Browsing by Subject "competence"

Farmasian ammattilaiset ovat lääkealan asiantuntijoita, joilta vaaditaan uudenlaista osaamista muun muassa teknologiakehityksen myötä. Nykypäivän asiantuntijuus edellyttää alakohtaisen eli sisällöllisen osaamisen lisäksi geneerisiä eli yleisiä taitoja ja ammatti-identiteetin muodostumista. Geneerisillä taidoilla tarkoitetaan yleishyödyllisiä taitoja, kuten ongelmanratkaisu- ja kommunikointitaitoja. Ammatti-identiteetillä tarkoitetaan käsitystä omasta työminästä, jonka avulla omaa roolia ja työnkuvaa järkeistetään. Näiden elementtien muodostamaa osaamisen kokonaisuutta kutsutaan kompetenssiksi. Asiantuntijoilta vaadittavan osaamisen muutos on ohjannut yliopistoja vastaamaan paremmin työelämän tarpeisiin. Helsingin yliopistossa toteutettiin Iso Pyörä -koulutusuudistus, jossa koulutusohjelmia uudistettiin komeptenssilähtöisesti. Kaikkiin koulutusohjelmiin ja opintojaksoihin lisättiin osaamistavoitteet, jotka opiskelijoiden tulisi saavuttaa valmistumiseensa mennessä. Osaamistavoitteiden täyttymistä edistää esimerkiksi portfoliotyöskentely, minkä avulla opiskelijat pääsevät hyödyntämään ja kehittämään reflektiotaitojaan. Opiskelijat voivat tuoda opetuksen kehittämiseen aivan uudenlaista näkökulmaa avatessaan käsityksiään esimerkiksi hyvistä opetusmenetelmistä, mitkä ovat auttaneet heitä saavuttamaan laaditut osaamistavoitteet. Toisaalta opiskelijoiden näkökulmasta saadaan tietoa, mikä osaaminen voidaan kokea puutteelliseksi, jolloin opetuksen kehittäminen on mahdollista. Tutkimuksen tavoitteena oli selvittää opiskelijoiden käsityksiä omasta osaamisestaan ja ammatti-identiteetistään sekä millä tasoilla opiskelijat reflektoivat osaamistaan. Tutkimuksessa analysoitiin vuoden 2017 kolmannen vuosikurssin kandiportfolion loppureflektioesseet käyttäen aineistolähtöistä sisällönanalyysimenetelmää. Esseissä opiskelijat reflektoivat osaamistaan suhteessa farmaseutin tutkinnolle asetettuihin osaamistavoitteisiin ja pohtivat omaa ammatti-identiteettiään. Tulosten mukaan opiskelijat saavuttivat monipuolista osaamista lääkkeiden ja lääkehoitojen näkökulmasta sekä kehittivät geneerisiä taitojaan. Puutteellisesti hallittiin useimmiten kielitaito sekä yrityksen ja yhteiskunnan taloudelliset periaatteet. Opiskelijoiden mukaan farmaseutin ammatti-identiteettiä määrittelevät erityisesti lääkeosaaminen ja terveydenhuolto sekä ammatin arvostaminen. Opiskelijoiden pohtimat valmiudet mukailivat osaamistavoitteita. Opiskelijat osasivat arvioida omaa osaamistaan ja nostaa esille vahvuuksiaan ja heikkouksiaan. Opetussuunnitelmaan on onnistuttu sisällyttämään geneeristen taitojen opetus, sillä opiskelijat kokivat saavuttaneensa näitä taitoja pääasiassa hyvin. Opetusta tulisi kehittää kielitaidon ja liiketalouden kohdalla, sillä nämä koettiin usein puutteellisesti hallituksi. Ammatti-identiteettikäsitykset mukailivat kirjallisuutta, sillä muissa tutkimuksissa on saatu samankaltaisia tuloksia.

