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Abstract Background Until now a comprehensive, consensus-based tool that can be used by a variety of health care organizations for assessing their organizational health literacy (OHL) is not available. Therefore, we aimed to develop and test a literature- and consensus-based self-assessment tool. Methods The study is based on a scoping review that was previously published by the authors. For the development of the self-assessment tool, the criteria identified in the literature were synthesized with criteria gained through group discussions with representatives of different types of health care organizations (N = 27) all based in Hamburg (Germany). Consensus on the criteria was reached by conducting a Delphi process (N = 22). A review by the project’s patient advisory council was included in the process. The self-assessment tool was converted into an online tool and refined by a pretest. Finally, the online survey was piloted (N = 53) and the reliability and item loadings for each scale were analyzed. Results In total, 77 criteria (items) characterizing a health literate health care organization were developed and grouped into five main categories (scales): (1) “easy access and navigation”, (2) “integration, prioritization, and dissemination of OHL”, (3) “qualification, quality management, evaluation, and needs assessment”, (4) “communication with target groups”, and (5) “involvement and support of target groups”. The results of the online survey showed that the tool is suitable for assessing an organization’s status quo on OHL. The psychometric analysis showed good to excellent internal consistency. Item analyses of the developed self-assessment tool was satisfactory. Conclusions We were able to define a set of 77 items to characterize OHL, which were integrated into a new, comprehensive, and consensus-based self-assessment tool to identify areas for improvement. We found evidence that the self-assessment tool, based on the identified criteria, consists of the assumed five scales. Further research should analyze the validity of the self-assessment tool on a higher detail level.

Abstract Background Simulations are part of nursing education. To obtain good results, simulation facilitators need to be competent in simulation pedagogy. Part of this study was the transcultural adaptation and validation of the Facilitator Competency Rubric into German (FCRG) and the evaluation of the factors associated with higher competencies. Method A written-standardized cross-sectional survey was conducted. N = 100 facilitators (mean age: 41.0 (9.8), female: 75.3%) participated. Test–re-test, confirmatory factor analysis (CFA), and ANOVAs were conducted to evaluate the reliability and validity of, and the factors associated with, FCRG. Intraclass correlation coefficient (ICC) values > .9 indicate excellent reliability. Results The FCRG achieved good intra-rater reliability (all ICC > .934). A moderate correlation (Spearman-rho .335, p < .001) with motivation indicates convergent validity. The CFA showed sufficient to good model fits (CFI = .983 and SRMR = .016). Basic simulation pedagogy training is associated with higher competencies (p = .036, b = 17.766). Conclusion The FCRG is a suitable self-assessment tool for evaluating a facilitator’s competence in nursing simulation.

The challenges to food safety in Lebanon are many and have worsened due to the Covid-19 pandemic and the Lebanese economic crisis. Against a backdrop of loosely enforced food laws and regulations, a cross-sectional study was carried out in 23 Lebanese food companies on 204 participants using a validated online food safety culture self-assessment tool consisting of 28 indicators. Food safety motivation, burnout/job stress and conscientiousness and their impact on food safety culture were also investigated. Overall, the perceived food safety culture was “good” with a mean value of 119.1 over 140 (equivalent to 4.3/5). A young workforce, the female gender, a science background, and a university degree were associated with a higher food safety culture. The food safety culture score was also perceived higher among participants who attended food safety trainings, and among those working at the managerial level and in the quality department. In addition, the results showed that the food safety culture was significantly better in companies exporting their goods than companies with no international market exposure (121.6 vs 118.1). Moreover, Food safety motivation (mean score 4.1/5) and conscientiousness (3.5/5) were moderately associated with a positive food safety culture. However, the low burnout/job stress scores (2.8/5) may exhibit a negative impact on the food safety culture and could be related to several consequences caused by the Lebanese economic crisis and the Covid-19 pandemic. Further studies are to be conducted to understand better the causal effects relationship.

