Competency Statements Research Articles

26 Clinical Competencies for the Burn Speech-Language Pathologist: A Multidisciplinary Development and Consensus Study

Abstract Introduction Clinical competency guidelines provide a benchmark to promote the provision of standard care to ensure safe and optimal patient management. Whilst nationally agreed clinical competencies are available for other specialized areas of Speech Language Pathology practice, none currently exist for burn injury. Therefore, we aimed to develop a competency tool specific to the burns Speech Language Pathologist (SLP). Methods Spearheaded by the American Burn Association (ABA) Rehabilitation Committee, a group of recognised burn SLPs, Burn Certified Physical and Occupational Therapists and a Burn Physiatrist used a staged approach to (1) synthesize current practice guidelines from a number of national and international burn centers, (2) employ modified Delphi methodology, and subsequently (3) facilitate and participate in expert consensus meetings, to develop and refine a burn SLP competency tool. The previously published Burn Rehabilitation Therapists Competency Tool (Version 2), endorsed by the ABA, was used as a framework. Results Eighteen expert multidisciplinary burn clinicians across 14 medical centers, representing three countries (USA: eight states, Canada: three provinces, Australia: one state) contributed to the development and refinement of the Burns SLP competency tool. A steering committee of five SLPs and the burn physiatrist identified 103 competency statements across 15 core clinical domains relevant to the Burns SLP. These were presented in the Delphi Round 1; 18 participants voted and following a consensus meeting, the tool was refined with statements and domains revised, merged and/or new items created as indicated. Two further Delphi Rounds followed by consensus meetings are currently in process. The final tool will comprise multiple domains (each containing knowledge and application competency statements) tailored specifically to the SLP skill set within adult and pediatric burn injury populations, across the continuum of care from acute through to rehabilitation. The tool presents two tiered levels of expertise: Level 1 = minimum level of specialist skill required to manage a severe burn patient, Level 2 = expert level of specialist skill and recognized resource to other SLPs). Conclusions This competency tool is the first internationally accepted standard of care for burn SLPs and provides a guideline for performance in managing burn patients throughout the acute and rehabilitative care continuum. Applicability of Research to Practice Internationally agreed competencies are needed for the Burns SLP. Development of a clinical competency package through expert multidisciplinary consultation and consensus will guide training, ensure consistency of care provision and benchmarking across facilities with the mutual goal to optimize patient care and outcomes. Once completed, the competencies may serve as a key benchmark to establishing a burn therapy certification for SLPs. Funding for the Study N/A

Competencies for One Health Field Epidemiology (COHFE)—a framework to train the epidemiology workforce

BackgroundField epidemiologists play a crucial role in addressing the complex challenges posed by emerging infectious diseases, transboundary animal diseases, and antimicrobial resistance. Despite the interdisciplinary nature of these issues, traditional field epidemiology training programs are often narrowly focused on specific sectors. To effectively confront these evolving challenges, it is imperative to equip field epidemiologists with the skills to adopt the One Health approach. However, there are neither globally accepted One Health competencies for guiding field epidemiology training programs nor standardized curricular guidance for program managers. Recognizing this gap, three international organizations joined forces to develop the Competencies for One Health Field Epidemiology framework.MethodsA desktop review was conducted of the existing frontline, intermediate, and advanced field epidemiology training program curricula. Knowledge, skills, and competency (KSC) statements for frontline, intermediate and advanced levels were then defined and grouped into domains and subdomains by thematic area. An international Technical Advisory Group of 59 experts from the animal, environment, and human health sectors was convened to review the proposed statements. The framework was revised based on their feedback. KSC statements were classified into core and optional, and a prioritization tool was developed to assist countries in selecting optional KSC statements based on their specific requirements.ResultsThe competency framework was developed and comprises KSC statements needed for field epidemiologists to successfully apply the One Health approach across the human, animal, and environment health sectors. These KSC statements are stratified by frontline, intermediate, and advanced training levels and are further categorized as core and optional; sector-specific KSC statements are also identified.ConclusionsThis innovative framework emerged from a multisectoral, collaborative, inclusive, and iterative process involving international animal, human, and environment health and field epidemiology training experts. Countries and regions can also use the framework to establish new, comprehensive One Health field epidemiology training programs or upgrade existing programs to incorporate the One Health approach. This framework is anticipated to pave the way for a more holistic approach to training the global community of field epidemiologists in all health sectors to meet the demands of our evolving health landscape.

