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Background: Workplace-based assessments (WBAs) are part of a competency-based curriculum where training progression is dependent on the achievement of defined competencies in a real-world clinical environment. There is a significant literature gap on the impact of WBAs implemented in resource constrained countries and their contextual challenges. This study aimed to examine the use, impact, and educational context of WBAs in South African medical specialist training programs drawing on perspectives from both trainees and trainers to identify educational challenges and propose effective solutions. Methods: A mixed methods national electronic survey was conducted with specialist medical trainees and supervising trainers from all eight specialist training institutions in South Africa involving 16 specialities. The survey responses were voluntary and anonymous. The survey was closed after seven months when data saturation was achieved. Descriptive statistical analysis was performed using SPSS Version 27 (SPSS Inc, 2012, Chicago, IL) for the quantitative analysis. The thematic coding framework for the qualitative analysis was facilitated by NVivo Version 12 software. Results: There were 108 ethnically diverse supervising trainers and 248 specialist trainees' survey respondents. Across the 16 medical specialities, 45% of the respondents were using WBAs. Despite contextual resource and staff challenges, this study found that WBAs had a positive impact to Kirkpatrick level 2 in providing actionable feedback to improve competency. WBA users had a significantly higher rating for trainee supervision (p < 0.01), general quality of feedback on trainee competence (< 0.01) and the specialist training program (p = 0.03) compared to WBA non-users. They also had a higher rating for the assessment of the trainee as a professional (p < 0.01); scholar (p < 0.01); communicator (p < 0.01); collaborator (p = 0.001) and leader/manager (p < 0.001) based on the AfriMEDS competency framework. Racism, sexism and favouritism were challenges that negatively affected the training programs. Conclusion: Overall, this study reports that the use of WBAs had a substantially favourable impact on teaching, learning, feedback and supports a competency-based approach to specialist training programs. Addressing the contextual concerns that negatively impact training; training the trainees and trainers about their relationship, roles and responsibilities; and focusing on a trainee-centred, inclusive and empowering teaching approach will help further enhance its effectiveness. [ABSTRACT FROM AUTHOR]

Background and Purpose: The purpose of this study was to evaluate reliability and validity of the relational competency assessment instrument, Relational Insights 360 (RI-360) (Koloroutis & Trout, 2012), among 104 baccalaureate nursing students and 10 standardized patients (SPs) upon completion of a communication simulation. Methods: The reliability of the RI-360 was determined by Cronbach's alpha coefficient. Interrater reliability of the RI-360 was measured between the SPs and the primary investigator with percentages. Factor analysis was run to evaluate the construct validity. Results: The RI-360 was internally consistent with an alpha coefficient of 0.93. Interrater reliability for all items on the RI-360 was 42% between students' scores and SPs' scores and 38.9% between the Primary Investigator's scores and SPs' scores. Exploratory factor analysis showed that factor loadings ranged from 0.29 to 0.84. Conclusions: The RI-360 appears to be a valid and reliable scale for use in measuring relational competency among nursing students and SPs. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate how pre-service teachers' understanding of relational competence can be supported through the use of digital video and explicit criteria. The study is a mixed method intervention study, where pre-service teachers analyzed the teacher-student relationship as depicted in a short video sequence with the support of explicit criteria. These analyses were analyzed with content analysis according to the criteria and a thematic comparison of pre-service teachers' analyses before and after the access to explicit criteria. Findings suggest that the use of explicit criteria supported pre-service teachers' discernment of significant dimensions of teacher-student relationships, so that they were able to discern and discuss aspects of the teacher-student relationship with a specific focus on teacher-student interaction and with greater detail and nuance. The study also provides some tentative evidence that modeling the use of criteria may support pre-service teachers' use of the criteria.

Career readiness preparation is essential to successful employment outcomes for young people in foster care who are often disrupted in their vocational development as a consequence of their challenging life circumstances. Efforts by social service providers, however, to prepare young people in foster care for economic self-sufficiency have met with varying success. The purpose of this paper is to offer findings from a formative evaluation of Works Wonders, a career readiness program for young people in care, that contribute to the understanding of the factors that affect their career preparation, self-determination and work outcomes as they transition from foster care to the adult world of work. Works Wonders included a career club that provided the skills and knowledge to explore career options, prepare for a job search (e.g., preparing a resume, learning how to interview, drafting cover letter), conduct a job search and retain the job once secured (e.g., relational competencies important for being effective in the workplace.) The program also provided individual support around career planning, and hands-on work experiences. One hundred and eighty randomly selected young people between the ages of 14 and 21 who were in Rhode Island's foster care system or alumni of care were enrolled over five years. Interviews with young people and staff service records provided information about program engagement, career readiness, self-determination, and work status. Data were collected at enrollment, after completion of career club (about six months following enrollment) and 12 months following enrollment. Results support a significant relationship between career readiness and employment. Young people who completed the career club and participated in a hands-on work experience while in enrolled in the program were more likely to be working at follow-up compared to those that dropped out. Self-determination also increased for young people who completed the group compared to those who did not. [ABSTRACT FROM AUTHOR]

