translated into general and specific learning objectives for educational preparation. Conclusion: The needs analysis is only the first step in a work that will ideally continue into the implementation and eventual evaluation of an educational program developed to help nurses acquire skills in the education of diabetic patients.展开更多
This study aims to investigate the current status of AI competencies among Chinese high school students using quantitative research methods.By integrating UNESCO’s AI Competency Framework for Students with China’s e...This study aims to investigate the current status of AI competencies among Chinese high school students using quantitative research methods.By integrating UNESCO’s AI Competency Framework for Students with China’s educational practices,a questionnaire was developed.Altogether,300 students from eight high schools joined the research.SPSS 26.0 was used for reliability and validity tests,exploratory factor analysis,and group difference analysis.The results show that the questionnaire has good reliability and validity(Cronbach’sα=0.974,KMO=0.912,Bartlett’s test of sphericity was significant with p<0.001,cumulative variance explained 72.0%).Besides,Chinese high school students’AI competencies exhibit a typical pattern of“strong in technology,weak in ethics,and insufficient in creativity”,with technical application ability(mean=3.7)significantly higher than ethical assessment(mean=3.0)and system design(mean=2.8).What’s more,students in the eastern region have significantly better overall competencies than those in the central and western regions(p<0.05),with the largest gap in the technical application dimension(mean difference=0.7)and the smallest gap in the ethical dimension(mean difference=0.3).The study recommends optimizing high school curricula by adding modules for ethical debates and interdisciplinary projects and promoting equitable distribution of educational resources.This research empirically supports global AI education standardization and offers a scientific basis for AI education policies and curriculum design in China’s high schools.展开更多
基金supported by the program of the Chinese Center for Tropical Diseases Research(No.131031104000160004).
文摘Background In 2014,the Consortium of Universities for Global Health(CUGH)developed a global health competency framework and called for its validation.Given China’s increasing engagement in global health over the past decade,there is a need for a tailored competency framework to enhance the capacity of its workforce.This study aimed to localize the CUGH global health framework within the Chinese context,offering guidance to public health professionals in China to bolster their capabilities for international endeavors.Methods Employing a modified Delphi consultation approach,this study adapted the CUGH global health competency framework through three consultation rounds and a panel discussion.A questionnaire employing a five-point Likert scale was developed to gather opinions from 37 experts on the significance and feasibility of each competency within the Chinese setting.Profiling information,judgment criteria,and familiarity with each competency were collected to assess experts’authority levels.Furthermore,a priority survey was administered to 51 experts to identify key competencies and provide recommendations for bolstering the capabilities of China’s public health professionals.Data analysis was performed using Microsoft Excel.Results The adapted framework comprises 10 domains and 37 competencies including:1.Global Burden of Disease;2.Social-economic,Environmental and Behavioral Determinants of Health;3.The Impact of Globalization on Population Health,Health Systems,and Healthcare;4.Major Global health initiatives and efforts;5.Ethics,Health Equity and Social Justice;6.Sociocultural,Political Awareness and Policy Promotion;7.Personal Competencies and Professional Practice;8.Capacity strengthening;9.Collaboration,Partnering and Communication;10.Programme Management.The priority survey underscored Domain 9,10,and 4 as the foremost concern for Chinese public health professionals,urging active learning,critical thinking,open communication,experiential learning,and case-based studies.Institutions were advised to enhance their capacity,foster partnerships,and discern China’s distinct role in the global health arena.Conclusions This study adapted the CUGH framework within the Chinese context,evaluating the significance and feasibility of each competency.The adapted framework can serve as a tool for developing global health curricula and delineating roles for Chinese public health professionals.To ensure contextual compatibility,testing of the framework with diverse public health professionals is recommended,enabling precise refinement of competencies based on empirical results.
文摘The design of diabetes inpatient educational preparation should be based on the needs of the nurses involved in terms of skills in this area. The objective of this qualitative study is to identify the preparatory needs of nurses working in the medical and surgical units of a Lebanese hospital in terms of Survival Skills Education for Hospitalized Diabetic Patients (SSEHDP). Method: The focus group method is used for data collection using a semi-structured interview guide. The needs expressed by the thirty-two participating nurses were classified into categories of the competency framework for providing self-management education to diabetic patients proposed by the American Diabetes Association. Results: By focusing on the themes of an SSEHDP, a list of preparatory needs was drawn up. The needs identified and analyzed are then translated into general and specific learning objectives for educational preparation. Conclusion: The needs analysis is only the first step in a work that will ideally continue into the implementation and eventual evaluation of an educational program developed to help nurses acquire skills in the education of diabetic patients.
基金supported by Research Project on Humanities and Social Sciences in Higher Education Institutions of Guizhou Provincial Department of Education(No.24RWZX060).
文摘This study aims to investigate the current status of AI competencies among Chinese high school students using quantitative research methods.By integrating UNESCO’s AI Competency Framework for Students with China’s educational practices,a questionnaire was developed.Altogether,300 students from eight high schools joined the research.SPSS 26.0 was used for reliability and validity tests,exploratory factor analysis,and group difference analysis.The results show that the questionnaire has good reliability and validity(Cronbach’sα=0.974,KMO=0.912,Bartlett’s test of sphericity was significant with p<0.001,cumulative variance explained 72.0%).Besides,Chinese high school students’AI competencies exhibit a typical pattern of“strong in technology,weak in ethics,and insufficient in creativity”,with technical application ability(mean=3.7)significantly higher than ethical assessment(mean=3.0)and system design(mean=2.8).What’s more,students in the eastern region have significantly better overall competencies than those in the central and western regions(p<0.05),with the largest gap in the technical application dimension(mean difference=0.7)and the smallest gap in the ethical dimension(mean difference=0.3).The study recommends optimizing high school curricula by adding modules for ethical debates and interdisciplinary projects and promoting equitable distribution of educational resources.This research empirically supports global AI education standardization and offers a scientific basis for AI education policies and curriculum design in China’s high schools.