Developing and testing a competency framework to enhance hydration care for older people in care homes

Purpose Evidence-based hydration care for older people is essential to health and wellbeing. However, practices vary, leading to negative outcomes for older people, particularly in relation to increased incidence of morbidity and mortality. As a discrete work package situated within a larger study to enhance hydration care for older people in care homes, the purpose of this part of the study was to develop a hydration competency framework to support an evidence-based approach to practice. Design/methodology/approach An overview of the literature informing hydration care was undertaken to establish best practice, resulting in the generation of a series of competency statements. Using a co-production approach, these statements were reviewed and assimilated into a hydration competency framework that was piloted across two care home sites. Revision and refinement of the framework was undertaken in response to feedback from the co-production group, until consensus was reached to agree the final iteration. Findings The hydration competency framework has three core domains relating to: understanding the individual daily hydration requirements of older people; assessing the individual daily hydration requirements of older people; implementing person-centred care to maintain and monitor the daily hydration requirement needs of older people. Each domain is comprised of competency statements that reflect the current evidence base informing best practice for hydration care for older people. Originality/value The hydration competency framework provides an innovative tool that can be used to support care home staff to deliver evidence-based hydration practices and positively enhance care outcomes for older people.

Identifying public health competencies for Australian pharmacists: A modified Delphi study.

Identifying public health competencies for Australian pharmacists: A modified Delphi study.

Development and Assessment of an Online, Asynchronous State-Specific Pharmacy Law Continuing Education Program for Multistate Pharmacy Jurisprudence Examination Preparation

Description of the Problem: The Multistate Pharmacy Jurisprudence Examination (MPJE) is a licensure requirement for pharmacists. National pass rates for this exam are variable and have recently been decreasing nationally. Current support for graduates in pharmacy law courses and MPJE test preparation tools varies between states and institutions. Description of the Innovation: The Virginia Commonwealth University School of Pharmacy created an online, asynchronous continuing education (CE) course that provides content specific to Virginia pharmacy laws and regulations. The course is divided into six modules, aligned with MJPE competency statements. Critical Analysis: Of the 158 participants who have taken the CE, 26 responded to the survey (response rate = 16.5%) on pass rate success and resources used in preparation for MJPE. The majority (96%) of those who completed the CE passed their next attempt on the MJPE. Qualitative feedback was collected and evaluated using thematic analysis. This limited cross-sectional data requires this innovation to report only descriptive preliminary findings without generalizability. Implications: The institution will continue to offer this CE. The CE creates a revenue stream for the institution and provides a resource for passing the Virginia MPJE.

Development of the Revised Entry-Level Essential Competencies in the Care of Older Adults: Linking Domains of Competence, Commission on Accreditation in Physical Therapy Education Standards, and the Geriatric 5Ms.

Geriatric physical therapy (PT) has evolved since 2011, when the Essential Competencies (ECs) in the Care of Older Adults at the Completion of the Entry-level Physical Therapy Professional Program of Study were published. The purpose of the ECs was to ensure that all entry-level physical therapists were prepared to meet the unique needs of the growing older adult population. Changes in population demographics, medical and research advances, coupled with advancements in the profession of PT, necessitate a revision of the ECs. The Academic Education Committee of APTA Geriatrics was convened to revise the original ECs. Participation was solicited and obtained from experts in clinical and academic geriatric PT; committee work lasted from 2021 to 2024. The committee recognized the intersection of the Domains of Competence Framework developed by the American Physical Therapy Association (APTA), American Council of Academic Physical Therapy, and the Academy of Education partnership, the geriatric medicine 5Ms model, and the Commission on Accreditation in Physical Therapy Education (CAPTE) standards in guiding entry-level PT education. The committee determined that the Domains of Competence, Geriatric 5Ms, and CAPTE standards could synergistically enhance the establishment of contemporary ECs. Input from a nonresearch-based informational survey of APTA Geriatrics members, supported by feedback from discussion at a platform presentation at the APTA's Combined Section Meeting San Diego 2023, informed the revised ECs presented in the current manuscript. This manuscript presents the revised ECs and describes how each EC links to the Domains of Competence, the Geriatric 5Ms, and CAPTE standards. The updated ECs aim to promote best practices in entry-level PT education by providing all stakeholders clear and concise competency statements for the physical therapy examination and treatment of older adults.

