Competence profile differences among graduates from different academic subject fields: implications for improving students’ education

The aim of a university education is the intellectual development of citizens, and the training of professionals for their subsequent entry into the workforce. However, this entry into the workforce, following the theoretical education usually provided by the university, implies that students have to manage this difficult transition by themselves. Society, in a continual process of transformation, requires of universities that they adjust, adapting the education they offer to comply with the demands of society and the workplace. Socio-emotional skills would seem to have influence predicting professional performance. These skills also influence job-finding and employability. Consequently, providing teachers with an education in socioemotional competences is becoming a necessary task within universities, and the majority of teaching staff consider these skills to be fundamental to the personal and socio-emotional development of students. The objective of our proposed work is to establish the characteristic profile of competences of a sample of teachers in training, and compare it with the competences profile of graduate students belonging to the fields of law sciences, social sciences, humanities, science and technology, and health. Starting from results, implications will be derived for the development of generic competences of socio-emotional type in the framework of the European Frame of Higher Education.

Level of involvement of clinical nurses in the evaluation of competence of nursing students

Objective. To determine the level of involvement of clinical nurses accredited by the Universitat Jaume I (Spain) as mentors of practice (Reference Nurses) in the evaluation of competence of nursing students. Methodolgy. Cross-sectional study, in which the “Clinical Practice Assessment Manual” (CPAM) reported by reference 41 nurses (n=55) were analyzed. Four quality criteria for completion were established: with information at least 80% of the required data, the presence of the signature and final grade in the right place. Verification of learning activities was also conducted. Data collection was performed concurrently reference for nurses and teachers of the subjects in the formative evaluations of clinical clerkship period in the matter “Nursing Care in Healthcare Processes “, from March to June 2013. Results. 63% of CPAM were completed correctly, without reaching the quality threshold established (80%). The absence of the signature is the main criteria of incorrect completion (21%). Nine learning activities do not meet the quality threshold set (80%) (p < 0.05). There are significant differences according to clinical units p < 0.05. From the 30 learning activities evaluated in the CPAM, it can be stated that nine of them do not reach the verification threshold established (80%), therefore it cannot be assumed that these activities had been completed by students and evaluated by the RefN throughout the clinical clerkship period. Conclusion. The level of involvement of Reference Nurse cannot be considered adequate, although strategies to encourage involvement through collaboration and training must be developed.

Social Changes Reflected in Specialized Languages: Lexical Re-/deconstruction in Lesbian Studies

One of the most important factors of recognition, belonging and identification in scientific communities is their specialized language: doctors, mathematicians and anthropologists feel they are part of a group with which they can interact because they share a common “language”. While ideology is present in all academic registers, it is in human sciences where its presence (or absence) leads to more visible linguistic phenomena. An interesting example is that of lesbian studies: as non-heterosexual members of society have become less stigmatized, lesbian studies have developed a language of their own. In our paper, we shall explore the mechanisms used in the creation of specific vocabulary in this academic area, paying special attention to the refashioning or deconstruction of meaning of established terms as a result of changes in social perception or the challenging of pre-determined meanings.

Análisis lexicométrico de la especificidad de la escritura digital del adolescente en WhatsApp

El artículo presenta una investigación en la que se analizan, desde una perspectiva lexicométrica y factorial, los aspectos lingüísticos y paralingüísticos más relevantes de la escritura digital síncrona del adolescente español, en uno de los programas de mensajería instantánea más utilizados en la actualidad (WhatsApp©). La escritura en soportes digitales móviles (smartphones y tabletas) es una de las actividades más realizadas en nuestra sociedad y constituye un componente esencial de la competencia comunicativa en la Sociedad de la Información. La comunicación digital forma parte de nuestras vidas y el análisis del uso comunicativo digital y ubicuo con dispositivos y programas tiene amplias repercusiones sociales, lingüísticas y pedagógicas. La investigación se ha contextualizado en una muestra de 417 conversaciones de WhatsApp de estudiantes de enseñanza secundaria, de entre 13 y 16 años, en cuatro provincias españolas. La metodología de investigación ha sido de corte cuantitativa para abordar el análisis lexicométrico del corpus lingüístico-digital con referencia a los elementos lingüísticos y paralingüísticos más relevantes; para, posteriormente, realizar el análisis de las correlaciones entre diferentes variables independientes que expliquen patrones lingüísticos y de uso en la escritura digital. Los resultados muestran que la escritura digital en este tipo de programas tiene una serie de características específicas ortotipográficas y audiovisuales condicionadas por variables de uso, el tamaño de la pantalla del dispositivo, la horas de conversación y la relación establecida entre los interlocutores.

Cultural Competence

In this editorial the author describes the essential nature and characteristics of cultural competence.