Sentence examples for competencies to guide from inspiring English sources

This project aimed to identify core competencies to guide SRH training across the primary care professions.

Continued workforce training and capacity building is necessary, and the use of competencies to guide those efforts is critical for defining educational goals and outcomes [ 47, 48].

Hence, a landscape of technical and conceptual requirements for DDM&S was identified and serves as a basis for developing a framework of competencies to guide future education and training in DDM&S.

By establishing a broad set of competencies to guide interdisciplinary team work it moves towards the identification of a suite of processes to which teams can adhere, and sets up mechanisms and areas for improvement.

The purpose of this initiative was to develop an explicit and comprehensive Global Health education framework and to identify enabling competencies to guide curriculum for all Ontario Family Medicine postgraduate training programs.

Hence, the results of our survey and the created landscape served as basis to develop a "framework of competencies" to guide future strategic and implementation efforts in education and training in DDM&S.

Competencies exist to guide curriculum development; however, there is not a clear understanding of the current IPE curricular landscape.

They also received case-specific examples for each competency dimension to guide their observations.

Building on this work, the Canadian Interprofessional Health Collaborative and the Interprofessional Education Collaborative in the United States developed competency frameworks to guide the design and evaluation of IPE experiences [ 2, 3].

These competencies can help to guide preservice education related to HIV and AIDS, to strengthen in-service or capacity-building programs designed for already qualified nurses, and to guide policy and regulatory reform in the context of taskshifting, task-sharing, and scope of nursing practices.

These competencies can help to guide preservice education related to HIV and AIDS, to strengthen in-service or capacity-building programs designed for already qualified nurses, and to guide policy and regulatory reform in the context of task-shifting, task-sharing, and scope of nursing practices.