Dans un contexte d’enseignement distant ou hybride, les enseignants des cycles supérieurs sont confrontés à de nombreux défis technopédagogiques. Le dispositif d’autoformation dynamique pour l’innovation (DADI) offre des ressources et un outil d’autoévaluation fondé sur le modèle théorique du savoir technopédagogique disciplinaire (STPD) de Bachy (2014). Cette recherche visait à construire et à valider cet outil d’autoévaluation. La méthodologie de validation a combiné des approches qualitatives et quantitatives, impliquant des experts en sciences de l’éducation et des enseignants des cycles supérieurs issus de disciplines volontairement variées. Cet article se concentre sur les résultats quantitatifs. L’évaluation statistique a été menée auprès de 173 enseignants québécois via un questionnaire en ligne. Les analyses factorielles semi-confirmatoires, à la suite des analyses exploratoires, confirment la validité de l’outil avec 60 items. Elles examinent également la pertinence de cloisonner certains domaines de connaissances dans la pratique effective des enseignants.

This article analyses differences in sustainability performances across supplier groups in the automotive industry using a multiple regression approach. The supplier sustainability performance is proxied by the self-assessment questionnaire (SAQ), a document-based assessment tool widely used in the automotive industry. The supplier groups are divided according to their headcount, business category and the region suppliers are located in. The analysis shows that the sustainability performance increases significantly with a supplier’s headcount. Furthermore, it shows that manufacturing suppliers perform significantly better compared to service providers. While there exist regional performance differences, the development stage of a country is found to be only a small significant factor influencing suppliers’ sustainability performances. Our results suggest OEM requirements in their assessments to be a major driver for supplier sustainability performance and that further analysis of regional factors is necessary.

Abstract Background New competence requirements have emerged for pharmacists as a result of changing societal needs towards more patient-centred practices. Today, medication review competence can be considered as basic pharmaceutical competence. Medication review specific competence criteria and tools for self-assessing the competence are essential in building competences and a shared understanding of medication reviews as a collaborative practice. The aim of this study was to develop and pilot a self-assessment tool for medication review competence among practicing pharmacists in Finland. Methods The development of the self-assessment tool was based on the national medication review competence criteria for pharmacists established in Finland in 2017 and piloting the tool among practicing pharmacists in a national online survey in October 2018. The pharmacists self-assessed their medication review competence with a five-point Likert scale ranging from 1 for “very poor/not at all” to 5 for “very good”. Results The internal consistency of the self-assessment tool was high as the range of the competence areas’ Cronbach’s alpha was 0.953–0.973. The competence areas consisted of prescription review competence (20 items, Cronbach’s alpha 0.953), additional statements for medication review competence (11 additional items, Cronbach’s alpha 0.963) and medication review as a whole, including both the statements of prescription review and medication review competence (31 items, Cronbach’s alpha 0.973). Competence items closely related to routine dispensing were most commonly self-estimated to be mastered by the practicing pharmacists who responded (n = 344), while the more clinical and patient-centred competence items had the lowest self-estimates. This indicates that the self-assessment tool works logically and differentiates pharmacists according to competence. The self-assessed medication review competence was at a very good or good level among more than half (55%) of the respondents (n = 344). Conclusion A self-assessment tool for medication review competence was developed and validated. The piloted self-assessment tool can be used for regular evaluation of practicing pharmacists’ medication review competence which is becoming an increasingly important basis for their contribution to patient care and society.

The aim of this research is to determine the current and desired level of lean maturity level in the local manufacturing industries of Pakistan. This can certainly assist the local industry of Pakistan to optimize their processes, shrink wastes and increase the productivity by using this method. The developed lean assessment model evaluates the lean manufacturing and measures the leanness of the industries in terms of lean maturity model. It comprises of three categories. The assessment model consists of twelve factors on which the lean manufacturing is assessed which include leadership, communication, trainings, inventory, quality, continuous improvement, production processes, lean tools, maintenance, cost, on-time-delivery and energy-efficiency. A series of stages involved in developing lean assessment model, named as modified LESAT, are subdivided into four main phases: detailed literature review, development of lean assessment, data analysis and AS-IS and TO-BE analysis with gap identification. Current maturity level of the industries of Pakistan comes out to be 3.00, that managers and all the staff have knowledge about lean. The future state comes out to 4.00 that lean will be implemented to a greater extent and industry is striving to achieve more via continuous improvement. The gaps identified in many industries are weak in terms of energy efficient, inventory, quality, training, production processes and lean tools. The Pakistani industries must work and improve in view of factors identified. This will aid in achieving more productivity, better performance and excellent quality to survive in the market.

