Sentence examples for to foster competence from inspiring English sources

The curricular innovations designed to foster competence using evidence-based guidelines and interventions within a simulation learning center are described.

It would not be unreasonable to infer from our findings that HCPs might benefit from training opportunities to foster competence in the implementation of guidelines, promotion and management of physical activity.

In order to foster competence in independent primary care practice, junior residency programs requiring experience in a breadth of core departments should continue to be mandated to ensure adequate primary care skills.

This is problematic when educational interventions to foster nurses' competence are designed.

To propose an integrated curriculum designed and intended to foster proficiency, competence, confidence, and composure in relaying catastrophic information in the context of the professional experience of a cohort of seasoned surgeons.

Within the clinical context formative assessment might be used to encourage appropriate professional behaviour, to foster clinical competence and to stimulate acquisition of knowledge and reasoning.

Such programmes aim to foster 'self-competence' or self-efficacy so that the individual believes that they are capable of producing desired outcomes and avoiding negative outcomes [ 82, 83].

The content-related structure model for the economic domain reflects the previous curriculum of commercial schools, which were officially abolished in 1996, replaced by cross-disciplinary learning fields that sought to foster greater action competence.

To ensure the development of a wide-spectrum of sustainability competences, teachers are advised to combine different learning activities or to include a variety of characteristics to foster as many competences as possible, especially because of the interplay and interactions between the different competences.

Healthcare providers may require further training in sensitivity and cultural competence to foster improved patient rapport.

While medical schools' efforts to foster humanism and/or cultural competence are diverse and not much evaluated, three elements seem to be essential in training related to poverty: high involvement of a mentor as role model, experiential learning with supportive supervision, and time for critical reflection and discussion about the learning experience [ 13- 15].