Development of Data Literacy Competency System for K-12

This study focuses on developing a comprehensive data literacy competency system for K-12 education in South Korea, addressing the critical need for integrated data literacy in an increasingly data-driven society. Recognizing data literacy as a multifaceted domain essential across various disciplines, we explore its nuanced sub-competencies tailored for students at different educational levels. Our research methodology involves a qualitative content analysis of the national curriculum, supplemented by a Delphi survey with educational experts to refine and validate the identified competencies. We present a structured competency system, categorizing data literacy into four main areas: Foundation of Data, Data Collection and Management, Data Analysis and Techniques, and Data Results Utilization. Each area encompasses specific competencies and detailed competency statements, differentiated by educational level to align with students’ developmental stages. The study’s outcomes offer a systematic approach to embedding data literacy in the curriculum, emphasizing the importance of these skills in the digital age. Our proposed system is aligned with the national curriculum and considers the broader international context, making it relevant for global K-12 educational settings. Additionally, the system addresses the diverse needs of students, ensuring that all learners acquire essential data literacy skills. This research contributes to the field by providing a concrete framework for data literacy education, highlighting its significance in nurturing informed, capable citizens in a data-centric world. We aim to effectively prepare students to navigate and contribute to an increasingly complex digital landscape by fostering these competencies.

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

Objective 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. Design A document review and thematic analysis were conducted on competency documents sourced from World Physiotherapy member countries. Methods 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. Results 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. Conclusion 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.

Assessment of the relevance of a prescribing competency framework in Kuwait – An e-Delphi study

Abstract Introduction Prescribing is the most common intervention used to manage patients. Globally, prescribing competency frameworks have been developed to standardize prescribing practice across all healthcare disciplines1. Research on prescribing practice in different chronic diseases in Kuwait has shown some inconsistencies in the quality of care delivered to patients. Aim This study assesses the relevance of the National Pharmaceutical Society (NPS) MedicineWise Prescribing Competency Framework statements amongst physicians, dentists, and pharmacists in Kuwait as a first step in developing a National Prescribing Competency Framework for Kuwait. Methods Ethical approval was granted by Kuwait’s Ministry of Health (MOH) for this project. A 4-phase adopt and adapt approach was planned to develop the Prescribing Competency Framework for Kuwait. This study covers phases 1 and 2 of this approach. Phase one involved translating the Framework into Arabic using parallel translation. Phase two utilised the e-Delphi method to reach consensus on the relevance of 48 statements (divided into 7 Competency Areas) for prescribing in Kuwait. For this phase, a survey, with a 4-point Likert scale, was developed using Google Forms and distributed to experts participating in the e-Delphi process. Purposive and snowballing method was used to recruit the experts, targeting all doctors, dentists, and pharmacists working in MOH. Participants were asked to rate their agreement with the relevance of the statements to Kuwait and allowed to leave comments. Statements achieving a consensus level ≥90%, with no answer as strongly disagree, were deemed relevant. Statements not reaching consensus will be reevaluated in Round 2 of the e-Delphi process (planned for July-September 2024). Results The translation phase yielded a bilingual framework that could be utilised by prescribers in Kuwait. Round 1 of the e-Delphi included 36 experts (22 doctors, 8 dentists, and 6 pharmacists). Out of the seven Competency Areas in the NPS framework, four Competency Areas reached 100% consensus (Areas 1, 4, 5, and 6). 90% of the statements in Competency Area 2 reached consensus, while only 40% of the statements in Competency Area 3, and 85.7% of the statements in Competency Area 7 reached consensus. Competency statements that did not reach consensus will be re-assessed in Round 2 of the e-Delphi process. Conclusion To our knowledge, this is the first study conducted to initiate the process of adopting and adapting a Prescribing Competency Framework in Kuwait. Competency statements involving patient engagement in their management plan seemed to gain the least consensus in Round 1 of our study, which will be explored further in Round 2 of our e-Delphi process. This is consistent with current published literature in the Middle Eastern and North African regions which shows that there is no clear understanding by healthcare professionals of how to apply patient-centred care2,3. Limited comments on disagreed statements in Round 1 require further clarification. There is a need to standardize the prescribing process due to the complexity of choosing the right medication, the imperative to optimize medication use, a change in the patient's care models, and the possibility of other healthcare professionals taking on prescribing roles.

