ABSTRACT
Euclid is a European Space Agency medium-class mission selected for launch in 2020 within the cosmic vision 2015-2025 program. The main goal of Euclid is to understand the origin of the accelerated expansion of the universe. Euclid will explore the expansion history of the universe and the evolution of cosmic structures by measuring shapes and red-shifts of galaxies as well as the distribution of clusters of galaxies over a large fraction of the sky. Although the main driver for Euclid is the nature of dark energy, Euclid science covers a vast range of topics, from cosmology to galaxy evolution to planetary research. In this review we focus on cosmology and fundamental physics, with a strong emphasis on science beyond the current standard models. We discuss five broad topics: dark energy and modified gravity, dark matter, initial conditions, basic assumptions and questions of methodology in the data analysis. This review has been planned and carried out within Euclid's Theory Working Group and is meant to provide a guide to the scientific themes that will underlie the activity of the group during the preparation of the Euclid mission.
ABSTRACT
Euclid is a European Space Agency medium-class mission selected for launch in 2019 within the Cosmic Vision 2015-2025 program. The main goal of Euclid is to understand the origin of the accelerated expansion of the universe. Euclid will explore the expansion history of the universe and the evolution of cosmic structures by measuring shapes and red-shifts of galaxies as well as the distribution of clusters of galaxies over a large fraction of the sky. Although the main driver for Euclid is the nature of dark energy, Euclid science covers a vast range of topics, from cosmology to galaxy evolution to planetary research. In this review we focus on cosmology and fundamental physics, with a strong emphasis on science beyond the current standard models. We discuss five broad topics: dark energy and modified gravity, dark matter, initial conditions, basic assumptions and questions of methodology in the data analysis. This review has been planned and carried out within Euclid's Theory Working Group and is meant to provide a guide to the scientific themes that will underlie the activity of the group during the preparation of the Euclid mission.
ABSTRACT
Objetivo: analizar la relación entre los elementos del instrumento COM_VA© (competencia y valoración) de evaluación de competencias asistenciales con los niveles de pericia, de aprendiz a experto, mediante el establecimiento del umbral de competencia. Método: estudio descriptivo transversal con una muestra de más de 400 enfermeras, que respondieron a un cuestionario estructurado en el que debían asociar a cada elemento competencial un nivel de pericia, siendo 1 aprendiz y 5 expertos. El análisis estadístico se realizó con la determinación de medidas de tendencia central (porcentajes, media, varianza, moda y desviación típica). Resultados: los elementos competenciales que requieren un mayor grado de pericia se incluyen en las competencias: (4) contribuir a garantizar la seguridad y el proceso asistencial, (2) valorar, diagnosticar y abordar situaciones clínicas cambiantes, (3) ayudar al paciente a cumplir el tratamiento y (5) facilitar los procesos de adaptación y afrontamiento. El umbral mínimo identificado es de 2,3 (principiante) y el máximo de 3,9 (proeficiente). Ninguno de los elementos competenciales se asocia a un umbral extremo (aprendiz/experto). Conclusiones: el umbral de pericia identifica nivel mínimo necesario de interacción de conocimientos, habilidades y actitudes para la toma de decisiones en la práctica asistencial. Los elementos identificados con un mayor umbral de pericia se corresponden con contenidos competenciales que precisan de una desarrollada habilidad de juicio clínico, una marcada capacidad analítica, un amplio conocimiento disciplinar y una importante capacidad de juicio intuitivo (AU)
Objective: to analyze the relationship between the elements of the COM_VA© (COMpetencia [COMpetency] and VAloración [Assessment]) healthcare delivery competencies assessment tool and the levels of expertise, spanning from trainee to expert, by means of the establishment of the competency threshold. Method: cross-sectional, descriptive study using a sample of over 400 nurses, who responded to a structured questionnaire in which they had to associate each competency element to a level of expertise, 1 corresponding to trainee and 5 to expert. The statistical analysis was carried out using central tendency measures (percentages, mean, variance, trend and typical deviation). Results: the competency elements which require a higher level of expertise are included in the following competences: (4) to contribute in guaranteeing safety and the healthcare delivery process, (2) to assess, diagnose and tackle changing clinical situations, (3) to help the patient comply with the treatment and (5) to facilitate adaptation and coping processes. The minimum threshold identified was 2,3 (beginner) and the maximum was 3,9 (proficient). None of the competency elements were associated with an extreme threshold (trainee/expert). Conclusions: the expertise threshold identifies the necessary minimum level of interaction of knowledge, skills and attitudes for decision-making in healthcare delivery practice. The elements identified with a higher thresh- old of expertise correspond to competence contents which require developed clinical judgement ability, strong analytical capacity, broad disciplinary knowledge and an excellent capacity for intuitive judgement (AU)
