Sentence examples for dimensions of competence from inspiring English sources

These different approaches often differ in terms of the included dimensions of competence.

The questionnaire consists of 29 subscales and six dimensions of competence containing 25 of the 29 subscales.

Implementing such a structured multidimensional tool would make it possible to systematically assess the different dimensions of competence [ 32] and make outcomes comparable [ 21].

Recommendations for future research include: studying a standardized assessment instrument covering all four relevant dimensions of competence (understanding, reasoning, appreciation, expressing a choice), including a study population of children covering the full age range of 7 to 18 years, improving information provision, and assessing relevant contextual data.

Recommendations for future research include: studying a standardized assessment instrument covering all four relevant dimensions of competence; including a study population of children covering the full age range of 7 to 18 years; improving information provision; and assessing relevant contextual data.

With regard to content, we may discuss to what extent the use of computers (in terms of ICT Literacy) must be regarded as another dimension of competence, and to what extent it is part of commercial expertise.

In a second stage the experts also evaluated the level of relevance of each item for its corresponding dimension of competence in EBP.

In professional competence, collaboration was self-assessed as the best and development work (referring to self-development, team development, nursing development, and subordinate skill development) as the poorest dimension of competence.

Other studies directed at assessing children's competence in medical decision-making vary widely; while often making use of both hypothetical and actual decision-making scenarios, these studies mostly measure only one dimension of competence, disregarding validity and reliability altogether [ 21].

Although we used a normative framework describing the required domains of cultural competence, the interpretation of the scores for the various dimensions of cultural competence in terms of 'sufficient' or 'insufficient' may be less straightforward as we have presented.

Second, the response rate for this study was close to 30% and while it is possible that non-responders may differ in how they perceive their own PS competence, it is unlikely their conception of the six dimensions of PS competence would be structurally different.