Development Of Competency Framework Research Articles

Validation of the World Health Organization Rehabilitation Competency Framework: An illustration using physiotherapy.

The World Health Organization's Rehabilitation 2030 initiative represents a new strategic direction for the worldwide rehabilitation community and their Rehabilitation Competency Framework (RCF) was designed to describe the requirements of a rehabilitation workforce. This study aimed to identify and review global physiotherapy competencies and explore their congruence with the WHO-RCF. A document review and thematic analysis were conducted on competency documents sourced from World Physiotherapy member countries. A three-pronged search strategy was used to identify physiotherapy competencies in all World Physiotherapy members that were listed on their website at the time of the study. All competency statements identified were sorted using the definitions of the five domains of the WHO-RCF. A desktop inductive thematic analysis of competencies was conducted to derive a conceptual framework for future competency framework development. Two thousand and one competency statements were extracted from 20 documents, all accommodated within the WHO-RCF. From the dataset, a conceptual framework was developed consisting of 17 themes and 59 sub-themes across five domains. Technological competence, entrepreneurship and broader competencies to advance the social justice agenda were identified as gaps. To promote homogeneity, it is recommended that all rehabilitation professionals utilise a similar methodology using the WHO-RCF to develop future frameworks that are contextually relevant. Competencies needed for change in support of equitable access and better health for all should be included.

Development and validation of a national clinical pharmacy competency framework for hospital pharmacists in Austria: a multi-method study.

Despite the publication of a European wide competency framework for hospital pharmacy by the European Association of Hospital Pharmacist (EAHP) in 2017, not all countries have adopted and implemented such a framework. This study aimed to develop and validate a bespoke national hospital pharmacy competency framework for Austria that supports the hospital pharmacy workforce development. A multi-method study was carried out in three phases. (I) A systematic literature review across 48 websites of healthcare-related associations and six scientific databases was conducted, identifying competency frameworks, guidelines and related documents. (II) Extracted behaviour competencies were reviewed for contextual national appropriateness by three researchers prior to mapping against the "Patient Care and Clinical Pharmacy Skills" domain of European Common Training Framework (CTF). (III) Validation of the resultant draft clinical skills competency framework took place by an expert panel (n = 4; Austrian Association of Hospital Pharmacists (AAHP) board members) discussion. Reporting of findings is aligned with the recommendations for reporting Competency Framework Development in health professions (CONFERD-HP guidelines) and the PRISMA 2020 checklist. The systematic review (SR) resulted in 28 frameworks, guidelines and related documents and the identification of 379 behaviour competencies, with nineteen mapped to the "Patient Care and Clinical Pharmacy Skills" domain of the CTF (after removal of duplicates). Expert panel discussion resulted in suggested changes to ensure contextual national appropriateness. This study resulted in the development and validation of the first clinical national pharmacy competency framework for Austria. Future studies should focus on political and practical structures necessary for its successful implementation.

Development of Competency Profile for Doctoral Candidates in Diagnostic Healthcare Fields: A Scoping Review

Background: Competency frameworks play a crucial role in guiding the education and training of doctoral candidates in diagnostic healthcare Fields. This scoping review aims to systematically map the existing literature on the development of competency frameworks and competency profiles tailored for doctoral-level education in diagnostic healthcare professions, particularly Pathology. Methodology: The Arksey and O’Malley framework was applied to undertake this scoping review. A comprehensive search strategy was developed using a combination of medical subject headings (MeSH) terms and keywords related to competency frameworks, clinical competence, professional competence, diagnostic healthcare profession, doctoral education, and synonyms. Electronic databases such as PubMed, Scopus and Web of Science were searched, along with targeted searches of grey literature sources like Google scholar. We screened studies for inclusion by title and abstract, and we included studies of any type that described the development of a competency profile/framework for doctoral candidates in a Diagnostic healthcare profession. Data compilation was qualitative. Results: The total records identified from the databases were n=204,351. Out of these the records removed before screening were Duplicate records removed (n =137,300). Records marked as ineligible by automation tools (n =51030), Records removed for other reasons (n =12,521). Records screened were n=3500. Based on the exclusion criteria n=3253 records were excluded. Reports which could not be retrieved were n=122. Finally, n=135 reports were assessing for eligibility and out of these n=71 were excluded from Allied Health Sciences and n=64 were excluded because they focused primarily on competencies of Nursing students. Finally, n=21 studies were included in the scoping review and the findings were charted. Conclusion: We observed significant variation within the conduct and reporting of the competency framework development process. While some variation can be expected given the differences across and within medical professions, our results suggest there is some difficulty in determining whether methods were fit-for-purpose, and therefore in making determinations regarding the appropriateness of the development process. This uncertainty may unwillingly create and legitimize uncertain or artificial outcomes. There is a need for improved guidance in the process for developing and reporting competency frameworks.