Digital competences are considered a particularly important component of key competences of modern people. The documents of the European Parliament and the respective Polish Teacher Training Standards indicate the need for educators to acquire computer and information technology competences that can be used in their work, professional development, and personal development. The importance of those competences in everyday life has increased dramatically due to the current pandemic of COVID-19, with distance learning becoming the only form of education available. The need to acquire or improve digital skills has also increased. This paper discusses the European Framework for the Digital Competence of Educators (DigCompEdu) and a self-assessment tool designed based on this framework. With the universality and practical applicability of the tool, it can become an inspiration for lifelong improvement of digital competences both in organized forms and as self-learning activities.

On the current environment, companies face risks and threats to the systems they need to operate often known as cyber threats. Most of these companies are small and medium-sized enterprises (SMEs) and they are exposed to these cyber threats. To mitigate the risks and be able to thrive with as little disruption as possible, SMEs require cyber resilience capabilities. However, due to their limited resources, SMEs usually have no dedicated personnel for cyber resilience operationalization and thus lack the experience this discipline requires to implement. To aid SMEs in their cyber resilience operationalization, the current literature offers several kinds of solutions, but these solutions are usually targeted for companies with more resources than SMEs and do not aid in the complete process of assessing their current cyber resilience, deciding actions to improve it and prioritizing these actions. To aid companies in this systematic process to operationalize or implement cyber resilience, this article develops and tests an operational web-based tool in which companies can follow the complete process described before. To achieve this, a cyber resilience framework with the essential policies for SMEs, descriptions of their natural progressions in a progression model and a prioritization of these policies have been developed. In this article, this framework, progression model and prioritization are later transformed into one cyber resilience self-assessment tool (CR-SAT) and are tested in three case studies to qualitatively evaluate the tool by trying to ascertain its usefulness and completeness as well as improving it with the feedback from the end-users.

The debate about inclusive education has gained considerable attention in policy, research, and practice in the last decades. Therefore, there is also a growing interest in assessing how inclusive education occurs in schools. Self-assessment and self-reflection tools are strategic to examine schools’ inclusion and guide needed changes. This study attempts to provide Portuguese schools with self-assessment tools for improvement. Themis Inclusion Tool was translated and adapted into a Portuguese version named Resources and Practices for Inclusive Education and evaluated the instrument’s psychometric structure. A web survey was completed online by 924 participants. An EFA suggested two different factors: Inclusive Resources, human, technical and technological resources used to promote learning and; Inclusive Practices, beliefs and behaviors that can be implemented to promote learning. These two factors were supported by confirmatory analysis. Overall, the Resources and Practices for Inclusive Education presented a robust factorial structure and good psychometric properties, appearing to be a valid and reliable measure for assessing inclusive education in Portuguese schools.

Background: Although the self-assessment tools for predicting osteoporosis are convenient for clinicians, they are not commonly used among men. We developed the Male Osteoporosis Self-Assessment Tool for Taiwan (MOSTAi) to identify the patients at risk of osteoporosis.Methods: All the participants completed a questionnaire on the clinical risk factors for the fracture risk assessment tool. The risk index was calculated by the multivariate regression model through the item reduction method. The receiver operating characteristic (ROC) curve was used to analyze its sensitivity and specificity, and MOSTAi was developed and validated.Results: A total of 2,290 men participated in the bone mineral density (BMD) survey. We chose a model that considered two variables (age and weight). The area under the curve (AUC) of the model was 0.700. The formula for the MOSTAi index is as follows: 0.3 × (weight in kilograms) – 0.1 × (years). We chose 11 as the appropriate cut-off value for the MOSTAi index to identify the subjects at the risk of osteoporosis.Conclusions: The MOSTAi is a simple, intuitive, and country-specific tool that can predict the risk of osteoporosis in Taiwanese men. Due to different demographic characteristics, each region of the world can develop its own model to identify patients with osteoporosis more effectively.

