The phrase "address these competencies" is correct and usable in written English.
You can use it when discussing the need to focus on or tackle specific skills or abilities in a particular context, such as education or professional development.
Example: "In our training program, we aim to address these competencies to ensure all participants are well-prepared for their roles."
Alternatives: "tackle these skills" or "focus on these abilities".
Since then, there have been a number of reports about the critical importance of these competencies for nursing practices and about the challenges of addressing these competencies in the preservice (basic science) nursing curriculum.
Communicating these strategies with residents and helping them applying these strategies could be beneficial to address these particular competencies.
On the contrary, other countries have consensus of lists of competencies that a graduating medical student is expected to master in order to practice medicine, thus it would be easier to design national licensing examinations to address these different competencies.
Broadly, two areas that address the competencies were incorporated into the course: 1) the biological basis and implications of genetic diversity and 2) the technological aspects of assessing genetic diversity in bacteria and viruses.
In the majority of cases, the learning outcomes do not address the competency and there are instances where this competency has been misunderstood and misrepresented.
Various assessment tasks are used in the subjects that address this competency, including exams, tests, assignments, reports, presentations, tutorials, reflective journals and others.
To date, there are no well-established standards that specifically address the competency teaching and assessment skills of clinical instructors.
Second, there needs to be a discussion of what kinds of competencies are needed to address these health care priorities.
Universities and accreditation providers must review their processes for addressing this competency to ensure it is achieved.
The core components can be categorised as those addressing the competency of the individual, organisational factors and leadership issues (Donaldson and Finch [2013]).