Development of Competency Profile for Doctoral Candidates in Diagnostic Healthcare Fields: A Scoping Review

Background: Competency frameworks play a crucial role in guiding the education and training of doctoral candidates in diagnostic healthcare Fields. This scoping review aims to systematically map the existing literature on the development of competency frameworks and competency profiles tailored for doctoral-level education in diagnostic healthcare professions, particularly Pathology. Methodology: The Arksey and O’Malley framework was applied to undertake this scoping review. A comprehensive search strategy was developed using a combination of medical subject headings (MeSH) terms and keywords related to competency frameworks, clinical competence, professional competence, diagnostic healthcare profession, doctoral education, and synonyms. Electronic databases such as PubMed, Scopus and Web of Science were searched, along with targeted searches of grey literature sources like Google scholar. We screened studies for inclusion by title and abstract, and we included studies of any type that described the development of a competency profile/framework for doctoral candidates in a Diagnostic healthcare profession. Data compilation was qualitative. Results: The total records identified from the databases were n=204,351. Out of these the records removed before screening were Duplicate records removed (n =137,300). Records marked as ineligible by automation tools (n =51030), Records removed for other reasons (n =12,521). Records screened were n=3500. Based on the exclusion criteria n=3253 records were excluded. Reports which could not be retrieved were n=122. Finally, n=135 reports were assessing for eligibility and out of these n=71 were excluded from Allied Health Sciences and n=64 were excluded because they focused primarily on competencies of Nursing students. Finally, n=21 studies were included in the scoping review and the findings were charted. Conclusion: We observed significant variation within the conduct and reporting of the competency framework development process. While some variation can be expected given the differences across and within medical professions, our results suggest there is some difficulty in determining whether methods were fit-for-purpose, and therefore in making determinations regarding the appropriateness of the development process. This uncertainty may unwillingly create and legitimize uncertain or artificial outcomes. There is a need for improved guidance in the process for developing and reporting competency frameworks.

Development of a competency framework for advanced practice nurses: A co-design process.