Preparing the future pharmacy workforce: competency-based undergraduate curricula for teaching, learning and assessment with a focus on antimicrobial stewardship

Abstract Introduction Competency-based teaching, learning and assessment underpins the requirements for initial training and education of pharmacists (IETPs) in the UK and is set by the General Pharmaceutical Council (GPhC). This competency-based pedagogic approach is conducive when teaching antimicrobial resistance (AMR) and antimicrobial stewardship (AMS) since it ensures that rather than only reciting and absorbing content, student pharmacists gain the necessary skills and behaviours to apply knowledge effectively in clinical practice. This is particularly relevant since newly graduate pharmacists will need to show competency in independent prescribing at the point of graduation from 2026 and education needs to evolve to incorporate prescribing skills including decision making. Aim The aim of this project was to develop a UK-wide national AMS competency framework specifically tailored for student pharmacists and foundation year trainees. Method A working group of academics and pharmacy practitioners from all four nations and with expertise in AMS was set up in September 2022. Student pharmacists from a national organisation (BPSA) and a professional pharmacy body (RPS) are also members. Development of the consensus indicative curriculum for student pharmacists was adapted from published frameworks including those for UK undergraduate medical students1, and a UK wide set of generic AMS competencies for undergraduate healthcare professional education2. The results of a survey3 conducted across Schools of Pharmacy (SoP) aiming to determine the nature and extent of implementation of the latter generic competencies, also informed this project. To ensure consistency, the group has worked with the British Society for Chemotherapy (BSAC) to align to the Keep Antibiotics Working (KAW) website, that provides resources for pharmacy students and educators, aligned to the curriculum domains. No ethics approval was required for this study since it did not involve any participants. Results The final curriculum consists of six domains: Infection prevention and control, antimicrobials and antimicrobial resistance, antimicrobial prescribing and stewardship, vaccine uptake, person-centred care and interprofessional collaborative practice. Each domain includes a competency statement together with accompanying descriptors (74) clearly outlining the knowledge and application required by the newly qualified pharmacist. To support implementation of the framework, the individual competencies were mapped to the revised GPhC standards for the IETPs together with Royal Pharmaceutical Society Prescribing Competency Framework that link to AMR and AMS. The group has also developed a set of suggested practice-based activities aligned with the framework domains to support pharmacists supervising or assessing students on placement. Discussion/Conclusion This project is timely to support development of future pharmacists as leaders in AMS and ensure a portable workforce, since pharmacists will be independent prescribers at the point of registration from 2026. A limitation of the development is the fact that not all SoP have been involved in the process; however, efforts are being made to communicate curriculum content as widely as possible. Though it is not mandatory to implement this curriculum, it provides a benchmark for embedding the competencies into undergraduate pharmacy curricula and allows identification of topics that may not be adequately covered. It also promotes consistency of approach across schools. (500 words)

Building Engagement-Capable Environments for Health System Transformation: Development and Early Implementation of a Capability Framework for Patient, Family and Caregiver Engagement in Ontario Health Teams.