This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool—adapted from blended learning and institutional transformation research—can help to assess how an institution has progressed with its open education initiatives. By adopting both an appreciative and a critical approach, the researchers at these five BC institutions compared the similarities and differences between their institutional approaches and the evolution of their initiatives. The paper includes discussion of how a self-assessment tool for institutional open education practices (OEP) can be applied to OEP initiatives at an institutional level and shares promising practices and insights that emerge from this research.

Background: With demographic shifts, there is an unprecedented increase in noncommunicable diseases, multimorbidity, and geriatric syndromes among older adults, especially in economically weaker sectors. However, there is no socioculturally appropriate tool to screen older adults for age-related health needs, multimorbidity, and geriatric syndromes at their doorstep. Objective: Our objective was to create a self-assessment tool, “integrated care tool” (ICT), and to assess its psychometric properties by applying it on older adults from multiple settings such as hospital, community, and old-age home (assisted living services). Methods: new questionnaire was developed using standardized procedure including item development, pilot testing, and psychometric validation. After obtaining the institutional ethics committee clearance, data were collected from consenting respondents attending the Outpatient Department of Geriatric Medicine, All India Institute of Medical Sciences, New Delhi, community settings through health camps, and long-term care center, between May 2016 and February 2017. Data were computerized and analyzed by principal component analysis as extraction method and orthogonal varimax as rotation method. Results: The final 30-item questionnaire was arranged into various domains as per rotated component matrix analysis. Overall internal consistency of the final questionnaire, as calculated by Cronbach's alpha, was 0.79, and the measure of sampling adequacy was 0.79. Conclusion: ICT-BRIEF is a simple, self-assessment/caregiver-assisted tool to screen the health needs of older adults. This tool can be validated for developing risk score and scaled up to generate a large database to create elderly centered care plans.

Current scientific research and industry guidelines focus on food safety, aiming to reduce unintentional food contaminations through technological and managerial measures. Due to the deceptive nature of food fraud, the fight to prevent intentional food adulteration and counterfeiting threats requires an approach that goes beyond the common food safety-based strategies and falls into the sphere of food integrity. With food integrity being an emerging discipline, a definition was proposed and the concept of food integrity climate was introduced. A food integrity climate (FIC) self-assessment tool in the form of a questionnaire, with twenty indicators and a five-point Likert rating scale was developed, expert-validated, and tested in practice in a large-scale meat distribution company. The questionnaire was designed to measure the performance level of food integrity in food businesses along the supply chain through managers’ and operators’ perceptions. Minor but interesting differences were found in the food integrity climate perceived between managers and operators as well as among the company’s affiliates. The tool helps food businesses to get a deeper insight on the human dimension behind food integrity through the assessment of five climate components in relation to four food integrity elements, identifying strengths and weaknesses regarding a company’s food integrity climate.

Nowadays, it is essential that researchers operationalize their research evidence with the help of knowledge brokers in proper communication with stakeholders and make such pieces of evidence applicable. The present study aims at psychometric of the self-assessment tool of academic researchers' knowledge translation activities and explaining the role of academic librarians in this process. This study was a methodology research. A questionnaire was designed and its psychometric properties including design, face validity and content validity, and internal and external reliability of the construct were measured. During the first and second stages of the research, the initial version of the questionnaire with 52 items was designed. During the third and fourth stages, the self-assessment section of knowledge translation activities was developed as the main structure of the questionnaire in four components, namely research question, knowledge creation, knowledge transfer, and promotion of using evidence. In the following, the psychometric analysis of the final version of the questionnaire (with 46 items) was approved for all the items with the impact score of 4.48, content validity index of 0.92, content validity ratio of 0.85, Cronbach's alpha coefficient of 0.91, and correlation coefficient of 0.93. The results of this study indicated that the developed questionnaire enjoys proper psychometric properties for the self-assessment of knowledge translation activities of academic researchers by considering the role of librarians in facilitating this process.