The aim of the study was to develop a comprehensive competency framework for advanced practice nurses in Belgium. A co-design development process was conducted. This study consisted of two consecutive stages (November 2020-December 2021): (1) developing a competency framework for advanced practice nurses in Belgium by the research team, based on literature and (2) group discussions or interviews with and written feedback from key stakeholders. 11 group discussions and seven individual interviews were conducted with various stakeholder groups with a total of 117 participants. A comprehensive competency framework containing 31 key competencies and 120 enabling competencies was developed based on the Canadian Medical Education Directions for Specialists Competency Framework. These competencies were grouped into seven roles: clinical expert and therapist, organizer of quality care and leader in innovation, professional and clinical leader, collaborator, researcher, communicator and health promoter. The developed competency framework has resemblance to other international frameworks. This framework emphasized the independent role of the advanced practice nurse and provided guidance in a clear task division and delegation to other professionals. It can provide a solid foundation for delivering high-quality, patient-centred care by advanced practice nurses in the years to come. This competency framework can guide further development of advanced practice nursing education in Belgium and represents a starting point for future evaluation of its feasibility and usability in education and clinical practice. Advanced practice nurses and healthcare managers can also use the framework as an instrument for personal and professional development, performance appraisal, and further alignment of these function profiles in clinical practice. Finally, this framework can inform and guide policymakers towards legal recognition of advanced practice nursing in Belgium and inspire the development of advanced practice nursing profiles in countries where these profiles are still emerging. What problem did the study address? The absence of a detailed competency framework for advanced practice nurses complicates legal recognition, role clarification and implementation in practice in Belgium. A rigorously developed competency framework could clarify which competencies to integrate in future advanced practice nursing education, mentorship programs and practice. What were the main findings? The competency framework outlined seven roles for advanced practice nurses: clinical expert and therapist, organizer of quality care and leader in innovation, professional and clinical leader, collaborator, researcher, communicator, and health promoter. Differentiation from other expert nursing profiles and clinical autonomy of advanced practice nurses were pivotal. Where and on whom will the research have impact? The comprehensive competency framework for advanced practice nurses and the collaborative methodology used can inspire other countries where these profiles are still emerging. The competency framework can be used as an instrument for role clarification, performance appraisals, continuous professional development, and professional (e-)portfolios. The competency framework can guide policymakers when establishing Belgian's legal framework for advanced practice nurses. The authors have adhered to CONFERD-HP: recommendations for reporting COmpeteNcy FramEwoRk Development in health professions. No patient or public contribution in the design of the study. A patient advisory panel commented on the developed competency framework.

Developing competencies in public health: a scoping review of the literature on developing competency frameworks and student and workforce development.

Effective and precise public health practice relies on a skilled and interdisciplinary workforce equipped with integrated knowledge, values, skills, and behaviors as defined by competency frameworks. Competency frameworks inform academic and professional development training, support performance evaluation, and identify professional development needs. The aim of this research was to systematically identify and examine trends in the extent, nature, and range of the literature related to developing competencies in public health. This includes developing public health competency frameworks, and how competencies are developed and maintained in students and practitioners. We used a scoping review methodology to systematically identify and report on trends in the literature. Two independent reviewers conducted title and abstract and full-text screening to assess the literature for relevance. Articles were included if they were original primary research or gray literature and published in English. No date or geographic restrictions were applied. Articles were included if they focused on developing competency statements or frameworks for public health and/or training public health students or practitioners to develop competencies. The review encompassed a range of methods and target populations, with an emphasis on building competencies through student and professional development. Foundational competency development was a primary focus, and we found a gap in discipline-specific competency research, especially within developing discipline-specific competency statements and frameworks. Several evidence-based practices for competency development were highlighted, including the importance of governance and resources to oversee competency framework development and implementation, and workforce planning. Experiential learning and competency-based training were commonly identified as best practices for building competencies. A comprehensive understanding of public health competency development-through developing and incorporating foundational and discipline-specific competencies, mapping student and practitioner training to competency frameworks, and incorporating best practices-will enable public health to create skills and an adaptable workforce capable of addressing complex public health issues.

A proposal for a National Competency Framework for Career Professionals

This publication is a respond to the need presented in the Finnish National Strategy for Lifelong Guidance 2020–2023 (Valtioneuvosto, 2020) to prepare national competence descriptions for the field of guidance. The publication is based on a literature review and co-creation process involving several hundred guidance professionals and experts from all over Finland. Based on the competency framework, Kettunen et al. (2023) have developed assessment forms for career professionals and organisations. The project behind the competency framework development is described in detail in a separate report (Vuorinen et al., 2023). The competency framework proposal has been prepared as part of a national development project for lifelong guidance which is funded by the EU’s Recovery and Resilience Facility and coordinated by the Ministry of Economic Affairs and Employment, and the Development and Administrative Services Centre (KEHA Centre).