Aims To explore community members' stories of their experiences with a Nurse Navigator programme serving an urban neighbourhood and primary care practice to address persistent health and social barriers adversely affecting health equity and well-being. Background In response to striking health and social inequalities existing across neighbourhoods in a large southern city in Ontario, Canada, a pilot programme was designed to improve health and social outcomes in a specific 'at-risk' neighbourhood. The programme includes nurse-led navigation support for individuals and families and networking to facilitate improved service integration at a systems level. Design A narrative inquiry approach based on the Three-Dimensional Narrative Inquiry Space method, as described by Clandinin & Connelly ( Narrative inquiry: Experience and story in qualitative research, ). Methods A thematic analysis of nine community members' life stories from narrative semi-structured interviews (January-June 2014) in conjunction with field notes, observations and documents. Participants' life stories created a common narrative of the experience of navigation in a community setting. Findings There were four main themes: 'opening the door'; 'more than just a conversation'; 'making connections'; and 'on a new trajectory'. Participants valued the development of a therapeutic relationship, which optimized social inclusion, barrier reduction and connectivity to supportive health and social services. Conclusions The relational process of navigation as an antecedent to barrier reduction has direct implications for programme development, continuing education of navigators and quality improvement of existing navigation services. Study findings have implications for development of navigation competencies for nurses working with priority populations to address health inequities. [ABSTRACT FROM AUTHOR]

• A realist approach was used to evaluate a psychosocial assessment programme. • Contexts that empower midwives to confidently undertake assessment were identified. • Lack of empowering contexts can inhibit a relational approach to assessment. • Trustful relationships can better be established when assessment is woman-centred. to explore how contextual conditions influence midwives' relational competencies, ability and confidence to undertake psychosocial assessment of pregnant women and their partners during the first antenatal consultation that identifies expectant parents in vulnerable positions. a realist evaluation carried out through three phases: 1) development 2) testing and 3) refinement of programme theories. Data was generated through realist interviews and observations. nine community-based and hospital-based midwife clinics in the North Region of Denmark. a dialogue-based psychosocial assessment programme in the the North Region of Denmark was evaluated. 15 midwives were interviewed and 16 observations of midwives undertaking psychosocial assessment during the first antenatal consultation were conducted. contextual conditions at multiple levels which supported midwives' relational competencies, autonomy and the power of peer reflection—and thus facilitation of a woman-centred approach and trust—were identified, i.e., being experienced, having interest, organisational prioritisation of peer reflection and flexibility. Where midwives lacked experience, competency development regarding psychosocial assessment, opportunities for peer reflection and autonomy to individualise care for expectant parents in vulnerable positions, the approach to assessment tended to become institution-centred which caused a distant dialogue and instrumental assessment which potentially harmed the midwife-woman/couple relationship. midwives' ability and confidence to undertake psychosocial assessment were affected by whether individual and organisational contextual conditions empowered them to assess and care for expectant parents within a philosophy of woman-centred care. Accordingly, development of trustful midwife-woman/couple relationships — which is essential for disclosure — was achievable. These conditions become fundamental for securing quality of antenatal care for expectant parents in vulnerable positions. [ABSTRACT FROM AUTHOR]

Research suggests that parents of seriously ill children place significant value on the relational context of their children's health care. This psychological phenomenological study explored mothers' perspectives on qualities that they found to be either helpful or unhelpful to their experiences of caregiving. Relational and communicative competencies were identified as most influential in mothers' assessments of provider care. Practitioners experienced in end-of-life care were viewed as highly supportive by the mothers in the study. Training for professionals in principles of palliative and end-of-life care is recommended for those who work with these children and families. [ABSTRACT FROM AUTHOR]

Inter-organizational communication has been documented as a critical factor in promoting strategic collaboration among firms. In this paper, we seek to extend the stream of research in supply chain management by systematically investigating the antecedents and performance outcomes of inter-organizational communication. Specifically, inter-organizational communication is proposed as a relational competency that may yield strategic advantages for supply chain partners. Using structural equation modeling, we empirically test a number of hypothesized relationships based on a sample of over 200 United States firms. Our results provide strong support for the notion of inter-organizational communication as a relational competency that enhances buyers’ and suppliers’ performance. Implications for future research and practice are offered. [Copyright &y& Elsevier]

Unexpected incidents are driving global supply chains to the brink of collapse. To effectively manage contingency events like the COVID-19 pandemic and improve operational performance, factors such as information technology (IT), relational competencies, cooperation with supply chain partners and integration of supply chain systems that contribute to cooperation are essential. This study found that IT and relational competencies positively influence the integration of supply chain systems, and relational competencies have a stronger implication on supply chain integration and collaboration. In addition, supply chain collaboration, strengthened by supply chain integration, positively affects contingency management. Finally, contingency management positively influences operational performance. In this study, we adopted partial least squares structural equation modeling (PLS-SEM) method in the analysis with 102 surveys collected from business managers. Through the evaluation of determinants of contingency management and supply chain performance, this study widens the theoretical base of supply chain management and provides managers with optimal ways to build a more resilient supply chain system to cope with unexpected incidents. Consequently, with collaboration-based contingency management, companies can solve problems properly and reduce additional loss, which will enhance operational performance and enable sustainable business success. [ABSTRACT FROM AUTHOR]