During the past few decades the focus of the pharmacy profession has shifted from medicinal products towards ensuring the welfare of the patient. The concept of pharmaceutical care emphasizes that the role of the pharmacist is to ensure the quality and safety of pharmaceutical therapy in collaboration with the patient. The concept of clinical pharmacy, on the other hand, highlights that the pharmacist should take the responsibility of the efficiency, safety and cost efficiency of the patient's pharmaceutical treatment together with other health-care professionals. Patient centered pharmacy services have been increased in Finnish hospitals and health care-centers during the last 10 years, for example, in the form of pharmacy services provided on the wards. Previous studies have shown that Finnish hospital pharmacists want to develop and increase clinical pharmacy services in hospitals but feel they are not competent enough to manage them. To develop and increase the number of clinical pharmacy services it is important to ensure the pharmacy professionals have support to their continuing professional development. The General Level Framework (GLF) has been developed in the UK to support the professional development of pharmacy professionals and its value has been shown in various studies. The aim of this study was to give information of the state of Finnish hospital pharmacy and its development needs as perceived by Finnish hospital pharmacists, and to investigate how the GLF can be utilized in Finnish hospital pharmacy. The study was conducted using two different research methods: a semi-structured interview was designed to investigate hospital pharmacists' perceptions of hospital pharmacy, it's development needs and utilization of the GLF; in addition, hospital pharmacists selfassessed their clinical pharmacy related competencies using the GLF. All of the participants of the study were participants of a clinical pharmacy course by University of Helsinki. In total 11 hospital pharmacists took part in the interview. Also 41 pharmacists self-assessed their competencies in clinical pharmacy using the GLF: eight of them completed the self-assessment twice with a six month period between the assessments. The interviewed pharmacists felt that the pharmacy curriculum should focus more on the skills and competencies needed in hospital pharmacy. On the other hand, they felt that the tasks of hospital pharmacists did not necessarily allow them to use their actual knowledge of pharmacy. They perceived that the future of hospital pharmacy lies in services of clinical pharmacy, although they felt that they were not competent enough to manage them. The GLF self-assessment showed that the clinical competencies of the participants were average, and there was no change in the competence of the participants during the six month period. However, the interviewed pharmacists felt that the GLF can be used as a tool for support the hospital pharmacists' professional development and continuing professional development in clinical pharmacy. They also perceived that there is a need for further studies on the clinical pharmacy services and their benefits, and that the task distribution of health care professionals in hospitals must be re-considered. With these actions, the challenges hindering the development and increase of clinical pharmacy services in Finnish hospitals could be overcome. They described that the greatest challenges to overcome were prejudices against pharmacist working on the wards and a lack of resources. In order to develop and increase clinical pharmacy services in Finnish hospitals and other health-care organizations further reseacrh on the benefits of clinical pharmacy should be conducted. It must also be ensured that all health-care professionals and decision makers are aware of the studies already made about clinical pharmacy and its benefits. The skill-mix of health care professionals taking part in a patient's treatment must be reconsidered in order to ensure that the patient receives the best, most efficient and safest possible medicinal care. The GLF can be used as a tool to define the role of a clinical pharmacist in Finland. There is a need for more clinical pharmacy education so that Finnish pharmacists can feel competent enough to manage clinical pharmacy tasks. The GLF can be used as a tool to support the professional development and continuing professional development also in Finland.

The study focuses on the Nepalese 8 grade Mathematics, Nepali language and Social study teachers' confidence to teach their own subject. Every skill, such as teaching skills, brings with uncertainty and insecurity creates a need for security. The aim of the master's thesis is to research how substance knowledge, the teacher's personality, pedagogical knowledge and classroom management, and their components are connected to each other. In addition, has been researched how much personality, pedagogical knowledge and classroom management, explain the teacher's self-perceived competence assurance to teach. Altogether, 1224 of Nepalese teachers responded to the survey. The survey sample was stratified. The questionnaire, teachers were asked to assess their teaching confidence in their teaching subject and its sections, on a scale of 1 to 4. Many studies have been done about teaching and the teacher's impact on learning outcomes. That has been considered as a possible cause of Finnish students' good learning achievements. Since the schools have small differences between them, it is easier to study the teachers and the teaching effect of the student's achievements in a country, where the school differences are considerable bigger. According to Hattie (2003, 2), the teacher effect is 30% of the student learning achievements, in Nepal the corresponding figure is 68% (Acharya, Metsämuuronen and Metsämuuronen 2013, 281 316). The study examined by tree-analysis how personality, pedagogical knowledge and classroom management elements are linked to educational confidence and by regression analysis how much these independent variables explain together the effect of the phenomenon. According to regression analysis, there are age, teaching years, assessment, professional development over the last two years, and the curriculum understanding and using, as well as the school equipment shortages. The study found that the most confident were those teachers who were under the age of 30 teachers; who had teaching experience five years or less; who used the project work as assessment; who experienced that they understood the objectives of the school curriculum, and in addition they experienced to implement it successfully. This study was empirical and explorative work and the results obtained on the regression model shows that the model explains 9.5% of teacher's confidence to teach their own subjects. As regression model explains less than 10% certainty, is the teacher's teaching confidence and competence a good follow-up research object. Another good object would be to compare the self-perceived reliability and the validity of the comparison of the measured whether teachers' own experience of the same qualifications as a measurable skill.

The EU integration has been spreading into the area of security. One of the most recent actions by the EU in this area is Directive (EU) 2022/2557 on the resilience of critical entities (the CER Directive). However, the EU’s competence to act in this area has been called into question as the Treaties do not provide an express competence. Similarly to several other security measures, the CER Directive was adopted using Art 114 TFEU as its legal basis. This thesis focuses on the topic of using Art 114 TFEU as a legal basis for security measures. It will be argued that although framed as a market measure, the background, context, and content of the CER Directive point towards a security aim. However, it seems that problems related to other potential legal bases, such as Art 196 TFEU on civil protection, left Art 114 TFEU effectively being the only available option for a measure such as the CER Directive. It is noted that the case law on Art 114 TFEU indicates that there are very few limits to its use, and therefore, it seems that it provides a valid legal basis also for the CER Directive. This thesis argues that while Art 114 TFEU may provide a lucrative shortcut to avoid competence and legal basis problems, its use for security measures is another example of the phenomenon called competence creep and may lead to some negative implications regarding. It will also be argued that the EU’s actions limit Member States' sovereignty, while also noticing that there are signs that the Member States have silently approved this development. In the end, it will be argued that masking security measures as market measures may negatively affect the effectiveness of protection and may send an unfortunate message that markets are regarded as a priority over the well-being of people.