Developing public health competency statements and frameworks: a scoping review and thematic analysis of approaches

Competencies ensure public health students and professionals have the necessary knowledge, skills, values, and behaviours to do their jobs effectively. Public health is a dynamic and complex field requiring robust competency statements and frameworks that are regularly renewed. Many countries have public health competencies, but there has been no evidence synthesis on how these are developed. Our research aim was to synthesize the extent and nature of the literature on approaches and best practices for competencies statement and framework development in the context of public health, including identifying the relevant literature on approaches for developing competency statements and frameworks for public health students and professionals using a scoping review; and, synthesizing and describing approaches and best practices for developing public health competency statements and frameworks using a thematic analysis of the literature identified by the scoping review. We conducted a scoping review and thematic analysis of the academic and grey literature to synthesize and describe approaches and best practices for developing public health competency statements and frameworks. A systematic search of six databases uncovered 13 articles for inclusion. To scope the literature, articles were assessed for characteristics including study aim, design, methods, key results, gaps, and future research recommendations. Most included articles were peer-reviewed journal articles, used qualitative or mixed method design, and were focused on general, rather than specialist, public health practitioners. Thematic analysis resulted in the generation of six analytical themes that describe the multi-method approaches utilized in developing competency statements and frameworks including literature reviews, expert consultation, and consensus-building. There was variability in the transparency of competency framework development, with challenges balancing foundational and discipline-specific competencies. Governance, and intersectoral and interdisciplinary competency, are needed to address complex public health issues. Understanding approaches and best practices for competency statement and framework development will support future evidence-informed iterations of public health competencies.

Development and Refinement of a Matrix Competency Framework, with Associated Entrustable Professional Activities, to Support Initial Pharmacy Education in Kuwait.

The development of competency frameworks serves as the foundation for the development of competency-based education. It is vital to develop a country-specific framework to address the specific needs of the local population for pharmacy services. This study aimed to describe the development process of a competency framework for undergraduate pharmacy education in Kuwait with a unique matrix structure. The process started with the development of guiding principles for curriculum revision and implementation, as well as the identification of global educational outcomes. This process was followed by: (A) a needs assessment with key stakeholders; (B) development of the initial competency framework; and (C) refinement of the framework. Qualitative data were thematically analyzed to identify the main competency domains that students need to perform the identified entrustable professional activities (EPAs). Five population needs were identified by the needs assessment, with 17 EPAs suggested to fulfill those needs. In addition, 11 competency domains were identified. The initial competency framework was created as a 3 × 8 matrix, with 3 professional and 8 transversal competency domains. Refinement of the framework resulted in the removal of redundancies and the development of a global behavior competency profile. The development of a matrix competency framework and associated EPAs for Kuwait serves as a foundation for preparing pharmacists to fulfill local population needs and expanding the scope of practice in the country.

Competency-based medical education: An overview

Abstract Competency-based medical education (CBME) has emerged as a transformative approach to medical training, revolutionizing traditional models of education. This comprehensive review article provides an in-depth overview of CBME, encompassing its underlying principles, implementation strategies, and impact on medical education. By synthesizing current research and literature, this article highlights the strengths and challenges of CBME while also identifying potential future directions for advancement. The review emphasizes CBME’s learner-centered approach and focuses on outcomes and performance, integration of clinical practice and theory, and continuous assessment and feedback. It explores various implementation strategies, including competency framework development, curriculum design, program assessment, and technology integration. The impact of CBME on medical education is discussed, emphasizing enhanced learner outcomes, improved patient care, alignment with evolving healthcare needs, flexibility in training, and the development of lifelong learning skills. The strengths of CBME, such as its emphasis on outcomes, tailored learning experiences, and assessment-driven feedback, are examined, along with the challenges of faculty development, resource allocation, standardization, and resistance to change. Furthermore, the review suggests future directions for CBME, including continued research, technology integration, interprofessional education, global adoption, and longitudinal assessment. In conclusion, this comprehensive review underscores the transformative potential of CBME in medical education, calling for further exploration, research, and collaborative efforts to shape its future.

CONFERD-HP: recommendations for reporting COmpeteNcy FramEwoRk Development in health professions.