Despite widespread calls to involve patients, families and caregivers (PFCs) as partners at all levels of health system planning and design, there is unevenness in how engagement efforts are supported across these settings. The concept of 'engagement-capable environments' offers a way forward to uncover the key requirements for sustainable, high-quality engagement, but more work is needed to identify the specific competencies required to create these environments. We addressed this gap by developing a capability framework for Ontario Health Teams (OHTs), a newly established structure for planning, designing, organizing and delivering care in Ontario, Canada. The framework was co-developed by a Working Group of OHT staff and leaders, PFC partners, researchers and government personnel. Project activities occurred over four phases: (1) planning, (2) evidence review and surveying of intended users to identify key competencies, (3) framework design and (4) implementation. An evidence review identified more than 90 potential competencies for this work. These results were contextualized and expanded through a survey of OHT stakeholders to brainstorm potential competencies, supports and enablers for engagement. Surveys were completed by 69 individuals; 689 knowledge and skill competency statements, 462 attitude and behaviour competency statements and 250 supports and enablers were brainstormed. The statements were analysed and organized into initial competency categories, which were reviewed, discussed and iteratively refined by Working Group members and through broader consultations with the OHT community. The final framework includes six competency domains and four support and enabler domains, each with sub-domain elements, mapped across a three-stage maturity model. The framework has been disseminated across OHTs, and its adoption and implementation are now requirements within OHT agreements. The framework combines a strong conceptual foundation with actionable elements informed by the literature and consultations with the intended users of the framework. Although developed for OHTs, the framework should be broadly applicable to other health system organizations seeking similar health system transformation goals. Patient, family and caregiver partners were involved at all stages and in all aspects of the work. As end users of the framework, their perspectives, knowledge and opinions were critical.

Project-based learning: Does it improve students’ ICT literacy skills and English learning autonomy?

This study aims to investigate and disclose the integration of project-based learning in promoting high school students' ICT literacy and English learning autonomy in Ruteng, Indonesia. This study surveyed 595 students from six senior high schools in Ruteng City. The questionnaire and interview served as the primary instruments for data collection, followed by quantitative and qualitative examination of the results using Jeffreys' Amazing Statistics Program. The results of the study indicate that the level of ICT literacy among the students falls in the medium category (3.5), and English learning autonomy was included in the medium category (3.32). Sixteen statements of ICT literacy competence indicated the category of ICT literacy competence, while ten items indicated English learning autonomy. In addition, five factors challenged the respondents' achievement of ICT literacy, namely, lack of enthusiasm and initiative of students regarding digital media literacy (61.59%), lack of cost of purchasing Internet data packages (71.20%), insufficient time allocated for using specific English learning software (59.48%), unstable Internet network connectivity (58.27%), and lack of available ICT infrastructure in schools (58.33%). Various issues hinder the level at which students could acquire ICT skills, and stakeholders are encouraged to address or overcome these obstacles.

Development of Undergraduate Competencies in Caring for People Experiencing Homelessness.

Nurses play a critical role in reducing health inequities in people experiencing homelessness (PEH), a key social determinant of health. Health disparities specific to PEH are exacerbated by numerous factors, including bias, stigma, and a lack of nursing competency in caring for PEH. The purpose of this study was to validate registered nurse key competencies; associated knowledge, skills, and attitudes; and concepts, content, and learning activities to serve as an educational framework in providing care for PEH. Twenty-four nursing experts on the care of PEH rated draft competency and subcompetency statements for relevance and clarity, proposed revisions and missing competencies, and identified essential and useful content, concepts, and learning activities. Four key competencies, 38 subcompetencies, and associated concepts, content, and learning activities were validated by the experts. This framework can be used to guide curricular development across nursing programs to advance health equity for PEH.

ASPEN international survey on ethical competencies dealing with decision-making in the use of artificially administered nutrition and hydration and competency application in clinical practice.

