Sentence examples for practice competence from inspiring English sources

In clinical practice competence is generally addressed as decision-making capacity [ 1].

Within the context of daily pediatric practice, competence is usually assessed implicitly.

In clinical practice competence is generally addressed as decision-making capacity [ 5], and in this article we use the terms interchangeably, referring to clinical assessment of capacity and not legal determination of competence [ 5].

The purpose of the study was to develop and validate a new measure, the Evidence-based Practice Competence Questionnaire (EBP-COQ), an instrument to assess undergraduate nursing students' attitude, knowledge and skills in EBP in a Spanish context.

In general terms when evaluating a training programme, researchers and managers are interested in whether participants have gained a greater belief in their abilities at carrying out a particular skill or knowledge set (confidence) and whether they are technically more proficient in putting them into practice (competence).

The revision is based on the Revised 2012 SOP in Nutrition Care and SOPP for RDs, which incorporates the Nutrition Care Process and the following six domains of professionalism: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources.

There was no statistical significance difference between the PBL and NPBL graduates on self reported entry-to-practice competence.

Learning centres like clinical skills labs offer the possibility to counter this situation by offering a place to train practical competences and create practice opportunities within the curriculum.

They establish what are usually called practice areas, competence centers, service lines, or areas of expertise.

The relatively modest self-reported practice of competence suggested that the graduates were novice APNs and needed continued development after the completion of the programme.

The present review deals with issues of integration of sciences versus specialization, ideas about a comprehensive theory of materials, internal and external driving forces for scientific studies, engineering practice, professional competence, and educational consequences with an emphasis on understanding.