Competency frameworks outline the perceived knowledge, skills, attitudes, and other attributes required for professional practice. These frameworks have gained in popularity, in part for their ability to inform health professions education, assessment, professional mobility, and other activities. Previous research has highlighted inadequate reporting related to their development which may then jeopardize their defensibility and utility. This study aimed to develop a set of minimum reporting criteria for developers and authors of competency frameworks in an effort to improve transparency, clarity, interpretability and appraisal of the developmental process, and its outputs. Following guidance from the Enhancing the QUAlity and Transparency Of health Research (EQUATOR) Network, an expert panel was assembled, and a knowledge synthesis, a Delphi study, and workshops were conducted using individuals with experience developing competency frameworks, to identify and achieve consensus on the essential items for a competency framework development reporting guideline. An initial checklist was developed by the 35-member expert panel and the research team. Following the steps listed above, a final reporting guideline including 20 essential items across five sections (title and abstract; framework development; development process; testing; and funding/conflicts of interest) was developed. The COmpeteNcy FramEwoRk Development in Health Professions (CONFERD-HP) reporting guideline permits a greater understanding of relevant terminology, core concepts, and key items to report for competency framework development in the health professions.

Family-Educator Partnership in the Development of Entrustable Professional Activities in Complex Care.

Incorporating patient and family voices in the development of entrustable professional activities (EPAs) is not standard practice. Care of children with medical complexity (CMC) is an area of pediatrics that relies on family partnership, and families of CMC are ideal partners in EPA development given their expertise in their child's care and experience interacting with the health care system. The authors describe their model for partnering with families to develop EPAs and reflect on the unique contributions of family leaders to the process. After recruitment of family leaders from a national organization of families and friends of children with special health care needs, the authors used a multistage process for EPA development from June 2019 to February 2021. Family leaders were integrated throughout the process, including creating EPA descriptions, revising content across all EPAs, appraising EPAs through virtual focus groups with other key stakeholders, and finalizing and publishing EPAs. The authors used content analysis to identify recommendations for patient- and family-integrated EPA development. Family leaders and educators partnered in every phase of developing EPAs for the care of CMC, including as content experts, editors, focus group facilitators, and coauthors. Family leaders recommended substantive changes to all EPAs, including revising language, augmenting content, and modifying scope of practice. In addition, content analysis of family leaders' revisions yielded 10 recommendations to ensure that written EPA descriptions are patient- and family-centered. The described process of EPA development for the care of CMC models how families can be integrated into competency framework development and highlights their contributions. Family leader recommendations for embedding patient and family voices in EPA descriptions can serve as a guide for EPA development in other specialties.

Characteristics of an Excellent Buddhist Sermon: A Foundation for Competency Framework Development of a Sermon Training in Indonesia

Preaching is the most common and widely-used method in conveying a religious message, including the teaching of the Buddha in Indonesia. However, surprisingly, there is no standard to assess a Buddhist sermon's quality. Thus, this study examines the characteristics of excellent Buddhist sermons among Buddhist householder priests (Pandita) in Indonesia. Specifically, it further investigates the discourse of a standard of an excellent Buddhist sermon in the context of Pandita. This qualitative research employed a single-case-study method that connects the analysis of documentation studies, observations, and in-depth interviews. The findings exhibited three key dimensions and indicators through which a Pandita is expected to employ in their duties related to Buddhist sermon, namely, bringing benefits, skillful delivery, and quality of the content. The findings may benefit future research on the competency framework of sermon training in Indonesia for Panditas.

A Six-Step Model for Developing Competency Frameworks in the Healthcare Professions.