Ethical competencies dealing with decision-making for clinicians involved in artificially administered nutrition and hydration (AANH) have not been defined in the literature. Although clinical assessments identify nutrition needs and appropriate routes of nutrition administration, an assessment of the ethical, cultural, and spiritual implications of the medical nutrition therapy may be overlooked. Eleven competency statements were developed by members of two international sections of the American Society for Parenteral and Enteral Nutrition. This descriptive cross-sectional survey study was conducted to measure the importance of the competency statements to the membership of two sections using a five-point Likert scale of 1-5 (1-low to 5-high). A total of 113 responses (12.5% response rate) were obtained predominantly from physicians and dietitians from 25 countries. There was a wide range of world regions of the 49% respondents outside of the United States. Means and SDs were calculated for agreement with the 11 competency statements with overall means ranging from 4.32 to 4.67. Most of the participants cared for adult/older adult patients (63.7%) exclusively, and 12.4% cared for pediatric/neonate patients exclusively; the remainder (23.9%) cared for both populations. Respondents reported they were either experienced, competent, or expert (88.6%) in dealing with ethical issues related to AANH. This international interdisciplinary group agreed that the integration of ethical, cultural, and spiritual competencies into clinical decision-making regarding artificially AANH is important.

Identifying skills required of new epidemiologists: a content analysis of Canadian job postings and master's programs.

The rise of emerging public health threats has increased the need for qualified epidemiologists in Canada. Our study aimed to identify the knowledge, skills, and abilities (KSAs) required of epidemiologists entering the workforce and determine whether these align with those taught in graduate epidemiology programs. An inductive content analysis of Canadian job postings from May to December 2023 containing the keyword "epidemiology" and requiring master's degrees in epidemiology or related fields was conducted to identify the KSAs required in the workforce. Inductive content analysis of Master of Science (MSc) program descriptions and core course descriptions was completed to discern skills gained through Canadian graduate epidemiology and public health programs. Based on the 295 job postings analyzed, five KSA categories were identified: communication skills (n = 268, 90.8%), analytical skills (n = 267, 90.5%), soft skills (n = 254, 86.1%), research methodology (n = 217, 73.6%), and knowledge of epidemiological concepts (n = 170, 57.6%). Analysis of 18 MSc programs found that that all of them described analytical skills, research methodology, and epidemiological concepts within their curriculum. Communication skills were described in 94.4% (n = 17) of programs, while soft skills were mentioned in 50.0% (n = 9). However, only 66.7% (n = 12) of programs outlined learning objectives or specified the skills acquired from their programs in their descriptions. There was alignment between the needs of the Canadian epidemiology job market and MSc programs, particularly in analytical skills and research methodology. However, development of soft skills should be emphasized within graduate epidemiology programs to better prepare graduates for the job market. Future research should aim to develop competency statements for epidemiologists in training to ensure consistency across graduate programs and promote career readiness.

Charting a Path From the Graduate QSEN Competencies to the New Essentials.

Graduate nursing programs were encouraged to map their curriculum to the Quality and Safety Education in Nursing (QSEN) graduate knowledge, skills, and attitudes (KSA) competency statements. Evaluation of the alignment between the 2009 QSEN graduate KSA competency statements and the 2021 American Association of Colleges of Nursing (AACN) Essentials advanced-level (Level 2) subcompetencies is needed to support curricular transition to competency-based education and the Essentials. A team of 5 nursing education experts engaged in multiple rounds of review to seek consensus in determining alignment between the 2009 QSEN graduate KSA competency statements and the 2021 AACN advanced-level subcompetencies. A QSEN-AACN graduate crosswalk tool was created, which reflects alignment of 34% of the 196 graduate QSEN KSA competency statements to the AACN Essentials subcompetencies at the advanced level. 36% of the graduate QSEN KSA competency statements were found to align with the AACN subcompetencies at the entry level. The 2009 QSEN graduate competencies are embedded within 2021 AACN Essentials at entry and advanced levels. However, a sizable shift toward entry level is noted, which represents an evolution in expectations for contemporary practice. This holds significance for graduate nursing faculty as they work to revise curriculum and assessments to meet new guidelines and standards for the profession.

