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The training needs were factor-analysed according to standard procedures [ 7], in order to establish whether any coherent clusters of skill deficit existed that could be used to form the basis of continuing professional development modules.
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These factors fall into three coherent clusters of skills that could inform both the core curriculum for basis nurse training and a outline framework of a job description.
Generally understood as the clusters of skills, abilities and knowledge needed for occupational tasks competency-based health professional education has had a long history and is stressed in the accreditation of healthcare management education programs world wide [ 14- 17].
To ascertain whether these tasks fell into coherent clusters of skills that could inform a framework for the basic midwifery education curriculum, an exploratory factor analysis revealed three factors, the first two of which were highly internally reliable.
To see whether the tasks fell into clusters of skills that could form the modules for a core nursing curriculum, the data were subjected to exploratory factor analysis, following a recommended protocol [ 12] and a Varimax rotation.
It needs to be balanced against other considerations, such as the clustering of skills.
This is exacerbated by the limited variability seen between the clusters in terms of skill mix (Table 1).
Despite the difference in speechreading skill, the clusters of activation identified in the interaction reported here persist even when the speechreading skill (as measured by the TAS) is entered into the analyses as a covariate.
cluster-of-cluster Gaussians.
The list of 22 skills was clustered into 10 major categories based on similarity of skill, and faculty were asked to select the three most important skill categories.
Clustering of drivers by skill level is visible, even in two dimensions.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com