Competency frameworks are developed for a variety of purposes, including describing professional practice and informing education and assessment frameworks. Despite the volume of competency frameworks developed in the healthcare professions, guidance remains unclear and is inconsistently adhered to (perhaps in part due to a lack of organizing frameworks), there is variability in methodological choices, inconsistently reported outputs, and a lack of evaluation of frameworks. As such, we proposed the need for improved guidance. In this paper, we outline a six-step model for developing competency frameworks that is designed to address some of these shortcomings. The six-steps comprise [1] identifying purpose, intended uses, scope, and stakeholders; [2] theoretically informed ways of identifying the contexts of complex, “real-world” professional practice, which includes [3] aligned methods and means by which practice can be explored; [4] the identification and specification of competencies required for professional practice, [5] how to report the process and outputs of identifying such competencies, and [6] built-in strategies to continuously evaluate, update and maintain competency framework development processes and outputs. The model synthesizes and organizes existing guidance and literature, and furthers this existing guidance by highlighting the need for a theoretically-informed approach to describing and exploring practice that is appropriate, as well as offering guidance for developers on reporting the development process and outputs, and planning for the ongoing maintenance of frameworks.

Competency-Based Education: Developing an Advanced Competency Framework for Indonesian Pharmacists.

Introduction: Pharmacists need to be adaptable, flexible, and capable of advancing their practice to adapt to rapidly changing population health needs. We describe an educational approach to pharmacy workforce transformation in Indonesia through an advanced practice competency framework development using an “adopt and adapt” methodology.Methods: The competency framework development process comprised a translation phase, an adopt and adapt phase, validation through a nationwide mapping survey, and a completion phase through leadership consensus panels. We conducted a forward-backwards translation of a previously validated Advanced to Consultancy Level Framework (ACLF) to yield the Indonesian Advanced Development Framework (IADF) draft. The subsequent adoption and adaptation process was conducted through a series of consensus panels. We validated the IADF through a nationwide workforce survey. The final phase included leadership consensus panels with the professional leadership body in Indonesia. We analyzed the qualitative data thematically and the quantitative data using a Multiple Correspondence Analysis (MCA) technique.Results: We identified conceptual challenges in adopting and adapting the existing ACLF, which were addressed by providing a national glossary and concrete examples. A total of 6,212 pharmacists participated in the national workforce survey, of which 43% had <2 years of post-license (post-registration) experience. The MCA results showed that practitioner self-assessment to the IADF could discriminate their career development stages. The results also indicated a four-stage career model (including early years career training). Embedding this model in a structured national training program will enhance the professional workforce development through a more structured career journey.Conclusions: We describe the first validation of an advanced competency development framework for the pharmacy workforce in a non-Anglophone country, showing the possibility of transnational applicability of this framework. We argue that this methodology can be used in Low and Middle-income countries (LMICs) for the more rapid advancement of pharmaceutical care practice.

Knowledge and education to inform evidence-based practice in gastrointestinal nursing: a scoping review

Background: Gastrointestinal (GI) nursing incorporates a plethora of specialisms, involving caring for patients with complex pathologies requiring specialist management and nursing care. GI nurses work across a range of clinical areas and have differing levels of knowledge and skill. However, there are gaps in knowledge specific to GI nursing, and there are barriers to education and evidence-based practice (EBP). Innovative educational strategies and the recent development of competency frameworks, such as those for endoscopy and hepatology nursing, have paved the way for other sub-specialisms, yet the different approaches to upskill the workforce require investigation. Aims: This article aims to identify the breadth and depth of research regarding the knowledge and educational needs of GI nurses and to understand the best approach to education and EBP. Methods: A scoping review was performed using the Arksey and O'Malley framework. A search was conducted in two bibliographic databases and across relevant UK organisations. Findings: The database search identified 31 relevant papers published from 2010 to 2021. The studies varied in purpose, method and recommendations, but all reported consistent results, specifically that GI nurses' knowledge requires attention. Many ways were proposed to assess learning needs and educational strategies to improve knowledge and EBP. Conclusion: GI nurses' knowledge requires development, to improve both the confidence and clinical practice of nurses and the experiences and clinical outcomes of patients. The educational and development requirements of GI nurses vary across a wide spectrum of needs and draw on a vast range of resources and evidence bases. Solutions do not need to be expensive or time consuming and can be practical, making use of existing resources and delivered at local, regional and national levels. At the same time, to deliver true EBP, nurses must develop the critical analysis skills required to locate, appraise and organise evidence, interpreting it into the practicalities for decision making. Future researchers should consider exploration of the instruments used to measure EBP and the competence of GI nurses, to evaluate the effectiveness of different educational models and assist educators in the development and refinement of specialist educational programmes.