Competency development for pharmacy: adopting and adapting the FIP global advanced development framework.

Pharmacy education shifts toward competency-based training to meet healthcare demands. This study aims to develop and validate the Kuwait Advanced Competency Framework (KACF) for pharmacists. The study adopts the FIP Global Advanced Development Framework (GADF) to develop a country-specific framework, emphasizing the importance of aligning with global standards while adapting to local contexts. The developed framework builds upon the Kuwait Foundation Competency Framework to address the need for advanced pharmacy services. This is a mixed methods study that employed an "adopt and adapt" approach. The KACF was adopted from the FIP GADF and adapted following four phases. Phase one involved checking and validating the Arabic version of the FIP GADF. Phase two employed a series of focus groups to validate accuracy and relevancy of competency statements. Phase three utilized a workshop with different stakeholders as a final step of validation. Phase four involved a national survey to assess the national pharmacy workforce against the framework competencies. Qualitative feedback from focus groups and workshops informed competencies modifications. Quantitative data were analyzed using descriptive and multiple correspondence analyses (MCA). The translation phase verified a bilingual framework that could be utilized by pharmacists in Kuwait. The initial and final validation phases identified 20 behavioral statements (out of 22 in the original document) that are relevant to pharmacy practice in Kuwait. The national survey, comprising 169 respondents, validated the KACF's applicability, revealing variations in career stage progression across competency clusters. Findings highlighted associations between career stages and practice settings, offering insights for tailored workforce development strategies. The KACF emerges as a pivotal tool for advancing pharmacy services in Kuwait, aligning with global trends toward competency-based education. Findings underscored the necessity for context-specific approaches in advancing pharmacy practice, providing a comprehensive understanding of competency progression and readiness for advanced roles.

Twenty-five years of Medical Library Association competencies and communities.

Professional associations provide resources to support members' career development and facilitate ways for members to engage with and learn from one another. This article describes Medical Library Association (MLA) activities related to the revision of professional competencies and the restructuring of the organization's communities during the past twenty-five years. Grounded in MLA's Platform for Change, the MLA competency statement underwent two revisions with core themes remaining consistent. Major efforts went into rethinking the structure of MLA communities, and it became a strategic goal of the association. Numerous groups spent considerable time guiding the changes in MLA's community structure. Sections and special interest groups were transformed into caucuses. Domain hubs were established to facilitate project coordination across caucuses and create more leadership opportunities for MLA members, but their implementation did not meet expectations. Member engagement and leadership are ongoing challenges for MLA. The next twenty-five years will undoubtedly see additional revisions to the competencies and continued iterations of the community structure.

Modernizing public health communication competencies in Canada: A survey of the Canadian public health workforce

ObjectivesSince the publication of the Core Competencies for Public Health in Canada in 2008, the public health and communication landscape has changed dramatically. Digital media and infodemics have shifted how practitioners must communicate and respond to health information. The age of the current competency framework, which is relied on for workforce development, alongside emerging public health challenges, have prompted calls for modernized competency statements. This study aims to (i) measure self-reported communication competence in the public health workforce, (ii) measure agreement with new communication competency statements, (iii) identify variation in agreement between sub-groups of professionals, and (iv) explore current and needed communication training.MethodsUsing a mixed-methods online survey, a sample of 378 participants in various Canadian public health roles and regions were asked to rate their current communication competence and agreement with a modernized, evidence-based draft communication competency framework. The survey was distributed in both official languages through partner organizations and social media. Descriptive statistics were performed to assess agreement and variation was analyzed in relation to public health roles and experience.ResultsWhile most participants self-reported communication competence, specific areas were rated lower. All 21 proposed competency statements received high agreement with some variation observed between expertise and experience levels. Demand for communication training is high.ConclusionStrong agreement with statements indicates support for a modernized communication competency framework among sampled professionals. Research to gather more evidence surrounding the communication demands of the public health workforce and observed variation in strong agreement for the proposed statements is underway.

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.