Development of a core competency framework for clinical informatics

ObjectivesUntil this point there was no national core competency framework for clinical informatics in the UK. We report on the final two iterations of work carried out in the formation...

Day-1 Competencies for Veterinarians Specific to Health Informatics.

In 2015, the American Association of Veterinary Medical Colleges (AAVMC) developed the Competency-Based Veterinary Education (CBVE) framework to prepare practice-ready veterinarians through competency-based education, which is an outcomes-based approach to equipping students with the skills, knowledge, attitudes, values, and abilities to do their jobs. With increasing use of health informatics (HI: the use of information technology to deliver healthcare) by veterinarians, competencies in HI need to be developed. To reach consensus on a HI competency framework in this study, the Competency Framework Development (CFD) process was conducted using an online adaptation of Developing-A-Curriculum, an established methodology in veterinary medicine for reaching consensus among experts. The objectives of this study were to (1) create an HI competency framework for new veterinarians; (2) group the competency statements into common themes; (3) map the HI competency statements to the AAVMC competencies as illustrative sub-competencies; (4) provide insight into specific technologies that are currently relevant to new veterinary graduates; and (5) measure panelist satisfaction with the CFD process. The primary emphasis of the final HI competency framework was that veterinarians must be able to assess, select, and implement technology to optimize the client-patient experience, delivery of healthcare, and work-life balance for the veterinary team. Veterinarians must also continue their own education regarding technology by engaging relevant experts and opinion leaders.

New ways of seeing: supplementing existing competency framework development guidelines with systems thinking.

Competency frameworks provide a link between professional practice, education, training, and assessment. They support and inform downstream processes such as curriculum design, assessment, accreditation and professional accountability. However, existing guidelines are limited in accounting for the complexities of professional practice potentially undermining utility of such guidelines and validity of outcomes. This necessitates additional ways of "seeing" situated and context-specific practice. We highlight what a conceptual framework informed by systems thinking can offer when developing competency frameworks. Mirroring shifts towards systems thinking in program evaluation and quality improvement, we suggest that similar approaches that identify and make use of the role and influence of system features and contexts can provide ways of augmenting existing guidelines when developing competency frameworks. We framed a systems thinking approach in two ways. First using an adaptation of Ecological Systems Theory which offers a realist perspective of the person and environment, and the evolving interaction between the two. Second, by employing complexity thinking, which obligates attention to the relationships and influences of features within the system, we can explore the multiple complex, unique, and context-embedded problems that exist within and have stake in real-world practice settings. The ability to represent clinical practice when developing competency frameworks can be improved when features that may be relevant, including their potential interactions, are identified and understood. A conceptual framework informed by systems thinking makes visible features of a practice in context that may otherwise be overlooked when developing competency frameworks using existing guidelines.

Competency Framework Development for Effective Human Resource Management

Competence becomes competitive advantage for a business at all times. Making human resource more effective, competence-based hiring, development, and performance evaluation are popular phenomena discussed in the literature though not very common in practice. Despite their importance, the reason these are not commonly implemented may be the complexity of the subject and the absence of a generalized framework, which can be adopted with little or no modifications. There have been efforts made for competency framework development, but these are occupation-specific and usually limited in implementation. A need for an easily replicated general framework exists, which has followed a structured and scientific methodology utilizing professional expertise during development, which is simple to understand and is applicable to as many jobs as required. This article examines in detail the development approach of a generic competency framework using scientific tools and producing weighted ratings of competencies. The purpose is to establish confidence in potential users for a methodology that is applicable to the development of a similar framework for a diverse array of jobs.